Breaking Down Silos
The Leadership Team has wrestled with the challenges that exist with respect to the walls between the Lower, Middle and Upper Schools. In all honesty, at every school that I have been associated with, this challenge has existed. We all get so busy with our day-to-day activities that we seldom mingle with other colleagues in different divisions.
I am sharing an email that our Associate Head of School and Head of Upper School, Mr. Jack MacMullan, sent to all faculty members recently:
Dear Lower, Middle, and Upper School Teachers,
The structure of schools is such that it is very easy for us to lose sight of the bigger picture. We are typically assigned to a specific department within a specific division, and we all work really hard to meet the many responsibilities that these roles demand of us. The downside of this focus? Sometimes we are so consumed in our own worlds that we forget that we are a member of a much bigger team, teaching Little Pirates (age 3) to seniors (up to age 19), all in an effort to lay the foundation for college and life beyond.
The Leadership Team has been wrestling with ways to chip away at some of the artificial barriers that separate us, and has settled upon what we hope will be an easy, low stress way to deepen our understanding of and appreciation for what our amazing colleagues in other areas of the school do. To begin, we have divided our teachers and academic support staff into 15 teams of 6-7 each, and a list of these teams is attached to this document. While far from perfect, the teams represent an effort to mix and match people whose paths probably do not cross very often.
You would be amazed at how quickly the silos disappear when you have an upper school faculty member visit a lower school class. The same is true for a middle school faculty member visiting an upper school class.
When a faculty member steps into a classroom in a different division, they gain invaluable insights into the continuum of learning that spans from early childhood to young adulthood. Not only does this experience deepen their appreciation for the developmental stages preceding and succeeding their own, but it also fosters empathy and understanding among colleagues who may have previously only interacted in passing.
This initiative goes beyond mere observation; it invites active engagement and participation. Faculty members are encouraged to share their expertise, collaborate on projects and even co-teach across divisions. By breaking down the physical and psychological barriers that separate us, we create a more cohesive and supportive community dedicated to the development of our students.
I look forward to seeing you around campus!
Stuart
When a faculty member steps into a classroom in a different division, they gain invaluable insights into the continuum of learning that spans from early childhood to young adulthood. Not only does this experience deepen their appreciation for the developmental stages preceding and succeeding their own, but it also fosters empathy and understanding among colleagues who may have previously only interacted in passing.
This initiative goes beyond mere observation; it invites active engagement and participation. Faculty members are encouraged to share their expertise, collaborate on projects and even co-teach across divisions. By breaking down the physical and psychological barriers that separate us, we create a more cohesive and supportive community dedicated to the development of our students.
I look forward to seeing you around campus!
Stuart
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