June (2014)
May (2014)
April (2014)
March (2014)
3/25/2014
George's Gift
3/14/2014
Pick Yourself
February (2014)
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
October (2013)
September (2013)
9/21/2013
Self Study
Concepts in Community
3/11/2009
On Tuesday, the Admission Office mailed letters of admission to applicants for the 2009-10 school year. While we are away on Spring Break, we're recycling a Chuck's Corner from last September for the benefit of those newly-admitted students. Congratulations!


It has been observed that Proctor is a school with a kind of genetic code.... A DNA molecule comprised of three strands that--taken together--make it wholly unique. 

One "strand" is the school's commitment to experiential modes of teaching and learning, manifested both by off-campus programs, and in classrooms here on campus. Then there's the structured support systems--NTAs, extra help and tutorials--that enable students to anticipate success. The third strand is more abstract: the ethos, or social tone of the community.

Despite the fact that social ambience is amorphous, this is the easiest thing for visitors to the school to internalize and know. The nature of relationships between and adults and adolescents is unique here, respectful yet non-adversarial.


Proctor's social climate may be the product of two seemingly opposing realities. On the one hand, we meet together regularly for open-forum assemblies, so we see ourselves as a whole repeatedly. On the other hand, the nature of the curriculum invites individualization....the process through which a student pursues an education that is customized and unique.

In between these poles is a highly defined middle ground: advisee groups that bring small clusters of students into intimate relationships with individual adults. We sit together at assemblies in advisee groups. We meet together on Tuesday mornings in advisories.

Tuesday mornings in the Science Office:



At a school where structure is not reflected in formality, the significance of the advisee system to academic communication and follow-through is a challenge for visitors to appreciate. And the power of student/faculty relationships is not limited to advising.



Interestingly, class identification, class pride and seniority systems are relatively weak at Proctor. This is not to say that they do not exist, but we rarely separate the community into classes. These are juniors, posing for a yearbook photo.

The families of prospective applicants are visiting Proctor, trying to get a handle on the qualities that distinguish this school. Most of them will succeed!
Zany assemblies (this one mimicking the Olympics) help establish the tone.
Terry's advisee group huddles in a hallway Tuesday at 10:15.
Group identity balanced by customized individuality.
A community in which conformity is a poor option.
A community of individuals.
Ninth graders make masks. What will I choose to project outward to the community? What will I reveal to myself?