Hello. My name is Mark Otto and I'm the Head of School. At The Lang School, our commitment to progressive education is evident in every aspect of our teaching. We believe in nurturing the whole child, fostering a love for learning, and developing critical thinking and problem-solving skills. Our core commitments include student-centered learning, experiential education, social justice, and the development of intrinsic motivation. Central to this philosophy is Project-Based Learning (PBL), which transforms education by engaging students in real-world, meaningful projects. Students tackle complex questions or solve real-world problems, working over weeks or even months, and showcase their knowledge through public presentations. PBL promotes deep content understanding and cultivates critical thinking, collaboration, creativity, and communication skills. It ignites a contagious, creative energy among students and teachers alike. Unlike traditional projects, PBL is not an add-on but the core of our curriculum, integrating rigorous inquiry and sustained engagement. By allowing student voice and choice, PBL empowers learners to take charge of their education, fostering independence and personal growth. Teachers at Lang act as guides, supporting students through design, reflection, and revision processes. Through PBL, students develop essential life skills and achieve academic excellence, preparing them to navigate and impact the world confidently. This approach embodies Lang's dedication to nurturing curious, capable, and compassionate learners.
Hi. This is Lauren Carey, the Director of the Upper and Middle School. At The Lang School, our teachers are dedicated to creating growth-focused classrooms where students are encouraged to be comfortably uncomfortable. This means we push them to advance in their areas of strength while supporting them as they tackle challenges. We believe in fostering an environment where taking learning risks is not only safe but celebrated. Our teachers provide the guidance and support needed for students to lean into their challenges and develop resilience. By nurturing a balance between challenge and support, we help students build confidence, perseverance, and a deeper understanding of their abilities. This approach empowers them to take ownership of their learning and reach their full potential. At The Lang School, we create a dynamic learning environment that prepares students to thrive academically, socially, and emotionally.
Hi. I'm Lower School Director Caroline Blasco. At The Lang School, we deeply value cross-age learning experiences. Formally, our mentoring program pairs older students with younger ones, fostering a sense of community and leadership. In our class placements, advanced younger learners often join older peers, allowing for academic growth and peer learning. Informally, our shared spaces provide countless opportunities for cross-age interactions, like an eleventh grader walking a first grader to their classroom in the morning. These interactions help build empathy, communication skills, and a strong school community. We balance these cross-age opportunities with spaces and programs designed for meaningful engagement among age peers, ensuring that lower school, middle school, and upper school students each have experiences tailored to their developmental needs. Shared spaces also teach older students to adapt their language and behavior to different contexts—an essential life skill. At The Lang School, cross-age learning is thoughtfully integrated to support both academic and social development, creating a vibrant, inclusive community where every student thrives.
Hi. I'm Jeff Galaise; I'm the Assistant Head of School. We believe that diversity, equity, inclusion, and belonging are not just words—they're the cornerstones of our mission and culture. We celebrate the rich tapestry of backgrounds, experiences, and perspectives that make up our community, recognizing that we all learn and grow best in an environment that values our differences. Our commitment to diversity, equity, inclusion, and belonging is woven into the fabric of our daily practices of teaching and learning. We prioritize inclusive practices and mindset, ensuring that every member of our community feels valued, respected, and supported. From celebrating the exceptional abilities and diverse learning profiles of our students to fostering independence, self-advocacy, and empowerment, our school culture reflects and supports our mission in numerous ways. We embrace diversity and value the unique strengths and challenges of each individual. Through personalized instruction, project-based learning, and ample opportunities for creativity and self-expression, we empower students to find their passion and purpose. Our commitment to equity and social justice extends beyond the classroom, as we engage students in critical discussions and projects that promote fairness, inclusivity, and positive change in our communities. Through collaboration, communication, and ongoing professional development, we cultivate a culture of respect, empathy, and understanding. Our policies and procedures explicitly address respect and inclusivity, ensuring that all members of our community feel safe, valued, and supported. At The Lang School, diversity, equity, inclusion, and belonging are not just ideals—we live them every day. We believe that by embracing our differences and fostering a culture of respect and acceptance, we create a space where every student can thrive academically, socially, and emotionally.
I'm Mark Silberberg, Director of Admissions, Growth, and Purpose. At The Lang School, we view student behavior not as a problem to be managed, but as valuable communication from students about what is and is not working for them at a particular moment in time. We also recognize that most student behavior is in response to the choices and decisions adults have made about the design of their learning environment. This perspective allows us to see behavior as useful data that helps us to better meet students' needs. When a student's behavior signals a challenge, our teachers ask, "What is it about my design that didn't work for this student?" This approach fosters growth on both sides: teachers adapt their methods, and students are guided to develop the skills and strategies that can help them to make different decisions within a given context and, ideally, to extend this to other related or novel situations. Our ultimate goal is to help students develop the skills, strategies, and language to clearly communicate their needs and advocate for themselves so that potentially challenging behavior doesn't hinder their potential. Lang teachers play a crucial role in supporting students during moments of frustration, helping them reorient toward growth and learning. However, it's important to note that The Lang School may not be the best fit for students with significant behavioral or emotional challenges that result in significant verbal or physical externalizing behaviors. Through our admissions process, we strive to discern whether a student's behavior reflects a misalignment with their current learning environment or if it is more likely an expression of their learning profile. If the behavior is more closely tied to the student’s profile and requires a level of structure and support that is beyond our design, we may not be the right environment. However, with the right support provided in another school that is better designed to teach into these skills, such students could be ideal candidates for Lang in the future.
Hi. I’m Computer Science Teacher and Technology Coordinator Jim Stewart. We approach behavior management with a revolutionary mindset, one that focuses on understanding and addressing the underlying reasons behind unwanted behaviors rather than simply reacting to them. We employ Collaborative Proactive Solutions (CPS), a method developed by child psychologist Dr. Ross Greene, which transforms how we teach kids to navigate the world. Instead of relying on traditional top-down approaches that focus on rewards or punishment, CPS starts with the fundamental belief that "kids do well if they can." We recognize that unwanted behaviors often stem from unmet expectations that require skills a child may not yet possess. Through CPS, we shift the focus from controlling behavior to collaborating with students to help them develop the skills they need to succeed. The CPS process begins with an Assessment of Lagging Skills and Unsolved Problems (ALSUP) meeting, where adults identify specific unmet expectations and lagging skills contributing to challenging behaviors. Rather than jumping to conclusions or imposing solutions, adults engage in a collaborative dialogue with the child, asking questions like, "I've noticed you have trouble keeping your hands to yourself during circle time. What's up?" Through guided discussions, children often reveal the reasons behind their behaviors and propose their own solutions to meet expectations. This collaborative approach empowers students to take ownership of their actions and develop problem-solving skills essential for success in school and beyond. While CPS requires commitment and effort, the investment pays off in the long run. By addressing the root causes of behavior and fostering collaboration, we create a supportive environment where students feel understood, respected, and empowered to thrive. At The Lang School, CPS isn't just a strategy—it's a mission-aligned practice that reflects our commitment to nurturing the whole child and promoting lifelong success.
I'm Timon Lorenzo and I serve as the Director of Finance and Operations. At The Lang School, we design our physical environment with the learner in mind, fully embracing the idea of "space as the third teacher." Our mission is to serve our twice-exceptional students, and this extends beyond our innovative curriculum and teaching techniques to the very spaces in which our students learn and grow. Inspired by Reggio Emilia founder Loris Malaguzzi’s belief that “There are three teachers of children: adults, other children, and their physical environment,” we understand that every aspect of our design impacts our learners. From the high-tech sound abatement inside the walls to the graduated lighting in the gym and the calming blue and green paint colors, every detail of our facilities supports our mission. In every classroom, we provide varied seating accommodations to meet diverse sensory and physical needs. Sensory tools and dedicated spaces are available to help students manage their sensory input. Additionally, our hallways feature work and break nooks, offering students quiet places to focus or decompress as needed. We’ve also adopted a thoughtful approach by making essential changes over the summer and observing how students and teachers use the space during the school year. This allows us to gather valuable insights and make informed adjustments that truly support our students’ learning. By continually refining our spaces, we ensure they align with the needs of our twice-exceptional learners, enrich our curriculum, and provide a solid foundation for our teaching practices. At The Lang School, our students are at the heart of everything we do.