Dear Friend of The Belk Foundation,
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It has been over a year since we transitioned to our new focus on education - and what a time it has been!
When our Board decided to narrow the scope of our mission to education - specifically, increasing the number of students who achieve on or above grade level and graduate from high school with an intentional path - we had high hopes but not much of an idea about what was in store. Since then, we have been amazed by how much energy there is around education, inspired by the incredible leaders and organizations working for better outcomes for kids, and humbled by the enormity of the issues affecting our children’s futures.
As I think about lessons learned, I am struck by a theme that we see often. Teachers have enormous influence on a student’s performance during the school day, and good teachers thrive under excellent leaders. At a time when assessments sound scary and teachers are put on the defensive, we have to think about how we are treating, developing and encouraging our most valuable asset in education. Secretary of Education Arne Duncan said this well when he wrote recently:
“The heart of the classroom is found in the unique relationships between students and teachers. In the same way that a family turns a house into a home, a transformation takes place when teachers and students work together to reach common goals. We see it in the trust, the expectations, the experiences, and the knowledge of every person in the class. Government cannot create these relationships, but what federal, state, district, and school leaders can do is create conditions that nurture and grow the talents of our teachers. [Teachers] are the force that forges the meaningful connections that are at the heart of every great classroom.”
I am also struck by the challenge of balancing a sense of urgency and patience. When one considers the number of students that are being failed by the education system, it’s hard not to want to push for radical change immediately. So how does a community of parents and educators change the paradigm without exasperating those involved? How do we gather enthusiasm and buy-in without slowing the process? I certainly do not have answers to these questions, but see them as important issues to consider as communities address education progress.
So now that we have a few grant cycles under our belts, what does the future hold for the Foundation? We continue to focus on the three outcome areas set forth when we transitioned to the new mission, but we’re beginning to hone in on strategies and themes that we’ve noticed as we talk to educators and folks working every day in the classroom and with students. Lately, there are a couple questions that we’ve been thinking about:
And finally, I have to say how thankful I am to the many teachers, principals, district leaders, non-profit directors, parents, and education experts who have offered their experience, knowledge, and passion with us as we continue to learn and try to meet our mission. We are honored that you take time to share your stories. I am inspired by Angelica Acosta-Garnett, a Communities in Schools site coordinator at Montclaire Elementary in Charlotte, NC, who told me recently, “Being an advocate for my families and giving them a sense of being known, understood, and heard by someone in the community and the school is what I love. The students and their families are without a doubt the reason why I come to work every day.”
It’s why we are here, too.
Katie B. Morris
Board Chair, The Belk Foundation
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