June (2014)
6/29/2014
All Good Things
6/23/2014
Penultimate Post
6/15/2014
Envisioning Greatness
6/2/2014
The Proctor Difference
May (2014)
5/1/2014
Ties That Bind
April (2014)
4/11/2014
Cary House Remembered
March (2014)
3/25/2014
George's Gift
3/14/2014
Pick Yourself
February (2014)
2/23/2014
Letter from Mike: On Being Remarkable
2/9/2014
Trustees and Volunteers
December (2013)
12/27/2013
Holiday Card
12/4/2013
Good Causes
12/2/2013
Frozen Assets
November (2013)
11/16/2013
Sally B.
11/10/2013
End Game
11/6/2013
Have Fun, Learn, and Work Hard
11/2/2013
Seasons of Change
October (2013)
10/29/2013
Process of Affirmation
10/6/2013
The Notion of Stewardship
September (2013)
9/21/2013
Self Study
Everyday Opportunity
9/28/2006

Proctor is a school with distinct, intangible assets. For one, the values of the community are widely embraced across our various constituencies. People share common understanding of our position within a global educational market. The nature of faculty/student relationships is a defining quality.

Another distinguishing hallmark is the preference for hands-on, experiential modes of teaching and learning. This commitment, so obvious when we consider off-campus programs that immerse forty-something students each trimester, is reflected in standard, college preparatory classes here in Andover.

Another defining quality is a curriculum so broad and rich that students can create their own unique Proctor experiences, gaining expertise and mastery in customized areas.

An extraordinary opportunity is recognized today. For all that we do that sets this school apart as a distinct option, residential life has evolved organically. Students live in twenty small dormitories, each staffed with faculty. Let's consider, however, residential life beyond dormitory life. How can we enrich the hours outside of structured time?

Think of a twenty-four day as a pie graph. On a typical classday, students are in classes from 8:15 AM to about 3:00 PM. If we subtract an hour for lunch (when students are free to make all kinds of decisions as to where and what they'll do,) we're looking at about six hours in class. Then there's about two hours for afternoon activities and sports. From 8:00 to 10:00 PM everyone is in study time. That's ten hours of structured activity. What about the other fourteen?

These hours present an extraordinary opportunity for institutional advancement! In these hours, students ask themselves, "What now? Shall I get some sleep? Eat at Pizza Chef? Instant Message? Call home? E-mail my sister? Get ahead in calculus?"

The rich set of choices presented to students has evolved naturally, without purposeful focus. How much greater could residential life offerings be if we elevated the concept (as we elevated the arts and common meeting spaces in recent years)? These members of Eco-dorm chose to have lunch outdoors....

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Structured academics command approximately six hours out the typical day.
Adam uses a few minutes of Advisory time to tackle Advanced Placement Calculus.
Jamie's going to be on time to his next class.
Ryan finds time to perfect this stunt.
After lunch is a good time to climb a tree.
Or jump.