Thank You
Head of School Margarita Curtis H’57
Thank You
2010 : 2011
If we want to inspire our students to seek excellence in all their endeavors, and to realize that the ultimate goal is not a diploma from a particular college but life-long enjoyment of learning, we must give our faculty the time and resources to model these dispositions throughout their careers.
16
Fall 2011
VALUES INTO ACTION |Each year offers some unique moments to savor—and for me, one of those moments occurred in the spring, when I read a student’s eloquent tribute to Norm Therien, our Athletic Stockroom assistant: “He has taught me nothing that will appear on any examination. However, he has inspired me with his endless capacity to give. Echoing ’hello’s’ from him, I pass greetings to others on the way to class, offer a seat to someone at lunch, or help with clean-up in the Dining Hall. Although small and quiet actions, which are often not applauded, deeds like these build the core foundation of community. As I move beyond the borders of my high school, I will carry these lessons and hope to do for others what he has done for me.” The word “community” resonates often in our discourse at Deerfield, and I sometimes wonder if it is too often interpreted only as an abstract, theoretical construct. What I admire so much about this student’s tribute is the extent to which he comprehends “community” as a value to be translated into action. When I read testimonies like this, I’m reminded of why Deerfield matters. We are educating smart, motivated young people, who are eager to bring hope and kindness into our unsettled, conflicted world. During 2010-11, the school made measurable progress on its long-range strategic goals, and also remained focused on providing an optimal day-to-day experience for students. Exactly two years since the Board’s unanimous approval of our strategic plan, we can take pride in a series of accomplishments. On the intangible front, we can claim a sharper sense of direction and an enhanced spirit of collaboration. Regarding specific initiatives, we have (1) outlined best practices for administrators, faculty, and staff and enhanced our feedback
2010 : 2011 and evaluation processes; (2) implemented the first series of professional development plans with the goal of becoming more intentional about our professional growth; (3) enhanced the leadership skills of department chairs through a series of workshops; (4) gained greater coherence and equity in our multi-section courses by defining expectations more clearly and sharing materials and assessments on a more regular basis; (5) implemented a 12-session coaching curriculum; (6) analyzed data in an effort to gauge the impact of our teaching on student learning; (7) explored student composition and diversity issues and considered how to address the preparation gap and “summer melt” more proactively; (8) and last but not least, adopted a more disciplined and predictive approach to budget planning. Most of these initiatives have been labor intensive and were implemented during a period of significant student over-enrollment and fiscal challenges, but their impact on our operating expenses has been minimal. Thanks to the generosity of our alumni and parents, we are now poised to move forward with some of our key “People” and “Program” goals. The 2012 fiscal year budget will allow us to expand the size of the faculty modestly, as well as the professional development and financial aid budgets, and the travelstudy opportunities for our faculty. Looking back on our most recent admissions cycle and a dramatic increase of 17 percent in the number of applications, we see that our entire admission process must be reviewed and new strategies identified to deal with the likelihood of continued increases. In preparation for the next cycle, Pat Gimbel is reviewing admission processes at peer schools and a few small colleges. Four major facilities renovation projects were completed during the summer of 2010: the Dining Hall, the