"Summer 2011"

For a good part of the summer, when not watching Red Sox games, I have been using the time right before bed to catch up on as many books as possible from the stockpile on my nightstand.  Because I enjoyed my books from the past few summers so much (NurtureShock, written by Po Bronson and Ashley Merryman, and Mindset, by Carol Dweck, to name a couple), I wanted to continue in the vein of literature urging educators to mix in current scientific research, push further on many other developmental issues, and ultimately question many culturally popular ideas in order to best prepare students for the 21st century.  This summer I have been reading Research-Based Strategies to Ignite Student Learning, written by Dr. Judy Willis, a neuroscientist and classroom teacher.  Where the divide between the science of neuroimaging, brain mapping research and the art of classroom teaching was expansive when I was a young student, “we can now see what happens to brain activity and structure when teachers teach and students learn.  Educators can now relate the powerful discoveries of learning brain research to classrooms and curriculum by incorporating research-based learning strategies to help students learn more effectively and joyfully.”  I also re-read Who Moved My Cheese?, written by Dr. Spencer Johnson and described by the author as “a simple parable that reveals profound truths about change.”  For anyone seeking a valuable quick read, this is it; the handwriting on the wall for schools is there, for certain, and the book does a great job, too, of advocating less stress and more success, ideas that we can easily transfer in regard to education, in general.

Personally, I found myself captivated by the FIFA Women’s World Cup in Germany this summer.  As a sports fan, someone who grew up in the same upstate New York area as star Abby Wambach, and even as an educator always in search of ‘teachable moments,’ I was on quite an emotional rollercoaster from late June to mid-July’s devastating championship game loss.  How could I not be excited to see women’s soccer capture center stage in the crowded theater that is American sports?  How could I not be inspired by the American team’s historic last-minute comeback, and shootout win, against Brazil in the quarterfinals?  And what a triumph, indeed, for the Japanese heroines who were relentless, tireless, and able to capture the hearts of their compatriots, through an improbable victory, during an otherwise tragic year!  As much as I wanted our American women to emerge victorious and extend their 22-0-3 lifetime record against the Japanese, the game was about as exciting and memorable of a soccer match as I have ever seen.  When all was said and done, too, there was Wambach, immediately congratulating the Japanese on their victory, showing the class, dignity, and sportsmanship so many other athletes in other sports have failed to show in recent years; as one reporter noted, “athletes and coaches (and parents) should take a cue from her.  You can be super competitive, you can be unabashedly passionate, and you can still have great sportsmanship.”  Magnificent effort, goals, shots, drama, and even heartbreak made this a game for the ages and a teachable moment, all at once.

Though a soccer tournament, a book about neuroscience and a parable about mice may not seem at first glance to have much in common with a small elementary school in southeastern Pennsylvania, I see things from each which are directly applicable to all that we do here with children at Upland.  For instance, anticipating, monitoring and adapting to our environment will help us realize we need to enjoy change and be ready to quickly change again and again.  Also, vigilantly using science and technology to improve education should make for an evolving, and improving, teaching and learning environment.  Finally, success—no matter how one defines it--comes from tireless effort, dedication, perseverance, and resiliency, not just innate talent.  As I wrote here last year, teaching resiliency is often a bigger challenge because it means teaching kids about the value of failure and struggle.  But as one of my baseball coaches used to remind me, “You can’t know the thrill of victory without knowing the agony of defeat.”  My hope for each and every child at Upland this upcoming 2011-2012 school year is to grow, learn, and be challenged in the ways Willis, Johnson, and even Wambach reveal through their words and actions.

"Outcomes II"

Not too long ago, I wrote in this space about the incompleteness of using just hard data (standardized test scores, wins and losses records, etc.) to assess many of the outcomes of our balanced approach to educating young men and women at Upland. Anyone who has heard me talk at our Monday and Friday school-wide assemblies knows how much I value other indicators of success, too--which I might call soft data--such as demonstrations of resilience, community improvement, and acts of kindness.

This winter, I have done a lot of reading about one of my favorite subjects: schools of the future. In trying to conceptualize a framework, topics of ‘strategy’ and ‘design,’ ‘purpose’ and ‘sustainability’, and ‘honoring the past while embracing the future’ have all been popular themes of my reading. At Upland Parent Association meetings the past few years, I have talked a lot about ‘21st Century Schools’ and ways they can, and should, be different from what we remember about school when we were kids; one of my favorite lines from author Daniel Pink is that schools should aspire to prepare kids for their future and not our (adults’) past.

A recent National Association of Independent Schools (NAIS) presentation on Schools of the Future suggests the best schools will be ones that excel not only with traditionally accepted subject areas such as algebra, biology, and social studies, but also commonly agreed upon skills and values today’s world demands and rewards. These are skills and values articulated over the past few years from myriad sources such as the Graduate Record Exam (GRE) Personal Potential Index, the American Association of College and Universities College Learning for the new Global Century, Howard Gardner and his theories on multiple intelligences, the National Center on Education and the Economy studies of desired graduate and employee traits, and countless other well-respected published research results. In other words, the “stuff” of curriculum content, canon and standards should be expanded to also explicitly teach what NAIS President Pat Bassett calls the “Five C’s” of character, critical thinking, creativity, collaboration, and communication.

In some ways, all of us intuitively know what this research propagates: “book smarts” alone as educational outcomes do not a successful, well-adjusted, accomplished person make. We need the integrity and compassion of a person with character, the problem-solving abilities of someone who can critically think, the entrepreneurial spirit of a creative person, the teamwork and leadership of someone who understands collaboration, and the writing, speaking, networking, technological skills of a solid communicator. I would argue our core curriculum needs to reflect these fundamental skills and values, as do our mission and school culture. I would also argue that standardized tests and scores, which newspapers love to tout, are insufficient as the measuring stick of academic quality, because they provide only the aforementioned hard data and are unable to provide soft data. We need to do more than just earn big numbers on a test, and the “five C’s” capture those extra expectations. With pride, I see on a daily basis where Upland is thriving in demonstrating positive outcomes in each of the five C’s.

To name just a few, I see students’ character development through our fourth “A” of attitude (academics, arts, athletics being the other three A’s). It is Ms. Gomba teaching manners and decorum in the cafeteria to her second graders and Mr. Edgar exploring “How do you want to be known?” with sixth and seventh graders as they mature into upper schoolers. I see critical thinking through Mr. Dunn’s ninth grade ethics class and Mrs. Gerbron’s close reading of literature each day in eighth grade English class. I see creativity through Ms. Conner’s fifth grade Talking Artists Museum and mandatory participation each year in performing and visual arts, grades pre-kindergarten through nine. I see collaboration among upper school and lower school grades every week (how many schools can say that?) in activities period or collaboration time and leadership through student council, yearbook, plays, and sports teams. I see communication demonstrated through ninth grade speeches to the student body, and a persistent focus on writing skills from Mrs. Mehdizadeh in kindergarten on up through Miss Ralston in ninth grade. Upland should feel very proud of how it is embracing the NAIS recommendations for schools of the future in these areas, and I bet we could come up with a host of different examples from other areas of the school to provide even more concrete examples.
As an independent school colleague of mine is fond of saying, “If you don’t become a school of the future, you might become a school without a future.” Thus, we are mindful of our desired outcomes (both the hard data and soft data varieties), our facility with technology such as Promethean ActivBoards for both teachers and students, our use of formative assessments such as Children’s Progress Academic Assessment, and our vision of Upland as a 21st century independent school, as demonstrated by our Strategic Plan 2008-2013.

But, to tie together the themes embedded in the five C’s with the first paragraph of the “Outcomes” essay this fall, I think back to the varsity field hockey team’s 13-0-2 record. At the end-of-season team dinner, Coaches Gerbron and Ralston focused on how the team achieved its undefeated record, not just that the team had an undefeated record; the girls worked together as a cohesive unit (collaboration), they showed determination by never giving up in any game they trailed (character), and they showed mental toughness and resiliency in figuring out how to overcome all obstacles (creativity).

"Outcomes"

Girls Varsity Field Hockey: "We were undefeated this season with a 13-0-2 record…an accomplishment achieved by only a handful of teams in Upland's history. The most amazing part to us is not the record, however, but how the team came to this achievement."
- Coach Gerbron, November 2010

Aladdin, Jr. Performed by the 8th/9th grades November 11th and 12th: "I have been a part of the Upland community for forty years and that was one of the best plays I have seen here. It was a magical production [definitely no pun intended] where all the participants seemed like they were having a great time. By my standards, it was quite a complex undertaking that was pulled off with skill and joy. "
- Dr. John R.S. Fisher, parent of three Upland alums and now, current grandparent of three Upland students.

Secondary School Admission Tests: "In a fall 2010 administration of the SSAT - a multiple choice aptitude test consisting of verbal, quantitative and reading comprehension sections, as well as an ungraded writing sample portion - 56% of Upland ninth graders achieved scores in the 90th or better percentile nationwide. That means more than half of our subtest scores were in the top 10%."
- Mr. Manahan, Secondary School Placement Director



As anyone who reads the newspaper, scans the internet, or watches the nightly news can tell you, there has been a palpable shift-for many--in thinking about the value of elementary, secondary, and even post-secondary education. In short, while I was brought up in an environment that seemed to most value the process inherently, today the emphasis seems to be squarely on proving the value of the outcomes. Whether this reversal is a reflection of the standards movement, a reaction to the high cost of education, or the globalization of economies and cultures, it is almost an assumed point in this day and age: people want to probe the tangible value of the education schools are providing.

Fortunately, Upland has some very tangible ways it can demonstrate its value to the lives of its students, as well as its successes in each of its core areas: the four A's - academics, arts, athletics and attitude. Using examples from just the past month alone, I am overcome with pride when I see what our teachers and students are accomplishing at Upland with such win-loss records, thunderous applause at the plays, and rising test scores. But I want to focus not just on those outcomes, but other measures of success, too, in showing the value of an Upland education.

For instance, at the varsity field hockey team's banquet, Coach Gerbron shared how the team went from being known as "underpopulated" to "determined and mentally tough;" she raved about how the girls worked harder than any team she had ever coached, how they were "a cohesive group who never got down on themselves or each other. We won each game, not always by being the more skilled team, but because there was no team out there that could rival this team's work ethic and motivation." She attributed much of the team's success to attitude, spirit and dedication.

Similarly, the production of the play required an incredible amount of teamwork from students, teachers and parent volunteers in order to be such a success. Each night before the show, I would go back stage and take great delight in seeing the parents helping students with their make-up and costumes, Mrs. McDonald making last minute adjustments to lines and roles dependent on the previous show, Mrs. Finley warming up the vocal chords of the actors, and Mr. Edgar and Mr. Hayes getting ready for behind-the-scenes prop and set work. Mrs. McDonald reminded me of the incredible efforts of students to learn and rehearse the play during the end of the first marking period, amidst the soccer and field hockey seasons, and coinciding with the start of the secondary school process; she knew their dedication to extra rehearsals after school and even during the weekend would result in a show which would delight the community.

Finally, for those not familiar with the SSAT, it is "a multiple-choice aptitude test for students in grades 5-11. The test consists of verbal, quantitative (math) and reading comprehension sections. The verbal questions test your vocabulary, verbal reasoning, and ability to relate ideas logically. The quantitative (math) questions test your ability to solve problems involving arithmetic, elementary algebra and geometry and concepts. The reading comprehension section tests your ability to understand what you read. In addition, the test includes a writing sample portion, which asks you to respond to a topic statement." The SSAT is a different assessment tool than kids are typically accustomed to seeing in their day-to-day formative projects and class work, and is used by many secondary schools, to which our students matriculate, during the admissions process. The testing process can be a stressful experience for students trying to translate their school successes into standardized test success, but even with their normal school workload, athletic schedule, play performance, and more, our ninth graders performed admirably.

These three simple examples of success from last month - the field hockey team, the play, and the SSAT-- demonstrate how the value of an Upland education is measured in obvious, eye-catching fashion, but it is also revealed through more subtle, but no less pivotal, character development, teamwork, and resilience. They reveal the many levels of success to which we aspire in working with our young men and women at Upland, and we should be proud of all of these outcomes.

"WHERE ARE WE HEADED?"

Summer vacation has come and gone, and the end of August has offered us our annual fresh start with new students, teachers, and parents. So, I am eager to answer a question that I always ask of my students at the outset of a class: "Where are we headed?"

One year ago, at our opening faculty meetings, I spent a good deal of time talking about the importance of our willingness to change as individuals, educators, and as an institution; this came from Carol Dweck's Mindset, where she summed up her thesis by writing, "You can't keep up with this changing world if you can't learn and you can't grow." Two years ago, also at the opening faculty meetings, I quoted a few lines from Daniel Pink's A Whole New Mind, where he exhorted educators to prepare students for their (students') future and not our (adults') past. He stressed the importance of skill development over content coverage, the creative and conceptual in addition to the linear and logical. We also watched the YouTube sensation "Shift Happens" to demonstrate the quantum leaps between generations in terms of technology, education, and global interconnectedness. This summer's faculty and staff reading, NurtureShock, emphasizes scientific breakthroughs and significant data research to challenge a few sacred cows, but it does so in a way that focuses upon reflection and progression. Similarly, in answering the question of where Upland is headed this year, I would say with confidence that we are looking forward with an emphasis on reflection and progression.

More specifically, in terms of reflection - this year our entire faculty will conclude a comprehensive two-year review of Upland's complete curriculum, and we will also complete a thorough self-study in anticipation of our Pennsylvania Association of Independent Schools (PAIS) reaccreditation visit in October 2011. In terms of progression, I need only point to the dozen dedicated faculty who just went through summer online courses plus two in-person days of Activ Board training, or our creation of collaboration periods for lower and upper school students to work together each month. These are but a few of the tangible examples of our ongoing efforts to improve through reflection and progression.

So where are we headed? Simply put, we are looking forward. We have over 30% more new students this year than last, moving back in the direction of pre-recession new enrollment numbers. This year, we are looking forward to attracting even more new students, to fresh starts and to renewed commitments. We are looking forward to reaffirming our mission and examining our practices for the PAIS reaccreditation process--to continued reflection about all things Upland. We are looking forward to continued demonstrations of academic excellence, efforts to progress and challenge the status quo through innovation, and to a balanced program of the 4 A's-academics, arts, athletics, attitude--based on understanding, trust, and responsibility. Indeed, we are looking forward, and we can't wait for a great 2010-2011 school year.

"Why choose an independent education?"

As many of you know, I grew up in the suburbs of Rochester, New York. While I began my own education at an area Montessori school, I switched in my elementary school years to my town's local public school system. It was a fine system, and I enjoyed a solid elementary, middle, and high school education. However, I have spent my entire adult life working in independent schools, be they boarding or day, urban or suburban, single-sex or co-educational. Why the discrepancy between my own education and my professional choices? Or, as I now find myself being asked as a parent of three small children, why choose an independent school for your kids?

Earlier this winter, Patrick Bassett (the executive director of the National Association of Independent Schools) created a video to help describe the importance of having your child attend an NAIS independent school. The video basically details several criteria for families to consider in making this pivotal decision of where to send their children-great teachers, a focused mission, demonstrable successes, and strong values. In short, as I watched the short clip, I thought about these things in the context of our own Upland community and I felt a swelling of pride within me.

Great teachers provide inspiration, challenge, support, and a positive model for their students. As William Arthur Ward once wrote, "The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires." When our recent parent satisfaction survey returned with 94% positive response to the quality of teaching assessment, it affirmed that we are providing/delivering this service each and every day through great teaching. Countless qualitative comments about our students being engaged, nurtured, and inspired supported these comments, as well. Teaching kids to love learning is a pivotal part of our goal at Upland during these formative years, and I am proud of our success in this area.

Mr. Bassett paraphrases a famous New England head of school when he promises that at a small independent school like Upland, "We will know your child. We will love your child. And we will help your child be successful." It is not easy to be a child growing up in the early 21st century; they encounter a very different world, in many ways, from the world you and I faced as kids. But Upland's focus on each child as a student, artist, athlete, and citizen is what distinguishes us from other educational opportunities. The "4A's" of Upland is not a marketing gimmick, but a genuine way of educating each student. It is not just a different option; we believe it is a better option, developing the whole child, providing unique opportunities, and concentrating upon important social, civic, and personal responsibilities as a key aspect of our program. We also know our current families appreciate this approach, as measured by their 90% satisfaction rating on how well the Upland experience is positively impacting their children.

And for those looking solely at the bottom line, Mr. Bassett acknowledges the "return on investment." We all know the incredible sacrifice families make to provide an independent school education for their kids. However, nationwide studies have borne out the increased likelihood for success (in academic achievement, civic participation, etc.) for students attending and graduating from independent schools. At Upland, we are extremely proud of our students' successes before and after their 9th grade graduation; this spring we look forward to releasing a study that supports the notion of Upland graduates having disproportionately large numbers of leadership roles at secondary school and in college. Why is this true? Because our school culture and program provide active opportunities for students to learn leadership skills, safely 'test the waters' in educational areas they might not otherwise encounter, and manage success and failure throughout their lives.

So to answer my initial questions, hopefully you will now know why I believe so strongly in independent education, and Upland, in particular. I think it is one of the best decisions parents could ever make for their children.

"Traditions!"

Last night, our eighth and ninth graders performed "Fiddler on the Roof, Jr." for the third and final time. All three were spirited performances and there were lively audiences for each, all appreciative of how each show improved upon the one preceding, and all thankful for the dedication of our students, faculty and parents in readying the show. As I watched our students with pride again last night, one line from the first scene stood out for me in thinking about what makes Upland special for its students: when Tevye remarks, "Traditions, traditions. Without our traditions our lives would be as shaky as, as... as a fiddler on the roof!"

One of the great traditions at Upland is Monday/Friday morning Assembly. (ed. note: I choose to call them Assembly to title them, to distinguish them from our other, irregular opportunities throughout the year to have a special assembly.) On these mornings, students from pre-kindergarten through ninth grade walk with their teachers to the Barn as a class, and sit on the floor in pre-arranged spots. Assembly usually lasts about twenty minutes, and the topics covered can range from Mrs. Humphrey and Mrs. Anderson announcing the Artists of the Week to ninth grader Ben DiFilippo updating the community on how the Phillies and Eagles are coming with their championship quests. It is the place where we recognize each student's birthday and announce the results from our soccer, field hockey, ice hockey and lacrosse games. Assembly is also the time to have a moment of silence in preparation for the week or talk to the community about a burning issue. And regularly, ninth graders use Assembly to give a formal speech to the entire student body; this capstone event requires their reflection, speech writing and public speaking, presentation skills and consultation with Miss Ralston.

Notably, though, these Assemblies-these traditions-keep us focused and prevent us from getting "shaky" as a community, while simultaneously demonstrating some of the wonderful learning that goes on at Upland.

Take this Monday, for instance: Mrs. Perkins' third graders are showing an iMovie they created which highlights their trip to the Pennsylvania Renaissance Faire as a part of their Elizabethan Era and Shakespearean studies.

Click here to view 3rd grade Renaissance Faire visit This file requires Windows Media Player to view

Similarly, four upper school students in the sixth and seventh grade will be presenting a slide show about a mural they are creating for the Kennett Food Cupboard, a place where Upland students often serve as part of their community service efforts. These four girls recently spent an afternoon in town with Mrs. Barreiro and Mrs. Anderson researching art murals in Kennett and sampling Mexican bread at Alondra's.

Click here to view slideshow of the mural trip This file requires Windows Media Player to view

In short, our Assemblies on Monday and Friday mornings may be relatively brief, but the breadth of topics covered and value to our community is far ranging. Perhaps most importantly, Assemblies are student-centered (if not student-driven!) and they represent one of the most important, but timeless, traditions at Upland. I welcome current parents to attend any and all throughout the year, for one never knows what special moment you might miss by not attending. To paraphrase Tevye one more time, Upland "is our home. And how do we keep our balance? That I can tell you in one word: Tradition!"

David M. Suter
Head of School

Musings for September

August 10, 2009

My own little symbolic rebellion against the structure of the school year—or worded more positively, my own little celebration of summer's freedom—is when I do not wear a wrist watch from the day after graduation until the first day of faculty meetings. Somehow, it allows me to wake up naturally, feel as if I am enjoying a leisurely pace, and not seem so constrained by the sounds and sights of the moving hands. Such an act is silly, I know, and far more symbolic than anything else, but it tells me "school's out for summer!" With the added time and peace of mind for which summer allows, I find my mind contemplating "the big picture" more regularly and searching for connections in the things I read and experience throughout the year.

Last summer, I was captivated by Randy Pausch, a Carnegie Mellon University professor who, according to the CMU website, "delivered a one-of-a-kind last lecture that made the world stop and pay attention. The lecture became an internet sensation viewed by millions (just search 'Randy Pausch, last lecture' on YouTube.com), an international media story, and a best selling book" for its incredibly inspirational and positive message for us all to live each day as if it were our last, and for its powerful teaching lessons and advice for young people on how to achieve their personal goals.

For me, seeing the inner strength of Pausch and the amazing emotional impact his story has had on viewers and readers across the world is instructive. Sometimes the natural challenges of growing up, living in a fast-paced and complex modern world, or feeling the stress and strains of the world around us, can make us lose sight of what is truly important. I am thankful for the natural blessings we have at Upland in our beautiful country campus, caring and dedicated faculty and staff, and mission driven program. We strive to provide our young students with a balanced program of academics, arts, athletics, and personal development in a setting that allows for challenge, exploration, rewards, setbacks, and more. And though it is not always easy to focus on the journey in a world obsessed by outcome, we provide this program—laden with its rich traditions--in an environment geared to teach not just about test scores, winning games, and the individual accolades, but about community connectedness, fulfilling potential, and teamwork, too.

While visiting a few other PK-9th grade schools in New England this summer, I had an interesting conversation with a school head about a book we were both reading entitled A Nation of Wimps, written by Hara Estroff Marano. Marano, the editor-at-large and former editor-in-chief of Psychology Today, laments the lack of resiliency America's youth seem to develop today. This other school head astutely pointed out how independent schools are in the unique position of overcoming this obstacle because of our missions, independent nature, and ability to partner with parents. And he is right! We at Upland have a strong set of values, beliefs, and experiences in educating young people through the school's mission and guiding principles; we're all here because we subscribe to these ideas, too, and want our children to receive an Upland education and all that it entails. While Marano's book is not for the meek or mild, it is an eye-opener and it does cut to the core of many disturbing trends in the country. I would really recommend the book both as a social commentary and countercultural teaching tool. Similarly, Dr. Carol Dweck's Mindset (www.mindsetonline.com), the summer reading for Upland faculty and staff this year, argues how decades of research on achievement and success is confirming the notion that motivation and effort are at least as important as abilities and talent for our students' futures. Teaching a love of learning and resilience, she opines, is the most critical thing we can do with our kids; rigid thinking about success, accomplishment, and goals can be counterproductive in the face of developing minds and a changing world. I strongly recommend both books and look forward to keeping their core messages, especially in the context of Pausch's emphasis on positivity and what really matters, in the forefront of this school year.

We as an Upland community should have these explicit conversations with each other--our teachers, parents, and students--in regards to our ultimate goals as a school, how we must work in concert to achieve these goals, and why our mission and program benefit young people. Our efforts to educate folks on how we are different, why the "hothouse" style is undesirable, and how we crave the opposite of some of these negative national trends all aid in the push back against pressure from the larger world. It isn't easy— or even popular sometimes—but it is necessary in the best interests of the kids. Like Marano, I worry about some of the trends I see across certain subsets of the American student population, but I also feel supremely confident in our ability to best serve Upland students—and counteract some of these disturbing trends--through a balanced program of academics, arts, athletics and attitude. I love the connections our teachers make between our small school and the local resources at our disposal, and I appreciate the innovative efforts on the part of this community to continually improve our school for our kids.

In a few short days, I will strap on my wristwatch again and proudly begin my third year at Upland. More than two hundred faculty, staff, and students will return to campus, too, and together we will navigate the waters of learning and growing—informed by thinkers like Pausch, Marano, and Dweck--together. Have a great year, everyone!

It's all about the numbers-- 0, 10, 4, 10000, 9, 60

June 2, 2009

It's very hard to believe there are zero full days of school left; from here on out, exams, end of year celebrations and assemblies dominate the calendar. In ten days, however, we will be bidding farewell to our Class of 2009 as they prepare to enter Archmere, Tatnall (2), Mercersburg (2), Sanford (2), Berkshire, Westtown, West Nottingham, and area public schools (5). Saying good-bye is always an emotional thing for our ninth graders, many of whom started at Upland more than a decade ago, so to help them think about what comes next is graduation speaker Jennifer Kane '00 (who went on to become Valedictorian at Tatnall, All-American ice hockey player, and now works on Capitol Hill for Senator Carper).

At the close of this 2008-2009 school year, I like to think about how we fulfill our mission and live out the four A's of Academics, Arts, Athletics, and Attitude. Last year, Upland got behind college-aged philanthropist Kathryn Cunningham and her exceptionally valuable Power Up Gambia project to raise funds in the hopes of getting solar panels installed on a hospital in West Africa. Her plan to get several dozen panels installed would ensure reliable electricity and save lives; from the solar popper to the Hagley Museum, from the arts to the sciences, we supported this valuable project.

This year, we targeted Greg Mortensen's Pennies for Peace after several faculty members were moved by reading Three Cups of Tea. All year long students decorated cans, posters, and mascots while collecting pennies (and more!), all so Upland could support the building of a school in the poorest areas of Afghanistan and Pakistan. The students' enthusiasm, creativity, and collaboration made these efforts an overwhelming success, and I am proud to thank every one of them who helped raise an incredible $10,000. What better way to demonstrate care for others, positive attitudes about being able to make a difference in the world, and the ability to use our education for good than to help build a school for others less fortunate than ourselves?

We also had a wonderful year in the arts at Upland, highlighted by a tremendous all-school art show featuring participation by each and every student--our budding visual and performing artists. Attended by hundreds, the displays, performances, and ambiance were just perfect! We also resurrected Kite Day, created a Christmas tree display at Longwood Gardens, had our students' art displayed at area restaurants and libraries, and enjoyed the stays of both a puppeteer and Raku firing artist-in-residence. Further, our drama department put on nine plays and our vocal ensemble took home an "Excellent"rating at a recent, regional adjudication festival.

Excellent would also be a word used to describe the health of our athletic program, where teaching skills, sportsmanship and the value of teamwork are as important as winning, in many respects. After our lower school students finish their last ice show (how many elementary students across the country can say they have been in a school ice show?), they head off to the upper school, where athletic traditions abound. The fall journey to the Valley School of Ligonier in Western, PA, the winter and spring trips to Greenwich for ice hockey and lacrosse tournaments, respectively, our own ice hockey and volleyball tournaments, participation in 5K runs, and the overseas trip to Finland all allow for as many personal growth opportunities, I could argue, as athletic ones!

Finally, anyone walking through our classrooms should immediately notice the interdisciplinary value of projects like the fifth grade's talking artists museum, where students not only research and write a paper about a favorite artist, but paint that artist's most famous piece, and take part in a public exhibition dressed and speaking in the character of the artist, as well. The increased incorporation of technology in the classroom is evident when the fourth grade uses the Smart Board's interactivity to make presentations about their selected Pennsylvania cities, when Mrs. Meharg uses Skype to video conference, file transfer, and long distance teach a student in Florida, and when Mr. Dunn uses his Promethean Activ Board to conduct his aviation club.

In short, as Upland celebrates sixty years of learning and growing, we should feel good about the things going on at school. While there are always things to do, changes to make, and ways to improve, we head to summer vacation knowing we are fulfilling the mission of Upland: " ...to develop students as independent and life long learners in a strong program…so that children ultimately believe in themselves as important individuals and as vital members of their community."

The Important Thing is the Important Thing

At a recent family gathering I attended, the focus of conversation understandably centered upon the precipitous decline in the Dow this fall. As folks worried about the 15-25% decline of their investments within a few short weeks and speculated about how long it might take to recover from this "downturn," the mood in the room became somber.

My own mind jumped to Upland families, sacrificing to make tuition payments and helping to support the school in so many ways. There is no denying or ignoring the reality of the economic situation surrounding us at this point in time; to do so would be naive, foolish, and done at our own peril. For these very reasons, we are looking at our own tuition, expenses, and tuition assistance in earnest. Despite the ubiquitous doom and gloom media coverage, though, history tells us we will recover as a nation and economy despite these very real circumstances.

While the outside world may be tumultuous right now, as I enter my second year at Upland, I try to remain focused on our people and not just our savings accounts; now, more than ever, "The important thing is the important thing." For us, that means fulfilling our mission and providing a unique, balanced, life-altering set of experiences for our pre-k through ninth grade students.

This year, it means partnering our science curriculum with Stroud Water Research Center, our art curriculum with Longwood Gardens, and focusing our community service efforts on Pennies for Peace in an attempt to teach our kids a very powerful lesson about enacting real change on the world, one school at a time. It means that by the time our ninth graders graduate in June, they will have been a part of several drama productions, athletic teams and traveled internationally, in addition to completing a challenging academic program that allows for matriculation, like last year's graduating class, into secondary schools like St. Andrews, Westtown, Madeira, Loomis Chaffee, and each of the Wilmington independent schools.

In addition, after reflecting upon a few of the most memorable moments of my first year, I think Upland's focus on nurturing good people should be at the top of the list of our "most important thing(s)" we do. Whether it is the 9th graders who, without prodding, individually lined up to thank me for taking them out to lunch one day last year, or the upper school students who shake hands with faculty dance chaperones to show appreciation for teachers giving of their weekend night time, learning civility and manners are a critical part of the Upland experience.

Spending time in Upland classrooms, on our field trips, and at our student activities reminds me daily that life is good, even if the economy is not. In such an environment, I can think of no better investment than in our kids.

Another Leg in the Journey

Each summer, after enjoying the rest and reflection summer vacations bring, we start looking forward, with increasing anticipation, to the coming school year because each September begins a new chapter in Upland's story. It is exciting and intriguing to look forward to welcoming new families and faculty members to the school, and wondering about the new ways this fresh mix of personality, talent and point of view will enrich the Upland community. This year is particularly special for Liza and me as our sons, Billy and Chris, begin their own Upland journeys. And this year, as we look forward to observing Upland's 60th Anniversary and to sharing the new Strategic Plan, it will be especially meaningful to reflect on the School's story as we look toward the future.

Last winter, Lucy Singleton and Donna Melton attended a conference where Greg Mortenson was a keynote speaker. They came away very impressed by his presentation, his story and his spirit as they relate to our mission at Upland. Mortenson's narrative is also about a journey, across continents and cultures, to discover that no matter how different our customs and culture, at our core we are bound by a common humanity and can therefore find common ground to work for a common good. In the last decade, Mortenson has built almost five-dozen schools across Pakistan and Afghanistan and co-authored Three Cups of Tea, a book that details his humanitarian efforts. While reading his book this summer, I was struck by a lesson Mortenson learned along the way:

"(It was) the most important lesson I've ever learned in my life. We Americans think you have to accomplish everything quickly. We're the country of thirty-minute power lunches and two-minute football drills...(he) taught me to share three cups of tea, to slow down and make building relationships as important as building projects. He taught me that I had more to learn from the people I work with than I could ever hope to teach them. (150)"

Though there is so much to gain from reading the entire book, this passage and its emphasis upon patience and humility, people and relationships are all of great significance to what we do here at Upland. In our ever-complex times, these values sometimes stand in opposition to American cultural norms and pop culture. (See the daily newspapers for all the proof you need to verify my allegation!) However, Upland's mission and culture, as envisioned by its founders 60 years ago, continue to sustain our efforts to best serve students each year. And now that the school year has begun, we will have more than two hundred students back on campus, thirsting for the help, guidance and tutelage of our talented faculty.

I want you to know how much I look forward to my second year at Upland and the opportunity of collaborating with the faculty, staff, students, parents and dedicated volunteers who make up the Upland community and furthering the important work we do on behalf of Upland kids. Like Mortenson, I have learned, and will continue to learn, important lessons through my work and time spent with this community. Thank you for what you teach me--and each and every one of Upland's students -as we celebrate our past and look forward to fulfilling our collective goals for the future.

First year impressions about an Upland education
May 1, 2008

A little over a month ago, I received an email from an Upland alumnus who was forwarding on a video he had seen online at a popular website featuring talks by well-known speakers on matters pertaining to technology, entertainment and design (http://www.ted.com/index.php/talks/view/id/66). The speaker is Sir Ken Robinson, author of Out of Our Minds: Learning to be Creative, who uses his wonderful sense of humor to make a moving case for creating schools that nurture creativity rather than undermine it.  

In his speech, Robinson references how skewed the dominant sense of academic success is toward a particular—and outdated—view of intelligence.   He argues for schools’ recognition of a more balanced sense in helping to develop young minds, curriculum, assessment, and values.  “Our task is to educate their whole being,” he says in the last minute of the edited online speech.   

This past February, the National Association of Independent Schools (NAIS) held its annual conference in New York City.  The theme of the conference was “Schools of the Future” and I was fortunate enough to attend keynote presentations by Sir Ken Robinson and Daniel Pink, author of A Whole New Mind: Why Right-Brainers Will Rule the Future.  Pink, like Robinson, argues that the age of “left-brain” dominance is ending because of technological advances, globalization, and a changing landscape in the advanced world.  Instead, Pink suggests that schools should emphasize six essential abilities—he terms them design, storytelling, symphony, empathy, play, and meaning before going on to describe each in greater depth—in order to best prepare young minds for the years ahead.  Like Robinson, Pink decries a singular and fixed notion of intelligence while simultaneously advocating a balanced approach to education.

It is refreshing to listen to these forward-thinking writers, who were both immensely significant in helping shape the landscape at the NAIS conference, and to see some of their recommendations already at work here at Upland.  Take, for instance, the school wide Power Up Gambia work this academic year; led by science teacher Cindy Hiles, integrated work has covered everything from solar panels and alternative sources of energy in science to creating beads and necklaces in art to visiting musicians and an Upland-Power Up Gambia theme song in music.  In addition to raising funds and awareness for the energy needs of hospitals in the Gambia, Upland’s lower and upper school students were front and center at the Hagley Museum this month, where their singing, art, and technological acumen were on display for all to see.

Similarly, anyone who has been at school this winter has witnessed Julie Wells and Marcy Mehdizadeh’s fourth grade popcorn project and its ability to cross disciplines and capture the community.   From math to marketing, music to history, and community service to environmental studies, these fourth graders have taken a service project idea and launched it into a mini-business that would make any entrepreneur proud!

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