It is the chemistry or mix of people throughout the school - from students to parents, to faculty and staff - that helps define a school's effectiveness in delivering on its vision and mission. More importantly, the right chemistry amongst a school community means that students benefit the most from a system that not only provides for their academic needs, but also for their support, understanding, and motivation as they move forward.
"Chemistry", for a school community can be defined as a certain mix of essential elements or traits that all members of a community should possess to one degree or another. These elements include a true passion for education and working with children, a dedication to these same children and to implementing and supporting the mission of the school, and a willingness to work cooperatively with others. The phrase "plays well with others", applies here not only to the children, but to the parents and faculty as well. I have met plenty of people over the years full of passion and dedication to working with children, but who lack the vital "molecule" of cooperation. The end result for a school is often a fraying of the mission, an uneven educational experience for the children, and oftentimes, a strain on the entire community.
This is not to say that school communities should all move forward in lockstep with each of us acting, dressing, and spouting the same words. On the contrary, good chemistry for a school means embracing the differences in personality, methodologies, and experiences that make up a community. As long as the fundamentals mentioned above are in place - passion, dedication, and cooperation - the groundwork is laid for a successful school.
When in sync and working in the students' best interests, classrooms are true centers of learning and involvement. The focus for all concerned is then what is best for the student, and the community has a palpable and positive feel about it. Students are learning - and enjoying the experience; parents are partners with the school - participating in their children's education and sharing the school with others outside - and faculty and staff are excited about what they do and are constantly challenging themselves to do better. The learning experience in this type of atmosphere is not a rote, and sometimes tortuous exercise in frustration and futility. Instead, everyone's focus is on the mission of the school and the students themselves.
The difficulty in seeking this balance, however, is always identifying and dealing with those elements that make it harder for the right chemistry to work. A less than passionate teacher, a disgruntled and overly demanding parent, or a child who is clearly acting out their desire to be somewhere else, are but a few examples of these destructive attitudes for a school community. The best communities therefore, consider the overall community first and foremost when hiring, admitting, or adding to the school as a whole - ultimately in all of their decisions.
It is hard work to first build, and then maintain, the good chemistry required in a school community. Pulling together the various elements essential to the learning process, nurturing them, and ultimately, protecting them from forces that would tear them apart, are arduous and frequently daunting tasks. Though difficult at times, the ultimate reward of operating a true learning community makes the effort more than worthwhile. For a school to be fully successful to its mission and its community, we should expect nothing less.
While I'm in the business of borrowing advertising phrases, let's try this:
"Better Learning Through Chemistry" - it's not a job, it's an adventure!
And, of course, there must be a master chemist who knows how to bring together all of the elements in the most effective way possible. We're so lucky to have you.
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