Aaron Cooper has dedicated his career to pre-k through grade 9 independent school education. He has been a teacher, coach, advisor, and administrator for the last 22 years. Aaron Cooper joined New Canaan Country School in July 2018.
Aaron earned an Ed.M. in Private School Leadership and an M.A. in Educational Leadership from Teachers College, Columbia University; he received his B.A. in the Growth and Structure of Cities from Haverford College, and a diploma from Groton School.
In a wide-ranging and deeply reflective talk, Aaron Cooper, Head of School at New Canaan Country School (NCCS), presented a compelling case for rethinking education—not just as preparation for tests or college, but as the foundation for a meaningful life in a volatile, uncertain, and often overwhelming world.
Cooper, whose career spans nearly three decades in pre-K through grade 9 education, began by outlining the modern strategic challenge: how to educate children for a world that is no longer just unpredictable, but increasingly brittle, anxious, nonlinear, and incomprehensible. The key, he argues, is to cultivate adaptability, curiosity, resilience, and a sense of purpose in students—not simply fill them with information.
The Deweyan Roots of a Modern School
NCCS was founded in 1916 during a time of educational revolution. Drawing from the philosophies of John Dewey, the school adopted a progressive educational model emphasizing experiential learning, student-centered classrooms, integrated curriculum, and the idea of school as a miniature democracy. These principles still anchor the school today.
“Rather than learning about science, students should act as scientists,” Cooper explained, stressing Dewey’s belief in learning by doing. He detailed six key tenets of Dewey’s philosophy—many still radical in mainstream education today—including the idea that education is not merely preparation for life, but life itself.
Signature Programs that Shape Children and Educators
NCCS’s distinctive programs have positioned it as a leader in shaping both students and teachers:
- Horizons at NCCS, launched in 1964, now educates 400 low-income students annually from Stamford and Norwalk, providing summer and school-year academic enrichment and life experiences. This initiative has expanded to 70+ affiliate programs nationwide.
- The Apprentice Teacher Program, founded in the 1960s, was the first of its kind and has since become a model for independent schools. It offers immersive two-year classroom experience and professional development, pairing new educators with lead teachers.
- In the early 2000s, NCCS collaborated with psychologist Angela Duckworth to pilot the Mission Skills Assessment, measuring non-cognitive traits like resilience and collaboration—now a national tool.
Responding to Today’s Challenges
Cooper believes today’s students face more complex pressures than ever before. To help them thrive, schools must be proactive and grounded in what works:
- Technology: While digital tools like AI can enhance learning, unchecked screen time and social media are damaging, particularly to adolescents. NCCS has implemented a no-phone policy during school hours for the past four years—at students’ own request—and works with families to delay smartphone and social media use.
- Active, Purposeful Learning: From robotics to global affairs presentations, students engage in open-ended, collaborative problem solving that builds intellectual habits and confidence—key ingredients in future readiness.
- Boys in Education: Cooper raised concerns about boys’ engagement in traditional classrooms, noting the national rise in ADHD diagnoses and declining college enrollment among boys. NCCS prioritizes movement, play, and outdoor learning—methods that benefit all children but are especially important for boys’ cognitive and emotional development.
- Foundational Skills: Early childhood education at NCCS now integrates professional support in speech and motor skills directly into classrooms. The COVID-19 pandemic, Cooper said, has made developmental delays more visible—and addressing them proactively is essential.
- Student Voice and Empathy: Through regular public speaking and service opportunities, students learn that their ideas matter. “What you believe and what you say is important,” Cooper said. NCCS encourages students to act generously, think deeply, and question confidently.
The Role of Parents and the Purpose of Education
Throughout the presentation and Q&A, Cooper emphasized the importance of partnership with parents. At NCCS, curriculum conversations are guided by shared values, open dialogue, and a commitment to child-centered growth.
In response to a question about the growing debate over whether education should lead to economic self-sufficiency or democratic engagement, Cooper offered a thoughtful balance: “It’s not so much about redefining the purpose of education,” he said, “but about coming together periodically to define it again.”
Endowment and Access
NCCS’s ability to maintain such an ambitious program is supported by an endowments among pre-K–9 independent schools—approximately $60 million. This allows the school to offer robust financial aid, fund Horizons, and invest in initiatives like expanded outdoor learning spaces.
Final Thoughts
As Cooper noted, “We’ve long said at NCCS that our goal is to develop happy, healthy, and successful 30-year-olds.” His talk reflected a school that takes this mission seriously—by building intellectual foundations, nurturing emotional growth, and empowering children to lead lives of purpose and impact.
In an era of division and digital overwhelm, NCCS is leaning into its progressive legacy—not as nostalgia, but as a blueprint for preparing students to thrive in tomorrow’s complex world.