The ‘glue’ that holds it all together

IN OUR RECENT RE-ACCREDITATION, one of the major commendations offered by the Visiting Committee focused on our faculty’s “visible dedication and commitment to teamwork showcased with their interactions amongst each other, the students, the parents…” I could not have been more pleased that this particular aspect of the Eagle Hill experience was highlighted. Collaboration is assumed at most schools, but Eagle Hill is the first school I have witnessed that practices it each and every day at all levels.

In the spirt of “It takes a village to raise a child,” students at EHS are not taught by a single teacher, as most of us experienced in the American graded system where a primary teacher was held responsible for a child’s progress. If you were to ask an Eagle Hill student to tell you about their teacher, they would likely respond, “Which one?”

In the course of an average day, our students encounter at least a half-dozen teachers and specialists in as many subjects or activities. For a neurodiverse student body this may appear entirely counterintuitive. But let me offer some examples of how it actually works and identify the ‘glue’ that holds it all together for our students and parents.

Our teachers are all specialists in the sense that they have been trained to work with children experiencing language-based learning challenges. But they are also specialists in what they are asked to teach —whether it be oral language, study skills reading (tutorial), math, science, social studies, writing, athletics or the visual and performing arts.

Each subject is essentially a department with a faculty member serving as chair to coordinate efforts and identify standards for content and skill development.

Typically, before the formal school day begins, teachers meet to discuss specific students. These meetings are called “staffings.” They are run by the educational coordinators who are called upon to disseminate and coordinate insight and information from all the teachers who engage with that particular child.

The members of the EHS “village” are fully committed to “raising” all students under our care. This is a distinction that sets Eagle Hill apart and fills me with enormous pride.

These meetings also include the appropriate school counselor, a speech and language pathologist, and, if the child is a dorm student, a member of the boarding staff. In most cases, there are nearly a dozen people trying to answer one critical question: “Under what conditions will this child learn best and what do we need to do to create those conditions?”

Shortly afterwards, the information is shared with parents. Adjustments, if necessary, are made. I have attended many of these sessions and always marvel at the depth of understanding and practical solutions the group dynamic invariably produces.

The Educational Coordinators are the ‘glue’ that holds this system together. They are each assigned to a limited number of students and serve as an advisor, a coach and an advocate for students and parents alike. But they also need to coordinate and communicate effectively so the team of teachers are well informed. They are responsible for monitoring academic progress, social connections, emotional health, conflicts, and finding lost items, etc. Most importantly, they serve as a critical conduit of information and guidance for parents.

Finally, the members of our Speech & Language Department and Psychological Services spend a considerable part of their day “pushing” into classes to help lead discussions or observe the students. These are not casual drop-ins but pre-planned and coordinated co-teaching opportunities which benefit all students in the classroom.

In my relatively short time here, I have come to appreciate, as our Visiting Committee did earlier this year, that the members of the EHS “village” are fully committed to “raising” all students under our care. This is a distinction that sets Eagle Hill apart and fills me with enormous pride.

JAMES P. HEUS Head of School

FROM THE BOARD OF TRUSTEES