How does the school determine who sits on the Board of Trustees? What is the nomination and selection process? Can anyone join? How does the school ensure that the Board as a group adequately represents all constituencies, given the diverse makeup of our student body?
The Board of Trustees has established a committee to identify and nominate qualified candidates for Board service. In general, the committee seeks individuals in our community who have demonstrated a strong commitment to the school and who bring relevant skills or expertise in areas such as leadership, finance, fundraising, education, or law. Equally important, prospective trustees must be willing and able to dedicate the time, energy, and thoughtfulness required to support the school’s mission. The committee also prioritizes ensuring that all trustees approach their work with integrity, collegiality, and a spirit of collaboration. Board decisions are made with the goal of serving the best interests of the entire school. This means carefully considering the impact of each decision on all the constituencies within our community.
The Board of Trustees has established a committee to identify and nominate qualified candidates for Board service. In general, the committee seeks individuals in our community who have demonstrated a strong commitment to the school and who bring relevant skills or expertise in areas such as leadership, finance, fundraising, education, or law. Equally important, prospective trustees must be willing and able to dedicate the time, energy, and thoughtfulness required to support the school’s mission. The committee also prioritizes ensuring that all trustees approach their work with integrity, collegiality, and a spirit of collaboration. Board decisions are made with the goal of serving the best interests of the entire school. This means carefully considering the impact of each decision on all the constituencies within our community.
What are your plans to recruit and retain teachers of color?
This is something we care deeply about and have long prioritized. We’ve always worked to ensure our hiring process is inclusive and equitable, and we recognize that there’s always more we can do.
As part of that ongoing commitment, we’re currently engaged in a Diversity, Equity, Inclusion, and Justice (DEIJ) audit with Alma Partners, which includes a close look at our hiring practices. Through this process, we’re identifying ways to enhance and strengthen our approach to ensure it more clearly aligns with our goals around human diversity and dignity. The team at Alma Partners will be able to share more detailed insights with school leadership as the work progresses, and we’re committed to making meaningful changes that reflect both our values and our aspirations as a school community.
How is the school working to preserve and communicate its identity as a welcoming and inclusive environment for families of all socioeconomic backgrounds?
Preserving and communicating our identity as a welcoming and inclusive community for families of all backgrounds—socioeconomic, ethnic, religious and otherwise—has always been central to who we are at Steiner. It's not new work; it’s a long-standing commitment that we continue to deepen and make more intentional.
Tuition assistance is one of the most tangible ways we live up to our commitment, with nearly 4.8M dollars going towards this initiative in the 2023-2024 academic year, for example. But inclusion doesn’t stop with access—it shows up in how families experience school life, how students see themselves reflected in the curriculum, and how we celebrate the many cultures and perspectives that make up our community.
Our festivals, events, and curricula reflect a rich array of cultural and faith traditions, from school-wide celebrations of Ramadan, Lunar New Year, and Black History Month to the classroom, where teachers thoughtfully incorporate diverse voices and experiences into the lessons. For example, the current fifth grade read a series of books by Louise Erdrich that follow the life of an Ojibwe child—offering a meaningful window into Indigenous history and perspective.
We’re also engaging in a curriculum-mapping process as part of our work with Alma Partners to ensure that representation, inclusion, and cultural awareness are not incidental, but rather intentional, consistent, and embedded throughout the student experience.
This is something we care deeply about and have long prioritized. We’ve always worked to ensure our hiring process is inclusive and equitable, and we recognize that there’s always more we can do.
As part of that ongoing commitment, we’re currently engaged in a Diversity, Equity, Inclusion, and Justice (DEIJ) audit with Alma Partners, which includes a close look at our hiring practices. Through this process, we’re identifying ways to enhance and strengthen our approach to ensure it more clearly aligns with our goals around human diversity and dignity. The team at Alma Partners will be able to share more detailed insights with school leadership as the work progresses, and we’re committed to making meaningful changes that reflect both our values and our aspirations as a school community.
How is the school working to preserve and communicate its identity as a welcoming and inclusive environment for families of all socioeconomic backgrounds?
Preserving and communicating our identity as a welcoming and inclusive community for families of all backgrounds—socioeconomic, ethnic, religious and otherwise—has always been central to who we are at Steiner. It's not new work; it’s a long-standing commitment that we continue to deepen and make more intentional.
Tuition assistance is one of the most tangible ways we live up to our commitment, with nearly 4.8M dollars going towards this initiative in the 2023-2024 academic year, for example. But inclusion doesn’t stop with access—it shows up in how families experience school life, how students see themselves reflected in the curriculum, and how we celebrate the many cultures and perspectives that make up our community.
Our festivals, events, and curricula reflect a rich array of cultural and faith traditions, from school-wide celebrations of Ramadan, Lunar New Year, and Black History Month to the classroom, where teachers thoughtfully incorporate diverse voices and experiences into the lessons. For example, the current fifth grade read a series of books by Louise Erdrich that follow the life of an Ojibwe child—offering a meaningful window into Indigenous history and perspective.
We’re also engaging in a curriculum-mapping process as part of our work with Alma Partners to ensure that representation, inclusion, and cultural awareness are not incidental, but rather intentional, consistent, and embedded throughout the student experience.
How is the Administration strategically differentiating Steiner in the marketplace of NYC independent schools by effectively communicating the uniquely potent value of our school in preparing children to be confident and empowered agents of change and goodness amid the many difficult forces of the 21st century? What challenges does the Administration face in effectively marketing the school, and how can parents help? What process, if any, guides the Admissions team and/or College of Teachers to ensure that families who are admitted to Steiner are committed to the school's core values and are willing to trust in the depth of our unique pedagogy and curriculum?
We believe Steiner’s greatest strength lies in what makes us different; from its human-centered approach, the academic rigor infused with the arts, deep, inquiry-based methodology in every subject, nurturing environment, and highly intentional use of technology set us apart.
These qualities not only set us apart from our neighbors but also give us a distinct voice in New York City, the most competitive independent school market in the country. It is precisely in our differences that we are competitive—both in our city and within our own neighborhood.
We are refining our messaging to better communicate the power and relevance of Steiner’s program in today’s world. A website refresh is underway, and we hope to relaunch our admissions-facing materials ahead of next fall’s season and the onboarding of our new Executive Director, Dr. Julie King, if not sooner.
One of our greatest marketing assets is you, our parent community. Last year, about 72% of new families came to us through a personal recommendation. That is extraordinary. So, yes: keep talking us up to your friends with young children, wear your Steiner t-shirts, and if you feel moved, please leave a positive review on Niche. These seemingly small actions have a real impact.
As for admissions, we’re committed to enrolling families who are curious about Waldorf education, and open to trusting the depth and rhythm of our pedagogy. That discernment happens in many ways; through conversations with our Admissions Director, teacher interviews, school visits, and sometimes just a shared feeling that “this is the right fit.” In many ways, the school is self-selecting. Families who find their way to Steiner are often already seeking something deeper, more meaningful, and more social-emotionally focused for their children. For families who don’t have as clear an understanding of what Waldorf education means, the Admissions team along with the Leadership Council, the College of Teachers, and the wider faculty are engaged in ensuring that prospective families have a strong alignment with the school’s core values.
There was a comparison drawn during the Town Hall between our school and certain elite Upper East Side schools. Does the school leadership consider this comparison apt and aligned with Steiner’s founding mission of accessible education for working-class families?
Steiner is—and always has been—distinct from many of the traditional Upper East Side independent schools. Our roots are in accessibility, creativity, and whole-child development as mentioned above. At the same time, a Steiner education, as it should be, is in many ways like many of the other independent schools in the area: we offer a rigorous academic program with robust extracurriculars and competitive athletics, and our graduates are accepted at top colleges and universities around the world.
As we ramp up our marketing and communications strategy to increase awareness of our school in the highly competitive NYC independent school landscape where parents face a myriad of choices, we seek to draw on the strength of the school’s differences as much as its similarities. Our commitment to accessible, developmentally appropriate, hands-on, arts-integrated education will always remain central to who we are and how we distinguish ourselves from other schools. We will also tout and elevate the excellence of our core academics, our modern and relevant slow media policy, and the flourishing of our alumni across professions.
What concrete strategies are currently in place to attract and retain students from all five boroughs and across all income levels?
We’re working on strategies to both attract and retain students from across all five boroughs and a wide range of income levels. A major focus has been on making the school more accessible—both financially and logistically.
One example is the launch of a Brooklyn bus route, which we plan to offer starting in the 2026–2027 school year. This is in direct response to interest from families in Brooklyn and is part of a broader effort to remove barriers to attendance.
We’re also refining our admissions outreach to better connect with families beyond Manhattan, and we remain committed to a robust tuition assistance program that supports socio-economic diversity. These are just a few of the steps we’re taking as part of a longer-term vision to ensure Steiner reflects the diversity of the city it calls home.
How does the school plan to address the enrollment gap while maintaining its commitment to diversity and accessibility?
We’re committed to growing enrollment in a way that supports the long-term health of the school while staying true to our values of diversity and accessibility.
Enrolling more students means our school will be stronger and more sustainable—and that benefits everyone. One of our biggest challenges right now is simply low awareness. There are many families in the city who would thrive at Steiner but don’t yet know we exist. We’re actively building and deepening relationships with key feeder schools, expanding outreach, and strengthening our admissions efforts. At the same time, we’re maintaining a robust tuition assistance program to ensure cost isn’t a barrier for families who belong here.
And you can help; share your Steiner story, talk to friends, leave a review on Niche, and help us spread the word. Your voice is one of the most powerful tools we have.
We believe Steiner’s greatest strength lies in what makes us different; from its human-centered approach, the academic rigor infused with the arts, deep, inquiry-based methodology in every subject, nurturing environment, and highly intentional use of technology set us apart.
These qualities not only set us apart from our neighbors but also give us a distinct voice in New York City, the most competitive independent school market in the country. It is precisely in our differences that we are competitive—both in our city and within our own neighborhood.
We are refining our messaging to better communicate the power and relevance of Steiner’s program in today’s world. A website refresh is underway, and we hope to relaunch our admissions-facing materials ahead of next fall’s season and the onboarding of our new Executive Director, Dr. Julie King, if not sooner.
One of our greatest marketing assets is you, our parent community. Last year, about 72% of new families came to us through a personal recommendation. That is extraordinary. So, yes: keep talking us up to your friends with young children, wear your Steiner t-shirts, and if you feel moved, please leave a positive review on Niche. These seemingly small actions have a real impact.
As for admissions, we’re committed to enrolling families who are curious about Waldorf education, and open to trusting the depth and rhythm of our pedagogy. That discernment happens in many ways; through conversations with our Admissions Director, teacher interviews, school visits, and sometimes just a shared feeling that “this is the right fit.” In many ways, the school is self-selecting. Families who find their way to Steiner are often already seeking something deeper, more meaningful, and more social-emotionally focused for their children. For families who don’t have as clear an understanding of what Waldorf education means, the Admissions team along with the Leadership Council, the College of Teachers, and the wider faculty are engaged in ensuring that prospective families have a strong alignment with the school’s core values.
There was a comparison drawn during the Town Hall between our school and certain elite Upper East Side schools. Does the school leadership consider this comparison apt and aligned with Steiner’s founding mission of accessible education for working-class families?
Steiner is—and always has been—distinct from many of the traditional Upper East Side independent schools. Our roots are in accessibility, creativity, and whole-child development as mentioned above. At the same time, a Steiner education, as it should be, is in many ways like many of the other independent schools in the area: we offer a rigorous academic program with robust extracurriculars and competitive athletics, and our graduates are accepted at top colleges and universities around the world.
As we ramp up our marketing and communications strategy to increase awareness of our school in the highly competitive NYC independent school landscape where parents face a myriad of choices, we seek to draw on the strength of the school’s differences as much as its similarities. Our commitment to accessible, developmentally appropriate, hands-on, arts-integrated education will always remain central to who we are and how we distinguish ourselves from other schools. We will also tout and elevate the excellence of our core academics, our modern and relevant slow media policy, and the flourishing of our alumni across professions.
What concrete strategies are currently in place to attract and retain students from all five boroughs and across all income levels?
We’re working on strategies to both attract and retain students from across all five boroughs and a wide range of income levels. A major focus has been on making the school more accessible—both financially and logistically.
One example is the launch of a Brooklyn bus route, which we plan to offer starting in the 2026–2027 school year. This is in direct response to interest from families in Brooklyn and is part of a broader effort to remove barriers to attendance.
We’re also refining our admissions outreach to better connect with families beyond Manhattan, and we remain committed to a robust tuition assistance program that supports socio-economic diversity. These are just a few of the steps we’re taking as part of a longer-term vision to ensure Steiner reflects the diversity of the city it calls home.
How does the school plan to address the enrollment gap while maintaining its commitment to diversity and accessibility?
We’re committed to growing enrollment in a way that supports the long-term health of the school while staying true to our values of diversity and accessibility.
Enrolling more students means our school will be stronger and more sustainable—and that benefits everyone. One of our biggest challenges right now is simply low awareness. There are many families in the city who would thrive at Steiner but don’t yet know we exist. We’re actively building and deepening relationships with key feeder schools, expanding outreach, and strengthening our admissions efforts. At the same time, we’re maintaining a robust tuition assistance program to ensure cost isn’t a barrier for families who belong here.
And you can help; share your Steiner story, talk to friends, leave a review on Niche, and help us spread the word. Your voice is one of the most powerful tools we have.
What is the school’s process for managing class teacher transitions, and how does leadership ensure that communication around these changes is handled with care and consideration for the students, families, and broader class community affected?
Class teacher transitions are deeply impactful, especially in the lower grades, and when communication around them is lacking or delayed, it can leave families feeling unmoored and unheard.
One initiative that’s emerging from the College of Teachers is to connect families in the lower school with upper school parents who have experienced teacher transitions who can share their perspective. The idea is to provide support, context, and a sense of continuity from those who’ve walked this path before.
Timely, transparent, and empathetic communication is an area we’re committed to improving—with clearer internal processes and a stronger partnership between faculty and administration. Our goal is to uphold the trust of our families, especially during moments of change.
Please continue to engage with us on this. The Lower and Upper School Chairs are always available to speak with you and we also invite you to reach out to any member of the College of Teachers if you have any questions about how these decisions are made and how the College of Teachers takes the class community into account.
Class teacher transitions are deeply impactful, especially in the lower grades, and when communication around them is lacking or delayed, it can leave families feeling unmoored and unheard.
One initiative that’s emerging from the College of Teachers is to connect families in the lower school with upper school parents who have experienced teacher transitions who can share their perspective. The idea is to provide support, context, and a sense of continuity from those who’ve walked this path before.
Timely, transparent, and empathetic communication is an area we’re committed to improving—with clearer internal processes and a stronger partnership between faculty and administration. Our goal is to uphold the trust of our families, especially during moments of change.
Please continue to engage with us on this. The Lower and Upper School Chairs are always available to speak with you and we also invite you to reach out to any member of the College of Teachers if you have any questions about how these decisions are made and how the College of Teachers takes the class community into account.
At the Town Hall, there was an emphasis on the need for increased giving to help support the school’s financial health. For families who are already stretching to pay tuition—even with financial aid—this can feel difficult or disheartening. What is the school doing to take pressure off current family giving?
We are deeply grateful for everything our families contribute—not just financially, but also through time, energy, and care for the community. We ask that everyone contribute the amount that feels right for them. If what feels great for your family is volunteering your time, skills and energy putting on one of our fundraising events and contributing a small amount of money- thank you—that’s perfect. If your family has the means to make a significant financial contribution in cash or in kind, please consider making Steiner your philanthropic priority. The Rudolf Steiner School is a charitable organization (with the attendant tax benefits) and we depend on that philanthropic support to carry out the important mission of educating our children with purpose, integrity, and care.
While participation from families—at any level—is critical, we’re working to take the pressure off by growing our fundraising capacity and diversifying our sources of support. One step we’re taking is actively searching for a new Director of Philanthropy—someone who can help us build a more strategic and sustainable fundraising program. That includes expanding fundraising beyond current families to include alumni, foundations, and other potential donors.
We are deeply grateful for everything our families contribute—not just financially, but also through time, energy, and care for the community. We ask that everyone contribute the amount that feels right for them. If what feels great for your family is volunteering your time, skills and energy putting on one of our fundraising events and contributing a small amount of money- thank you—that’s perfect. If your family has the means to make a significant financial contribution in cash or in kind, please consider making Steiner your philanthropic priority. The Rudolf Steiner School is a charitable organization (with the attendant tax benefits) and we depend on that philanthropic support to carry out the important mission of educating our children with purpose, integrity, and care.
While participation from families—at any level—is critical, we’re working to take the pressure off by growing our fundraising capacity and diversifying our sources of support. One step we’re taking is actively searching for a new Director of Philanthropy—someone who can help us build a more strategic and sustainable fundraising program. That includes expanding fundraising beyond current families to include alumni, foundations, and other potential donors.
When will you finally implement a meatless day? Steiner himself was vegetarian! Why is there so much (wasted) meat every day?
We appreciate this question because it reflects a core Steiner value—living with intention and care for the world around us. The school has always held a deep respect for food, sustainability, and conscious living.
We serve a wonderfully diverse community with a wide range of dietary needs and values. Our school lunch program is designed to be inclusive, and vegetarian options are available every day. In fact, we do often have meatless days, and many students regularly choose those options regardless of whether they’re vegetarian at home.
Our chef and kitchen team are incredibly thoughtful in how they plan menus and manage portions to reduce waste. We’re proud of the fact that very little food is actually thrown away. Chef Alex works with a carbon neutral supply company that sources dry goods from many small local farms. For produce and meat, he works directly with a co-op farms in Lancaster County, PA that he knows personally. You can learn more about the Steiner Food program in this post.
We are also concious of waste. The school uses real plates and silverware, recycles, and also composts!
We appreciate this question because it reflects a core Steiner value—living with intention and care for the world around us. The school has always held a deep respect for food, sustainability, and conscious living.
We serve a wonderfully diverse community with a wide range of dietary needs and values. Our school lunch program is designed to be inclusive, and vegetarian options are available every day. In fact, we do often have meatless days, and many students regularly choose those options regardless of whether they’re vegetarian at home.
Our chef and kitchen team are incredibly thoughtful in how they plan menus and manage portions to reduce waste. We’re proud of the fact that very little food is actually thrown away. Chef Alex works with a carbon neutral supply company that sources dry goods from many small local farms. For produce and meat, he works directly with a co-op farms in Lancaster County, PA that he knows personally. You can learn more about the Steiner Food program in this post.
We are also concious of waste. The school uses real plates and silverware, recycles, and also composts!
What is the Admissions team's approach to communicating to prospective families the critical importance of the media/technology policy to realizing the full value of the curriculum and pedagogy?
Related to that, what is done to support current families who might be struggling to honor the policy? Where does the responsibility for this support lie (e.g. with the class teacher, with the Leadership Council, someone else?) and how does the school handle situations where persistent non-adherence to the policy becomes a detriment to the class community?
Our approach to the socialization of our media and technology policy is rooted in encouragement, not enforcement. The policy exists not as a set of rigid rules, but as a set of guiding principles that support the healthy development of children and help unlock the full value of Steiner’s curriculum. We introduce this policy intentionally in the admissions process. It often sparks rich, thoughtful conversations with prospective families—many of whom are already feeling the tension between their values and the pace of digital life. Rather than being a barrier, the policy becomes a shared aspiration. We love helping new families take steps to reduce screen time, and we cheer them on as they build new habits that align more closely with the rhythms of Steiner education.
For current families, support can come from multiple places: class teachers often play a frontline role in these conversations, especially when classroom dynamics are affected. The Lower and Upper School Chairs can also offer guidance and perspective. We’re working to make sure families feel there’s always someone they can turn to for support—not judgment—and this is where fellow parents also play a tremendous role.
As for ongoing challenges or struggles with the policy, our focus remains on being supportive. We recognize that every family is navigating their own reality, and our hope is always to partner with them. We’re always honest with families about the ripple effects on the class community when the policy is repeatedly disregarded. Those situations typically prompt deeper dialogue—not just with the family involved, but often within the faculty or administrative team—so we can respond thoughtfully and in alignment with our values.
We also encourage families to connect with one another around the topic of media and technology. We are all navigating how these forces influence not just our children, but our own lives as well. Sharing personal experiences in a non-judgmental, open-hearted way, whether as a class, in small groups, or one-on-one, can lead to deeper understanding and greater appreciation for the school’s media philosophy and each other’s experiences. These community-driven conversations are powerful—they shape the culture of the school. For example, one class collectively decided to delay cell phone use until 8th grade. Another read The Anxious Generation together and discussed it at a parent night, led by their class teacher.
The school fully supports and encourages these kinds of conversations. They’re an important way to build trust, reinforce shared values, and help both new and longtime families feel grounded in a thoughtful, intentional community.
How is the faculty thinking about AI and its impact on education? How is the school ensuring that our curriculum is emphasizing critical thinking?
At its core, the Waldorf curriculum is designed to cultivate independent, critical, and imaginative thinkers. From the moment a child decides what color to make their flute case in the first grade, all the way to crafting nuanced essays on Hamlet in high school, our students are constantly invited to engage deeply, think for themselves, and bring their own perspective to the work.
When it comes to AI, our approach—as always—is thoughtful and developmentally aligned. We’re not rushing to either embrace or reject it wholesale. Instead, we’re asking: What do our students need at each stage to become empowered, ethical, and discerning human beings in a world where AI exists?
We believe our students will be well positioned to use AI as a tool—not a crutch. Because they’ve been taught to ask good questions, think critically, and express original ideas, they’ll be well positioned to learn to use technology in a way that enhances their creativity and not as a substitute for it.
Conversations around AI are ongoing among faculty, particularly in the high school where students are more likely to engage directly with these tools. We’re looking at how to educate them on both the possibilities and the limitations of AI—always through the lens of what supports their creativity and critical thinking first.
For further resources:
- Slow Tech Media Guidelines
- Blog Post
Our approach to the socialization of our media and technology policy is rooted in encouragement, not enforcement. The policy exists not as a set of rigid rules, but as a set of guiding principles that support the healthy development of children and help unlock the full value of Steiner’s curriculum. We introduce this policy intentionally in the admissions process. It often sparks rich, thoughtful conversations with prospective families—many of whom are already feeling the tension between their values and the pace of digital life. Rather than being a barrier, the policy becomes a shared aspiration. We love helping new families take steps to reduce screen time, and we cheer them on as they build new habits that align more closely with the rhythms of Steiner education.
For current families, support can come from multiple places: class teachers often play a frontline role in these conversations, especially when classroom dynamics are affected. The Lower and Upper School Chairs can also offer guidance and perspective. We’re working to make sure families feel there’s always someone they can turn to for support—not judgment—and this is where fellow parents also play a tremendous role.
As for ongoing challenges or struggles with the policy, our focus remains on being supportive. We recognize that every family is navigating their own reality, and our hope is always to partner with them. We’re always honest with families about the ripple effects on the class community when the policy is repeatedly disregarded. Those situations typically prompt deeper dialogue—not just with the family involved, but often within the faculty or administrative team—so we can respond thoughtfully and in alignment with our values.
We also encourage families to connect with one another around the topic of media and technology. We are all navigating how these forces influence not just our children, but our own lives as well. Sharing personal experiences in a non-judgmental, open-hearted way, whether as a class, in small groups, or one-on-one, can lead to deeper understanding and greater appreciation for the school’s media philosophy and each other’s experiences. These community-driven conversations are powerful—they shape the culture of the school. For example, one class collectively decided to delay cell phone use until 8th grade. Another read The Anxious Generation together and discussed it at a parent night, led by their class teacher.
The school fully supports and encourages these kinds of conversations. They’re an important way to build trust, reinforce shared values, and help both new and longtime families feel grounded in a thoughtful, intentional community.
How is the faculty thinking about AI and its impact on education? How is the school ensuring that our curriculum is emphasizing critical thinking?
At its core, the Waldorf curriculum is designed to cultivate independent, critical, and imaginative thinkers. From the moment a child decides what color to make their flute case in the first grade, all the way to crafting nuanced essays on Hamlet in high school, our students are constantly invited to engage deeply, think for themselves, and bring their own perspective to the work.
When it comes to AI, our approach—as always—is thoughtful and developmentally aligned. We’re not rushing to either embrace or reject it wholesale. Instead, we’re asking: What do our students need at each stage to become empowered, ethical, and discerning human beings in a world where AI exists?
We believe our students will be well positioned to use AI as a tool—not a crutch. Because they’ve been taught to ask good questions, think critically, and express original ideas, they’ll be well positioned to learn to use technology in a way that enhances their creativity and not as a substitute for it.
Conversations around AI are ongoing among faculty, particularly in the high school where students are more likely to engage directly with these tools. We’re looking at how to educate them on both the possibilities and the limitations of AI—always through the lens of what supports their creativity and critical thinking first.
For further resources:
- Slow Tech Media Guidelines
- Blog Post
While the information we received was useful, I would have expected a “Town Hall” to have saved more time for open community questions and dialogue. Does the school plan to hold future meetings that allow more time for parent voices and concerns to be heard?
Yes—we’ve heard the feedback, and we agree. While we’re happy that we have relaunched the Town Hall as a tentpole event in the school year, we will be reviewing the Town Hall format and adjusting based on the thoughtful input we've received from everyone. Our goal is to ensure future gatherings include more time and space for open dialogue, questions, and community connection.
I still have a few questions I haven’t had a chance to ask. What’s the best way to share them, and who should I reach out to? Is it still possible to submit them?
Yes! We absolutely welcome your questions. As always, your class teachers and the Leadership Council are available and happy to connect with you directly.
Now that you know who is on the College of Teachers and Board of Trustees, you’re also welcome to reach out to them, and to Michelle Lerner, our new Director of Marketing & Engagement, with any questions or thoughts.
And if you’d prefer to submit a question anonymously, we’re keeping the link open. Please know, when we say it’s anonymous, we mean it. We don’t have any way of knowing who submitted a question unless you choose to include your name or contact information. Thank you!
Yes—we’ve heard the feedback, and we agree. While we’re happy that we have relaunched the Town Hall as a tentpole event in the school year, we will be reviewing the Town Hall format and adjusting based on the thoughtful input we've received from everyone. Our goal is to ensure future gatherings include more time and space for open dialogue, questions, and community connection.
I still have a few questions I haven’t had a chance to ask. What’s the best way to share them, and who should I reach out to? Is it still possible to submit them?
Yes! We absolutely welcome your questions. As always, your class teachers and the Leadership Council are available and happy to connect with you directly.
Now that you know who is on the College of Teachers and Board of Trustees, you’re also welcome to reach out to them, and to Michelle Lerner, our new Director of Marketing & Engagement, with any questions or thoughts.
And if you’d prefer to submit a question anonymously, we’re keeping the link open. Please know, when we say it’s anonymous, we mean it. We don’t have any way of knowing who submitted a question unless you choose to include your name or contact information. Thank you!
