Inquiry, Innovation, & Intellectual Excellence: A Letter of Gratitude

Admittedly, about 20 years ago, when I was early in my career at Graland, I had my doubts. I was an upstart ninth-grade English teacher and was skeptical (jealous) about all the attention that was given to you. Petty, I know, but true. Over the years, as I moved out of the classroom and into administration, I came to realize that Gates is about much more than Gates. It is about Graland and what Graland stands for. Since Charles C. Gates Jr. was a graduate of Graland, he reflected the values of his Graland education, an education inspired by Georgia Nelson and her vision of “living the learning.” When he launched you into the world, he stayed true to that experiential philosophy, and it remains today, as you know too well, 25 years later.

 

As I reflect on what you contribute to our school, I am so grateful that you begin with a question: “What is your problem?” From that query, the learning unfolds as students brainstorm problems to solve by accessing their empathy before even beginning to solve the problem. The inquiry embedded in the process is critical not only to you but to all learning at Graland.

 

At the beginning of this year, when we launched the intellectual attributes of a graduate and stressed the importance of this journey of inquiry, I thought of you. Without that journey that I recently described in my fall 2024 “Graland Today” article honoring John Threlkeld, we would not be able to achieve our mission and foster these attributes in our students. You, of course, are the most aware of this. In fact, the values behind your program are the ones that gave rise to those attributes. Every year, you foster the character attributes we introduced last year, including curiosity, empathy, and adaptability, and the intellectual attributes we unveiled this year.

 

Let’s begin with the obvious one: “Creativity,” which is based on our guiding principle, “Stimulate Innovation,” and has the associated behavior, “See Inventive Possibilities.” Once students have decided on a problem, they need to solve it by opening their minds to many possible solutions. Your founder, Charles C. Gates Jr., understood that the younger mind is the more open mind and, therefore, the more creative. He wanted to unleash as many of these minds as possible and see the inventions multiply. For 25 years, those inventions have multiplied as young minds have made new connections, evolved old ideas, and merged elements that were never merged before.

 

This creativity continues throughout the process and is enhanced by “Insight,” another attribute, as students iterate their inventions with a discerning eye, seeing clearly what works and what doesn’t through an experimental process that refines their product, bringing it closer to the solution. This iterative process demands the guiding principle, “Guide Critical Thinking,” and the associated behavior, “Analyze the Value of Information.” By testing their inventions, students gain valuable information and are able to assess failure and success.

 

Each year, one of my favorite parts of you is hearing students describe this process. Whether at the Expo or at the finalist visits, they courageously explain the good, the bad, and the ugly iterations as they worked to improve their invention, getting it closer to solving the original problem. The honesty they demonstrate through their communication reminds me of another attribute, “Authenticity,” and the associated behavior, “Communicate Effectively,” which arises from our guiding principle, “Inspire Leadership.” Excuse me for getting too personal, but I will never forget my son standing in front of the judges explaining his metallic zipper, the Schnap 2.0, during the finalist presentations in 2016. I felt so much pride for the communication and leadership skills he displayed at that moment. Thanks to you, he had a chance to learn what it meant to communicate effectively and authentically.

 

I will briefly conclude with one final attribute, “Purpose,” which connects to our guiding principle, “Pursue Excellence,” and that relates to the behavior, “Apply Expertise to Real-World Situations.” The experience you provide for students shows them what the pursuit of excellence requires by having them apply their expertise to a real-world situation. There is no hiding on Expo Day. Forgive my colloquialism, but it gets real, and each inventor rises to that occasion and meets the moment. They understand the purpose behind their invention: to answer the question, “What is your problem?” for someone else and design a product that will solve that problem for themselves and for others. They know what it means to give your talents for the betterment of the world. Thank you for helping all our inventors find that meaning in their pursuit of intellectual excellence. 

 

I hope you realize that, in many ways, the attributes of a graduate are an homage to you and all you have meant to the school. Though I didn’t fully value you at the beginning of my career here at Graland, I do now and will honor you for the rest of my time in leadership.

 

With gratitude,

 

 

Head of School