Gregory Martin, Head of School, Woodlynde School
In an interview with Invest:, Gregory Martin, head of school at Woodlynde School, discussed student empowerment, evolving support for neurodiverse learners, and preparing students for life beyond academics. “Learning differently is not a deficit. It’s a difference that, when supported well, becomes a strength,” he said.
What defined the past academic year at Woodlynde, and what moments best reflect the school’s mission?
Woodlynde serves children with a wide array of learning differences. Founded nearly 50 years ago to support students with language-based challenges like dyslexia, we’ve since expanded to include students with ADHD, dyscalculia, anxiety, executive functioning issues, and Autism Level 1. Just last year, our board approved outreach efforts to better support families of autistic children. I’m especially passionate about that. My sister has two autistic children, and it matters deeply to me that colleges and the professional world welcome learners who think differently.
Our mission centers on two key ideas: empowerment and service. We aim to help students develop two essential outcomes — self-advocacy and strategic thinking. This year offered many examples of students embracing those values. Just today, we held our talent show. One of our seniors began the morning with his senior speech. He shared how sports, which he hadn’t pursued before, became a meaningful part of his journey. It helped him gain confidence and advocacy skills. He also performed in the show’s finale.
At Woodlynde, every adult contributes to student growth. That song felt especially fitting. For many students, even getting to school can feel like climbing a mountain. This same student also contributes to Woodlynde Weekly, our student news program. He’s built strong relationships with both staff and faculty, reflecting our belief that every part of school life is a learning opportunity. He’s learning to advocate for himself, something he’ll need in the workforce, in college, and in life. That kind of personal growth embodies what our mission sets out to achieve.
What does it mean to lead a school where great minds learn differently, and how are you approaching legacy and evolution?
Our tagline — “where great minds learn differently” — plays on the idea that every mind at Woodlynde is unique. As we approach our 50th anniversary, we’re reflecting on our legacy while preparing for what’s next. Woodlynde has long been a beacon for students with learning differences in the Philadelphia region and beyond. We’re one of just a few Wilson Structured Literacy-accredited partner schools in the country, which speaks to the rigor of our approach.
Still, we’re not content to look back. Penny Moldofsky, a pioneering educator retiring this year, brought Wilson to Woodlynde. Her work helped transform the lives of students who arrived unable to read or even recognize their own names. That work remains critical. We’re now broadening our focus to serve more students with ASD Level 1, ADHD, dyscalculia, and executive functioning challenges. Our anniversary year will include a new strategic plan and school re-accreditation process. We’re proud of what we’ve built, but we’re focused on what comes next for our students and for the broader education community.
What educational needs or expectations are you seeing from families exploring LD-first schools?
The biggest trend is a desire for personalized education. We’re intentionally small so we can respond to individual needs, but it goes beyond class size. Students often have complex profiles. One child may be autistic and excel in math. Another may be dyslexic but have strengths in science. Our job is to challenge and support both. We’ve embraced Universal Design for Learning (UDL), which offers multiple ways for students to demonstrate understanding. Adapted from architecture, UDL helps ensure no one is left out of the learning process. I recently observed a middle school math class where students created food truck proposals. They designed menus, calculated profit margins, and practiced communication skills. It was math, entrepreneurship and creativity combined in a way that met each student where they were. That kind of multidisciplinary, hands-on approach is essential for the diverse learners we serve. Without it, too many would be left behind.
How does the school prepare students to thrive in college settings that may not prioritize learning differences?
Self-advocacy is essential. We talk often about equipping students not just with academic skills, but also with collaboration, communication, and the ability to ask for help. Support is important, but it’s more powerful when students know how to seek it for themselves. That’s what we aim to build. And we’re especially proud when students begin advocating for others. We’ve partnered with colleges developing neurodiversity programs. One university consulted us on how to better support autistic students. A representative visited our campus to meet with our leadership team. It’s an example of how we share what we’ve learned to help improve other institutions. This work goes beyond college preparation. Students shouldn’t keep their heads down, focused only on assignments. They need to lift their heads, look around, and ask for what they need. That’s how they thrive — in school, in careers, and life.
How does Woodlynde support students’ well-being and build confidence in and out of the classroom?
Structurally, we have strong systems in place. Jay Tarnoff, our school psychologist and director of the Diagnostic and Assessment Center, leads evaluations for families from across the region, including some from as far as New York. His team helps identify learning differences and determine how to best support each student. He oversees counseling for all grades, and each division has its own dedicated counselor. We also have a social-emotional learning (SEL) specialist who is currently organizing a Wellness Day that includes yoga, sound baths, meditation, and other activities designed to support student well-being.
Support also happens informally. Every adult, including custodial staff, is trained to notice and respond when a student is in distress. Every student has a learning profile and an accommodation plan. We must be ready to meet those needs. Our clinical team works closely with educators trained to intervene when students become dysregulated, making sure school is a place of care, not harm. Social-emotional learning is also embedded in the curriculum. It’s present not only in dedicated lessons but throughout academic subjects, so students learn to build resilience and advocate for themselves across all aspects of school life.
What role should specialized schools like Woodlynde play in shaping national education discourse?
Earlier in my career, I worked at Cincinnati Country Day School, the first in the U.S. to implement a one-to-one laptop program in 1996. I joined in the early 2000s and helped develop partnerships with Microsoft, Fujitsu and the Anytime Anywhere Learning Foundation. That school aimed to be a model of innovation, and we carry that same vision at Woodlynde. One way we lead is through our Center for Literacy and Learning. Penny Moldofsky, who is retiring this year, helped bring structured literacy to the school. She, along with others, has trained hundreds of educators across the country and internationally. It’s a gift we feel responsible for sharing.
We’re also active members of the National Association of Independent Schools (NAIS), which promotes ethical and professional standards. Sharing this knowledge with other schools is essential. We believe a high tide lifts all boats. We benefit from what others share and want to contribute to that collective progress. NAIS has principles of good practice for school leaders, teachers, and fundraisers, but not yet for learning difference education. When I joined Woodlynde, I proposed creating one. I’ve been in conversation with NAIS about assembling a collaborative team to draft it.
What makes students with learning differences uniquely prepared for life after school?
There are many stories of individuals with learning differences who may not thrive in traditional classrooms but excel in life. My wife and I have children who succeed in school easily. But our daughter with a learning difference has had to work twice as hard for half the results. That builds perseverance. Students who face academic challenges are often more resilient. Many are highly creative and able to view problems from different angles. That makes them valuable not just as students, but as future professionals and leaders. Learning differently is not a deficit. It’s a difference that, when supported well, becomes a strength.
