Scott R. Reisinger
Scott holds a B.A. (summa cum laude, Phi Beta Kappa)) and M.A. from the University of Rochester and an M.Phil from Columbia University. Scott became the Head of School for Trevor Day School in July, 2014. He began his career at the Harley School in Rochester, NY, a coeducational, Nursery through Grade 12, day school with 500 students, where he taught history and psychology and served as Director of Admissions and Financial Aid. At Greens Farms Academy in Westport, CT, a coeducational, K through Grade 12, day school with 700 students, he chaired the history department and served as Head of the Lower School and Assistant Head of School.
Most recently, Scott served for 15 years as Head of Bancroft School, a coeducational, Pre-K through Grade 12, day school with 520 students. During his tenure at Bancroft, he led the “Strategic Thinking Efforts” toward construction of new Lower and Middle School facilities, as well as renovation of the Science Center. He also worked closely with his faculty on significant curricular revisions and innovative programming, Project-Based Learning, an iPad Program, and STEM advancements. Scott also successfully led Bancroft’s Centennial Capital Campaign and helped to double their endowment.
Scott is currently a member of the Board of Trustees at the Independent School Admission Association of Greater New York and the Guild of Independent Schools of New York City. He also serves on the NYSAIS Commission on Accreditation. He previously completed a three-year term as Board President of the Association of Independent Schools of New England (AISNE), where he served as a trustee for eight years. His writing on the subject of education includes titles such as Meet Children Where They Are, Helicopters, Homework and Happiness: Parents, Children and School, Putting Everything in Perspective, Rigor and the Pursuit of Happiness, and Coeducation at Trevor. Scott also speaks on a variety of topics including inquiry-based learning, building cooperative educational communities, the changing landscape of community colleges in the U.S, and the balance between rigor and happiness in K-12 education.