By Dr. Terry Macaluso, Head of School

When Confronted—for whatever reason—with my own mortality, I am most troubled by the fact that I will miss future technologies. I love gadgets. I really do want to hang around indefinitely—just to see what happens!

It isn’t surprising, then, that when I think about the future of education, I think about technology. I’m not really talking about faster processors or smaller laptops; I want to know where artificial intelligence is going. I want to know how we’re going to be able to differentiate instruction—truly—when we have the tools that will translate instruction into the language appropriate to each individual learner. I want to be there when technology finds a way for us to scale our reach so that a single instructor can serve hundreds of learners simultaneously. I want to be around to observe technology tools that make it possible for anyone, anywhere, to access any kind of information desired anywhere for any reason. I mean EVERYBODY—not just the planet’s privileged.

When I’m not “blue-skying,” when I get more practical in my thinking, I have to say that, fundamentally, education is a conversation. Traditionally, it’s been a conversation between and among humans. I don’t expect that to change much, but the tools we’ll be able to use in the future should give us the capacity to translate—automatically—into any language and appeal to any learning profile. I can even imagine books being translated into dramatic portrayals at the stroke of a key. If reading isn’t my jam, and audio learning is challenging, how about a full-on theatrical presentation?

Given the need for climate care, might there ever be a time when we don’t actually have to go to a location to experience it—fully? I’m not talking about pictures of the Galapagos; I’m talking about touching a tortoise, smelling the sea air, petting a marine iguana, or tasting canchalagua ceviche.

What if we were able to be in the Civil War? We’re probably able to get close to that even now, but how long will it be before technology can replicate experience and then make it available to us to “ingest” in a manner of speaking?

We talk about wearable technology now, but what about internalizable technology? Remember 8-track tapes? Will we find ourselves able to insert cartridges that will actually give us differential equations?

I want to be around to observe technology tools that make it possible for anyone, anywhere, to access any kind of information desired anywhere for any reason. I mean EVERYBODY—not just the planet’s privileged.

Forget about calculations; this is content made one with ourselves. Different languages? Different sciences?

We spend all our time now trying to access a host of disciplines. We go to school to learn how to speak Spanish and to learn how to construct sentences. What if all the elements were there; what if all we had to do was use knowledge to discover things or to make new things?

If it’s true that ignorance is, in part at least, the cause of so much economic inequality, is it reasonable to assume that we could solve problems of inequity by attacking the cause instead of the symptoms? If education really was accessible to everyone in a way that satisfied the needs of the learner, would we be able to create societies in which the lack of anything…housing, food, jobs…could be resolved such that civilization really could be a benefit to all?

In the midst of all that dreaming—what might the future look like at EPS? This is the stuff that makes me sad to retire. There’s just so much to look forward to!

First—the Resident Teacher Program (see more on page thirteen) is finally beginning! But for COVID, we would be anticipating the third year of the program—but even though it’s later than originally anticipated, it is happening! We’re already interviewing the sixteen candidates who have expressed interest in our two positions for 2023-2024. Candidates are located all over the country, have degrees ranging from BA to PhD, and are engaged in disciplines including technology and artificial intelligence, English, Spanish, Athletics Management, and Math. Their interest is being expressed in remote group sessions in which we speak with
potential candidates to answer their questions and learn who might be interested in our project.

Seattle and Bellevue are cities rich with innovation, technology, climate protection, and high regard for those among us who have the fewest privileges. In each of those domains there is good and important work to be done—and EPS is right at the center of it all.

This program has three purposes: (1) the teaching profession has lost talent in recent years, and that needs to be replaced. Most specifically, finding people who are experienced with independent school models is increasingly tough. This program will help to replenish the population of excellent teachers. (2) Mentor Teachers at EPS will have the opportunity to work with residents as model educators. Residents will shadow Mentors for the first trimester. During trimester two, residents will co-teach with Mentors. In third trimester, residents will teach the Mentor’s classes. (3) Mentor Teachers will be invited, during the middle eight weeks of the third trimester, to take on a project of their own design. It may involve travel, visiting other educators, participating in a special conference, or any of dozens of possibilities. This kind
of opportunity for veteran secondary school teachers is precisely what they need to remain vital and to feel professionally supported.

A second domain in which I think we can expect to see growth and change is in community connectedness. Whether working with other organizations or individuals in the city of Kirkland or developing a meaningful and sustainable community service learning project, the future will invite EPS to look out beyond its walls.

Seattle and Bellevue are cities rich with innovation, technology, climate protection, and high regard for those among us who have the fewest privileges. In each of those domains, there is good and important work to be done—and EPS is right at the center of it all. Our faculty has the leadership capacity and our students are brimming with curiosity and energy with an eye toward making the world a better place!

Finally, I would say that a major part of the future of EPS will be the continued development of its culture of acceptance, inclusivity, and kindness. This is a place in which adults and students trust one another, work well together, and form lasting bonds. That doesn’t happen unless someone is leading toward a culture in which relationships matter more than anything else—more than grades, more than college, more than the score at the end of the game, more than the standing ovation at the end of a performance.

Over the years, many people have talked about the secret sauce at EPS. Trustees wanting to remain small enough to protect the culture; faculty and staff wanting to play a role in the lives of students—to help them along their way; students looking for the friendships that never end and the role models that never disappoint. It’s all about the people. Always has been. Always will be.