Q&A with Adam Collett P’32

Q+A

Adam Collett P’32

A conversation with our new middle school director Adam Collett P’32

“Grades are numbers on a page that tell us only a fraction about the person who achieved them.”

Why did you choose to go into the education field? And what motivated you to become a middle school director?

I think everyone wants to feel that they have made a positive impact. Throughout my childhood I saw daily how my mother, who held teaching positions at a variety of schools, was able to make a difference in the lives of the children she worked with. When I was at school, I was a decent student, but honestly unmotivated. It was the personal involvement of great teachers in my life, particularly Mrs. Marsh, my advisor, and Dr. Palmer, my English teacher, that truly helped me to realize my potential and succeed. The impact that an adult figure can have on the development of a child is clear to all, and that was my driving goal behind going into education. I have had the benefit of working at many age levels in my teaching career. Each level has its benefits and challenges. My time at the Academies Middle School is one of the most rewarding times I have spent in the classroom. It is an all-in mentality, with engagement throughout the day. The energy at that age is incredible. As I looked to move into the next stage of my career, I am excited by the opportunity to take on this challenge and create a school environment that will truly support and challenge our students.

Describe your vision of what a truly effective middle school would look like.

A truly effective middle school is one that supports, engages, and challenges its students. It educates the whole child and stimulates them in academics, the arts, and athletics. It provides the opportunity for students to grow and to find their passions, and it understands that every student is an individual. An effective middle school is one that students want to be at, feel safe and supported in, and feel that they are an active and valued member of the community.

How would you describe your leadership style?

I am very hands on. That is not to say I micro-manage, more that I like to be involved at every level and for my team to know that I am genuinely interested in what they are doing, and I want to help if I can! Through many years of coaching, I have always worked on helping others develop their strengths and their passions. We must feel valued and supported if we are going to achieve. As a team we rise or fall, and it is my job to provide the platform for my faculty’s success.

Develop a metaphor to describe your philosophy of teaching and learning.

Education is a journey—everyone’s journey will be different, and there are many paths, but if we keep the destination in view, we will reach our goal.

“Middle school is a vital time in the development of self-esteem as it is a time when students really start to What support systems do you think are missing in middle schools, both private and public? I don’t know that systems are missing, necessarily, more that there is a much stronger push to understand and support mental health in students compared to when my generation was in school. This is an area that we can never stop developing notice and appreciate individuality in themselves and others.” and understanding; the more we know I am in touch with a network of Middle about our students, the more we realize School division heads from schools across that every child is different, every child the Northeast. Hearing and reading about needs different support, different challenges. other practices, successful and otherwise, We must teach the whole child. is invaluable.

In your opinion, what is the most powerful indicator of a student’s success, socially and academically?

Motivation—If we no longer care, then we cannot be successful. Grades are numbers on a page that tell us only a fraction about the person who achieved them. A motivated individual who wants to achieve, wants to improve, wants to accomplish, wants to engage in school will ultimately find the success they seek, whatever that success looks like. I have observed this firsthand with my daughter who attends The Albany Academies. She has thrived at Albany Academy for Girls and is always encouraged by the faculty which motivates her to do more.

How do you stay current with emerging trends in the field of education?

I never stop reading! Education, and educational theory, is an ever-evolving, ever-changing dynamic—just like the world we live in. This summer I had the opportunity to take part in some fascinating conferences with educators from around the nation and the globe. I am also very fortunate to be surrounded by expert and motivated teachers in all the subject areas, who constantly convey new approaches and ideas. Through NYSAIS,

How do you build a positive school culture?

A hard question to answer. Really it is about maintaining two necessarily different cultures, while simultaneously drawing on our common goals and values so we can see how they align. If we start with a clear vision, our raison d’etre, we can see that what we hope to achieve is within our grasp. By working together towards that common goal, even if we approach it from a different direction, we will build our whole school culture.

How do you define self-esteem and how do you help build and enhance that in middle school students?

Self-esteem is defined by a person’s feeling of value, specifically how they view themselves. It is often influenced by external forces; for example, the belief that others value them equally for their own sake. Middle school is a vital time in the development of self-esteem as it is a time when students really start to notice and appreciate individuality in themselves and others. This is when our advising program really comes to the fore. Through exploration and self-evaluation in a judgment free environment, students begin to understand themselves and value their differences more. They can see the strengths that they do possess. They make new links to others, find different support that they may not previously have known was there. They learn that it is okay to be them.

Middle school is awkward, how will you relate to the students to help bring out their strengths?

One of the most important things I learnt as a classroom teacher was that it is okay to make mistakes in front of students. No one can be perfect; we all make errors and embarrass ourselves sometimes. Believe me, I have many stories I could tell of cringeworthy moments from my childhood. At the time they were mortifying, but looking back now they are anecdotes that we all laugh over and that bring us closer together. But students are looking at us in those situations and how we react will influence their own behavior; by modeling ownership, reflection, perseverance, and empathy we will help our students. I think sometimes students find it hard to see teachers and administrators as human beings; it was commonplace to see the look of incredulity on a student’s face when I would run into them in the grocery store, as if to say, “What? You buy food?” I think that is what is so great about the Academies, our students get to see us in so many different roles: as advisor, teacher, coach, club mentor, and so on. It is my fervent wish that every student has at least one adult they want to turn to in those awkward moments for advice and support. Then they will know that they belong here, and they will flourish.