Berwick Academy Head of School

Recently I was asked to present at a peer school’s board about our movement away from the AP program over time. More and more schools are looking for ways to offer something that surpasses public school curriculum that does not rely heavily upon multiple-choice tests as a central component of assessment. During the past five years, the most common reasons other independent school professionals either visit our campus or engage us via email is to inquire about Innovation Pursuits at Berwick. It’s typical that the first reaction or question is “oh, it’s like Independent Study.” My response is usually some form of “not exactly.” One compelling aspect of our IP program is that each year 45 – 60 students have to present their work publicly in late May. The process begins with an application that is reviewed, shaped, tweaked, and supported by Darcy Coffta and then vetted by a committee of faculty and staff. This structure and guidance really matters. Mentors are networked with students

Independent schools across the nation are working hard to demonstrate the value of elementary school tuition. This is true, to varying degrees, whether one’s school is in Boston, New York, Los Angeles, Atlanta, or South Berwick, ME. The trends are quite clear that as tuitions continue to climb, families are waiting longer to send their students to private schools out of concerns of affordability. This decision is inevitably coupled with the critical question of whether or not private school is “worth it” in comparison to local public school options. Berwick Academy is certainly not immune to this national trend, and we often wonder how we can best communicate what makes our Lower School so special to our internal and external audiences. This year, I find myself in the unique position of becoming a customer on the other side of this question, asking ourselves the very same questions as we move back closer to Boston next year: public or private? Is private worth it? It is also proba

As many of you may be aware we recently announced Berwick’s new residential program for boys beginning next fall. While the announcement has been met with many enthusiastic responses, we also have heard some concerns expressed by younger alumni about why Berwick was beginning with boys and not allowing girls to enjoy the new residential hall as well. Additionally, there have been questions about gender questioning students and whether or not they might be allowed in our new program. While it is challenging to receive these concerns, I have been struck by a sense of pride that we have a group of young alumni holding us accountable for our commitment to inclusivity and gender equity. These responses reminded me that our efforts in this area remain critical, and our alumni are entering a world now where these concerns are omnipresent within their own educational and professional lives. The reality is that our rationale for beginning with boys in our dorm was complex, and it struck me tha