Hardly a day goes by without a new article being published that claims to have found the secret to successful schooling.  More computers, larger classrooms, smaller classes, healthy food, school uniforms, more testing, less testing, more emphasis on ‘The Basics’, boost creativity, emphasize rote memorization, more emphasis on language learning, more emphasis on the creative arts, more emphasis on (insert whatever you what want to see boosted) – all these factors, plus many more, get periodic mentions in the vast array of education articles that attempt to boost the circulation figures of the newspapers.

Most of these articles are written by journalists, some of whom are well-meaning idealists, but many of whom are simply struggling to find a story to meet their deadline on a slow news day.  Very few of the articles are based on sound research.

And so it was that I was stopped in my tracks this week when I learned about a research study into the factors which promote success in

students that was based on a sample size of (drum roll here) more than 2.5 million children in one of America’s largest school districts over a 20 year period.

Conducted by three Economics Professors from Harvard and Columbia Universities, the study used public records to follow the progress of students after they had graduated from high school.  Although I have only read a review of the research so far (I am still tracking down the original paper), I was fascinated, though not surprised, by their findings.

The research showed that if a Primary School student has an excellent teacher for even just one year, the student’s future income is likely to be boosted by an average of about 2% per year.  That may not sound very much, but if a government could boost its GDP by the same amount, it would negate the entire effect of the current financial crisis.

Impressive though this finding was, the research did not confine itself only to earning potential.  The positive effect of being

taught by what was referred to as an HVA (High Value-added Teacher) was also shown to increase the chances of living in a better neighborhood and of going to college (and to a better college at that).  These students were also less likely to experience negative outcomes such as teen pregnancy or substance abuse.  Interestingly, these findings were equally applicable to students from rich or poor backgrounds - it was not income that made the difference, it was the quality of the teacher.

According to the research, only one factor was more significant than the impact of a good teacher, and this was the student’s own attitude towards learning.   I found this a salutary

and affirming reminder of the supreme importance of one of the key aspects of my role as Head of School – the recruitment and subsequent professional growth of great teachers.  As Steve Jobs once said (though not talking about schools); “After recruiting, it’s building an environment that makes people feel they are surrounded by equally talented people and their work is bigger than they are; the feeling that the work will have tremendous influence and is part of a strong, clear vision.”

I suppose that none of this should really be a surprise.  Most people can recall their best and their worst teachers with no difficulty (which is itself a measure of teachers’ impact on young, formative lives).  I remember some years ago when I was Head of an old, very established boys’ school in Adelaide (Australia), I would often find myself chatting at reunions with men in their eighties, nineties, and sometimes even centenarians, who loved to recall vividly the names, nicknames, demeanor and effectiveness of their former teachers.  And I find the same thing happens today when I attend gatherings of Awty alumni – the conversation very quickly turns to questions and affectionate anecdotes about former teachers.

Whether or not most students acknowledge the importance of the role their teachers played towards achieving success in later life is an interesting question.  I hear from many who do in spite of the general tendency of most people in today’s society to take credit for their own successes.  Sometimes teachers have to wait several decades before their efforts are properly acknowledged.

In that context, it was wonderful to be

able to acknowledge several of our teachers at this week’s final faculty meeting for the school year.  Special awards known as the “Guy Benet Award” were presented to Elian Marchani, who has been at Awty for 14 years teaching Spanish in the Primary School, and to Jan Castleberry, who is our Head of English in the Secondary School.  It was humbling also to honor two staff members who have been at Awty for 20 years, Alberte Gajewski (right) and Myra Arslan (left).

Although our students are now on summer holidays, Awty continues to be a very active place for the faculty and staff.  Teachers were very busy this week in meetings and, for many, packing up belongings for the move into the new classroom and administration building (to be known as The Levant Foundation Building) in a few weeks time.  Our grounds staff had an especially busy time putting finishing touches on The Levant Foundation Building and with construction accelerating of the new multi-storey parking garage.

I hope you find the photos below showing the building progress as exciting as I do.  The first six photos show the new administration and classroom facilities that will be known as The Levant Foundation Building, while the final six photos show this week’s construction of the new parking garage.

When we return in August we will find a transformed campus.