More of the Same Is Not a Plan
When a company interviews a new CEO, they’re not looking to hear, “Everything is great—I can’t think of any areas where we need to grow or improve.” What they want is a leader who can clearly name what’s working—and who is equally clear about where the organization still has opportunities to stretch and grow.
The same is true in our personal lives. The people and relationships that deepen over time are shaped by curiosity, reflection, and a willingness to keep learning, even when things are going well.
When a school presents itself as fully formed or finished—regardless of how long it has been around or how strong its reputation may be—it leaves little room for reflection, adaptation, or responsiveness. Comfort is not the same as quality, and stability is not the same as progress. The moment a school can no longer clearly name what it’s still working on is often the moment it has stopped paying close enough attention. Healthy schools—like healthy people and healthy organizations—are never done.
One of my favorite questions ever asked on a school tour came from a prospective parent (now an alumni parent), who said, “This program is so exciting. I wish I had experienced this kind of education myself. But what are you still working on? Where do you want to improve?”
I loved that question—not because it invited critique, but because it revealed a deep understanding of what strong schools actually owe their communities. The best schools know who they are, what they do exceptionally well, and what questions they are still actively grappling with as they work to help every child reach their fullest potential.
That mindset—confidence paired with curiosity—shapes how we think about growth, accountability, and improvement at every level of the school. It’s also the lens through which we’re approaching our upcoming WASC accreditation visit.
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Public school systems are designed to meet essential needs at enormous scale, under real and necessary constraints. That work matters deeply—and it requires a very specific kind of system.
WHPS is built on a fundamentally different model. As a small, independent school, we have greater resources and far more flexibility to allocate them intentionally. That shows up in smaller class sizes, a co-teaching model, specialized training for faculty, and the ability to invest deeply in curriculum, professional development, and student support as needs emerge.
Those structural differences matter. They allow us to be more responsive, more thoughtful, and more precise in how we support children—not just academically, but socially and emotionally as well. Most importantly, they allow us to aim higher. Our goals extend beyond coverage and completion to include independence, agency, problem-solving, and a strong sense of purpose alongside rigorous academics.
That difference isn’t about comparison. It’s about clarity of mission—and designing a school that can fully live its values.
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Academic content will always matter. But it is no longer enough on its own.
In a world increasingly shaped by AI and rapid innovation, experts consistently point to the same essential skills: agency and initiative, emotional regulation and resilience, and the ability to collaborate, think deeply, and lead with others. These are the skills that allow children not just to keep up, but to adapt and thrive in changing environments.
At WHPS, these aren’t add-ons or buzzwords. They are embedded in how we teach, how we assess growth, and how we define success—alongside strong academic foundations.
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This spring, from April 20–22, Woodland Hills Private School will host a full WASC accreditation visit. While accreditation can sometimes sound procedural or compliance-driven, at its best it serves a very different purpose: creating structured time to examine evidence, listen carefully, reflect honestly, and assess how well a school is serving its students—academically, socially, and emotionally.
At WHPS, this work is not something we pause to do every few years. It’s embedded in how we think about teaching, learning, and continuous improvement.
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This work matters most when it’s shared.
There will be opportunities for families to engage with the accreditation process while the committee is here, and we hope you’ll participate—not because it’s required, but because your perspective matters. Schools that improve well don’t just listen to experts; they listen to their people.
Your voice helps ensure that WHPS continues to evolve thoughtfully, responsively, and in alignment with the children we serve.
Closing Reflection
At its best, school isn’t about arriving at a finished product. It’s about staying awake—paying attention to what children need now, anticipating what they’ll need next, and having the humility and courage to keep improving along the way.
We’re excited about this moment for WHPS—not as a checkpoint, but as a springboard. We look forward to continuing this work together and to sharing more in the weeks ahead.
