This year our school marks 75 years, and at our first meeting, we began with something simple but powerful. After ample opportunity to swap summer stories, we slowed ourselves enough to come to a complete pause. In the silence, the true identity of our community came into focus. The activity, one of strategic planning, struck me as we considered not so much the importance of where we’ve been or even where we are presently. The emphasis instead was on WHO we are! Gaining such clarity was not just for us; but for the students.

As a high school teacher, I consider myself fortunate to have taught in seven schools, on five continents, each with its own identity. Knowing a school’s identity matters and surprisingly, or not,  the story being told by marketing and web pages sometimes is not what exactly plays out “on the ground.” Years ago I simplified the international school scene into what is often referred to as a tiered system. I have since traded this in for the concept of “fittingness.” Certain regions may be considered as having the “best” packages. Others may have reputations and even tout premiership because they funnel more students into Ivy schools. Whatever the case, it all is rather superfluous. Instead, I prefer to consider a school’s identity, whether or not they really are doing what they say they are, and what ultimately is the best fit for me. The school with me and me with the school.

The activity we were doing this opening day was a reflection upon the type of school we were: price, product, or process? For decades, Independent School Management (ISM) has called it a basic marketing truth and advises, “private-independent schools can compete on the basis of price, product or process, but not on the basis of all three at the same time”. We silently looked upon the following, asking ourselves, “Who are we?”

Unified Purpose in Value-Based Schools

Price or Value-Based Schools are often faith-based. They focus on shared values and community. Tuition is lower, making them accessible. In the value-based school where I taught, the community was close-knit. Education was far more than the math, science, and social studies students learned. It was about morals and ethics too. Though we had the benefit of being a small school, I could say with confidence that everyone—staff, students, parents—shared the same purpose. Staying true to this identity means keeping that sense of belonging strong and making sure the school’s values show in everything it does.

Pressure and Performance in Product Schools

Product Schools are predominately centered on academics. They take in top students and push for the best results. It’s tough, and the stakes are high. In the product school I experienced, the ethos was one of “learn, learn, learn.” The pressure was constant—on both students and teachers. But the results were there: top colleges and high test scores, however sometimes at the cost of joy. However, this need not be the case. Staying true to this identity means keeping up the academic rigor but also remembering that there’s more to education than just grades. Balance matters.

Understanding Our Process School Identity

Process Schools focus on how students learn, not just what they learn. They help students find their strengths and give them the support they need. It’s about opportunities and students being encouraged to dabble in a little bit of everything. Personalization and belonging are both cornerstones, as is the importance of keeping class sizes smaller.  

As we looked at the chart and reflected, it appeared so clear to me that we are a process school. However, I was keenly interested to hear from colleagues as we turned and talked. A few shared comments that leaned towards us maybe being more of a product school. “Preparatory” after all was in our school’s name. These conversations were quite beneficial as the space created was not filled with efforts to convince one another.  Rather, to more fully examine perspectives and better define who we are as a school.

The Lesson of Pole Pole

I’ve learned this: a school must stay true to who it is. Whether it’s built on community values, driven by academic success, or focused on each student’s journey, the mission has to be lived every day. As teachers, our job is anything but simple, however, it is essential that what we believe matches what we do. That’s how you build a strong school, where everyone can thrive. Schools living up to their mission and vision is akin to climbing a mountain, it’s not about rushing. This summer as I climbed with students to nearly 20,000 feet, I learned an essential phrase in Swahili, “Pole pole,” which means go slowly. Might there be value in reminding ourselves of Peter Senge’s famous law from the Fifth Discipline, “Slower is faster”?  Regardless of your type of school, taking time with students is fundamental. 

Pole Pole. Afterall, it is how relationships are formed.

Wherever you might be in the world, as summer wanes and another school year gets underway, I hope you might similarly reflect on your school’s identity. Furthermore, may your year with students be enjoyable as you climb up the “mountain.” With care and purpose, keeping eyes and hearts fixed on what truly matters. Not the summit but students and the learning journey before you!

Pole Pole.

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