- Career advancement here is odd, especially if you start as an associate. Several associates remain associates for several years at a time (7 years was the longest, to my knowledge), without any real rational. It's not that the associates aren't ready -- they are but no one would know that because...
- The principal and vice principal of the Lower School don't observe teachers, so they have no pulse on who is good and who is not; who is working and who is not. As a result, some teachers work here for years thinking that they're hot stuff (by virtue of the fact that they work at such a highly esteemed institution) when really... they're not.
- For a school that has been in existence for hundreds of years, I was surprised to find such a disjointed or unplanned curriculum.
- Because students seem well-prepared, students not on par with grade level expectations are seen as the problem, rather than faculty and administration thinking of how to adapt to the learner.
- Relationships between faculty and administration are blurry. It was clear to me that the VP, for instance, was fond of certain faculty members. If you fall outside of those faculty members' good graces, good luck!
- Overall, it was not a place that fostered growth, or esteemed new talent.
