About Our Firm
We serve school leaders in the interest of creating places where teachers can flourish in their life work and students are inspired to learn.
We are experienced school heads who work closely with school leaders – school heads, governing boards, and administrators – and we serve these leaders in the interest of creating places where teachers can flourish in their life work and students are inspired to learn.
We advise governing boards about a range of crucial issues, including the qualities necessary for school leadership, but we do not conduct school head searches. Instead we focus on the school itself.
We mentor school leaders, counsel leadership teams, and help boards think about how they can be most effective, from setting agendas to strategic thinking and governance.
Over 44 Combined Years of Academic Leadership
Rick spent his entire career in the world of education, serving as head of Belmont Hill School in Boston, MA for 25 years as well as on several boards.
Vance worked at four independent schools before becoming the head of St. Albans School in Washington, DC, where he served for 19 years.
Our Consulting Services
Mentoring the Head of School
What we offer in the realm of mentoring (sometimes referred to as coaching) is experience, expertise and perspective.
Mentoring a Leadership Group
Our work is confidential to the school head and the group itself, with the goal to create and sustain excellence in group leadership.
School Mission & Market
How do you tell your school’s story? If the mission is clear and the vision is strong, great things can happen for a school.
We can help a school work its way through both general questions of good governance & the challenges of more immediate issues.
Board Strategic Thinking
We take a long view, but we are ever mindful of the real challenges of keeping a school healthy and viable for today and tomorrow.
A retreat should aim for a renewed sense of colleagueship, a volunteer engagement that survives the more routine board meetings of the year.
Some programs create outcomes we don’t intend, or that we can’t see all aspects of our program because we are too familiar with it.