Adam K. Man P’15 joined Forman School as the ninth Head of School in 2008. Adam and his wife, Beth, and their two children, Madeline and Sam ’15, quickly immersed themselves into Forman’s community, one they now consider their family.

The Beginning

Adam never imagined becoming a head of school, as his initial goal was to study and teach anthropology. Though, after meeting Beth and their relationship progressed, he enrolled at the University of New Hampshire and earned his M.Ed. In the same state where they had met, Adam and Beth started their family—and careers. 

“I first started working in a public school and then moved to a boarding school where I worked, and that’s where our kids grew up when they were young. Pretty quickly, I moved up to junior administration,” says Adam. “We made the decision that we loved where we lived, but as our kids got older, we wanted them to have more outlets for cultural activities.” 

The Mans moved to Baltimore, MD, continuing to work at boarding schools. As Adam continued to grow within schools, he discovered he wanted to make a more significant impact. 

“I had worked in a number of different schools, and I had an idea that I had something to share, and I could probably share that most capably as a head of school,” he says. “I thought I would stay five to ten years in education and do something different. But it was at that point I said, you know I have something of value that I could offer as a head.” 

Adam knew he wanted to become a head of school at an institution with a clear mission—one that set out to do one thing really well. 

“The clarity of Forman’s mission certainly resonated with me intellectually. I knew what it was about, but it also resonated with me emotionally,” he notes. “I could understand what that meant as a parent.” 

Adam was familiar with the challenges an individual with dyslexia faces, as his son, as well as his sister and uncle, all have dyslexia. After his first visit to Forman’s campus in 2007, Adam found what he was looking for. 

“I was talking to Beth and said I really love this school, and I was so impressed with everything that I saw, and I would love to work here,” he recalls. 

“The students at Forman asked the toughest questions of any student group that I had met with at any of the other schools I interviewed at,” Adam adds. “That really convinced me because I thought that any group of students who takes it this seriously who their next Head of School is going to be, tells me that they’re really invested in the school. If they’re really invested in the school, this is a place I want to be.”

Looking Ahead

Adam valued input from students, faculty, and staff upon starting at Forman. He listened to what people loved about the school, what they wanted to remain the same, and what they wanted to improve. 

“I really took the first year to take it all in and think about what was working and what could be improved,” he says. “I finished that first year, and I realized there were so many things that were going really, really well at Forman, yet there was this untapped potential.” 

Adam, working alongside the Board of Trustees, developed a set of goals and documented a vision for Forman’s future. Prior to announcing his retirement, Adam reflected on what he initially set out to achieve. 

“About two years ago, when the pandemic was winding down, and I was thinking about my tenure here, I looked back at that document and thought, we accomplished almost everything on it, and the things we didn’t, I would say it’s because we pivoted,” he says. 

Adam went on to spearhead many projects, advancing Forman for future success. 

“When I came here, one of the things I noticed was we had a really talented student body and a really talented faculty,” he says. “Yet, we didn’t have the facilities to do some of the things they wanted to do.” 

The campus, now expanded by 25 acres, was improved with new and renovated buildings, including the Science Center, Visual and Performing Arts Center, and the Malcolm G. Chace Student Center. 

“Being able to provide the facilities for what we were doing really well or were trying to do really well and were held back by the building, that I feel very proud of,” says Adam.

Focusing on the Students 

Once hired, Adam ensured that he would have the opportunity to teach a course at least every other year. He says it was important to him to balance teaching with the travel and tasks associated with being the Head of School. 

“I went into this job because I like working with kids and the process of learning,” he shares. “It’s really easy to become removed from that if you don’t keep doing it. When you sit in a class and have time with the students and hear their thoughts and watch that process, it reminds you what you’re doing and what is really important.” 

Over the years, he has taught several classes, including Anthropology, European History, and Film and Philosophy. He has also led many Winterims, including his most recent trip to Japan focused on Zen and the Art of Photography. The Winterim program was initiated early in Adam’s tenure to provide students with sufficient time for experiential learning opportunities. 

“We looked at this idea that we would shut down all of our normal classes for two weeks and give students the opportunity to study something they probably would never get to study in high school,” Adam says. “It’s been very successful. We’ve had a lot of students who have said Winterim was one of their favorite experiences at Forman.” 

Other signature programs, including the Promethean Program and Culinary Arts Program, have been established under Adam’s guidance. Forman’s diverse curriculum provides students with endless hands-on experiences at their fingertips. Both in and out of the classroom, students harness their creativity and learn new things they never thought possible.

Tradition and Innovation

“Tradition binds us together,” Adam says. “Beth and I have really tried to reinforce the traditions that build community, as well as start some new ones during our time here, like the Senior Dinners at our house.” 

Though traditions exist in everyday life at Forman, innovation flows through classrooms, flagship programs, and the way students learn. 

“You can be very innovative and still honor the traditions of what came before,” he adds. “You can be incredibly innovative in the classroom and on the leading edge of how people learn, but that doesn’t mean we can’t also recognize Community Lunch and sharing a meal with people you normally wouldn’t get to the chance to know.” 

A simple yet meaningful tradition Adam started was shaking the hands of students, faculty, and staff as they enter weekly All-School Assemblies. 

“I know it seems formal, the idea of a handshake, but there is something really valuable about that,” he says. “At least twice a week, you’re there with the community, connecting with each student. It doesn’t matter that it’s very brief. I’m welcoming you in and being part of this larger community. That is something that I did from the moment I arrived.”

Forman's Legacy

Adam has immense gratitude for John and Julie Forman for founding Forman School, a place that has changed the lives of so many. 

“I would thank them for starting a school that served this group of students in 1930,” Adam shares when asked what he would say to the couple today. “They didn’t know the idea of dyslexia. John would say he was working with kids who were bright but just weren’t achieving their potential and wanted to create a school for them. He then sought out people who knew a lot more about that, and they surrounded themselves with those people . . . He said I’m creating the very best school and delivering the best program for kids.” 

Forman School was formed during an era of uncertainty, yet John and Julie were steadfast in their desire to create an environment where students who had difficulty learning could thrive. Now in his final year as Head of School, Adam has kept that mission at the forefront of his work—ensuring state-of-the-art facilities and resources for students to learn, unique and diverse programs to tap into undiscovered potential and talents, resources to support learning differences, and a dedicated team of teachers. He has been ambitious, just as John and Julie Forman once were. Adam has carried on the legacy of the Formans and created his own, for which the Forman School community is most grateful.