A school is a place for learning, and not just for our students. It includes an active learning environment for the adults, too. In addition to an emphasis on inquiry and self-reflection, which in and of itself supports a culture of learning, we also set aside time in our regular schedule for professional development, shared inquiry, and parent education, as well as targeted individual training and development for faculty and staff.

On most Wednesday afternoons, the faculty and staff meet to learn together. Two Wednesdays ago, the entire staff participated in an in-service around Peer Conflict. This past Wednesday, the faculty inquired together around the Intent of the School. On Friday, three of our Early Childhood Program teachers attended a workshop in Santa Monica on Materials and the 100 Languages of Children in the context of learning. Also recently, our K-8th grade teachers attended a Responsive Classroom training. Last month, a group of teachers and high school students attended the first annual Martin Luther King, Jr. Youth Summit at Thacher on Courage, Conscience, and Coalitions.

There is a significant amount of engagement, sharing, and learning with staff from other schools, too. I talk regularly with the Heads of Schools at many schools in Ojai and several in Santa Barbara; our admissions team talks with other admissions departments, communications with other communications staff, teachers with teachers, and so on. Several of our teachers have made recent visits to observe maths, science, and learning labs at local schools. I spent four days this past week visiting the Waverly School in Pasadena, serving on their accreditation team as part of my HOS duties as a dually accredited independent school. Although the intent is to closely examine the school in all its practices, culture, and governance, to recommend a term for accreditation, it is also an opportunity to take a deep look into how another school operates. Next month, three staff and two students will visit our sister schools outside of London — Brockwood Park School and the Inwoods School for Small Children.

Last Tuesday, parents of our Junior High students met with our High School teachers for a coffee mixer, as a way to get to know one another and to discuss questions about the High School. On Thursday, parents and teachers from Preschool-3rd grade met by the fire in Main House to discuss emergent questions around early childhood development. Upcoming all-school parent education topics include growth mindset, stress, and college.

Krishnamurti was clear about the teacher also being the learner, just as the student is the teacher. He intentionally added the parents into this purpose when founding Oak Grove School. On February 11, 1974, the day the school was officially announced, Krishnamurti said:

“And this school here, we have been discussing with the teachers, with the parents, and with the architects for the last two years. This school is entirely different from the other schools in India and England. Here the parents are involved in it, which is a new kind of experiment because if the children are going to be different then parents must also be different, otherwise there is a contradiction between the child and the parents, and there will be conflict between them. So to avoid all that we thought it would be right that the parents as well as the teachers and the students work together as a family unit.”