I became the sixth Head of The Riverdale Country School in July 2007, the school’s centennial year. Riverdale is a Pre-K-Grade 12 independent school in New York City of 1100 students.
Previously, I served in the capacity of Assistant Head Master at The Lawrenceville School, an independent boarding school of over 800 students close to Princeton, New Jersey. I am a citizen of both the United States and United Kingdom and was educated in both countries, graduating from The Lawrenceville School in 1980. I received my bachelor’s degree in English and American Language and Literature in 1985 and my Master’s in Education in 1995, both from Harvard University.
After more than a decade of teaching and administrative experience working in schools in Europe and the Middle East, I returned to Lawrenceville in 1997 as a teacher in the English and Interdisciplinary Departments and was promoted to Dean of Studies two years later. In 2004, I was named Assistant Head Master, an instrumental role in Lawrenceville’s operational management.
Throughout my professional career, my work in schools has focused on several educational areas: understanding research in cognitive science and its implications for instruction, fostering critical and critical thinking skills and non-cognitive capacities in students, constructing effective arts programs, infusing technology in schools to help support learning, teaching discussion techniques to young people and developing school-wide curricula.
Recently, I have started several initiatives: a research study on developing character strengths with Marty Seligman and Angela Duckworth at the University of Pennsylvania and David Levin of the KIPP charter schools; a “design thinking†initiative with IDEO and a group of teachers at Riverdale; a broadening of the school’s interdisciplinary course offerings with consultation from Veronica Boix-Mansilla of Harvard Project Zero, Tony Wagner of Harvard’s Change Leadership group, and Grant Wiggins; a project to inspire “passions†in young people with Tony Schwartz of the Energy Project; and we are beginning a Center for Social change to foster global understanding and social entrepreneurship in young people with individuals in the Acumen Fund, Ashoka and the Riverside School in Ahmedabad, India.
I serve on the boards of The Lawrenceville School and the Guild of Independent Schools of New York City. I have become a Google Certified Teacher as part of Google’s initiatives in education. I have made numerous presentations to schools and at conferences.
I live with my wife, Kris, and daughter, Elsa, in the Bronx, New York.
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A comment on Conversation: Use design thinking in schools for educators to improve schools and to improve the process of learning in classrooms
A comment on Conversation: How can we better assess and develop non-cognitive strengths in our students?
A reply on Conversation: Clarify the outcomes of an exemplary education in the 21st century in concrete ways and backward design from them.
A reply on Conversation: Use design thinking in schools for educators to improve schools and to improve the process of learning in classrooms
A reply on Conversation: How can we teach young people the mindset and skills to be effective social innovators, and therefore, change schools for the good?
Nonetheless, unless students have developed the capacities to understand how change happens and what one does with change, I also believe that any reform will be doomed. I guess I do not see us developing an innovator's/entrepreneur's mindset in our children yet in deep and broad ways in schools, but I hope that we are starting to aim in that direction.