LEGACY SOCIETY RECEPTION REMARKS
Presented at the annual gathering of Upland’s Legacy Society, November 9, 2007

Good evening.  My wife Liza and I are thrilled to be able to spend time tonight with members of the Legacy Society and former members of the Upland Board of Trustees.  The Legacy Society was established to recognize and honor those individuals and organizations whose philanthropy has been pivotal in helping Upland achieve significant milestones with respect to the educational opportunities we are able to offer children.  Tonight, the school honors five new members for their accomplishments: Michael Lewis & Jill Roberts- Lewis, parents to Chris ‘04 and daughter Colleen, who is a 9th grader this year; Mary Pat and Jeffrey Fralick, parents to Kelsie ’07, Bud in the 6th grade and daughter Ceci in the 1st grade; Roger Milliken, uncle to Morris Stroud and Anne Hannum and their siblings.  

These two constituencies have meant so much to the school throughout the years and I want to thank you all for your leadership, generosity, and stewardship in helping get Upland to the wonderful place it is today.  I am proud to be able to say thank you to you tonight for your efforts.

I understand that typically, this evening is used to allow the Head of School a chance to give some insight into the life of the school.  Tonight, however, while the primary focus of this reception is to allow us to socialize, I do want to take the opportunity to share with you how glad Liza and I are to be at Upland, reflect upon where we are presently, and preview a few things for the school’s future.

First, I should start by telling you it is with no small bit of irony that I am standing before you tonight as the new Head of School at Upland. About six years ago, when I was starting my doctoral program at the Klingenstein Center at Columbia University, I read an essay by Mr. Jay Stroud—though I suppose he wrote the essay under the pseudonym ‘Ishmael’ to protect the innocent.  Jay is the Head of School at Tabor Academy in Massachusetts, and his essay is an intensely personal piece detailing his reflections as Head of School.  At the core of the piece for readers is the epiphany where Stroud discovers how inherently paradoxical, conflicted, and daunting the task of running a school can be in the modern era.  I remember thinking, “Well, thank goodness that will never be me!”  Why?  Because at the time, I could never envision myself as a Head of School.  (If you don’t believe me, just ask Liza!)

As compassionate and introspective and as good of a school leader as Jay Stroud must be, I was inundated by current “trends” literature during my program about the stress of the job, societal pressures on academic institutions, helicopter parents, student discipline issues, faculty problems, Board management, etc., and it was therefore easy for me to dismiss the possibility of ever wanting to lead a school.  Simply put, there was not enough about the possibilities and opportunities presented to Heads.  And then, long after I had convinced myself never to run a school, a friend called me, told me to give this small, southeastern Pennsylvania school a look, and I was put in touch with Upland Country Day School…and my mind was changed.

As I shared with many of you when I visited last fall, Upland’s history, mission, and values spoke to me when I started learning more about the school.  A balanced approach to educating children in academics, arts, athletics, and attitude, an emphasis on character development, a small place where teachers can make a difference in the lives of their students and upon the school, a school with great traditions, a healthy culture, and a vibrant faculty and Board—it all resonated with my own educational philosophies.   I’ve always enjoyed teaching kids and not classes, working at schools where everyone is someone and not just a number, and where community and collegiality are as important as GPAs and SATs.  I changed my stance from six years ago, because I wanted to join this community.

Last winter, I read a book called Entry, by Joan Wofford and Barry Jentz, and an underlying premise of Entry is that I, as the arriving head, am entering my new school with respect --that is, without preconceptions or pet prescriptions for what the school ought to become. Another is that it is not my school; instead, my role is that of leader and steward for one important chapter in the school's evolution, with connection, continuity and change being the threads that stitch together past, present and future.

When I solicited alums this summer to have them tell me their favorite Upland stories, experiences, and memories, I was overwhelmed by the consistency in the messages I received…for they were also threads stitching together Upland’s past, present and future. From alums in classes ranging from 1953 to 2005, with every decade well represented, I heard personal thanks from former students whose lives were touched by being students at this small and special school.  Take for instance, one from the class of 1985 who detailed a long list of favorite memories and then closed with, “I could go on forever.  Upland was so much more than a school.  It was a part of my whole being and family.  The teachers went above and beyond to care for us, teach us, and show us the way!”  Or the most recent grad to write, a young woman from ’05, who commented, “My 2 ½ years at Upland were the best of my life so far, and it seems like yesterday I was walking in for my first assembly.  An education at Upland not only prepares someone academically for what lies ahead, but more importantly prepares the individual for success in all areas of life.”  Just this week I received a note from a class of 1988 grad who, now a teacher in an independent school in New England, wrote, “I’m not usually one to write letters like this, but today the value of the support and compassion I felt at Upland became clear when a parent with a student in crisis called to thank me for my gentle guidance and love.  It was today, that all those moments walking with Dr. Cleveland, finally made sense.  I could have been that student in crisis, but I was saved by teachers who took the time to know me and to teach me that compassion, empathy, and love build character.” I wish you all could have been here earlier this week when I showed this particular letter to Thann Gomba because she was prominently featured and thanked; tears of joy and appreciation streamed down her face.  It was an unbelievably heartwarming moment.

 Alumni letters speak to the importance of core values at the school (nurturing our students, providing a balanced program, teaching courtesy and consideration for others, and representing community values) and the quality of faculty-student interactions at Upland.

Later this year, the school will undergo a strategic thinking process that will represent input from every constituency in the school community.  The goal of this process is to articulate the vision for what Upland looks like in three, five, or ten years.  The goal of this process is to take advantage of this unique moment in time and seize upon the possibilities and opportunities that presently confront Upland.

We might start by asking ourselves what skills are most critical to develop in assessing the success of an early 21st century education.  How do we make cross-cultural intelligence a learning goal?  How can we best use technology for accelerating learning and providing faculty and staff with state of the art teaching tools?  With interactive classrooms and electronic portfolios symbolic of the ubiquity of technology in education, how will Upland get to a new level in its technological philosophies?  How will we encourage not only community service, but also service learning?  In a world of high stakes testing, how will we define achievement?  How will we continue to recognize multiple intelligences?  With tuition climbing toward $20,000, how will we keep an Upland education accessible and affordable?  Relatedly, how will we attract, compensate and retain faculty in the millennial generation?  In a popular culture that values the individual over the group, success at all costs, and material gains over ethics and moral courage, how will our message of community, courtesy, and consideration for others be heard?  Does our physical plant still support the program we want to offer? 

These are thought provoking questions, indeed, and ones that will play out over time as we strategize, plan, and act with Upland’s future in mind. We embark upon the path to answer these questions as a community and with great confidence in Upland’s mission, core values, and tradition of melding continuity and change. 

I could go on and on this evening, but suffice it to say, my wife, three small children and I are thrilled to be at Upland, we are so impressed by what we have experienced thus far, and we are eager to be a part of the school’s bright future.

New Upland Country Day School leader wants ‘kids to be kids’ a little longer

School is in ‘capable caring hands’ as David M. Suter embarks on the next stage of his educational odyssey.
by Steve Hoffman, Chester County Press

David M. Suter has been described by colleagues as a born leader and a born teacher.
Ask the new Upland Country Day School Head of School about teaching, or children, and his heartfelt enthusiasm is evident.

Yet, were it not for love, he might not have been an educator at all.

As a student at the College of the Holy Cross, he majored in Political Science and aspired to be a lawyer. He wanted to work on Capitol Hill. But his plans changed when he met and fell in love with Liza, who is now his wife and mother to their three children, twin boys and a girl. They ended up moving to Connecticut and Suter accepted a teaching position at Oxford Academy, a boys’ boarding school located in Westbrook. Educated in public schools, this was Suter’s first foray into private schools.
“I found myself attracted to mission-driven schools,” he explained. “I don’t want to denigrate public education. I was fortunate enough to attend good public schools with very good teachers. But every school is not for every kid. It’s about finding the right fit. And I think it’s important that families have a choice about where they send their children to school.”

From Oxford Academy, Suter moved on to Cheshire Academy where he taught English and served as the Director of College Counseling. That school had a tradition of international education, and Suter said that the experience there opened his eyes to diversity and multi-culturalism. The next stop was St. Luke’s School in New Canaan, Connecticut, where Suter served as the Director of Admissions and Financial Aid.

As Suter’s love of teaching grew, he attained advanced degrees. First came a Master of Arts degree from Wesleyan University, then a Master of Education degree from Columbia University Teachers College. He also completed his coursework for an Ed.D. in School Leadership from Columbia. Just as students need to find the right fit, he, too, was looking for the right fit last fall.

Suter explained that the directors of Upland retained a search firm to conduct a national search, and at that point he was also looking for another professional opportunity. The timing was perfect. He met with the school’s directors and was immediately impressed by the school and intrigued by the job. When he talked to members of the educational community, he heard nothing but good things about Upland.

“I heard that it was a great place for kids to be kids a little bit longer than elsewhere,” he explained. “This school, it’s such a neat little place. The {directors} convinced me that this was the right place to be. It is very much about raising good people here. I have a couple of degrees in educational leadership, and I felt ready for the opportunity that this presented.”

He replaced Russell J. MacMullen, Jr., who had led the school for more than a decade. The new Head of School admitted that it was difficult to replace his predecessor. “He left the school in good shape. He did a lot of great things for the school. People feel very connected to him.”

The 215-pupil school, founded in 1948, is very similar to the one that Suter left in New Canaan, although that one was a little larger. He likes the pre-kindergarten thru ninth-grade configuration.

Suter just assumed his duties at the start of the current school year on July 1. So for now, he intends to focus on the core mission at Upland: academics, arts, athletics, and attitude.

“I believe in educating the whole student,” he explained. “This school has a great tradition of modernizing and advancing without losing the country feel.”

He added that the school already has a long-standing commitment to arts and athletics, requiring all students to participate in each. Upland has a thirty-year international travel program as students get to journey to Finland each year. The school also hosts exchange students. There is a rink right on the campus, he noted, allowing the school to be passionately competitive in ice hockey. He pointed to the Ethics class, the Latin program, and the community service component of the academic experience as particular strong points for the school.

As someone who loves teaching, the new leader plans to foster a close relationship with the faculty and students. He will teach eighth-grade English to one section of students, probably 12 to 15 students.
“I started out as a teacher, I see myself as a teacher. To leave the classroom entirely would send the wrong message. I enjoy teaching too much.”

He added that the strength of the faculty was one reason that he felt comfortable accepting the new position.

“There are ten faculty members here who have been here for twenty years or longer. To find that dedication to the school and what it stands for is remarkable.”

Suter said that while it was a difficult decision to uproot his young family, the move was made easier by how welcoming everyone has been.

“There were families here who brought meals over to us. It confirmed what I expected: that this isn’t just a job here, but you’re really joining a small community.”

PAUSING TO SAY THANKS

I want to begin this new school year and this first year of my tenure at Upland by saying thank you to the faculty, administration and staff.

You might be thinking, “Thank you?”  As a theme to begin the year?  And I say, “Yes, absolutely. Thank you.”

You see, all summer long, in trying to acclimate myself to as many people as possible as quickly as possible, I have been writing to, dining with, and meeting with alumni, trustees, and faculty.  And I want to share some of what I heard:

From alums in classes ranging from 1953 to 2005, with every decade well represented, I heard personal thanks from former students whose lives were touched by being students at this small and special school. 

• Take for instance, one from the class of 1985 who detailed a long list of favorite memories and then closed with, “I could go on forever.  Upland was so much more than a school.  It was a part of my whole being and family.  The teachers went above and beyond to care for us, teach us, and show us the way!  I am trying desperately to relocate my family back to the area so my own children can attend Upland.”

• Or the young woman from the class of 1994 who describes the difference between her Upland experience and the one following it (at a local, prestigious, public high school) as follows: “The difference I found between Upland and [my high school] is this.  I know that 14 years later I can walk onto the Upland campus, and not only do people still know who I am, there are teachers who will still introduce me to their classes, ask about my family, know that I moved, etc…they still know me.  I think I could walk into [my high school] and introduce myself as a new student, to the same principal who was there when I graduated 10 years ago, and he wouldn’t know the difference.  For me, Upland wasn’t about the book learning (although I still remember things I learned there!); it was about learning to be a good person.  Upland taught me to be who I am now.”

• The most recent grad to write, a young woman from ’05, writes, “My two years at Upland were the best of my life so far, and it seems like yesterday I was walking in for my first assembly.  An education at Upland not only prepares someone academically for what lies ahead, but more importantly prepares the individual for success in all areas of life.”

• And my favorite alum story of all: “I graduated from Upland in 1997 and remember it like it was yesterday.  My best friends to this day are Upland Alumni even though we live far apart, in some cases different countries.  For me, it is hard to put my passion and appreciation of Upland’s teachers, community, and academic philosophy into words.  As a young man I was troubled and was, in fact, asked to leave Upland at one point only to return and finish top in my class and as a tri-captain to all three sports.  For this reason my stories, to follow, are less important to me then the personal growth I was able to achieve with the support of the Upland community.  Upland, to me, teaches young people to be respectful, have pride in themselves as individuals, teaches several different types of educational learning (from the seven presented by Howard Gardner), reminds us that traditions are important while respecting the need to progress, and provides a supportive net for students through positive role modeling."

“I remember when I was in 9th grade and the Ligonier lacrosse tournament was our last chance to win something and have our names on a banner, having lost the hockey and soccer tournaments.  That night I stayed up late with a young lady from Ligonier as a curious young man would.  The next day we played in three games.  I had the best tournament of my life, scoring the winning goals in two games and netting one in the last game only to lose by one goal.  I had told my coach before the games that I was out late.  After the last game we were very disappointed to have only 2nd place.  My coach approached me and wondered aloud whether everyone on the team had given their all, in every respect, to the team; if so, then great, but if not, then we probably would have won.  I was furious since I had just played the best lacrosse of my life and been the best player in the tournament.  I was so mad that it took a few weeks to set in that he was right.  He wouldn't let me settle with 2nd place, he wouldn't let me settle with doing better than the other players.   He was right; I didn't do my personal best and because of it the team suffered.  Lesson learned and I feel stronger because of it."

“As a person new to the Upland community, these stories mean a lot to me.  They are full of life lessons and mentors willing to go beyond their job descriptions and be real with a kid that many wanted to just ignore.  If there is one thing that Upland has above other schools it is the commitment and energy of an underpaid staff that goes beyond their expected roles.”

• It was the trustee who, when I asked why take on the serious time commitment of trusteeship at a school, quickly replied, “That’s easy.  That place is where my children are being educated, their most valuable memories created, and I would do anything to help support what it stands for.”

• It was the faculty member who said, “Even if the salary isn’t what I would want it to be in an ideal world, I wouldn’t ever go to work anywhere else.”

And this is why I wanted to start the year with a genuine message of thanks to all of you, both for all that you have done in the past, and for all that you will do this year, on behalf of the children who go to school here, their families, and the mission of the school.

Over the course of this year for me, which will undoubtedly be a learning year full of visiting classes and attending as many games and performances as possible I will always be mindful of the mission of the school— “Within a nurturing environment, we strive to develop students as independent and life long learners in a strong academic program that includes a balance of scholarship, the arts, athletics, and citizenship.  We emphasize civility, consideration of others and community values so that children ultimately believe in themselves as important individuals and as vital members of their community.”--and the possibilities and opportunities, which lie ahead for us in the coming years.  The possibilities and opportunities about what we want Upland to look like, on every level, next year in the school’s 60th anniversary and beyond will drive a strategic planning process that should kick off later this year.

Let me close with something I came across in “The Head’s Letter,” a monthly newsletter published for Heads of School across the country.  It is from March of 1992 and is written by Henry P. Briggs, Jr. who was at The Seven Hills Schools in Cincinnati, Ohio at the time.  He shared his community’s thanks for their faculty when he wrote, “It is our overwhelming conviction that our sole reason for being is the continuing excellence of our educational program, and that this continuing excellence is dependent on the dedication and excellence of the faculty, and on our ability to attract and retain the best men and women in the profession….Our teachers are the enduring heart, mind, and soul of our School.”  I would add that at a small school such as ours, where so many people wear so many hats, that we could easily add staff and administration to this quotation; in other words, it is all of us…upon whom excellence at Upland is dependent.  So one final thank you as I welcome you to school this year.

WELCOME TO OUR NEW WEBSITE!

Dear Friends,

We are proud to share with all of you our new, greatly enhanced web site. Our hope in undertaking this redesign was to offer all of you-students, parents, alumni, friends, and prospective families--a rich and vivid glimpse into who we are, what we value, and what we have to offer to the Upland community.

In addition, we plan to begin to use this site as an active and accessible means of communicating with the various members of the Upland family. The Internet offers us a unique opportunity to widen and deepen the channels of communication that must exist between an independent school and its community members. You will find in these pages a wide array of information about the school-calendars, news items, announcements, contact information, photo albums, extracurricular and athletic schedules, and the list goes on. Our hope is that you will return to the site regularly and have at your disposal the information you need to stay involved in the life of the school and in the lives of our students and your children. Over time, we will continue our improvements to the site and its role in our communications.

Though my family and I have been at Upland for only a short while, we feel already a palpable spirit and pride running through this school community. Our collective dedication to the 4 A's speaks to our community values about how best to raise young men and women, as does the amazing work that our faculty undertakes each morning to teach, guide, nurture, protect, and challenge the children entrusted to us. Upland's mission statement guides us in this work each day, and I encourage you to take the time to read it again. It asserts our commitment to academics, arts, athletics, character, and service to the community; all that we do here on campus, we do in service to these fundamental goals.

We are pleased to add this site to the list of tools upon which we can rely to achieve this mission here at Upland. Thank you again for visiting the site, and do not hesitate to contact me if I can be of service to you.

Yours truly,

David M. Suter
Head of School