Dear parents,
I write to you amazed that it could already be the middle of August and that the start of a new school year is just two weeks away. Summer always seems to be such a cherished time regardless of where you reside, but I have learned that it is even more special here in Wisconsin. This long-awaited respite from the winter blizzards and spring rains seems to be celebrated with an extra splash of gusto here in the Midwest. It is my hope that you have enjoyed special time with your families over the past several weeks. Perhaps you have traveled on vacation, or maybe you spent your time shuttling your children back and forth to camps or athletic leagues – a form of travel in and of itself! I believe all of this summer activity is meaningful and significant as it represents a pace of life, a deference from our normal school-year routines that provides the ability to reflect upon our children’s lives and our role as parents without the complications of school-year stresses.
For a Head of School, summer represents a shift in responsibilities and priorities. While preparation for the students’ return still remains a prominent part of my days, summer provides an opportunity to reflect with my colleagues on how things have gone for them, both personally and for us as a school, over the past year. Through individual conversations with my direct reports I have gained insight into the wide array of accomplishments that marked us as a school that takes the lead, not only in the greater Milwaukee area, but also across the state and nation. Academics continues to be the cornerstone of our successes – and therefore, our reputation. However, I believe we have made positive strides with the creation and refinement of programming that is foundational to our future growth in athletics and the arts as well.
In addition to analyzing what we have done well, we have reflected on how we have done it. As a result of the self-study analysis leading up to our Independent Schools Association of the Central States (ISACS) reaccreditation evaluation, a report emerged which supported something that our strategic planning consultant, Ian Symmonds, had said to us as we were beginning to plan for our future. The report underlined the significance of our important and extensive research about the quality of the people, programs, and facilities that are USM. Ian told us that USM is, quite simply, a “great school.” He went on to say that “there really isn’t much to fix, and because of this reality, we have now earned the right to think big and to plan strategically.” To this end, we have spent many hours collecting and reflecting on information gathered from conversations with members of our USM community, and have crafted a Strategic Plan that will launch USM on a trajectory that will not only make us unique in the Milwaukee area, but also amongst independent schools nationwide.
Our Strategic Plan, which will be announced this fall, represents a continuation of the academic excellence that has become synonymous with USM, but with much more attention paid to our position as a national and community leader in education. Global and experiential learning will become pillars of our strategy, incorporated into our curriculum beginning in the Preprimary grades and continuing on through to graduation. Every student will become even more actively engaged and involved in learning, through an educational program dedicated to assessment of strengths and interests, development of leadership traits, and instruction that is traditional in nature, yet cutting-edge in approach. Faculty will mentor their colleagues as they learn from each other, and will be encouraged to explore more innovative teaching techniques as they become even more adept at facilitating rather than directing learning.
We have, without a doubt, an incredibly dynamic and skilled faculty. Our Lower School teachers are passionate and accomplished at leading their young prodigies as the roots of their learning and educational careers are established during this all-important time. A well-defined and coordinated program guides our youngest students from early childhood to the preteen years, with just the right balance of independence and loving support. The Middle School experience continues the encouragement of an independent approach to learning and problem solving. Here, the goal is to make sure that all students are strong, capable, and academically and emotionally solid. As challenges are identified and strengths emerge, each and every child becomes an even more defined learner. Students are guided toward increased independence in preparation for the Upper School years, when the full impact of the USM experience will catapult them toward the inherent judgment of the college process and eventual university matriculation.
It is our collective responsibility to ensure that our students reach their own personal best and, perhaps even more importantly, that they are prepared for the complexities of a future filled with personal and professional challenges. We are blessed with this unique opportunity to encourage, mold, and instruct them each and every year, and we take this responsibility very seriously.
Over the past few weeks, I have taken advantage of some free time to do the kind of professional reading that is not often possible during the busy school year. Providing our children with the ability to learn and grow in an environment where they are nurtured and encouraged is not only influential to their ultimate capacity to become successful adults, but is also very necessary. The stories of successful adults who have survived desolate childhoods where they have not felt the support of family or have not been exposed to stimulating schooling are often celebrated in the news – but the truth is, these types of success stories are few and far between. These “against all odds” types of stories are glorified but rare, and of course none of us believe that raising our children is something best left to chance. So, we construct a path for our children that provides the necessary tools, skills, and emotional support required for our definition of success.
At times, we have all experienced the desire and temptation to prepare and create a path that is less bumpy for our child. What we actually need to focus on is preparing our children for the path. I strongly believe that this preparation must be fairly general and widely focused, as we cannot accurately predict what our children’s actual path will look like. Over the summer, I read “Lean In,” a book by Sheryl Sandberg which explores the challenges women face in finding the appropriate work/family balance. I also read “Quiet” by Susan Cain, which highlights the differences inherent to introverts and extroverts and explores how these differences impact learning. As I reflect on these readings, as well as many conversations from the past year, it becomes even more apparent to me that when we open our doors this fall, our focus needs to be not on a student body of 1,100-plus, but rather on the more than 1,100 individuals who have come together with us to explore and learn as they put together the vital pieces of childhood that will lead them to successful and happy adult lives. The growth of a child to adulthood is multilayered and complex, complete with so many facets of individuality that we must be cautious as parents or as a school to resist the temptation to define them collectively by applying benchmarks and standards that are imposed upon the entire group. Instead, we must recognize each individual’s emotional, physical, and academic capacities, maturity level, motivations, and energy at each stage of development.
Education and educational pedagogy have evolved significantly since I began my teaching career back in the early 1980’s. We have learned so much about the biology and chemistry of the brain, metacognition, and child psychology and development. We no longer adhere to the “one size fits all” theory of education, and continue to recognize that the needs of each and every child are different, unique, and important. We understand that our responsibility extends beyond pure academia and that we are equally obligated to support the moral and emotional development of our students. One of my favorite quotes attributed to an unknown author is as follows: “An education system isn’t worth a great deal if it teaches young people how to make a living but doesn’t teach them how to live.” It is to this end that we dedicate ourselves at University School of Milwaukee. Under the auspices of The Common Trust, we build our lessons both inside and outside of the classroom. We look forward to beginning a new school year with you as our partners. Together, we have the ability to be a powerful and positive force in your children’s lives.
Sincerely,
Laura J. Fuller
Head of School
