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From the ED 9.7.17

BEYOND ORDINARY

Dilemmas are much easier to unravel when there is a clear right choice and a clear wrong choice, but it is rarely so simple. Teachers, facilitators, and researchers use scenarios to help understand the complexities involved in decisions made when facing moral and ethical dilemmas. One of the more well-known is the Heinz Dilemma, used to understand Kohlberg’s Stages of Moral Development.

A woman was near death from a disease for which the local scientist had discovered a drug that could save her. The scientist was charging more than the wife’s husband, Heinz, could afford. Heinz tried to borrow money from everyone he knew but he only could come up with about half of what he needed. Heinz asked the scientist to sell him the drug for half or let him pay later. The scientist refused. Heinz broke into the scientist’s lab and stole the drug for his wife. Should he have done that? Why?

Kohlberg identified six distinct stages, grounded in one’s view of self and the wider social order. Each successive stage demonstrates a more complex, mature, and nuanced view of moral development. By definition, moral dilemmas are those of an internal nature based on individualized concepts of right and wrong, while ethical dilemmas are based on community codes of behavior and conduct and derived from external sources: laws, rules, statutes, edicts, codes. Most of the dilemmas we face do not have right versus wrong choices but right versus right choices where the path is not clear.

One of the more effective speeches at a school assembly I ever heard was about character development. The person delivering the address quoted Emerson: “Watch your thoughts, for they become words. Watch your words, for they become actions. Watch your actions, for they become habits. Watch your habits, for they become character. Watch your character, for it becomes your destiny.” The speaker concluded by reminding us all that character is defined by how you behave when no one is watching.

My first project at MISBO this summer gathered an extraordinary cohort of school leaders and vendors to discuss ethics related to purchasing in independent schools. The conversations and reflective articles we read were wide-ranging and delved into the concept of aligning a school’s mission to the way in which the adults in the school community interact with those in the world outside their doors. Since many schools have decentralized the purchasing process, purchasing in independent schools is therefore a small part of many people’s jobs, rather than a large part of a few people’s jobs. I am proud of the work this group did to think through issues and produce something that will be helpful to the entire independent school community. Soon, we will publish “The Ethics of Purchasing in Independent Schools” and you will see a well-thought-out list of areas to consider as your school matches its programs with its values. Cohort learning of this type is important and yields meaningful results that help schools fulfill their missions. The 2017 MISBO Fall Conference has been designed with this concept in mind and features a unique model of deep dives with facilitators to help you imagine, inspire, and innovate.

Our thoughts as a community turn towards those families and schools in Houston and the southwest recovering from the devastation of Harvey and those in the path of Irma throughout the Caribbean, the Florida peninsula, and other areas as the storm decides which way it wants to go. One of my mentors used to say, the right time to do the right thing is right now. There are numerous examples of people and schools choosing to serve each other throughout these crises and learning what moral and ethical decision making looks like in the face of physical and emotional danger. From putting together care packages to raising money, sending much needed supplies to sending much needed people – these are the values we choose. Here is a video that demonstrates what one school can do to help.

West Island College – Do What You Can’t

West Island College (WIC) is a grade 7-12 university preparatory school with a student population of 550 located in the foothills of the Rocky Mountains in Calgary, Alberta, Canada. WIC joined the MISBO + IDEO Project last year with the hopes of achieving two objectives: to better understand design thinking and to seek a more long-term, financially viable model for our independent school. Our initial small idea was to use the design thinking methodology to find ways for the College to be more fiscally sound. Our end goal was achieved but not in the direct fashion we anticipated. WIC was able to maximize our human and physical resources more efficiently with constraint thinking helping in the process.

Our journey began in the Fall of 2016 with Head of School Carol Grant-Watt and myself learning more about design thinking. Readings included Tim Brown’s Change by Design, John Spencer’s Launch, and Creative Confidence by Tom & David Kelley. From here we signed on with Marc Levinson (MISBO) and the team from IDEO, which included Miki Heller, Becky Lee, and Annette Diefenthaler. We were introduced to both teams at the start of this year before meeting with representatives from the other 11 cohort schools in Baltimore in March. Here, Carol and I experienced first-hand the messiness of design thinking; we gained a better understanding of this methodology and how to infuse it into our school culture. The MISBO and IDEO teams set the groundwork and direction for us in our journey. Our end result coming out of this March workshop was how WIC might better utilize our human and physical resources through the creation of a new grade 7/8 timetable. In April at the Montreal CAIS Leadership Conference, Ms. Grant-Watt and I presented a workshop, “Cultures of Excellence: Connecting Passion to Purpose,” which explored design thinking in addition to the ideas of Adam Morgan and Mark Barden in their book, A Beautiful Constraint.

Our journey continued in May with a follow-up workshop hosted by IDEO at their great waterfront location at Pier 28 in San Francisco. Our current junior high timetable was not providing as great an efficiency for teaching and learning as we would have liked. We empathized with our grade 7/8 student body and iterated the design of the new timetable with many of our junior high teachers in the spring. We went through about 10-12 prototypes in conjunction with introducing design thinking workshop sessions into our professional development days. There were many obstacles to overcome to make this transformation, with a few failures/setbacks at times in June with some of the technical pieces. These opportunities helped to better educate staff about design thinking and also provided them with the trials and tribulations of going through the process with a meaningful goal. The IDEO brainstorming rules were incredibly helpful in the process, not to mention all the stickies and sharpie pens that were utilized. Having a variety of faculty input allowed for a scaffolding of ideas that staff built upon in the process. The end result was a more innovative and empathetic grade 7/8 timetable that will be introduced in September 2017. I am sure we will still have a few pivots but the team feels it has been well researched, prototyped and crafted. This experience has now given us the tools to leverage what we hope to do moving forward. Not only did this redesign result in a more efficient teaching and learning framework for staff and students but also resulted in a more cost-efficient structure for the College.

Our experience working with MISBO and IDEO has been a springboard for a new way of thinking at West Island College and has initiated a culture shift to incorporate this methodology into our everyday practice. In June we sent four faculty members to Nueva School’s Design Thinking Institute to continue the awareness and momentum to create a shifting mindset in the way we do business. Thank you to Diane Rosenberg, Kim Saxe and her Nueva team for offering this great program. The design thinking culture piece was very evident at Nueva through our interactions with their teachers and students alike. We are now in the process of creating a Design Thinking for Innovation course for our senior high students and we are developing a D.Lab Club. The design thinking methodology will be used in our approach to our upcoming three-year strategic plan process this year. Many of our faculty meetings will now incorporate this human-centered design model into seeking solutions. Thank you to all the participants in the MISBO + IDEO Project. Our conversations and interactions have been transformative on our school culture and financial sustainability. I think it appropriate to finish with Ms. Carol Grant-Watt’s back to school message this year, “Do What You Can’t,” which is based on the most recent Samsung ad and is an extension of one of IDEO’s brainstorm rules to encourage wild ideas.

Scott Bennett
Head of Strategic Planning & Initiatives
West Island College

Woodberry Forest School Twists and Turns to Unexpected Outcomes

The Woodberry Forest School team entered the MISBO + IDEO Project with great interest and hope that an intensive design thinking experience would yield meaningful results. While the path of the experience took several unexpected turns from what we envisioned at the start, the results exceeded our expectations! As noted by the IDEO team, that is often what happens in design thinking-based projects.

For readers that may not know Woodberry Forest School, we are an all-boys, all-boarding independent school located on 1,200 acres in the country about 30 miles northeast of Charlottesville, Virginia. With a new strategic plan endorsed by the board of trustees and the successful completion of the school’s 10-year self-study and accreditation by the Southern Association of Independent Schools, Byron Hulsey, Head of School, and our executive leadership team launched into the MISBO + IDEO Project in a very traditional independent school mindset. We know we have a great product, we’ve tested it against our own experience and values, and the wisdom of this work has been blessed by our peers. Our next steps were to effectively communicate to donors and prospective families regarding Woodberry’s value proposition. A feasibility study indicated a high level of general support to the school by alumni and friends of the school. And certainly, prospective families should see that the value of a Woodberry experience is well worth the $55,600 tuition.

Improved messaging would help address the stiffening competition for a shrinking pool of full-pay prospective families. So our MISBO + IDEO Project team brought the idea of implementing a longitudinal study of alumni, similar to Harvard’s longitudinal study of happiness, to IDEO as our “experiment.” The intent of this study would be to explore how Woodberry Forest affects the lives of its alumni; how that is or is not different for different age cohorts; what graduates take away from their high school experience and which of those lessons serve them best in the future; how their values and career paths and ambitions change over time; and critically, what they feel they lacked in their formative high school years.

However, when our team arrived at the first project workshop we were turned on our heads with mind-clearing exercises and the rigor of the “5 Why’s” exercise. Why were we really interested in the longitudinal study? Why? Why? Why? Why? Ultimately, we concluded that a core reason why we were embarking on the longitudinal study is that we are greatly concerned about the affordability of our school. Further, we are greatly concerned about how affordability is playing a more significant role in shaping the nature of boys enrolled than the administration feels will be healthy for the school long-term.

We asked ourselves, “how could our school, with its rich history of transforming boys into young men of character, located on a beautifully manicured campus nestled in the foothills of the Blue Ridge Mountains of Virginia, and equipped with facilities designed specifically to offer adolescent boys experiences they never dreamed of, feel so vulnerable?” We strongly believe that the call for leadership, including young men equipped with the skills, the emotional intelligence, and empathy to make positive differences in their local communities and the world at large, has never been louder. This has historically been Woodberry’s sweet spot, and we have been at it for over a hundred years.

Yet, without dorms full of engaged boys, a school with state-of-the-art facilities, $300 million in endowment resources, and a faculty who are poised to get to know and challenge each boy will no longer be the school it once was, nor will we succeed in fulfilling our shared future vision.

It was at this juncture that our IDEO/MISBO team pivoted and focused our attention on the central issue of affordability. Can we make affordability the primary basis for a fundraising campaign in support of financial assistance? What will be the most successful communications strategy in telling the story about why Woodberry’s future financial stability will be dependent on raising significant new endowment funds in support of financial assistance?

Our energy turned away from the longer-term alumni study project, which we believe still has significant merit, to the immediate priority of framing the case for a capital campaign. Through further research regarding the size of our full-pay market – estimated to be 0.19% of households in our five-state region – and testing messaging with alumni regarding their impressions of financial assistance, we effectively turned from an administrative team focused on our school and what is important to us, to a team focused on our parents and alumni and what is important to them. This simple shift, an orientation central to design thinking work, helped us realize that it is not what we charge (in tuition) that is driving our financial model, it’s what prospective parents are able and willing to pay that is shaping and will dictate the future of our financial model.

Our team developed a renewed commitment to the long-term business model challenge of making Woodberry more affordable. We are endeavoring to take the issue of price off the table as a potential barrier to enrolling best-fit boys. This message was shared with the board of trustees at our May meeting along with supporting information regarding the relationship between Woodberry’s dramatic increase in “real cost” and the corresponding increases in unfunded financial aid. Fully funding financial aid quickly became our shared objective.

With the support of the board, a substantial endowment campaign in support of financial assistance is being planned and internal communications are under way regarding the issue of affordability and the importance of ongoing expense control.

In reflection, I believe the IDEO-led experience helped Woodberry in two very important ways. First, it created a sense of urgency. We had a window in which to articulate a plan, design it, execute it, and assess the results. Without clear deadlines, long-term strategy work often gets pushed aside. Secondly, the methodology forced us to look at the school from a new perspective, specifically our customers’ perspectives. We have gained a greater appreciation for the sacrifices and investments they are making on behalf of their sons to join the Woodberry family. Our schools are in partnerships with our families and affordability has started to become a barrier to new family partnerships and a source of unhealthy friction with current families.

Our work is far from being done. We continue to test and refine the messaging around affordability and are initiating design thinking working sessions with operations and maintenance staff intended to improve the transparency between their roles in addressing affordability. Affordability is a strategic imperative of equal importance to educational program quality; they are inseparable.

We feel fortunate to have had the opportunity to work with MISBO and IDEO. You can hear more about our experience through this project at the 2017 MISBO Fall Conference, where we will share more of our story.

Sincerely,

Ace Ellis
Chief Financial Officer
Woodberry Forest School

 

Hillbrook School Looks Back to Leap Forward

How do we reimagine the independent school business model? The critical importance of this question for independent schools drew us into the MISBO + IDEO Project. What feels like an increasingly untenable dependence upon skyrocketing tuition, expanding tuition assistance budgets, and philanthropy leaves us anxious about the long-term viability of the independent school business model, and we were eager to join a cohort who was willing to look this challenge in the eye and imagine alternative solutions. As a school that has utilized design thinking consistently for the past six to seven years to implement all types of changes, from reimagined learning spaces to a leading-edge resident teacher program, we were thrilled that we would have an opportunity to turn our attention to this important challenge.

To be completely candid, as we finished the project in May, I was disappointed by the progress we had made. There was little evidence that a new business model was emerging. And yet, as I reflect back a few months later on the process and on the work we did as a school, I am reminded that resolving big questions – in this case, perhaps the big question for the long-term survival of independent schools – happens through fits and starts and small-scale experimentation that yields unexpected results. No, we did not create a new business model, but we did explore some possibilities and push our thinking in ways that leave us as a school – and I hope an industry – better prepared to pivot and shift in the years ahead.

Our experiment connected to the school’s strategic initiative to reimagine the student experience. We are deeply committed to creating real-world, project-based learning experiences for students that reach beyond our campus and challenge our students to make a difference in the world. We are looking to build upon our longstanding and successful service learning program by finding ways to more fully integrate these experiences into the day-to-day learning for all children. As a school nestled on a 14 acre campus in the foothills of the Santa Cruz Mountains, however, getting our students into the community is not easy. One solution? A satellite campus space located in downtown San Jose, the heart of Silicon Valley. And yet, living in one of the most expensive real estate markets in the world, we are not in a position to simply purchase a second campus. So we looked around and found an innovative alternative – utilizing space at a WeWork location, a global company that provides access to shared workspaces. The cost is relatively low, the terms extremely flexible (month-to-month rentals), and it had the added bonus of connecting us with what WeWork terms a “global network of creators.”

The timing of the MISBO + IDEO Project was fortuitous, as we had just secured a space at WeWork San Jose and we were looking for a way to jumpstart the project. So we decided to create an experiment that involved getting students into the space and seeing what happened. We took five middle school students to WeWork on a Friday, set up snacks at the tables in the public gathering space, and invited entrepreneurs to sit with them and tell their stories. The results were beyond what we had expected.

One moment in particular captured the excitement and possibility of this experience. At that moment, one pair of students and Director of Teaching & Learning Ilsa Dohmen were talking to Robert, an entrepreneur who was showing them a new intubator he had designed and the pitch deck he was developing to help tell the story. Another student was talking to Phil, a serial entrepreneur who was sharing advice about how he hires, noting that experience in the arts is as important as experience in math and science for a successful innovator. As he put it, “technical skills are good, but creativity is essential.” Another pair of students was talking with the founding Director of our Scott Center for Social Entrepreneurship, imagining the possibilities for this space for future student groups. And, finally, I was talking with Evan, the Community Manager for WeWork San Jose. A graduate of a local independent school, Evan had eagerly supported the concept of having students at WeWork and had worked with our Director of Technology Bill Selak to coordinate the visit. At that moment, she was talking about the multiple connections she has in downtown San Jose, with everyone from the mayor to leaders of local non-profits and businesses, and how she was eager to help Hillbrook connect with them.

So what did we learn? We learned:

  • Entrepreneurs were willing to share their stories with our students, and our students were able to connect with and clearly communicate with adults.
  • Small groups of students in an urban environment works really well. One student commented, “This is the best field trip ever!”
  • Entrepreneurs tell a compelling story about the skills students need for success in life, a story that reaffirms the importance of the type of education we are offering to students.
  • The WeWork team is an invaluable resource for us as we look to develop partnerships with Silicon Valley companies, non-profits, and leaders.
  • We are part of the “global network of creators” WeWork supports. They value our engagement, as much as we value the opportunity to be part of their community.

We left inspired and excited about what we had done, and, yet, as I noted earlier, we realized that we had played to our strengths – developing engaging learning experiences for students – without really making obvious progress vis a vis our ultimate goal of creating new business models. And yet, the seeds of possibility are there. We are already asking how we can build upon this experience to expand the type of programming we offer and to explore partnerships which before now had seemed challenging if not impossible. And perhaps most importantly, we proved that we can build a satellite campus in an urban space at a minimal cost. In the months ahead, we will continue to do small experiments at WeWork and, in the process, we hope to continue to push our thinking and discover things we had not known before.

Mark Silver, Head of School
Hillbrook School

 

From the ED 8.3.17

BEYOND ORDINARY

Things that seem obvious are often the easiest to overlook. A basic truth about human development is that there is a first time to experience everything: first steps, first best friend, first day of school, first crush (and breakup), first time with a new language or a geometry proof or a dissection, first job – there is excitement and anxiety in the novelty of firsts.

Lev Vygotsky, an early 20th century psychologist, conceptualized the “zone of proximal development” (ZPD) as a bridge between learning and cognitive development. You could think of this as pushing beyond your comfort zone and be sort of correct. The prevailing theories tried to establish when and under what conditions learning and development take place: development precedes learning, learning and development occur at the same time, or learning and development are separate but interrelated.

According to Vygotsky, through the assistance of a more capable person, a child is able to learn skills or aspects of a skill that go beyond the child’s actual developmental or maturational level. The lower limit of ZPD is the level of skill reached by the child working independently… The upper limit is the level of potential skill that the child is able to reach with the assistance of a more capable instructor.

This summer, I took a bike ride with my older brother and about 1,000 of our closest friends. We rode a little over 360 miles in a week, about four or five hours per day. I had never done anything like this before and on the first day, my brother and I both rode more than we ever had at one time (I admit that I rethought many life decisions on several of the steeper hills). We got stronger throughout the week by drawing on the camaraderie and knowledge of the group, pushing beyond perceived limits, and drafting and pulling each other along the way.

Think of what is about to happen on your campus and throughout your classrooms. You have excited and anxious students and excited and anxious faculty members returning to your learning community or joining it for the first time. Their interaction with each other is the hallmark of what your school values and cherishes as it fulfills its mission. Your capable instructors will provide the assistance needed for students to develop and grow – just as you, as a capable leader in your school, will provide the assistance needed for your faculty and staff members to develop and grow.

There are numerous opportunities this fall for you to develop and grow: participating in webinars, networking with colleagues, engaging in list-servs, reading and circulating articles with your team, and attending conferences and workshops. MISBO has put together a fall conference that will intentionally push you to the edges of your zone of proximal development. The format is mostly deep-dive workshops into struggles we all face in independent schools today and the solutions we can find together: from legal and financial challenges, to space allocation and facility stewardship, to innovation and sustainability pressures. Passionate thinkers and capable practitioners throughout our community are facilitating these workshops and I challenge you to imagine, inspire, and innovate with us in New Orleans, October 4-6.

When you come up for air after ushering faculty and students onto campus and get through your start-of-the-school-year rituals, take some time to discover something new. Put yourself into a position where you will be as excited and anxious as the students and faculty and experience the empathy of the novelty of firsts at the 2017 MISBO Fall Conference.

Colorado Academy’s Journey

Can a Good Cup of Joe Reshape Learning?

Creighton Williams Abrams was a U.S. Army General who served in Vietnam, Korea, and World War II. Hailed even by General George Patton, Abrams was known as an aggressive and successful armor commander. The Army even named a battle tank after him. It is no surprise then, that Abrams is the author the oft-quoted statement, “When eating an elephant, take one bite at a time.”

And it is no surprise that today’s most innovative thinkers tackle dauntingly complex and complicated problems such as education reform with the same strategies as a battlefield commander. When it comes to education, one of the most innovative war strategy rooms is at IDEO, an international design and consulting firm that is currently partnering with education change makers to design the most innovative systems, tools, and experiences that will improve education.

Earlier this year, Colorado Academy became part of a cohort of 12 forward-thinking schools invited by MISBO to work with IDEO, to experiment with ways to re-engineer the private education business model and use the same creative approach to tackle a programmatic need in their respective schools.

CA tackled the question, “How might we make our libraries a more central part of a student’s experience?” Libraries – in schools and in towns and cities around the world – are on the forefront of retooling for the digital and mobile revolution, and they are transforming into very different spaces from the quiet book warehouses they once were.

CA Director of Libraries Allison Peters Jensen and Librarian Allie Bronston, along with Chief Financial Officer Alanna Brown and Head of School Dr. Mike Davis, spent time with IDEO this past year thinking about ways to transform the CA library experience. The idea is to help CA’s libraries be more integral to students’ discovery of and access to information. To answer the question, CA leaders were encouraged to apply the most successful and disruptive business models that are at the heart of some of today’s most innovative businesses, including Netflix, Airbnb, Amazon, Google, and Apple.

CA’s librarians have been:

  • Thinking about how libraries can be community centers in which we leverage more high-tech ways of connecting students to one another and to subject matter expertise
  • Thinking about how to develop signature student programs
  • Anticipating working more directly with faculty to give students more consistent instruction in developing research skills

Back to the elephant analogy. The first “bite” was to increase the number of students and teachers coming into the library. Key measures of that are both library visitors and circulation statistics. So, CA started with a known driver of foot traffic in the CA Upper School: a good cup of jitter juice.

For one week, librarians brought in a cappuccino coffee cart for three hours each morning; students and teachers could charge coffee to school accounts or pay in cash. Said the librarians, “We are encouraging students to spend a little time in the library enjoying coffee drinks, playing games, and sharing answers to the question, ‘What can our library become?’ We want to learn from students what they would like to see in their school library.” A bit gimmicky? Sure it is, but consider the results.

Foot traffic was at least doubled and, on some days, tripled with the presence of the coffee cart; the busiest day saw approximately 275 visitors. And it wasn’t just for the coffee. Library circulation increased every day, doubled most days, and even quadrupled on one day of the week.

Librarians are working on similar ideas for Lower and Middle School students. In the meantime, students provided a wealth of feedback during the experiment. Wrote one of the librarians, “This was the first step of many, and we foresee more similar experiments in the future. We enjoyed reading all of your feedback from last week, and we will work on how we can incorporate your ideas into the library as our reimagining of the library unfolds.” Said another, “Essentially, this experiment is intended to improve the experience of going to the library. More than ever, we need libraries to be spaces where connection, truth-seeking, curiosity, playfulness, and joy are protected and nurtured. That’s where we’re headed.”

My First From the ED 7.6.17

BEYOND ORDINARY

Damian Kavanagh, Ed.S., CAE, Executive Director

May 1 was Day 1. We walked down the Embarcadero in San Francisco to the IDEO office complex at Pier 28, taking in the morning and being passed by cyclists, skaters, runners, and those moving with greater urgency. The twelve schools that participated in the cohort group for the MISBO + IDEO Project would meet to soak in the IDEO culture, present on their projects, and receive consultations from IDEO team members. The weather was perfect. The view of the bay was exquisite. The engagement with educational leaders and a world class design firm was exceptional. I was privileged to be a part of it. How do you top that?

Throughout early May, I participated in the MISBO staff’s professional growth cycle by listening in on presentations of their goals for the year. This included a glance backwards to what was accomplished and what was still in progress from the previous cycle. They all possess a deep understanding of the mission and values of MISBO and an iron commitment to independent schools and to the individuals who enrich learning in those schools. Functional leadership is about process; transformational leadership is about people – I am honored to be working alongside these remarkable individuals who will lead me as much as I will lead them. How do you top that?

I have had numerous learning and growth opportunities recently that have invigorated me. The very successful MISBO Human Resources Intensive, beautifully hosted at Woodward Academy, drew more than 50 dedicated individuals who heard the latest trends, participated in breakout sessions and mentoring groups, and engaged with Yale University’s Director of the Center for Emotional Intelligence, Dr. Marc Brackett. I was with the excellent educators at the Atlanta International School for a workshop on intentional meeting planning strategies to encourage both measurable accountability and shared leadership; The Children’s School to help facilitate the Master Class in Inclusive Leadership; Kenston Forest School to lead a two-day board retreat; and Mount Paran Christian School to shadow and absorb everything I could (thank you for your patience with me!). From these experiences, I took away much more than I brought. How do you top that?

The MISBO search committee and board gave me one of the most cherished gifts there is: the gift of time. Marc Levinson and I have overlapped for the past two months, which has allowed me to observe and learn and grow prior to being thrown into the deep end. I am personally and professionally glad that Marc will remain on through October to navigate fiscal year-end processes and the 2017 MISBO Fall Conference, which is a one-of-a-kind offering of deep-dive workshops into the areas that matter most for school operations and school transformations. How do you top that?

Jeff Bezos has been in the news this summer for Amazon’s enormous purchase of Whole Foods, but he was in the news in April describing his “Day 1” mentality. The potential of the day stretches out in front and imbues decisions with the mindset that the day you plan for is the day in front of you. He has sparked a culture of resilient creativity and restless innovation that calls on his community to approach everything they do with fresh eyes, attentive ears, and open hearts. How do you top that? Not with day 2, of which he says, “Day 2 is stasis. Followed by irrelevance. Followed by excruciating, painful decline.” I enjoyed a Day 1 today and will enjoy another tomorrow. I hope that you fill your summer with many opportunities to celebrate your own Day 1.