The 2025-26 school year is off to a wonderful start. Much of the success is tied to the groundwork that was completed 50-plus years ago when Steward first opened its doors. This continues year after year, and we know it is through our experiences that we have an opportunity to learn and grow. More specifically, it is through reflecting on those experiences. 

After the confetti was swept off the gym floor, exams were graded, and students left for the summer break, I took time to reflect on my first year at Steward. It was a year of “firsts” in many ways, as I think about meeting the Upper School admin team in July, the senior retreat in August, back-to-school meetings, and my first SpartaFest! In each of these moments, I could feel the pride that resides in all Steward community members. I also reflected on my personal journey in a new school for the first time in two decades. 

The reflection process allows us to see where we came from, where we are, and the options we have moving forward. Beginning in 2018, I started a daily, weekly, and monthly reflection process. In addition, at the end of each school year, I go back and review all of the past weekly and monthly reflections on the school year. I look for ways that I may have positively impacted our community and community members. I question what I could have done differently, whether that had to do with thinking more before a decision was made, whether that had to do with a response to something that transpired, or perhaps the way I handled the situation with a student, faculty member, community member, etc. This reflection process encourages me to learn and grow because ultimately, we cannot change if we do not act on our reflections. 

It is through our personal experiences with reflection that members of the Upper School team came together to develop an intentional reflection process for our students in the fall of 2024. We know that metacognition — the ability to be aware of our thought processes — is an important life skill. Some of the strategies for developing metacognitive skills include reflecting, goal setting, planning, and critical thinking. At the midpoint of the school year, all Upper School students completed a reflective exercise for each class. They answered questions about their level of engagement in the course, their contributions, areas of strength, and areas for improvement. They offered an analysis of their own work and their learning strategies. Lastly, they completed goals for the remainder of the year. 

Some students struggled with this task because it was new to them, or they found it uncomfortable. Others are still maturing, and it takes practice to develop metacognitive skills. In the end, it was a successful first run as our teachers learned more about their students and the students learned more about themselves. This reflective practice continues in 2025 as we make a few changes to the process based on feedback from students and teachers. One of the goals is for students to develop a portfolio of their yearly reflections. It will let them see just how much they have grown over the years and what they are capable of doing when they put their minds to it. 

Our reflection process is a continuation of the student experience across grade levels. In Lower School, students engage in reflection activities in developmentally appropriate ways. This may happen during children’s engineering challenges, in their Seesaw portfolios, and throughout the writing process. In Middle School, students develop their metacognitive skills throughout the school year, including goal setting in advisory in the fall and while preparing for their student-led conferences in the spring. 

We understand the importance of modeling for our students, which is why the entire faculty, JK-12, will also complete written reflections at the conclusion of the school year. Specifically, we will reflect on our goals and our learning practices relative to the “I Am a Spartan” document. I am continually impressed with our faculty for the sense of purpose they bring to their craft and the reflection practice. It is what allows all of us to grow and develop in a way that provides each student with the support they need to find success at Steward. 

Philosopher, psychologist, and education reformer John Dewey is credited with the statement, “We do not learn from experience … we learn from reflecting on our experience.” With that in mind, I encourage you to talk with your children about their experiences at Steward and what they are learning from them. I also suggest you engage with them in a reflective practice as a way to model its importance.