Eagle Hill School
Over the last forty-five years Eagle Hill School has steadfastly challenged and redefined the conventional wisdom regarding the education of students with learning (dis)abilities. Today, the genius of the Eagle Hill philosophy remains its simplicity. As you have probably inferred from my use of parentheses around the prefix “dis,” our philosophy is grounded in the belief that our students are not disabled at all. To understand the difficulties that they have faced in other academic settings requires a careful look at the unfortunate and limiting ways in which most schools view their students. At Eagle Hill School, we understand that our students are blessed with multiple learning abilities and that it is our responsibility as educators to identify, celebrate, and support each student in capitalizing on his or her individual genius. Moreover, instead of merely providing support within a traditional classroom setting, Eagle Hill School designs classes around each student’s particular strengths and needs. By emphasizing individualized attention within the context of a small classroom environment, Eagle Hill provides for the academic, social, and personal growth of each student. Since July of 1993, I have had the privilege and pleasure of helping to lead Eagle Hill School. This has truly been a remarkable and rewarding experience for my family and me. As headmaster, I have had the enviable good fortune of being charged with building upon the solid foundation put in place by my predecessors. As a result, Eagle Hill has received international acclaim for both its unique approach and its innovative teaching practices. Eagle Hill School is the standard by which similar schools are measured. Of course, the greatness of any school is best measured by the success of its alumni/ae. Graduates of Eagle Hill School emerge from their classrooms, residence halls, and athletic fields as academically accomplished, intellectually curious, and socially engaged young adults. They matriculate to a broad range of competitive colleges, and they experience success in college at a rate that far exceeds the national average. Most importantly, they enter the wider world as confident, competent, and principled men and women.