John Edwards, Headmaster
In 1976, John Edwards, 27, made a bold move for such a young man: he opened Wildshaw School, a private school in San Francisco. Now known as Woodside International School and located on Irving Street (at 17th Ave.), the school is in its 32nd year, with graduating classes averaging 20. Almost all Woodside students are accepted into colleges of their choice, including Stanford University, Brown, Caltech, UC Berkeley, UC Santa Cruz, UCLA, UC Davis, Amherst, USC, Reed College and Bay Area junior and art colleges.
Born in England, Edwards was raised in a bilingual home; his mother was French Basque and his father English. He benefited from a private school education at Westminster School in London. Edwards attended Corpus Christi College in Cambridge; in 1971, he earned an MA in modern languages and philosophy.
At the age of 19 and while Edwards was living in Germany he traveled overland to India, through Turkey and Iraq. In the early 1970s, Edwards became a teacher and tutor in private schools in England and the U.S., teaching in San Francisco for the 1975-'76 school year.
Edwards soon realized that he had a natural empathy for school age children and their parents. He discovered that what worked for one student might not work for another. Rather than forcing all students to conform to a rigid educational process, Edwards respected the different abilities, talents, and personalities of each student.
Edwards was disturbed by the low quality of education in many U.S. schools, a view held by many parents of school-age children that he met. Parents told him why they were unhappy with the schools their children attended: classes were too large, students didn't get the individual attention they needed, and campuses were increasingly unsafe. Some students developed psychological problems related to school.
Educators become obsessed with standardized tests
Schools were becoming fixated on increasing students' scores on standardized tests and were dropping courses that did not help. The lack of diversity in the curriculum meant that students did not get a well-rounded education and were not exposed to subjects that could ignite their interest in learning and motivate them to succeed in school.
The parents of Edwards' said eighth grade students told him that they liked his philosophy of education and approved of how their children were learning. To Edwards' amazement, these parents urged him to start his own school. They wanted Edwards to continue and expand on what he had taught their children in the eighth grade. Another factor to consider: a baby daughter in the Edwards' family would soon need to be educated.
At 27 and without much money or business experience, was such a project really feasible for John Edwards? Despite the hurdles and potential pitfalls, Edwards decided to take the challenge. At least he would have students: the supportive parents of some students he had taught in his 1975-76 eighth grade class would enroll their children in the new school.
Edwards started Wildshaw School with his wife Janet, on a shoestring budget, with only a small loan from his mother-in-law. He designed a schedule that mirrored the ‘time table’ he had followed as a private school student in England. Opening the school with a student body of 14, Edwards taught every subject: 9th and 10th grade college prep courses such as English, math, science and foreign languages, as well as drama, social studies and other classes that contribute to a well-rounded education. He even coached soccer.
One student Edwards enrolled in the school's second year, and taught for more than a year, went to Harvard. The student thanked Edwards for making him a stronger student. This student's success helped convince Edwards that his school was on the right track.
As the school grew, Edwards hired faculty and learned how to meet the needs of students, parents, faculty, and college admissions officers. After the Loma Prieta earthquake in 1989, the school moved to the Sunset District, its name changed to Woodside International School.
Today Woodside has a staff of almost 25, some of whom are part-time specialists in such areas as music, art, foreign languages, college counseling, computer technology and PE. The school's curriculum is unique in its breadth. Students typically take 9 or 10 courses in a semester, of which 3 or 4 are minor classes. Besides the major college prep classes, students take philosophy, current events, health, PE, and a fine arts class every semester throughout high school. Although some classes are taken only once or twice a week, students are exposed to them for 4 years. The result is a student with a well-rounded education.
Students come to Woodside from around the world
Of its approximately 75 students, about 25 are international, including students from Vietnam, China, Korea, and Russia. Each of Edwards' three children graduated from Woodside. Ariel Edwards, his second child, went to U.C. Santa Cruz, earning a BA with honors in Feminist Studies. Ms. Edwards and her husband, David Matson, work at Woodside. She teaches health and crafts, while working on outreach, counseling, and administration. He teaches woodshop, assists with the Adventures PE program and the yearbook, tutors math and advanced science, and manages all the school’s IT needs.
Unlike many of today's principals, Edwards does not pressure faculty members to teach to standardized tests. At Woodside, such tests are still given annually as one measure of a student's progress, but not to determine curriculum or evaluate the school’s success. Woodside gives greater priority to in-class subject tests and final exams, since these help motivate students to take their work more seriously and provide a better gauge of whether true learning is taking place.
All Woodside students score well enough on the SAT I and II, ACT, and AP tests to be admitted to their colleges of choice. Edwards does not want to add to the intense pressures that already exist for entering college by emphasizing test scores, especially since he does not believe that a student's success in college can be determined by his or her test scores. He prefers that students enjoy learning and concentrate on developing good study habits and self-confidence.
An accessible leader
John Edwards' leadership style is exemplified by the location of his office. When you enter Woodside International School, the first room is Edwards' office. Students, parents, and teachers don't have to ask a secretary for an appointment with Headmaster Edwards. When the door to his office is open, they can simply walk in and talk with him!
"In an effort to do what is best for young people," Edwards said, "I am unwilling to accept the status quo. One important goal of education is to encourage young people to challenge accepted norms, but only with knowledge and sensitivity. Nurturing a student’s emotional intelligence is as important as building their knowledge and study skills."