“One learns from books and examples only that certain things can be done. Actual learning requires that you do those things.” ~Frank Herbert
Dear Caedmon Community,
I mentioned to some folks that I was in Atlanta last weekend for an in-person Board Meeting for an organization called Leadership + Design. Serving on boards of groups outside of Caedmon is so inspirational and keeps me informed and on my toes. L+D is dedicated to the future of education. Meetings are always exciting, generative, and full of innovative thinkers. Plus, a highlight was that this was our first in-person meeting in the last two years. There were several new Board members whom I had only met over ZOOM!
One of the most significant pleasures of serving on this particular Board is how much their mission and values align with Caedmon's. L+D is insistent that all elements of a school (classroom, adult meetings, parent meetings, etc.) must be an experience. The experience must have an effect that builds the participant's self-awareness and confidence. The experience must provoke conversation and curiosity that leads to deep understanding and relationships. And, it must lead to connecting and collaboration. These outstanding outcomes are why I am so excited for our Strategic Planning Community Action Day tomorrow, which will be led by L+D.
Most meaningful, though, is that this intention of creating an experience that results in capacity building, connecting and building relationships, and sparking rich conversations, are the essence of a Montessori learning experience. Ten years ago, I became the Head of Caedmon. At the time, I only knew that this school was truly unique from any other school I had experienced, especially the four independent schools at which I had previously been employed. Caedmon had an authentic soul; the children were loved and cared for, it had a passionate, loving faculty, and the community was positive, tight-knit, and welcoming.
In my initial weeks at the school, I noticed curious, happy children who were self-confident and approached schoolwork with agency and commitment. The students were known distinctly by the adults, and they were admired for their individual, unique singularity. The older children mentored and watched over the younger children. Classrooms were active, they were beautiful, and were quietly buzzing with fully engaged students working alone, or collaborating with others. The teachers seemed to hold back and observe, rather than tell children what to do. The faculty and staff displayed deep curiosity and seemed hungry for their own professional development.
Until that point in my career, I had little to no knowledge about the rich, deeply sophisticated educational philosophy of Maria Montessori. What I came to learn, however, was that this approach was the source of the very elements at Caedmon that I not only respect, but revere.
Best,
Matthew
