On the Same Page

The University of Chicago Laboratory Schools

On the Same Page

Toward a Shared Vision—Part 1

November 1, 2004
David W. Magill, Director of UCLS

Prospective parent tours begin in Judd 126. On twenty-two different mornings, our excellent parent volunteers escort approximately 500 inquisitive and sometimes anxious parents through the hallways of Lab to help them decide if our schools would be a good place for their children.

Before the tour, I often take the opportunity to welcome our visitors to the schools and to explain what I believe makes Lab extraordinary. At some point in my remarks, I always refer to the first line of our mission statement, which states, "The University of Chicago Laboratory Schools provide an experience-centered, rigorous and well-rounded education for a diverse community."

Included in that introductory statement are four loaded terms. They are loaded because each of them can be and is interpreted differently depending upon one's relationship with the Laboratory Schools. What follows is my understanding of what they mean.

Experience-centered—This is the heart of John Dewey's progressive educational philosophy. Children learn best when they can construct learning for themselves and, therefore, schools have the responsibility to plan activities in which children are actively engaged. On any given day and at all four of Lab's divisions, one can observe activities in which students are fully participating and exploring alternatives to solve problems.

Experience-centered activities are designed for every student irrespective of the variety of learning styles favored by individuals. It is not the activity that needs to be considered as much as it is an individual child's response to the activity. The differentiation of teaching should occur with the response.

The intuitive ideas of John Dewey were based upon behavioral observations of children in the late nineteenth century. Today, his ideas are supported by brain research and should comfort the hundreds of teachers and thousands of students who have had the privilege of being part of this special place during its century-plus history.

Rigorous—I have to admit that I could not find good dictionary definitions that applied this descriptive adjective to education. However, I am clear with my definition. Very simply, a rigorous education means students are stretched and challenged every day. It is one in which measurable growth occurs and, at the end of the metaphorical day, a student can point to specific outcomes of his/her learning.

Rigor implies that in reaching understanding, considerable effort must be expended. Unfortunately, effort alone does not automatically ensure success. The Laboratory Schools are not designed to serve as a comprehensive educational institution for every child. Indeed, Lab is not the right place for every child and not every child can flourish here. While we should have a commitment to help children who have learning differences, that commitment should be within the context of holding high expectations in a rigorous educational program. We do not ascribe to altering the fundamentals of our educational program, which is designed to prepare students for post high school learning. Instead, we expect our students to complete core requirements, be genuinely curious, be willing to commit fully to learning, and be open-minded to alternative solutions to problems.

Perhaps the greatest compliment I have heard from many alumni is that the Laboratory Schools were, in great part, responsible for helping them learn how to learn. I have also heard alums say that had it not been for the superior intellect and curiosity of their peer group, they would not have achieved as well in higher education and in life. Stretching and challenging shouldn't come only from teachers; if Lab is truly to be a community of learners, students have this responsibility to each other as well.

Well-rounded—Over the past ten years, I have become very disillusioned by what has happened to American educational priorities. We are quickly losing sight of the value of a well-rounded education—an education that includes a healthy dose of the arts and integrates wellness and physical activity as part of the curriculum.

Our present preoccupation with test scores and leaving no child behind has obfuscated the noble intentions of even the best educational programs. Millions of dollars are earmarked for literacy and mathematics while financially struggling systems are dropping music, theatre, and art. Include me among many at Lab who would argue that the mind is a vacuum without the soul.

The soul of our place is a commitment to a well-rounded program. We believe that we have a responsibility to help future generations complete themselves through a Renaissance of ideas and experiences.

Diverse community—When I was being interviewed by Lab's constituent groups, I posed the following question to a very engaging group of high school students: "With your obvious belief in a diverse community, how do you picture a middle-aged white man fitting in here?"

Without blinking, a sophomore responded, 'Mr. Magill, you obviously do not understand diversity!"

"Really. Help me understand."

"Diversity is not just about gender, ethnic background, skin color, political orientation, or other like variables," the student stated. "It is about what ideas you have and what you bring to the table."

True story! This young man taught me not to let my thoughts be constrained by a definition of diversity that was too small. Age is not the sole determinant of wisdom.

More than any other reason, the University of Chicago is responsible for much of our diversity or, as I am more prone to say, our richness. As I have repeated on numerous occasions, this relationship with and connection to the University is the true added value to our schools. It distinguishes us as being among the best of the best. Our families have a richness of ethnicities, religions, languages, cultures, and ideas. We must never allow the definition of our diversity to be limited to the obvious.

When prospective parents complete our building tours, I am confident that they have observed that we are unlike most neighborhood schools and that we do not look like many independent schools in the country. We are a school with an abundant history and one with a vision for the future. It is a vision that needs more than just words written in our publications. It must remain unambiguous, purposeful, and consistently able to deliver upon its promises.

David W. Magill
Director

Acting upon the core of our mission statement and remaining an "experience centered, rigorous, and well-rounded education for a diverse community"

Having high expectations for student achievement

Placing high value on our partnership with parents and the community by providing extended-day and year-round programs

Creating and maintaining a school culture and climate in which character and leadership are promoted

Identifying, hiring, and retaining quality faculty and staff

Being introspective and continually seeking improvement