Innovation & Education

Welcome to our resource center for parents and teachers! Here you can keep up-to-date on the latest news from Head of School Jeff Beedy, with articles and blogs by Dr. Beedy, recommended videos and books, and links to research and best practices in progressive education.

Guidelines for Effective Character Education Through Sports featured in Beedy's Blog.

Beedy's Blog

Sports play a powerful part in molding the character of the nation - especially the character of millions of our nation's youth who participate in organized sports programs.

Unfortunately, far too much pressure today is being placed on coaches to win at all costs, and far too many athletes are literally "dropping the ball" when it comes to character. With the help of Jeffrey Beedy and Russell Gough, two noted authorities on education and sports, CEP lays out guidelines for turning sports and physical education programs into the powerful, positive forces they should be. The guidelines below are must reading for coaches, school administrators, teachers, parents, youth sport program directors and sports fans.

Friday Flash 2015-16

The Friday Flash is distributed weekly to students, parents, faculty and staff and provides updates on Purnell's mission, academics and residential life.

May 27, 2016
A word of advice for Seniors

May 20, 2016
Head of School for the day!

May 13, 2016
Hooray for May!

May 6, 2016
Students Celebrate College Decision Day

April 29, 2016
Students connect with Board of Trustees

April 22, 2016
3rd LifeSports day at Purnell

April 15, 2016
Less than 50 days until graduation

April 8, 2016
News is getting out about Purnell

April 1, 2016
Leading the way in Progressive Education

March 4, 2016
Project Exploration Update

February 26, 2016
Progressive Education & Project Exploration

February 19, 2016
What is a Community?

February 12, 2016
Dancing with the Natives

February 5, 2016
Develop the Whole Child

January 29, 2016
Introducing Purnell's New Website

January 22, 2016
Peace & Justice Weekend

January 15, 2106
Griffins Win First Basketball Home Opener

January 8, 2016
Purnell Ski Day

December 11, 2015
Global Forum on Girls' Education

December 4, 2015
Purnell's New Website Underway

November 20, 2015
Purnell's on a Roll

November 13, 2015
LifeSports PLUS

November 6, 2015
Purnell in the Progressive Tradition

October 30, 2015
Lights Go Out at Purnell

October 23, 2015
Feelin' Fine Video

October 16, 2015
Family Weekend

October 9, 2015
Creating a Circle of Good

October 2, 2015
Leadership Through Partnership

September 25, 2015
Power of Community

September 18, 2015
Take the Lead


An inspiring speech from Steve Jobs.

In Our Children, Ourselves: The Case for Character Education, national leaders discuss what schools and communities must do to educate for character, to develop good students and good people. Produced by Global Character Institute; New Hampton School.

Did you know that Michael Jordan was cut from his high school basketball team? And Dr. Seuss's first book was rejected by 27 publishers? Check out this motivational video about Famous Failures.

Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures rather than undermines creativity.

Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice — and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.


In Creating Innovators education expert Tony Wagner and documentary filmmaker Robert Compton explore what parents, teachers, and employers must do to develop the capacities of young people to become innovators.

Creating Innovators by Tony Wagner



Visit for personalized resources, free daily access to experts, a secure online community, practical tips and more to support parents of the one in five children with learning and attention issues.

Women Win

Howard Gardner and Project Zero

Tony Wagner & Innovation


Girl Rising

Khan Academy

Project Adventure

The Magic Bus of India

Brave Girls Club


Progressive Education


Change and innovation are the major themes at most independent school conferences today. What does innovation mean exactly? How can schools change while maintaining what they have always done well?

These are some of the questions I have encountered as the new Head of Purnell School. As Purnell concludes its 50th year, it is an opportune time for us to reflect on our roots as a pioneer in progressive education and create a new vision for the future.

One way we have begun the process of respecting the past and creating a vision for the future at Purnell is by developing a shared understanding of what terms like “innovation” and “change” mean. In The Other Side of Innovation, Vijay Govindarajan and Chris Trimble suggest that there are two forces at work within organizations that sometimes make it difficult for schools to change. In fact, Govindarajan and Trimble suggest that “Organizations are not designed for innovation.” On the one hand, you have Performance Engines whose major goals are productivity, efficiency, repetition, and accountability. These goals, although critical, make it difficult for innovation to grow. Innovation calls for trial and error with room to make mistakes. How can organizations reconcile these two forces and move in alignment toward a vision that is relevant and sustainable? This is exactly the work Purnell is engaged in.

This is the best succinct description I've read on Progressive Education and a fabulous tie-in to Purnell.


The first step is to get the vision right. The second step is to get all the stakeholders aligned. Albert Einstein stated that, “Everything is energy and that’s all there is to it. Match the frequency of the reality you want.” What this means to schools is that everyone from the Board to the faculty to the parents need to be aligned around a set of core principles that serve as the template for everything the school does internally and externally. The principles drive day-to-day operations, serve as a guide to train and evaluate all community stakeholders, guide adoption of policies, inform how resources are allocated and ultimately help differentiate one school from another in the competitive market place. Our principles must be data-driven, specific, action-oriented and live deep within our learning organization.

When we become the best at what we do and can prove it, enrollment and fundraising will occur naturally.

Purnell School and Progressive Education

Purnell is an all girls’ boarding and day school with a tradition of Progressive Education since 1963 that celebrates diversity in abilities, ideas, needs, cultural identity and relationships. Both Purnell and Progressive Education believe deeply in individual differences with an emphasis on the role community plays in the development of critical thinking and self-advocacy. What is Progressive Education? Why was Purnell founded on the principles of Progressive Education? How does it align with our new vision to educate and celebrate girls with different learning styles, abilities, and cultural identities?

During the twentieth century, the term "Progressive Education” was used to describe ideas and practices designed to make schools more effective agencies of a democratic society. Progressive Education has its early roots with Plato and Socrates, and later in the Progressive Education movement advanced by John Dewey, Rudolf Steiner, Kurt Hahn, Henry Stack Sullivan, Jean Piaget, Maria Montessori, Carl Rogers, Robert Coles, Lawrence Kohlberg, Carol Gilligan, Howard Gardner, and others. The pursuit of knowledge, truth, dialogue and community weave their way through these theorists as a common thread. Progressive Education consists of a set of humanistic principles that offer an insight on how humans develop and learn, and what kind of role a community can play in the educational process. By the end of the 20th century, Progressive Education had evolved towards encouraging schools to have at least two major goals in addition to the teaching of core subjects. They are:

Respect for diversity, meaning that each individual should be recognized for his or her own abilities, interests, ideas, needs and cultural identity, and the development of critical, socially-engaged intelligence, which enables individuals to understand and participate effectively in the affairs of their community in a collaborative effort to achieve a common good.

progressive education


There is a reason why Lytt and Sis Gould founded Purnell on the principles of Progressive Education and Head of School Jim Carney embedded Purnell’s pedagogy in project-based learning. Clearly, the founding guidelines of truthfulness in all relations, consideration of others, and use of common sense are supported by the principles of Progressive Education. Our world has changed dramatically over the past twenty years, and one could argue that there is so much more to education today than there was, say, fifty years ago. We now live in a global world--one that will pose complex economic and political, as well as environmental challenges to our students. The future lies with those who can quickly learn, relearn, and adapt, and our schools need to harness students’ high levels of intrinsic energy by creating space for risk, challenge, and adventure in the curriculum. Students need to be encouraged to reach beyond their perceived limits and to learn from their failures as well. Disciplined, analytic, active solutions to complex problems lay the foundation for global careers in medical research, entrepreneurial business, creative arts, teaching, and living.


Respect for diversity and critical thinking are more important today than ever. The fact that all learning occurs within relationships is also important today in our fast-paced world. Purnell’s progressive founding was rooted in the early understanding of learning differences. Purnell is moving into the future by rooting its new mission and vision in Purnell’s past. Today, Purnell proudly extends the learning differences/learning differently envelope to our entire community. The fact is, Purnell always did - we just didn't know that was what we were doing because we thought that ALL students learned differently which of course, as we now know, they do.

Purnell is moving into the future by rooting its new mission and vision in Purnell's past. What connects our past to the future? It is rooting teaching and learning in Purnell’s tradition of Progressive Education. What is different and exciting is that we are now using language that better describes what has always been going on. But now it is with more defined pedagogy given the new science about learning. Purnell is shaping a school that is holistic and complete. Purnell is cultivating girls who understand what they need in order to succeed and who can advocate for it. This requires that the adults empower the students and encourage them to participate in decisions so that these students can shape the environments they live in. Self-advocacy begins with respect for all voices. This developmental process requires providing girls with both structure and freedom to practice, grow, and learn from their mistakes.

Purnell is a place where girls can learn about themselves, find support from their peers and mentors, and explore what they are passionate about. Toward this end, our founding and continued aspiration is to align everything in the school including academics, co-curricular activities, and residential life. Purnell’s approach remains a total human development approach to teaching and learning.

Recent Articles
Students must learn how to think, reason, creatively problem solve for 21st century labor market
Courier News, November 1, 2015

Purnell School: What does it look like when a school changes its mission?, October 30, 2015

Dancing with the Natives

dancing with the natives

Purnell has been known for the quality and depth of teacher/student relationships since the 60’s. From the beginning, Lytt and Sis Gould and later Jim Carney and Bill Moran built the school around the importance of relationships in the process of learning. And for fifty years Purnell has done this better than most schools. With the fast-paced drive-by society we now embrace building authentic relationships with students is more important today than any other time in history. In this short article, I would like to share with you how I view authentic relationships and the role the student/adult relationship plays in the learning process.

The period of adolescence is not unlike a remote island, a place of isolation, where adults -- no matter how well intentioned are perceived as invaders like doctors arriving by airplane to a place that has never seen either medicine or flying machines. Such doctors would need to find ways to gain the islanders' trust, learn the steps of the natives dance before their good will is accepted. No power positioning or authority will take the place of unconditional love, time, experience, listening and authentically respecting the feelings and thoughts of adolescents.

The teacher/student relationship is so important in the education process especially at a boarding school like Purnell. Our girls are away from home and depend on teachers and coaches to talk through a range of issues from homesickness, roommate issues, and failing an exam. We play a major role in the transformation of their lives. This process of seeking uniqueness, being understood and connected occurs throughout life but has a special significance during adolescence. As students enter the second decade of their lives, they experience a desire to discover their uniqueness at a time when the significant adults in their lives -- parents, teachers, family, and coaches, play important roles in shaping adolescents into productive and contributing adults in the larger society.

In some schools the adult-adolescent relationship is viewed as a struggle of power with the adult owning the power. This view has some legitimacy -- however, if it is the only way of relating, it is limited and ultimately undermines the long-term health of the relationship. An interesting way to view the adult/adolescent relationship is through the metaphor of a dance, with each partner possessing a unique and mutual role in the experience. As in a dance, power can be viewed less from a controlling standpoint and more from a wisdom standpoint.

Wisdom-as-power provides the teacher with the ability to know what is needed at any given moment. Viewed from this perspective, the teacher understands when to lead, when to follow and when to enjoy the mutual flow. When power is viewed as possessing more wisdom, more understanding, a deeper ability to listen, then the teacher is in a stronger position to shape and direct the outcome. This is not an abdication of control or power -- actually quite the opposite. This way of relating definitely takes more time, is more frustrating and at times messy, but the long-term results are deeper and more satisfying.

The Idea behind Dancing with the Natives

This idea began with my own adolescence where, as an east-coast, long-haired cowboy, living in Maine, playing in a band while captaining a football and baseball team, I never quite fit in with any one group of my peers, and never seemed to understand the conventional -- I seemed to, for good and bad, always do it my way.

These high school feelings about adolescence gained a theoretical life when I arrived at the Harvard School of Education in 1984, studying with adolescent philosophers Carol Gilligan, Lawrence Kohlberg and later teaching with Dr. Robert Coles. I was intrigued with Gilligan's notion of the adolescent as philosopher—a-person-with-their-own-voice. During this time, I worked as a researcher at McLean Hospital on a four-year longitudinal study, listening for hundreds of hours to adolescents sharing their feelings about relationships with adults. The overall theme for these adolescents was the importance of relationships, and that adults simply didn't listen and understand. I could relate to their voices.

My theoretical framework for the idea of Dancing with the Natives began at Harvard, but it has been my practical experience living with adolescents over the past four decades that motivated me to write from the perspective of the adolescent. I have listened to adolescents as I have driven school vans, lived in dormitories, coached baseball, skiing and golf and hosted hundreds of dinners at my house. I have paid close attention to which adults successfully relate to adolescents and which do not, which gain access into the adolescent's world and see it from the inside looking out and which remain forever pounding on the glass, left only to communicate with adolescents through muted murmurs and gesticulations.

Many adults have difficulty establishing authentic relationships with adolescents. It is important to understand the adolescent as a philosopher, that is to say, as people with their own authentic view of life. My intent is to represent the period of adolescence as sui-generis, a culture of its own, with its own rituals and its own ways of seeing the world that are not necessarily as inchoate as we traditionally view them.

Obviously, this view of human development does not mean that an adult should ever let a child endanger themselves or others. Of course, this is where wisdom and experience would overrule. And if the relationship is built on mutual trust and understanding, the adolescent will ultimately be more motivated to listen to reason. More important, authoritarian power relies heavily on guilt and authoritarian presence.

Ultimately what we are trying to cultivate is intrinsic motivation -- the desire to do the right thing even in the absence of an authoritarian figure. Like a dance, however, both partners possess the wisdom at different times. If the adult has built a relationship founded on time, listening, understanding and trust the adolescent will be intrinsically more willing to align herself with the right course. The beauty of a mutual dance is that it is each partner's responsibility to guide the relationship.

The basic idea of a mutual dance is that each partner enters the relationship on equal footing. They both share the same music. This is where many adults have a difficult time. The most common response is "why should we enter on equal footing? We are not equal -- the adult is the one who has the power and responsibility."

In one sense this is true. Ultimately it is the adults' responsibility to raise, teach and coach the adolescent. The amount of experience alone would suggest that the adult is the keeper of the power. However, it is the way in which we relate to our younger partners that makes the subtle difference. If we enter the relationship simply by stating we are the bosses with all the power, then the relationships is built on that power structure.

If, on the other hand, the relationship is built on mutual trust, commitment and responsibility the adult is in a position to teach from the right platform -- wisdom and experience. Equally important, the adolescents know this, respect this, and will ultimately "buy in” to our important lessons.

A Matter of Respect

There are many unnecessary ways adults show their children, students and players that they are not equal. Most adults do not talk to or treat the teenagers the same way they do their friends and colleagues. I can tell for example, when some adults answer the phone precisely who they are talking to -- their children or a mutual friend. The tone of respect is different. Is this necessary? Does it matter? Ask your adolescent. Adolescents pick up on the difference. In this sense, the adult has established an unnecessary relationship of power through a seemingly unnoticeable venue.

Another way teachers and coaches create an unnecessary we/they relationship is when they talk publicly about their students in the third person. I have sat in thousands of teacher-faculty-student meetings where I can tell immediately which parents and teachers have the healthier relationships. Instead of providing the adolescent the opportunity to represent their own feelings and thoughts, many well-meaning adults provide a synopsis of the adolescent's views. This has a powerfully negative impact on the relationship. All one has to do is glance over at the adolescent while the adult is "giving an overview of them" to see the disappointment and disgust.

The Power of Relationships

The idea is that power that the adult has should reside in their wisdom, maturity, experience, and ability to understand their role in the relationship. First, adults need to understand adolescents as legitimate philosophers. This does not mean the adolescent is right; it simply means they have a legitimate point of view that deserves understanding and respect. This does not mean that adults need have to comply or agree. But they do need to convince the adolescent that they have listened and they understand and respect their point of view. The power that adult possesses is the power to give adolescents the safety and freedom to empty their emotional well. The reward can be enormous.

The adult's role is to create a safe environment void of criticism and guilt where adolescents can share their true feelings. Sometimes that means that adult simply needs to listen and understand—truly understand. Once the adolescent is fully understood then the mutual dance of learning begins. The adult now possesses the authentic power to lead.

As adolescents experiment they begin to learn for themselves and they can come to the adult and share their feeling. If the adult is simply the authoritarian who owns all the power, the adolescent will be less likely to share their feelings. They may comply out of fear. The better motivation for taking the right road is that they do not want hurt the relationship.

The concept of "Dancing with the Natives" is founded on the power of relationships and the belief that people are innately good and want to do good. The adult's power is located in the ability to spend time, to listen, and to display an authentic desire to understand. In turn, we develop a new power that allows us access to the adolescent world and the keys to shape their lives in a powerful and enduring way.

How adolescents think, feel and live their lives; how their rituals, music, and peer relations create a sort of sui-generis world -- a culture of their own deserves respect. A culture that completely confuses many adults. When given unconditional love, a little time, understanding and the freedom to express themselves, adolescent's inner beauty will flourish.

Too often children entering the second decade of their life are viewed as aimless and unable to make healthy decisions. When shown unconditional love and the genuine opportunity to govern their environment they are very respectful and responsible -- for the most part. This is not to say they are always right or that adults should abandon their love, views and interest in helping but it does mean that when given unconditional love, in time adolescents develop a sense of trust and ultimately want to do good.

To dance is to relate. To relate, to truly relate, requires time to learn the lessons the adolescents have to offer.

The Dance Steps

When we think of dancing, at least metaphorically, we think of rhythm, flow and a mutual connection to shared music. A dance requires trust, time and practice. So do relationships. When we first learn a new dance we need to begin with the essential steps that provide the foundation for the more complex moves that will follow. And so it is true with our relationships with adolescents. Although all the steps are essential there is a sequence to the steps. The learning of one step leads to the next and with time the dance evolves into a more complex and meaningful dance.

The biggest mistakes adults make is to negate the values and importance of the early steps. Many adults say to themselves, "I know what is right, I have been there, I am older and wiser and I know what you need to do."

Some of that may actually be true. But the reality is that that forcefulness will at best create compliance, but it may also silence the beauty of the deeper dance of life. Naturally, all of the steps are engaged in simultaneously and continuously, but the sequence builds and deepens the relationship in a natural way. The important point is to try and suspend the tendency to tell, direct, control and lead until a solid relational foundation built on unconditional love, time, experience, listening, understanding have been solidly formed.

The first step is unconditional love. Without unconditional love there is no foundation. Without unconditional love the whole dance falls apart. Unconditional love means that we accept and love our partner the way they are and that we in fact love them for who they are and we do not want to change them.

Time follows unconditional love and provides the venue for solidifying the relationship, particularly in the early stages of the relationship. Time provides the opportunity to develop a shared history. Time allows each person to get to know one another, to share experiences, tell stories, and understand each other. Beginning with unconditional love and sharing time one can begin to listen, truly listen.

Authentic listening allows the adolescent to feel comfortable enough to empty their emotional well and share their inner self. Authentic listening is difficult for adults who have an agenda and are waiting to dispense their self-proclaimed important life lesson. Adolescents know immediately if the adult is an authentic listener.

Experience is next. Experience means sharing experiences together. Listening to music, going on road trips, meeting each others friends, walking in the field, sitting by the fire, attending a concert together, smelling the flowers and skiing. Experience creates a whole new category of shared feelings, sights, memories, sounds and smells that connect to the mind, body and soul and serves to represent the relationship. Experience extends and deepens both the relational memory and shared history.

Understanding naturally flows out of listening and experience and provides both the adolescent and adult with a natural opportunity for connecting. Understanding is not judging. Understanding is allowing the adolescent to be their own philosopher. Understanding leads to mutual understanding. This is when the adult has spent precious time learning the foundation steps and now shares with the adolescent their feelings, views and thoughts. The adult begins to develop a mutual relationship, sharing with their partner how they see the world. The adolescent is now emotionally prepared to spend time in the mind and heart of the adult. Although this will happen throughout the relationship it is important to build this sense of trust so they are ready to receive the leadership and direction and wisdom the adult has to offer.

Like the remote islanders, adolescents need time to trust the outsiders and the outsiders need time to understand the feelings, philosophy and rituals of the native culture. It is now time to lead and the real beauty and magic of the process is moving beyond compliance to intrinsic motivation on our partner's part and to accept (and dance with) the adults' wisdom, guidance and direction.

To dance, truly dance with another person is a beautiful experience. This takes time. In our hurried world we don't always have the time. That is the reality of the world that we live in. It is what it is. But the real lesson here is that it is worth the wait. None of this will happen overnight. We will step on each other's toes, forget the steps, and get upset and slide backwards at times. But our mistakes and miscues can be short-lived if we keep trying. If we don't give up and keep returning to the dance floor we will make progress. And the next time we meet we are in a better place.

Adolescents don't forget. They know the time and love we put forth -- they also know when we pull power trips. They may not admit right away or all the time -- but they know. They also know that they are not getting the same love or attention in other areas of their life and they come around. Each step brings us closer to relating better, enjoying each other more, understanding each other and ultimately allowing us to enjoy a beautiful and fulfilling dance.

Adapted from Jeff Beedy’s Dancing with the Natives book

Guidelines for Effective Character Education Through Sports

Guidelines for Effective Character Education Through Sports

By Jeffrey P. Beedy, Ed.D., and Russell W. Gough. Ph.D.

Sports play a powerful part in molding the character of the nation - especially the character of millions of our nation's youth who participate in organized sports programs.

Unfortunately, far too much pressure today is being placed on coaches to win at all costs, and far too many athletes are literally "dropping the ball" when it comes to character. With the help of Jeffrey Beedy and Russell Gough, two noted authorities on education and sports, CEP lays out guidelines for turning sports and physical education programs into the powerful, positive forces they should be. The guidelines below are must reading for coaches, school administrators, teachers, parents, youth sport program directors and sports fans.

Guidelines for Effective Character Education Through Sports

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