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Springmont students do great things.  Why cross out great?  Great things are, well, great, but let’s also embrace the importance of actively doing things, in general.  The things Springmont students explore and experience are age-appropriate, important and authentic, making each long-lasting and impactful.  Student work is meaningful, independent, productive, inspiring, challenging and compassionate - true building blocks for their next steps. Moreover, one of the most compelling things about a Springmont education is the development of intrinsic motivation – the drive to perform a task or reach a goal for the sake of personal satisfaction rather than an external outcome or reward.  Having two Springmont alums in college and one graduating high school this year, I’ve seen this develop and I’ve noted the distinction.
 
‘Great’ also causes a problem worth noting. What if we tell a Primary student that neatly copying the words from the sound booklets to a piece of paper is great work? Do we then tell Lower Elementary students who independently compose an interesting and grammatically correct sentence that their work is greater? What about the Upper Elementary student who completes a well-written six paragraph essay; is that the greatest? If so, is the Middle School research paper and PowerPoint about the properties of spider silk greatest-er?  I’m aware other schools promise their students are pioneers or remarkable.  They promise ‘big’ things.  Springmont promises that students do things – lots of them – big things, small things, meaningful things, creative things, and authentic, self-directed things.  That’s better than great.

Recently, my son who attended Springmont Primary through Middle School was surprised to be invited to join the small team of undergraduates representing his university at an exclusive, business case-study competition.  He told me that in addition to not really wanting to wear a suit, he was not convinced he was the most qualified of his classmates to serve.  I encouraged him to talk with the professor who had nominated him.  The professor listened to my son’s concerns and replied, “Yes, but you actually think, you’re curious, you ask good questions and communicate well, and most importantly, I have watched you lead a group. These are skills our team needs.” These are skills my son developed at Springmont and was able to build upon in high school while his peers were just starting to develop these skills.

Springmont provides a carefully-designed launchpad that combines each child’s innate curiosity with a powerful mastery of learning that results in wisdom and distinction.  I work here but this is not just a tagline; it’s a real outcome.  Looking back, I have no regrets. I’m glad I chose Springmont’s hand-crafted education for my children.