It is difficult for me to comprehend CedarBridge Academy (CBA) as Bermuda's first Senior School as it has been in operation for five years now. It seems like only yesterday that my wife, Carolyn, and I arrived in Bermuda excited and thrilled to be part of this country's education restructuring initiative.

Despite what I had originally considered as significant preparation on my part to accept the challenges this new role had to offer, I was soon to realise that I had much to learn. The challenges faced by CBA were enormous and extremely complex. First let me take a moment to review my understanding of the original vision for CBA as part of the Ministry of Education's restructuring plan.

CBA was created to ensure that all Bermudian students were guaranteed equality of access to first class educational opportunities - opportunities that would allow them to be successful as educated, caring citizens in a rapidly changing, complex and highly competitive world. There would no longer be the segregation of students based upon ability as determined by the 11+ (transfer) examinations.

This equality of opportunity was to be provided by way of access to quality programmes within a “state-of-the-art” facility that would encompass all subject disciplines - from the arts to technologies, both modern and traditional. This breadth of programming was required to ensure that students would be able to follow a multitude of career paths consistent with their talents and future aspirations.

In addition to that significant mandate was the requirement that CBA provide a model for inclusive school education. Its role was to ensure that all students, regardless of ability or need, whether physical or intellectual, would have access to a common school. It was to be the instrument through which many of the social barriers associated with academic segregation were to be broken down. The commitment CBA had to providing those opportunities for all students was exemplified in its motto “Unity, Understanding, Success”.

CBA, as well as the Ministry of Education's whole restructuring initiative, is in essence, still in its infancy. Much of the planning and initial groundwork has been done, but it is only the first stage of a lengthy multi-stage process. Since the original planning, times have changed, circumstances continue to vary and, of course, there are other new issues, unknown at the time of the original planning that must now be considered. Consequently, there will always be the need to review the mandate for CBA and the continuation of its restructuring initiative.

Even after five years, one of many questions I'm frequently asked is: “Was the building of CBA an appropriate decision?” I am still very confident that that decision was a correct one. The building of CBA raised the profile of public education as a national issue. The need for a strong public education system goes without question.

Bringing students together collectively in a purpose-built, state-of-the-art facility continues to be in the best interest of providing quality education. CedarBridge Academy, through its design, allows students to take a range of programmes that emphasise not only the academics, but also those aspects of technology, both computers and trade-related, that are an integral part of the world in which these students exist. If there ever was a question of the need for these programmes that question was answered quite clearly by the response of the students themselves. The number of students wishing to access programmes such as Design and Technology, Communications, Family Studies, Personal Care, Information Technology, and Computer Studies exceeded our initial expectations in those first few years.

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In its first few months CedarBridge Academy faced many challenges associated with the logistics of opening a school of this calibre and magnitude. The physical plant was not complete to the extent it should have been, nor was it finished within an appropriate time frame that would have allowed for the proper preparation of the staff and the students prior to their arrival.

The students came to the school without a true understanding of its intent and although we had hosted student advisory groups for each Secondary School, comprehension of the magnitude of the shift and the expectations of them as students in a larger comprehensive school were unknown.

Another major challenge faced by CedarBridge Academy when it opened its doors had absolutely nothing to do with the facility itself or the programmes that were to be provided for the students. CedarBridge Academy was faced with a massive negative attitude that had evolved over several years. This negativism and the messages it promoted had a profound effect on the attitudes and values the students associated with the school and more importantly felt about themselves. Many came frightened, unsure of themselves and reluctant to leave the former schools that were familiar to them and in which they felt comfortable. They were facing a totally new situation – for them a virtual “unknown”.

For many years the only information that they had received about this unknown came in the form of statements that referred to their new school as a mega school and a school where all of the bad students on the Island were being brought together. There were no positive messages that promoted the range of programmes that would be available to them or of the many educational opportunities that this range of programs would provide. There was no recognition that a large number of very talented and conscientious students would come together in an environment where for the first time, their special talents could be challenged and enhanced in ways that heretofore would not have been possible.

CedarBridge Academy, in reality, did not start from a neutral position. It did not start with having to deal only with the normal operating difficulties faced by any new school during its opening. CedarBridge Academy had to start in a deep hole and had to dig itself out of that hole despite many positive things that the school was providing and had to offer.

Possibly the two dimensions that were most gratifying by the end of our second year had been the change in attitude toward the school by the students and their parents. Even though CedarBridge had been in operation a relatively short period of time when you consider the time it takes to build tradition or culture within a school environment, we were achieving success.

Our students were beginning to take ownership in the well being of their school. The Student Government Association was actively involved in developing specific programs to address issues they saw as being important to the students. They provided school support programmes in such areas as promoting a positive school atmosphere and creating a school environment that emphasised non-violence as an important characteristic.

The second sign of encouragement was the support from the local community itself. We received donations from several businesses and individuals who provided materials for the Design and Technology area. We received vehicles for the Motor Engineering Programme and specialised technology equipment that had not been available to us when the school first opened. We received support from local companies and agencies in terms of helping individual students with specific needs.

I would be remiss if I did not take some time to recognise the many people who provided support and encouragement throughout my tenure. The support offered by the staff of CedarBridge Academy, the Education Officers, the Board of Governors and members of the Parent, Teacher, Student Association was instrumental in allowing the school to move forward and make positive gains.

I was privileged and honoured to work alongside quality educators like Kalmar Richards, John Walsh, Linda Parker and Freddie Evans to mention but a few. I was always grateful for the support I received from Dr. Marion Robinson. She never lost sight of the most important aspect of “education’s vision”, doing what is best for our children and she was able to stay positive even during the most challenging periods of our growth. In particular, I will always be thankful and extremely grateful for the personal support of Garry Maderios, Chair of the Board of Governors. Mr. Maderios was a significant factor and driving force in getting CedarBridge operational and in many respects was responsible for many of the gains and successes we achieved in those first few years. Patricia Basden, President of the PTSA was a source of encouragement and her kindness helped all of us to focus on doing our best to support the children under our care.

When I look back at the magnitude of those challenges and compare that to the progress made over the last five years, I feel all should be gratified. The school environment has stabilised, additional support programmes have been put in place to meet specific student needs, extra-curricular programmes are expanding and students are beginning to take ownership and pride in their new school.

There are many excellent young people at CedarBridge Academy and although this has been a difficult process to date, these students are more than worth the effort.

There is still a very long road ahead for all who care about the educational need of our young people and an incredible amount of work yet to be done.

The students, staff, parents, members of the Board of Governors, P.T.S.A. and the community representing CedarBridge Academy have accepted the challenge and are taking that long road to success one step at a time -success, not only for the students of CedarBridge Academy, but success for public education in Bermuda and Bermuda as a whole.

I wish them well with all of their endeavours.