By Amy Schrei, Director of Communications and Marketing
One of the commitments from True to Tower Hill is to build a culture in which faculty see Tower Hill as a place to grow as scholars and practitioners. An outcome of this goal is to offer distributed leadership opportunities to faculty and staff seeking experiences that register as professional development internally.
FACULTY AND STAFF ADVISORY COMMITTEE TO THE HEAD OF SCHOOL
An Advisory Committee to the Head of School was established in the fall of 2023. The Committee comprises faculty and staff who work with Sarah Baker to provide ideas, questions, observations and feedback on school decisions, policies and practices.
There are 11 members of the Committee, and they act as representatives for their peers in the classrooms and the offices, who work every day to deliver the school’s mission. When the Senior Leadership Team (SLT) contemplates decisions, it is very helpful for them to understand the impact for those on the front lines. Discussing these decisions before and after they are made honors the work, knowledge and perspective of faculty and staff. It also permits the administration to understand where more clarity is needed in the adult community, as so often the leadership team’s closeness to the decisions can cause them to overestimate how clearly they may be understood by colleagues who are farther removed.
Preschool teacher, Theresa Shorey, said, “Since joining the Committee, I have gleaned a healthy understanding of how school policies and procedures are shaped and how difficult decision making can be sometimes. Our meetings have required a commitment to listen, discern and discuss—all of which have helped me grow as both an educator and a teammate.”
Committee members were nominated by their peers and chosen in consultation with the SLT. Members serve two years, and a new cadre will be selected in fall 2025. The Committee meets monthly with the Head of School. Topics discussed during the meetings are shared with faculty and staff via email and are later discussed during faculty and staff meetings, at which time, the faculty and staff offer feedback on those topics and suggest additional ones for consideration. The work of the Committee aims to be a transparent interchange and highly collaborative.
“Serving on the Committee provides a valuable platform for open communication, where faculty and staff can voice concerns, ask questions and feel truly heard. Sarah fosters an environment of trust and collaboration, ensuring that input is thoughtfully considered,” describes Committee member Charles Sharon, Lower School technology teacher.
Many important topics and decisions have been respectively discussed and made with input from the Committee, such as reviewing job descriptions for new positions, including the Dean of Faculty, and taking feedback on prospective organizational changes during the 2024-2025 school year as they were in the design phase. Committee members offered suggestions for the newly established fall Convocation and suggested improvements for graduation, for which insightful institutional knowledge was invaluable. School cadence was discussed in terms of the calendar and communications, and the Committee also weighed in on human resources matters such as how paid time off affects work-life balance and classroom coverage. They are being consulted throughout the compensation and benefits audit and have played an instrumental role there, particularly around benefits improvements. And these are but a few of the items that have been and will be on the agenda.
Lexy Herbein, Director of Physical Health and School Nurse said, “Having a voice—not only as a staff member but specifically as the school nurse, a role that can sometimes be overlooked—was especially meaningful. Being part of this team during Sarah’s first two years was a unique experience. We had the opportunity to grow alongside her and contribute during a pivotal time in the school’s history. Under her leadership, the school came alive in many ways, embracing new changes that fostered progress and innovation. Sarah’s openness in sharing the reasoning behind decisions, and her willingness to adjust course based on our feedback, made this experience truly collaborative. And of course, her sharing of home-baked goodies was always a highlight—a small but genuine reflection of the warmth and care she brings to leadership. I am deeply grateful for the opportunity to be part of this process—not only for the knowledge I gained but for the trust placed in me to help shape a culture rooted in collaboration, inclusivity and professional growth.”
Similarly, Miriam Pallant offered, “Being a part of this group has deepened my appreciation for the work and thought that goes into every element of the Tower Hill experience. I have learned more about the careful practices and procedures of colleagues in other divisions, the staff, the Board and the Senior Leadership Team. The culture fostered in this group values innovation and institutional knowledge in equal measure, and I am grateful to have the chance to learn from and represent my colleagues.”
FACULTY AND STAFF LEADERSHIP ADVISORY TEAM TO THE HEAD OF LOWER SCHOOL
Following the success of the Faculty and Staff Advisory Committee to the Head of School, a similar committee was formed this school year to provide support and recommendations to the Head of Lower School Amy Bickhart and Dean of Faculty Doug Poskitt.
With relatively few opportunities for instructional leadership available to Lower School faculty, the Leadership Advisory Team (LAT) allows ambitious teachers to pursue experience-based professional development to grow at Tower Hill. Bickhart sought a collaborative team that could work together to advance divisional initiatives. The LAT’s purpose is to enhance curriculum, student experience and the culture of the Lower School.
The LAT is comprised of six faculty members, ranging from preschool to fourth grade, and includes a special area teacher. Each member applied for the role and was interviewed by Bickhart and Poskitt. Their contribution to the group includes: representing their own views, as well as thinking altruistically for the division; sharing ideas and thoughts through a growth mindset; embracing a distributed leadership philosophy and thinking like leaders; and maintaining confidentiality. They meet approximately once per month.
Nicole Becker, fourth grade teacher said, “By fostering an environment where faculty can thrive as both scholars and practitioners, and creating meaningful leadership roles for classroom teachers, we strengthen not only our teaching community but also create richer, more dynamic learning experiences for our students. The LAT exemplifies how classroom expertise can directly inform school-wide initiatives, providing teachers with authentic opportunities to shape institutional growth while developing their own leadership capacities. I look forward to collaborating with colleagues to build pathways for continuous learning, leadership development and professional growth.”
In addition, Francesca Pabon, third grade teacher said, “At Tower Hill, we are surrounded by incredibly talented and passionate colleagues. With the creation of the LAT, there is now a space for a group of us to gather together with intentionality and purpose to enhance the Lower School. Being in the classroom and teaching students is my passion. The LAT allows me to continue my passion, grow as a professional and have a direct role in the continued development of our community.”
The LAT has undertaken a project to audit the Lower School literacy program. The steps include: establishing a process; conducting a teacher survey; reporting the survey results to the faculty; defining a timeline; gathering data; and, researching alternative curricula.
Bickhart describes, “The LAT has exceeded my expectations with their collaboration and partnership. They are considering the whole Lower School and have garnered the trust of their faculty peers to help lead the division in the right direction.”
