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.
Rick Melvoin spent his entire career in the world of education. A graduate of Harvard College, with an M.A. and PhD. in history from the University of Michigan, he served as a teacher, coach, theater director, dormitory resident and, in time, History Department chair and Dean of Studies at Deerfield Academy.
After five years as Assistant Dean of Admissions and Financial Aid at Harvard, he became Head of School at Belmont Hill and served there for 25 years. His experience in working with schools and boards runs deep. He was elected to the Board of Overseers at Harvard; he also served on the boards of The Winsor School, The Haverford School and The Epiphany School. He also has served as president of the boards of the International Boys Schools Coalition and The Headmasters Association.
Currently he chairs the Governance Committee as a member of the board of Facing History and Ourselves and chairs the Program Committee for The Steppingstone Foundation.
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.