Welcoming students back to The Webb Schools after summer break has always been one of my favorite roles as Head of Schools. Watching our student leaders open the academic year is a very tangible realization of our schools’ mission; not merely words and fine-sounding ideas, but real doing. It’s easy to say we’re about developing leaders who are people of character, but it’s not an easy task, and elsewhere it isn’t always backed up by action. But this summer, my many glimpses of our students in action reassured me that Webb really does provide students real-life opportunities to step up, be self-directed and to lead.

For example, the Junior Fellows who helped staff the Summer Programs at Webb were an integral part of the success of those programs. Mrs. Wishek, the director of summer programs, couldn’t say enough about the work ethic, the intelligence, the independence, the caring that every single one gave every day. “I tell them, these jobs are yours,” she explained to me. “If you don’t perform them, they won’t get done. You are needed here, and everything you do here matters – people are relying on you.”

The same is also true of our Vivian Webb student teachers in the G.I.R.L.S. Camp. With Mrs. Kingsbury’s support, the student leaders themselves designed and implemented an exciting, week-long curriculum in the sciences for middle school girls, which included organizing outings, teaching, and encouraging the girls to create their own experiments. They may very well have changed those girls’ lives by encouraging their budding interest in the sciences and supporting their emerging sense of themselves as real-life scientists.  

Our two faculty paleontologists, Dr. Don Lofgren and Dr. Andy Farke, worked with student leaders this summer in Montana and South Dakota in support of their research project, which will be presented at the Society of Vertebrate Paleontology Conference in Pittsburgh later this fall. More than 20 of our students accompanied Dr. Farke to the Grand Staircase Escalante Monument to prospect for new localities and to continue the collection of a nearly complete plant-eating dinosaur skeleton that was found by one of our students at the end of last year’s expedition. Amazingly, on the last day of this year’s expedition, what may be a very important find was made by one of our juniors – building up even more excitement for what the next trip will uncover.

These are only a few examples of the many leadership opportunities our students undertook off-campus this summer. Altogether, it is a testament to how they as young adults are defining who they are, what they really want and care about – what they value – and how they lead. It’s not hard to be proud of them and of our school. 

The story of Edison's invention of the electric light bulb is legendary. We all find it hard to believe when we first hear that it took him over 2,000 tries before his idea came to light. Talk about composing a failure résumé!  But like all entrepreneurial spirits with Herculean levels of initiative, Edison knew that all big problems are big opportunities. What makes some people run toward problems? Can that be taught? What are the results of having that mindset and disposition?

Americans are universally described as innovative and entrepreneurial and those two qualities and skill sets are frequently ascribed to our national character and to our success as a global leader. Leadership is also frequently described as the ability to take initiative and trust your creativity. None of this can be developed or practiced without an almost infinitely high tolerance for failure. And, along with Tony Wagner - whose fourth survival skill for the 21st century is "initiative and entrepreneurialism” - I believe that as a nation and certainly as educators we must do all we can to nurture these vital skills that connect so clearly to other vital 21st skills such as creative problem solving and adaptability.

I asked a couple of Webb students to tell me what "initiative and entrepreneurialism” mean to them. Here's what they said: “Entrepreneurialism is designing, planning, and executing business schemes. It means taking big risks, planning ahead to minimize resources wasted and maximize profit and outcome, but also planning for failure and how you get past failure.” Another student reflected on initiative. “I used to think initiative meant being the first to step up, to help out, but now I think it's a lot more than that. It's evaluating the past and thinking of something new and different to be done; it means that practices of the past do not dictate what happens in your future.” 

When I asked if these are skills or habits of mind that can be learned, I heard a resounding "absolutely” from every student. And when I asked why entrepreneurialism and initiative are important skills, I got the following responses. "Entrepreneurialism is the ability to create value, to learn from failure, to turn failure into success; it's really what the world revolves around, and it's not just about money. It's a way to solve problems for people.” On the importance of initiative, one of my students said, “Initiative breaks the mold. It sees opportunity and leverages everything to make new things happen. It's scary because it means a lot of failure, but it's also creative and cool.”

Teaching kids how to fail sounds counter-intuitive and maybe even downright un-American; but, in fact, failure is the fundamental requirement of success. Teaching kids to think big also sounds unrealistic to some - a set-up, so to speak, for their failure. Well, exactly. I recently listened to a speech by a Stanford professor entitled "Innovation as an Extreme Sport” and when she talked about what is being taught at Stanford's "New Design Institute,” I couldn't help but be reminded of Wagner and of my Webb students. "Fail fast and frequently” Stanford students are encouraged. "More failure equals more success.” "Come up with the best idea for something and the worst idea and then make the worst the best.”

So, I embarked on composing my own failure resume. Try it yourself. I promise it's a liberating experience, and one that will make you think of great ideas and big opportunities in a whole new way.

This past weekend (Jan. 30^th) the Webb community celebrated International Night 2010. Traditionally, the evening includes a progressive dinner, culture show, and dance.  Since its inception six years ago, the event has evolved into the largest student-organized event at Webb. Last year, the attendance grew so big that the Hooper Student Center was no longer adequate.  Instead, the event was moved to the Perry Gymnasium, which provided a large enough space to accommodate over 350 people, 5 “restaurants” and a performance area. 

The whole event capitalizes on the international composition of Webb’s student body. For the past three months, student organizers interviewed students with a heritage from another country or who have lived in other parts of the world. The planners created five “restaurants” based upon their research: Nigerian, Sri Lankan, Armenian, Indonesian and Latino. Each restaurant was decorated to fit the cultural theme and featured a sampling of authentic foods. For example, the Nigerian restaurant was decorated with items that were purchased in Nigeria when one of our students came back from visiting relatives. The Sri Lankan restaurant included on-the-spot Hoppers (a traditional food). Many students, faculty and staff even dressed in traditional costumes, creating a truly international atmosphere.

The distinguishing feature of this year’s event was the student culture show with over 100 participants. Unlike years past, the show contained acts entirely choreographed and performed by students. The acts included:

• Chinese peacock dance
• Instrumental acts including traditional Chinese instruments (Guzheng)
• Traditional Nigerian dance
• Korean Fan Dance
• Vocal duet of “Shan Hu Hai”
• Hawaiian Hula (both traditional and contemporary)
• Chinese Sword Dance
• Salsa and Cha Cha
• Latin song with instrumental accompaniment
• Israeli Dance
• Indian Dances (traditional, Bhangra, and Bollywood-style)

I would like to thank all those who contributed to the success of this event, especially the event chairs, Emily Stewart ’11 and Elias Bashoura ‘10. It couldn’t have happened without the involvement of the whole community; but the creativity, organization, leadership, and passion of the students were the driving force behind the event. Thanks to them, people are already looking forward to International Night 2011... 

In The Global Achievement Gap, Wagner posits his second survival skill - collaboration across networks and leading by influence - and touches lightly upon the issues of trust that must be at the base of this new way of conducting our lives and our businesses. Virtual offices and global virtual teams, net meetings, even conference calls all beg the question of how we communicate and collaborate electronically in a highly fluid environment that requires trust. Virtual teams without command and control leadership require trust and function instead through the power of persuasion and even moral suasion. Building trust - especially in settings without traditional boundaries or traditional communities - requires a skill set that is difficult for many to master in large measure because people are more experienced at functioning in places or groups that run by top-down structures and highly individual work, not collaboration and leading by influence.

Webb's honor code and leadership education program, in fact, Webb's very definition of itself as a trust-based community dedicated to the development of men and women of character, go a long way in helping our students master this important survival skill. Webb remains devoted to virtues of enduring worth that are the basis not only of success in the global knowledge economy but also that are most needed to sustain our democratic ideals and society in general.  Webb students learn that living by these virtues is not only a way of life worth pursuing but also a way of life best suited to meaningful leadership. They learn that leadership is not only about doing that which is right but also about living a purposeful and useful life that influences others to do the same. Through carefully designed projects and activities carried out both inside and outside the classroom, they learn that collaboration and teamwork foster trust and lead to better solutions.  

And, they have the special advantage of learning and mastering these skills and lessons in a richly diverse community that reflects the world they will lead. Collaboration and trust in a global environment require much greater sensitivity to the values and perspectives of cross-cultural team members – skills that do not often appear in a high school curriculum. It is certainly possible for all our schools to do a better job teaching this second of Wagner's survival skills, but the truly diverse boarding schools in our nation have a big leg up on other types of schools in making strides in this area. Where else will a 16 year old have the transformative experience of understanding cultures and world views dramatically different from her own on a daily basis?  The Partnership for 21st Century Skills included "global awareness" in its 21st Century Skills Framework, indicating clearly just how important it is for today's high school students to understand and appreciate different cultures. When your roommate comes from Pakistan and becomes like your sister, it can only increase your empathy for people half a world away; and in that fact lies the hope for the 21st century.

November 9th-14th was Webb’s annual Theme Week, a series of spirit events organized by the ASB and collaboratively produced by the entire student body. This year’s Theme Week was based upon the movies of Will Smith. Each day represented a different Will Smith film/show: Men in Black, Ali, The Fresh Prince of Bel-Air, Hancock, and Wild Wild West. Each class gains spirit points by dressing up in accordance with the day’s movie theme and also by participating in competitions, such as “super diving” for Hancock day or mechanical bull riding for Wild Wild West day. Additionally, spirit points are deducted from the class for individuals who miss academic and afternoon commitments.

The culmination of the week is Theme Night: performances showcasing the talent and creativity of all four classes. Theme Night could be considered Webb’s version of the Super Bowl. Each class spends countless hours preparing to impress the school community with a special 15-minute performance. In fitting with this year’s theme, each class chose a different movie as the basis of their performance. The 9^th-graders danced, sang, and performed to the "Fresh Prince of Webb." The sophomores depicted a story of a young woman championing the male-dominated sport of boxing. The juniors told a story of an abandoned ghost-town in the Wild West and the seniors did a spoof of six futuristic movies. In the end, the juniors took home the coveted Theme Week trophy, but each class deserves tremendous recognition for the amazing show that they collectively produced.   

In the midst of all the spirit, it is important to note the overall objective of this high-energy week. The final performances are only a by-product of a much higher purpose: to provide opportunities for students to demonstrate their leadership abilities. Numerous students in each class take on leadership roles in order to execute a specific aspect of their performance. Committees coordinate dances, props, costumes, script, and others are all part of the class machine. Students learn how to capitalize upon the talents of their classmates. In the end, the final performance is an example of the leadership principle of synergy: the whole is greater than the sum of its parts. The teamwork, dedication, and creativity of the class are at the heart of Theme Week.

Earlier this week, I arrived in my office to find a note from the founder and President of the Webb debate team. “I am unfortunately out sick today,” he wrote. “Are you up to running practice?” He is a junior at Webb right now. I am the faculty advisor. And yet, for this meeting, I was his substitute teacher.

Those who spend time on Webb’s campus come to realize that this is our standard. Our faculty members go beyond teaching; they coach, they mentor, they study, they advise. Similarly, we expect our students to go beyond traditional learning. We encourage them to teach and guide and lead.

Webb’s debate team has lived up to these expectations. A handful of student leaders started the team last year, and they have led us to remarkable success. Dakota Santana-Grace ’11 is our President – an enthusiastic leader who dominates a room during policy debates and organizes clever lessons to teach the basics of argumentation. Our second-in-command is Elena Scott-Kakures ‘11, whose command of the facts and quieter brand of leadership serves as a guide for the less experienced debaters. Together, they organized, taught, and led a team that hosted its first-ever debate tournament two weeks ago – and brought home the top award in every category.

Of course, plenty of individuals have helped guide and coach these student leaders. Notably, Mr. Lee Harris is the team’s coach, and several faculty members have offered insight and guidance. All of the guidance, though, came at the request of the team’s student leaders. Dakota and Elena sought out Mr. Harris and asked me to serve as faculty advisor. Dakota and Elena asked for advice from Mr. Stockdale and Mr. Bartlett when they needed it. We work for them.

Working in the Office of Admission, I know that parents and students who are new to Webb sometimes scoff at the level of responsibility in the hands of students. “The students teach?” they ask, incredulous. “Yes,” I respond. “They also manage student check-ins, hear disciplinary cases, and sit on some of the school’s most important planning bodies.” The bewildered looks on their faces tell a familiar tale: Webb’s emphasis on true student leadership is singular and exceptional.

Thompson Webb established a school that would educate its students to be honorable leaders in their communities. They were to be principes, non homines: leaders, not ordinary men. To prepare for that role, our students must practice. And so, you’ll find Webb students taking the reins in every arena. In class, ninth grade students teach their peers the complexities of geometry. On the athletic fields, team captains teach skills and model honorable behavior in competition. During meeting blocks, student groups – clubs, class officers, the honor committees, and more – bustle with activity, almost always organized and led by students.

As we sift through hundreds of applications every year, the members of the Admission Committee pay attention to those traits that will allow a new student to carry on and to expand this tradition of student leadership. Is the student willing to be an active, engaged member of the Webb community? Does she have the potential and the desire to find her passion and pursue it with honor? Four years down the road, with the guidance we provide, will he be a leader, or an ordinary man?

For students already here, we know the answers. They think deeply and differently. They demonstrate the kind of initiative and responsibility one struggles to find in most adults. They push their peers and themselves to branch out, to try new activities, and to achieve at an ever higher level. I have been lucky enough to witness this first-hand with the debate team, but it is not an isolated phenomenon. You will not find many ordinary young men and women at Webb.