Winter Term Program

Learn what it’s like to be a Gould student while still in middle school through our exclusive program for seventh and eighth grade student-athletes looking to commit full-time to on-snow Nordic, Alpine, Freestyle/Freeride or Snowboarding training.

Winter Term student-athletes compete at their highest levels from the week before Thanksgiving until the end of competitions in March, and get a head start in learning to balance daily on-snow training with a strong prep school academic program.

How to Apply For Winter Term

Step 1 – Contact the Admissions Office

Contacting the Admissions Office will allow us to create a file for you. This file will be updated as the different parts of your application are submitted. We can be reached by phone at 207-824-7777 or by e-mail at Additionally, please do not hesitate to contact Tyler Snowe directly with any questions,

Step 2 – Schedule an interview and tour

Visiting campus is a great opportunity to meet with current students, faculty, and interview with an Admissions Officer. Contact our office by phone at 207-824-7777 or by e-mail at to schedule your tour today.

Step 3 – Application and Recommendations

Please print, complete, and mail us back the following application:
Gould Academy Winter Term Application

Step 4 – Provide a Current Transcript

Prospective students must submit an updated transcript from their current school along with any additional school records or academic testing available.

Application Fee

An application fee of $50 for domestic students is required.

Mailing Address

All application materials should be mailed to:
Gould Academy
P.O. Box 860
Bethel, Maine 04217

Important Dates

October 9, 2017 (Columbus Day) – Open House
November 10, 2017 (Veterans’ Day) – Open House
April 15  – Application Deadline
June  1  – Decision letters are mailed

Deb Costello

Gould Academy Competition Program
On-Snow Program Manager
Winter Term Program Coordinator
B.A. University of Maine, Farmington


As the On Snow Program Manager, Ms. Costello provides the oversight that keeps the Gould Academy Competition Program (GACP) running smoothly throughout the winter. With her bird’s eye view of the program, she manages the daily operation for the full-time and weekend GACP. Also Gould’s Winter Term Program Coordinator, she is the liaison between Winter Term student’s sending school and Gould Faculty. Ms. Costello is a 1984 graduate of the University of Maine at Farmington and brings to Gould Academy 25 years of experience in managing various programs and departments for both Sugarloaf and Sunday River ski resorts. She lives in Bethel in the Winter Term Dorm and has two children: Meghan ‘11 and Wyatt ’12.

Kurt Simard

Gould Academy Competition Program
Director of On-Snow Programs
B.S. University of New Hampshire


Coach Simard brings a versatile coaching perspective to Gould, having worked with gifted athletes of all ages, from the junior development level to Division I collegiate level to placement on the U.S. Ski Team. During his eight-year tenure as Head Coach for the University of New Hampshire’s Division I Women’s Alpine Team, he coached the Wildcat Women to an NCAA National Giant Slalom Championship in 2006 and the entire Alpine Team to a second-place overall finish that same year. His athletes also attained an impressive 19 All-American Award honors as well as placements to the U.S. Ski Team.

Originally hailing from Auburn, Maine Coach Simard grew up ski racing. He participating in the U.S. Ski Team’s Development Program, graduated from Green Mountain Valley School in Vermont, and captained the University of New Hampshire’s Division I Men’s Alpine Team. After college he began his coaching career at Sunday River with Gould Academy.  A testament to the relationships that he is known for establishing with his athletes, Coach Simard has had the unique experience of coaching several athletes at Gould and then as collegiate athletes at University of New Hampshire. Several of his former athletes have since come to Gould and coached under his leadership. Noted for his enthusiastic love of athletics and ability to lead, his accomplishments have been recognized by his peers as he has been twice named the Eastern Intercollegiate Ski Association (EISA) Coach of the Year (2005 and 2006). In 2007, Coach Simard’s return to Gould was both a homecoming and milestone. He met his wife, Lauren, at Sunday River, and together they have three daughters: Madeline ’16, Cameron, and Sophie.

Andrew Bishop

Assistant Head of School for Enrollment Management
B.A. Hobart And William Smith Colleges
M.A. Columbia University


Andrew‘s first introduction to boarding schools was when he began his high school experience at The Groton School. These transformative four years shaped Andrew‘s life and immediately after graduation from Hobart College, he started his career in independent schools as an English teacher at Cushing Academy.

Before Gould, Andrew spent nine years at Berwick Academy serving as their Director of Admission and Financial Aid. During his time at Berwick, Andrew was part of the English department, coached lacrosse and hockey, was a member of the school’s diversity initiatives, and named Co-Chair of BA’s NEASC Self-Study team, and appointed the advisor for the class of 2013.

Professionally, he has attended numerous conferences about diversity and inclusivity, received a grant from the National Endowment for the Humanities to study the work of John Steinbeck and asked to share his findings at the National Council of Teachers of English (NCTE) conference. Andrew has also presented at NAIS’s SSS and SSATB’s national conferences. In 2009, he was accepted to the Klingenstein Summer Institute.

In 2010, Andrew completed a Masters Degree in Educational Leadership at Columbia University. At Columbia, Andrew worked with Harlem Academy’s Admission Office developing new methods of applicant assessment based on research conducted at UPenn, Stanford, and Columbia’s schools of education. In collaboration with others, Andrew crafted a new admissions policy for Harlem Academy that placed a greater value on noncognitive skills such as character, family partnership, resilience, and desire to learn over the traditional indicators of academic success.