Stewart Steffey: When What You Do Becomes an Obsession

(above) Stew Steffy in his classroom at Belmont Hill School.

Stewart Steffey ’94 has been a faculty member at Belmont Hill School in Belmont, Massachusetts, since 2003. He holds an undergraduate degree from Bowdoin College and a master’s from Middlebury College, where he studied Spanish language and literature. At BHS he teaches Spanish, chairs the Modern Languages Department, and coaches third soccer and third squash.

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Please share your thoughts on the state of education in the United States.

It is clear that the pandemic had a particularly pronounced effect on the educational system in the U.S.—especially elementary school. Even my own kids found learning to read hard to do on a computer. It will take many years for us to normalize things, but I have faith in our educators, public and private. After having been exposed to other educational systems throughout the world, I firmly believe that our philosophy of offering students a breadth of options, both in high school and college, is effective. While specializing in a particular trade may be good for some, overall, having to learn how to type (thank you, Ruth Greenwood), write out math equations, and even give CPR—all things I learned at Cardigan—create a well-rounded profile. These skills enable our young to be well-prepared for college and beyond.

What is the hardest part of your job?

When you adore what you do and just want to get better, it becomes an obsession—much like [professional hockey player] Patrice Bergeron trying to master the faceoff. I often have trouble balancing my school work, lesson planning, and grading with my obligations at home.

What is the most rewarding part of your job?

The inherent nature of the “summer recharge” is so valuable. I relish being able to start a new school year with a new batch of students, trying to make my craft even better. I feel blessed to live in New England as well where the winters can be dark and long, but the rewarding spring blossoms and summer pauses are so special. My three years at Cardigan helped me begin to appreciate—knowingly or not—the beauty, as Robert Frost describes, of our changing seasons. I also have come to appreciate students’ successes as a reflection of my instruction. For a student to say that they enjoyed a class, gleaned some knowledge, or simply enjoyed a game we played, reinforces the axiom: it’s not so much what we teach, but how it makes them feel. Cardigan is littered with educators who live and breathe this unspoken yet powerful truth.

Which former teacher inspired you to teach?

I would be declaring this for any article—not just Cardigan—but the school on The Point continues to be one of the greatest gifts my parents, Nick and Beth, gave me. To be surrounded by such caring and supportive adults was exactly what I needed in seventh grade. Neil Brier H’11 shared his soccer knowledge and wit; Bill Barron imparted life lessons and an education far beyond the proverbial classroom walls; Chip Dewar H’02, P’93 and his entire family were stalwart leaders of the school; Jim Marrion H’03, P’88, GP’03,’05,’14 was the consummate positive, supportive role model; Andy Noel P’19, Jim Burnett P’95, GP’25, and Ed Ramos H’06, P’91,’97 were tremendous coaches, dorm parents, and educators; and Kendrick Capon was such a good listener, advocate, and supporter. This is to say that the school succeeded in fulfilling its mission of educating my mind, body, and spirit.

Does your Cardigan education reflect your current teaching style?

Yes, particularly with role models like Mrs. Greenwood, Mr. Ramos, and Mr. Barron, who educated with clear expectations and standards, but led with support, love, and care. I try to be a challenging instructor, knowing that each pupil possesses tremendous talent if given the confidence to succeed and believe in themselves.

What are some myths about education that you’d like to correct?

A person once asked Taylor Mali—an educator and poet—what he made. This was, of course, insinuating that his paycheck was lower than most. True as that may be, he responded brilliantly. In his poem “What Teachers Make,” he talks about how he makes a difference; he empowers young men and women to realize their true potential and reach heights they did not fathom possible. In sum, our American system does not value educators on an equal playing field with doctors, lawyers, and entrepreneurs. Conversely, in many other parts of the world, it is quite the contrary; educators are revered and given the proper deference they deserve. There is a myth here in the U.S. about the societal value of educators that I believe is slowly improving, but we still have a ways to go.

What do you do in the summer to recharge?

I spend the summer trying to be as fully invested as possible with my kids, Eliza and Oscar. We travel as a family a bit; I’m an avid bike rider, so I try to get more riding in. This summer I’m striving to be a better cook and landscaper than I’ve been—which is pretty mediocre.