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Timothy M. Burns, Ph.D.
Philosophy of Education

 
Timothy M. Burns, Ph.D. Philosophy of Education
My role as headmaster of ten independent schools for the past thirty-five years has given me comprehensive experience in independent school administration. I have developed a leadership style that stimulates administrative teams and faculties to find creative solutions. Since I believe that people solve problems best when they have personal ownership of issues, I give my administrative staff both the responsibility and the authority to do their work. This teaches them to be accountable, and it allows me to work with them as a coach. Having said that, I also clearly recognize that the ultimate responsibility for all decisions in a school rests with the headmaster.

All independent schools have distinctive missions, and a headmaster's responsibility is to encourage a constant and consistent measurement of the school against its mission. With a clear mission, a school can create a strategic plan for a future that will celebrate its philosophy and tradition within a contemporary context. A college preparatory program, for example, must be conducted without apology for its academic rigor; but a balance should exist between an academic program, the fine and performing arts, athletics, and preparing students to live competently, responsibly, and morally in an ever-changing world. Facility with technology; the necessity for human beings to manage tremendous amounts of ambiguity in their lives; the disappearance of societal conventions on which prior generations relied; contemporary society's minimization of spiritual and family values; gender equity; exposure to graphic media aberrations; homelessness in urban settings; violence as an emerging way of life for some segments of society; an understanding and appreciation of multicultural and international heritage as politics and economics bring cultures closer to each other—issues such as these have created a new definition for the challenges that contemporary independent schools face in preparing students for life.

I consider myself first and foremost a teacher and an advisor. Although administrative duties fill most of my days, I try to schedule time into each work day to be with students—greeting them in the morning, talking with them at recess or lunch, or cheering them on at athletic events. I work hard at learning students' names, realizing that they appreciate being known personally by the headmaster. Students deserve to feel important, valued, and respected; and they need to be engaged in thoughtful conversations that encourage them to express their opinions. A good school creates time for students; and students should feel that they are appreciated for their individuality, their effort, and their talents. They should be taught to listen to themselves and to reflect on their responses; and they must be guided to listen thoughtfully to the opinions of others. I believe in creating an educational setting that is identifiably 'personal' in helping, leading, and guiding students. Encouraging a healthy sense of humor is also an important aspect of school life so that neither adults nor students take themselves too seriously.  
 
My belief that “life is a series of choices, and every choice has a consequence” forms the basis of my view about student discipline. I attempt to maintain a balance in interpreting both the letter and the spirit of the law, keeping in mind what it means to be human. I also believe that discussions involving discipline can be used to affirm universal truths about human nature, the relationship between rights and responsibilities, and the integrity associated with being a good citizen. Adults who interact with students actually teach more by example than by precept; just by their actions, educators and parents exemplify the adage “values are caught, not taught.”

In my work with colleagues, I count myself as a practical person who listens to, and tries to understand opinions other than my own. A headmaster conveys respect by listening to others' ideas and opinions; and from a style of openness, respect grows and credibility is earned. I give consideration to alternatives offered by others as long as a solid rationale is presented. My informal visits to classrooms give me an opportunity to be familiar with faculty members' work, to recognize them as professionals, and to compliment their successes. The faculty is the heart of any school, and being an educator is more a 'calling' than a career. Independent school teachers and administrators share a mission to help youngsters develop intellectually, spiritually, emotionally, and physically. In addition, the adults in the school share a responsibility with students to create a strong, safe and nurturing sense of community.

While most independent schools concentrate on providing rigorous learning environments, they have also become complex fiscal enterprises. Business terms like 'marketing,' 'consumer mentality, and ‘strategic thinking’ have made their way into independent school vocabulary.  Tuitions have increased, requests for financial assistance have become more commonplace, and the need to provide competitive salaries and benefits has become urgent. Schools face the challenge of being financially viable while responding to requests for more services. Effective solutions to issues such as these come from thoughtful deliberations within board committees.

I enjoy participating in all aspects of fundraising. In addition to orchestrating the traditional annual fund campaigns, benefits, capital campaigns and planned giving, development offices are also charged with “advancing a school’s story” through public relations and marketing. I recognize the pivotal nature the headmaster plays in these areas. Trustees play an important role in solicitations, but the partnership with an involved headmaster can assure a campaign's success. I enjoy the opportunity to tell an exciting story of how a school's program will be improved so that students can have a rich, innovative program. It is rewarding to work with a board to identify and solicit donors to “bring form to a vision” for a school.   
 
Integral with a school's mission to support students' intellectual, physical and emotional needs is concern for the development of a spiritual life within students.  Children benefit from learning that the Blessed Trinity gives meaning to the integrity for which all human life deserves to be respected. Each of us also has a responsibility to contribute to improving the quality of life through service to mankind. Family life, with its sacred dimension, is also worthy of effort and sacrifice. Schools should encourage parent-child interaction to balance media-driven stimulation and artificially accelerated maturity. A parent is the most natural of teachers, and parents and teachers need to work together to inspire children to love learning and to respect personal integrity. When students are trusted, supported to learn from their mistakes, and encouraged to take risks both at home and at school, they learn confidence and self-assurance.

Finally, a Catholic school helps students learn the depth and breadth of their talents, their passions, and their relationship with God through the teachings of Christ and the Church. When discovery in a learning environment is a joyous experience for students, they tend to explore the world, human nature, and God with enthusiasm and trust. As well, through a study of Catholic beliefs, they learn humility in their understanding of God’s love and the responsibility each of us has to share love with others by looking to find the face of Christ in our fellowman.





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