Highlights from the Administrative Blog

EHS admins share insights
Over the past several months, Eagle Hill School adminstrators have been sharing their unique perspectives on campus life over at our Administrative Blog. Their writing is chock-full of insights and anecdotes about what makes Eagle Hill tick...and what makes it so great. While there is plenty more than what is highlighted here, and plenty more to come, these highlights from the blog will give you a good sense of what you will find over there. Enjoy!

Ron Baglio, Assistant Headmaster for Student Life, reflects on the structures that make campus life meaningful:
We say that the students deserve good things in their lives. We demonstrate that by providing a beautiful place to learn. We say that we value the differences in every individual. We demonstrate that by providing a cultural center, an athletic complex, multiple learning environments, state of the art dormitories and a significant student union building. All of these things are tangible reminders of what we are trying to accomplish with our students.

Sean Hunley, Director of the Cultural Center, shows how the teacher/student relationship can be something more than a top-down exercise in authority:
What resulted shouldn’t have come as a surprise, but somehow did.  As students quickly gained and demonstrated all kinds of competencies; as they stepped forward, took initiative, and fully embodied these new roles, “working with” them became a true “working with” relationship: a partnership.

And Dr. Michael Riendeau, Asssistant Headmaster for Academic Affairs, discusses the student-centered thinking behind Eagle Hill's new scheduling system:
Our most recent effort to recognize and respond to the needs of individuals is a novel curriculum design.  After several years of study, this year we implemented a curriculum that shifts consideration further in the direction of individual needs and interests.  The premise is simple:  make decisions about scheduling at the section or student level rather than at the course level.  In practical terms, this means that some students might study writing for one hour each day for six months while others study writing two hours each day for two months.
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