The idea that no condition is permanent resonates as we head into Martin Luther King Jr. Day. Next week we will take time to recognize and honor the work of Dr. King and those who followed him. King also believed that no condition is permanent. He worked tirelessly as a non-violent civil rights activist in the fight for racial equity, a cause which ultimately cost him his life. In his final speech, “I’ve Been to the Mountaintop,” he whole-heartedly embraced this mantra when he famously said, “Well, I don’t know what will happen now. We’ve got some difficult days ahead. But it really doesn’t matter with me now, because I’ve been to the mountaintop…And I’ve seen the Promised Land. I may not get there with you. But I want you to know tonight, that we, as a people, will get to the Promised Land.”
During the Brimmer and May Commencement we work to honor the accomplishments of the graduating class. During the primary graduation speech, we read vignettes about each graduate highlighting their time at Brimmer and May. To view the full graduation or watch the vignettes, you can click here for a replay of the Commencement Ceremony. The individual stories start at the 23:00 minute mark.
I had the opportunity to speak to our 12th grade students and families the night before Commencement and then to give concluding remarks at the Commencement ceremony. Here are my remarks about Brimmer and May’s incredible graduate, the Class of 2017.
Senior Dinner Speech, May 31, 2018
Thank you to all the students and families for joining us this evening to celebrate the Class of 2018.
I want to share a story I heard earlier this year. In 1989 Hurricane Hugo came through the Caribbean and left a path of destruction. It made landfall in Charleston, South
Carolina and at the time, it was the most devastating hurricane on record. After the Hurricane had moved on there was a reporter along the shoreline looking at a row of houses. Among the destruction only one house remained standing. The reporter found the owner of the house that survived and ask the woman, “why did your 150 year old house survive while the other houses were washed away by the sea?”
The woman answered, “When they built my house first they laid the big field stones, then they added smaller rocks, sand, and dirt. Then they repeated this layer after layer after layer until they were done.” The reporter said “I see, I see, but how did your house survive?
The woman repeated, “First they put down the large field stones, then smaller rocks, then they filled in with sand and dirt. Layer after layer until the foundation was complete.” Again the reporter said, “Yes, yes, I understand, but WHY is your house still standing. All the other houses were washed away.”
The woman repeated again, “It is because of the foundation. They put down layer after layer until they had built a strong foundation.” Again the reporter said “I get it, they put down all the rocks to make the foundation, but you have not told me why your house is the only one still standing?”
The woman finally just responded, “It must have been an act of G-d” and she walked away.
As individuals and a group you have each helped to strengthen our School’s foundation. You brought your unique talents and views to Brimmer. This school is built upon the foundation of all those that come through and each of you has helped to put down a new layer, fill in the gaps, and strengthened the foundation. You have engaged in profound discussions in class, raised awareness of important issues, brought joy to audiences through performances, raised championship banners in the gym, and brought a new level of creativity to the school. Your class has left a strong base for those that follow you.
At the same time each of you have been building your own personal foundations. Layer by layer, grade by grade, each year, strengthening the base that you will build upon in the years to come. The field stones of knowledge, rocks of extracurricular activities, and the sands of experience.
As you move on from Brimmer, remember your foundation. You will experience all the highs and successes of life, but will also be faced with the storms that life often brings. The house that you begin building in the coming year and will continuously work on during your life, will sit upon your Brimmer experiences and can bring you stability throughout your life.
And to help you with the small fixes that may come up, I hope that the toolkits you’ll find in your bags will remind you of your Brimmer foundation and help you make any adjustments along the way.
It has been a true pleasure getting to know each of you over the past two years. And I cannot wait to hear about all your successes in the years to come. Congratulations.
Commencement Concluding Remarks, June 1, 2018
I present to you the Brimmer and May Class of 2018!
As we near the end of Commencement, I wanted to take one last moment to address this year’s graduates.
In front of us you sit. 37 unique individuals with your own talents, ideas, and futures. We just heard of your stories, your passions, and your strengths. How you have left an indelible mark on the school, one which the classes that come after you will build upon as they work towards their future. Today we focused on all the success that you had individually and the great things you accomplished as a grade. However, for every success there were failures, skinned knees, stumbles, disagreements, and mistakes. Self doubt has most definitely crept in at times.
Maya Angelou in an interview once said “We may encounter defeats, but we must not be defeated. It may even be necessary to encounter the defeat, so that we can know who we are. So that we can see, oh, that happened, and I rose. I did get knocked down flat in front of the whole world, and I rose. I didn’t run away – I rose right where I’d been knocked down.”
As you, the Class of 2018, move forward in life, you will be faced with great successes but also more defeats than you will be able to count. Each day we are faced with choices. Not every decision you make will work out. Let your defeats, your failures, be opportunities to grow and learn. Let those be the moments where you rise back up and allow them to be defined as moments of growth instead of failure.
Along the way, do not forget your Brimmer foundation. Hold tight to the lessons you learned here and use them to guide you through all the failures. As Abby Wombach recently said at the 2018 Barnard Commencement: Failure is fuel and fuel is power. I say, may your failures fuel you in the path ahead and lead to all the successes you each deserve.
Congratulations to each of you and to your families.
In 2011 President Barak Obama issued a challenge to the nation in his State of the Union Address to train and hire one hundred thousand new Science, Technology, Engineering, and Math (STEM) teachers. Over the next five years President Obama continued to usher in this generation’s Sputnik Challenge. During this time there was a message that continued to develop about the needs of the nation’s workforce and the need for students to adapt to the demands of our modern society. Over this time the rate of change has increased exponentially forcing institutions and companies to reevaluate the skills employees need for their institutions to be successful.
Over the past few years I have had the opportunity to visit non-profits, small businesses, and Fortune 500 companies. These visits allowed me to discuss with them what they are looking for when hiring interns and employees, as well as how they are redesigning their spaces to meet the needs of collaboration and work flow. Each conversation affirmed that today’s students need to be strong problem solvers, collaborators, critical thinkers, and adaptable. In addition our spaces need to be flexible, as well as promote collaboration and the exchange of ideas.
As an educational institution Brimmer and May was identified by the National Association of Independent Schools for its progressive thinking and its leadership in developing skills that are necessary to prepare students for a 21st Century workforce. While we have been successful in creating programs in our current space to prepare students for what lies ahead, our Chase Addition is a critical next step for the school to continue developing students that are prepared for our rapidly changing world.
The new space will enable Brimmer to be an incubator of innovation and social entrepreneurship. No longer will space be an obstacle for student success. Equipped with a 3D printer, laser cutter, vinyl cutter, CNC mill, and other fabrication tools, Brimmer’s creators, innovators, developers, and makers will have the space to develop and build their ideas. It will enable classes such as Problem Solving Through Design, STEAM Lab, and Media Production to work at a more sophisticated level and for the creation of new classes such as 8th Grade Innovation Hour and the Upper School elective TechShop. However this space is not just for physical creations and developing technical skills.
Instead it is about providing more opportunities for students to further develop the essential skills identified by employers. In addition, the continued incorporation of Design Thinking into our Lower, Middle, and Upper School curriculum plays a key role. We have learned from design firms like IDEO that this way of thinking is not solely about building products. This was evident during the Boston Winterim program this past March.
Students used the design thinking process to engage in social innovation. During the weeks leading up to, week of, and weeks after Winterim students worked to make an impact on the Newton Community. They identified an issue in nearby Hammond Pond Reservation and Webster Woods and prototyped different solutions. During this process they communicated with the City of Newton, local representatives, State Legislature Representatives, and State Senators. Their work even was presented to a design firm that was retained by the Commonwealth to address issues with this area.
It is projects like the Boston Winterim program and classes which balance skill development with content mastery that will ensure that Brimmer students develop the essential skills needed to be successful in the stage of life and to be the architects of our future.
Article published in the Summer 2017 Brimmer and May Ambassador magazine
If you step into my office, you will see pads of sticky notes sitting on different surfaces and easel pad paper filled with used stickies. I was not always sticky note obsessed. The truth is that I resisted using them for a long time. So what happened? I was introduced to Design Thinking (or Human Centered Design). I became hooked on the way in which the process, when done right, took an empathetic lens to design and focused on developing solutions from a broad user base. Most fascinating is the way in which it identified unique solutions that generally were not easily predictable.
During the process, the team of “designers” collect information from users and learn about their experience. They work to understand how the purpose is interacting with the people that are using it. It is easy to extrapolate how it can be used in areas of STEAM, particularly arts and engineering. It pulls from those processes. While it originated out of IDEO’s product design work, it was adapted over the past two decades to improve patient care systems in hospitals, improve a person’s experience while waiting in line, and enhance social entrepreneurship. The implementation of design thinking has grown exponentially as Stanford’s d.school has made the work more mainstream.
The question remained for me, how can design thinking be leveraged to improve programs and decision making in schools? When I watched David Kelley’s 60 Minutes special, it became clear to me. The process places the human at the center, which is ultimately the goal of education organizations.
Here are the basic principles:
- Empathize: During this initial phase the team is collecting information from various
groups and individuals that may interact with issue. The goal is to connect with the people that may be impacted and understand the issues from their perspective.
- Define: In this second part of the process the team works to define a problem statement that sums up what they learned during the empathy phase. This may shift over time as ideas are created and tested, and more information is collected.
- Ideate: Similar to brainstorming, the goal is to develop as many ideas as possible without limit. The end result should be lots of ideas that can be grouped and refined.
- Prototyping: The goal at this point is to quickly develop one of the ideas in more detail- create a model, sketch out how it will work, put together something that can be tested as a rough outline.
- Test: When you get to the “test” phase you are not done. You are looking to collect information and learn about your prototype. How can it be improved? Do you need to incorporate other ideas? Do you need to start over with the new information you collected.
The power of the process is how it can be utilized in school decision making. It provides the context and process to involve the important stakeholders in the school, helps to bring out new ideas, and creates a culture of innovation. However the process itself does not work unless the right team is assembled. It is critical to include a cross-section of the community- this must happen to get the most out of the ideate phase.
In the end the process is key. Many organizations have a difficult time balancing when to make a decision versus when to continue with the process. The human centered design process is most helpful in finding the right balance. The process allows schools to take a thoughtful approach to decision making and program development, while also working towards a final solution. The process has a way of identifying the underlying issues that are at play and developing a solution- keeping schools out of the extremes of rushing to a decision or getting stuck in process or unpacking.