WHAT I HAVE LEARNED

Looking back six years to Franklin Academy’s creation, I remember being comforted by that memorable phrase from the movie, Field of Dreams, whispered over and over to the main character, Ray Kinsella: “If you build it, they will come.” Actually, the quote is “he will come,” but no matter. From the start I believed that there was a tremendous demand for a school that could effectively respond to the needs of students with nonverbal learning differences. However, I continually wondered about our prospective students. What would they look like? How would they act? Would they be able to meet the challenges of a college preparatory curriculum? Would there be significant problems that we had not anticipated? Could I establish a positive rapport with these students?

In my mind I created a composite portrait of our possible population that was based on the many books about NLD that I read during our year of preparation, as well as words of wisdom from consultants and psychologists. I read the admissions files on each of our applicants and met many of them during the campus interviews. What I did not realize at the time (and this was my first important lesson) is that Franklin Academy’s students possess the highest upside potential of any group of college preparatory students that I have served in my thirty-three years in independent schools. When you consider the situation confronting many of these students before their enrollment at Franklin Academy and then ponder the possibilities that beckon to them when they graduate from our school, you will understand what I am saying.

Linked to this lesson of tremendous personal potential was the realization that many parents across the country are desperately seeking a college preparatory school that is able to serve the needs of the high functioning NLD population. And truly, these are Franklin Academy’s students today – bright, talented, and creative boys and girls who have an average verbal IQ of 120.

I learned a lot about the impact of school environment. I knew from my long career in education that campus climate could exert a profound influence on student performance, behavior, and development. I did not fully comprehend in the beginning what a positive impact the right community could have on students with nonverbal learning differences. Indeed, all the wonders of an innovative curriculum, a talented faculty, and an impressive facility are for naught without a friendly welcome, an optimistic outlook, the tolerance of differences, and the daily practice of the golden rule.

I came to appreciate the positive power of the right peer group. Simply stated, friendship is a transforming and empowering experience for all teenagers, but especially for the student with nonverbal learning differences who may struggle in loneliness and isolation. Discovering classmates just like you is an eye-opening epiphany, and perhaps this is the reason why our students rush back to campus at the conclusion of school holidays. They cannot wait to reunite with friends.

I learned that colleges and universities wanted our students, impressed no doubt by their ability to compensate and to overcome adversity, their growth and development, and their potential.

I discovered that it was okay for my students to call me by my first name. At past schools, I was typically known as Mr. Weissbach. Sometimes, people assumed a distinguished academic pedigree and addressed me as Dr. Weissbach. Because I was previously the headmaster of two Episcopal schools, parents mistakenly used “Reverend” or “Father” as my title. At Franklin Academy, I am just Fred. I like the simplicity and believe that the first name salutation fosters a closer interaction between students, teachers, and administrators.

As I begin my seventh year as Headmaster of Franklin Academy, I appreciate more than ever the importance of the team concept at our school. Those colleagues who were with me at the beginning – Tom and Rebecca, Mary, Lee, Cindy, and of course, Gabrielle, my wife, have pledged continuing loyalty to the school and one another in order to help Franklin Academy achieve important strategic objectives. Without this continuity in administrative leadership, it would be very difficult for the school to grow stronger. Now, we are attracting a growing cadre of learning specialists, counselors, residential deans, and teachers who believe in our mission. They are investing themselves fully in our collective work, and they are serving our students very well. As a result, I am excited and confident about Franklin Academy’s future, and I can say with pride: “We built it, and indeed, they have come!”

Sincerely,

Frederick Weissbach

Headmaster

 
Franklin Academy's Revised Strategic Plan and Timeline