by Mel Malmberg

Student details in this story are fictionalized.

It’s three o’clock on a Wednesday, halfway through the second quarter. Thirty members of the faculty begin to make their way to the conference room. In addition to the teachers, there is a librarian, the director of admissions, the dean of students and the headmaster, as well as two grade-level deans.

The group has assembled on a sunny afternoon for a grade level meeting. Known vernacularly as grade levels, the stated purpose of the six meetings (one held for each grade; each held once a month) is to gather information about and plan a course of action for students who may need a helping hand. However, in a typical meeting, the how is much more than the what.

There is a palpable sense of belonging as the faculty settle in, not unlike the rituals that unfold in their classrooms several times a day: a mix of joshing and laughter; some pats on the back; sincere, quiet side conversations. These faculty are connected, comfortable and, at last, ready to go to work.

This is how a typical session might go: The grade level dean introduces a student whose grade in a class has fallen from a B to a C in the last month. This is a red flag. There is surprise and concern, a rustling around the room. Since the meeting includes both the student’s current teachers, as well as those who taught or coached the student in the past or know the student from various activities, no one is left out of the conversation.

Teachers chime in with observations: History might be a developing passion; the student was participating in an athletic playoff this fall; biology, especially hands-on work in the lab, is another strength. Last year’s teachers remember the student’s confidence when talking to adults. They remember warmth and energy, a student who thrives on projects. In last year’s musical, says one, this student was a go-to for dance routines. Amid talk about the student’s learning styles, past achievements, involvements on and off campus, everyone asks, “How can we help?”

And then something happens— restraint.

Two teachers who have a rapport with the student volunteer to reach out. They will make sure there are no other issues besides achieving a balance of academics and outside activities. They will ensure that things are well at home and in the student’s personal life, that there are strong friendships and connections on campus. They will recommend strategies for catching up—encouraging the student to talk to his or her parents, getting faculty tutoring, talking to senior leaders for studying strategies, seeking the advice of a peer counselor.

Avoiding unilateralism and reactionary decision making, the grade level dean says, “We don’t want to advise the student not to do the musical this year; it’s a social and physical outlet and a chance to have a leadership role. Let’s see if these talks help before we call home. We’ll keep in touch this month to see if there is progress, and make sure that there’s more help available—whatever’s needed.”

Nods all around the room. It’s a good plan that provides support but ultimately puts the responsibility on the student. It’s a 360-degree look, a warm, caring, professional evaluation and a demonstration of the ability of Prep’s faculty to offer human resources precisely when and where they’re needed.

The meeting goes on, and the teachers discuss plans to help other students who may be experiencing a family crisis or other challenge. Personal issues blend with academics, and academics bleed into extracurricular activities. The teachers, discussing their students and their learning styles, strengths, weaknesses and passions strive for balance and understanding.

Grade level meetings predate Peter Bachmann’s tenure at Prep, but they have evolved from meetings to bemoan a student’s failure to the Prep family’s situation room, where data meets intuition and professional expertise. The insights that are revealed, shared with just the right people all gathered in one room, with respectful discretion, give context to a bombed quiz or a missed homework assignment.

This is a culture of empathy and gratitude at work, and the ripples are widely felt. In fact, in a given school year, just about every student’s name arises in a grade level meeting. This is not a meeting about the kids “at the top,” or the kids “at the bottom,” but about all the kids, wherever they are, in the middle of their lives as students.

The meetings exemplify Bachmann’s focus on people, empathy and respect, not just with students, but with faculty and alumni. Months, years and decades after graduation, alumni come back to campus, remembering the teacher with whom they had the special connection, the coach who nurtured a talent, the adult on campus who listened with the ear of a friend and the guiding hand of a mentor. They usually don’t know about the work beyond the work, seeking and offering insight to provide just the right support at just the right moment.