Leadership
Michael Reichert
Author, psychologist, and executive director of the Center for the Study of Boys’ and Girls’ Lives (CSBGL) at the University of Pennsylvania
Joseph Derrick Nelson
Associate Professor of Educational Studies at Swarthmore College and Research Director of the Center for the Study of Boys' and Girls' Lives (CSBGL) at the University of Pennsylvania
Greg Schneider
Head of School, Belmont Hill School
“SPARC has afforded our boys a unique opportunity to learn the skills of social science research, connect with students from other schools, and work to improve our school culture. I am continually amazed by the willingness of our boys to ask great questions about how we might become even stronger as a community. It has been empowering for our SPARC students to see so many of their recommendations become reality at Belmont Hill.”
Bodie Brizendine
Head of School, Collegiate School
“SPARC at Collegiate gives students the structure and method needed to reflect on their academic and social environment. Along the way, they build research and communication skills. A recent Collegiate SPARC group studied how students experience community time; they considered scheduling, attendance, and student feedback. The process prompted students to observe their community and speak with clarity and care about what needs improvement. The cohort really enjoyed the opportunity to share its findings with peer researchers from other independent schools at the Student Roundtable.”
Michael Fellin
Head of School, Crescent School
Michael Fellin has served as Crescent School’s 10th headmaster since 2014, bringing more than two decades of leadership in boys’ education. Before joining Crescent, he spent over 10 years in teaching and administrative roles, earned a Premier’s Award for Teaching Excellence, and completed his Ph.D. in Theology and Education in 2023. He is an active board member with the International Boys’ Schools Coalition and SPARC, and lives in Toronto with his wife and their three children.
“SPARC has allowed our students to embark on research projects that are important to them. The alignment with our Portrait of a Grad framework is ideal as participatory action research gives the boys opportunities to answer our guiding questions of Who Am I? How do I Lead? and What is my Legacy?. As the boys engage in their school lives and do a deep dive into issues that need their perspective, they are also fostering key competencies of critical thinking, communication and collaboration. Our relationship with SPARC has elevated many boys’ lives and impact on their school community.”
Margaret Hazlett
Head of School, Greenwich Academy
“Greenwich Academy is one of the earliest members of SPARC. Our student participants benefit in myriad ways. As they learn new research tools, they are empowered by taking on projects that affect them and by making concrete recommendations to faculty and administration. Additionally, students and faculty participating in SPARC develop close relationships anchored in mutual respect for each other’s choices and voices. This work enables students to get to know teachers in a different light and the ripple effect of these connections contributes to the overall warm, respectful relationships that students and faculty enjoy at Greenwich Academy.”
Jason Robinson
Head of School, St. Albans School
Jason Robinson has served as the eighth headmaster of St. Albans School since 2018, bringing a background in philosophy, government, and law, with degrees from Washington and Lee, the University of Virginia, and Stanford. Before joining St. Albans, he taught at Lawrenceville and Landon and held senior leadership roles at Princeton Day School. At St. Albans, he has introduced a new strategic plan, expanded the Little Sanctuary, and guided the community through the COVID pandemic.
“Nothing gives me more joy as a teacher than seeing students engaged in something they care about. I do not correct every stumble or write a comment about every step they take, nor do I feel any need to do that. SPARC has found a way to get students excited about learning and doing, and the fact that no grades are involved makes the whole process more meaningful. Our students feel a sense of purpose working on a project that affects their own school.”
Anne Stavney
Head of School, The Blake School
Anne Stavney has led The Blake School since 2012, guiding an 80 million dollar campaign, multiple capital projects, and major curriculum advancements in world languages, literacy, mathematics, global immersion, and computer science. She has served on several national and regional boards, including School Year Abroad and ISACS, where she will become Executive Director in July 2026. Now in her fourteenth year at Blake, she continues to champion innovation and educational excellence.
“Over the past few years, The Blake School has incorporated SPARC into a research methods course offered through the Social Studies department. Participating in an authentic conference experience beyond the school walls provides a uniquely motivating reason for students to perform at an optimal level. When asked what the SPARC roundtable experience meant to them, many students shared that they discovered a newfound appreciation for their school. One student shared, “I feel so lucky to go to a school where our teachers have such high expectations for us. I keep thinking about if the roles were reversed, and I saw a presentation where the group had obviously done extensive research while I used ChatGPT or something. I also just had so much fun bonding with my classmates.”
Ian Craig
Head of School, The Shipley School
Ian L. Craig became the 11th Head of School at The Shipley School in July 2025, bringing more than 30 years of leadership experience from Rumsey Hall, Harding Academy, Metairie Park Country Day, and Trinity Valley School. A second-generation educator, he emphasizes relationships, community, and a balance of rigor and well-being, beginning his tenure by listening deeply to understand Shipley’s culture and values. He lives on campus with his wife, Holly, and their daughter, Maia.
“SPARC gives our students the opportunity to identify issues that matter to them and then experience what it’s like to carefully, thoughtfully go about addressing them. It’s an experience unlike anything students normally have in high school.
One amazing part is watching the students as they see real data on trends that they’ve always sensed but never fully understood. They come to understand that such things can be measured, and in so doing, understood. The work they do with SPARC positions our students be effect meaningful change in all areas of their future lives.”