Page 3 - Priorities 2

From the Headmaster
One obvious question, after my months of work on the Carnegie Commission (see article on page 6), is how the report applies to our campus.
The concept of the learning
community envisioned by the
commission already exists here at
the Priory. The integrated curricu-
lum and complex problem-solving
emphasis the commission discuss-
es are in process here. We have
some experience with this
approach, and we are now build-
ing on that experience. The concept of student indi- viduality, which requires the teacher to be flexible in his/her instruction, is already a strength here, but we can provide our faculty with new skills and tools now becoming available.
At a four-day workshop next fall, we will focus intensively on how to strengthen our student-cen- teredapproachandhowtoincreasethe higher-level thinking challenges to our students. We will learn to use some of the burgeoning tools available to our teachers, such as the vast information resources near- ly instantly accessible on the Internet. At Thanksgiving, we will meet again to reflect on how theseskillsare workingforus.
Let me review with you four areas of the commis- sion’s recommendations as they apply in our particu- lar setting:
Rigorous college preparatory curriculum: The commission recommends that schools give graduates tools to succeed in the next stage of their lives. For us, that means enabling capable students to meet the standards of the most demanding universities on the globe. One measure of our achievement is our stu- dents’ advanced placement success rate. It is very high, having risen from an acceptable rate a few years ago.
Meaningful co-curricular activities: The Priory provides a wide variety of faculty-sponsored student activities intended to foster academic and non-aca- demic growth. We are reviewing these opportunities to be sure all curricular areas are adequately repre- sented (we may need more opportunities in speech, for example). We are also evaluating the quality of each activity.
Understanding and supporting individuality: Currently, students are able to choose their own faculty advisor. Faculty have eight or fewer advisees, so that they can become well acquainted with each student. Soon, students will be able to keep the same advisor through- out their academic career here. Faculty are learning how to use in understanding each student such testing information as study skills profiles, preferred learning style profiles, andstandardizedtest scores. These tools add to their
capabilities but do not in any way replace the corner- stone, which is their personal acquaintance and ongoing relationship with each of their advisees.
Modeling and transmitting values: Our values are rooted in the Benedictine community with which we are connected, which provides a strong beacon of moral and transcendent values. We are turning a spe- cial focus on this area (see Father William and Brother Edward’s letter) because these values are the cornerstone to everything we do with and for our students. We have added this year an eleventh grade course in morality, which I am fortunate to teach. The emphasis is on the Christian interpretation of morality, but we expand beyond that to find the common ground we share with other interpretations. We apply reasoning to moral decision-making in per- sonal and social issues. This rootedness in moral understanding is essential to lifelong learning, I believe.
Denis Hennesey, one of our chapel speakers, talk- ed recently about the importance of a joyful outlook as we go about our tasks. St. Benedict advised that sadness, by which he meant a pessimistic and grouchy attitude, was a poisoning influence to good work. I invite you to come to the campus to share the joy we try to maintain here and I wish you joy in your own endeavors at the moment.
Yours truly,
Frank J. Cody, Headmaster
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"At a four-day workshop next fall we will focus intensively on how to strengthen our student-centered approach and
how to increase the higher-level thinking challenges to our students."