This article appeared as "A Calling to Care" in the Spring 2023 issue of Independent School.Each day my mom dropped me off at school with an invitation to be of service to others. As I made my way to the door, she’d say, “Have a great day—and make sure you make someone else’s day, too!” Her words and those of my grandmother, who would often quote “to whom much is given, much is required,” instilled in me the importance of caring for others. I learned the values of community, servant leadership, and duty of care from hearing my family talk but also from what I witnessed. Regardless of occupation, everyone in my family committed themselves to serving others.
Decades later, caring for others is instinctual to me. When I greet my husband and our two little boys after work, I share about my day. I usually talk about interactions with colleagues, describing an interesting conversation I had or a fun moment of connection during a team meeting. Whatever the circumstance, I enjoy reflecting on glimmers of relationships and interactions throughout my day and within the organization.
And now that I am in a senior leadership position, I am constantly reflecting on my role in building community and connection and how I support the teams in my school. Across the country, teachers are leaving the classroom in droves, and I fear that too many teachers nationwide still feel unsafe, undervalued, and not as connected to the community. Knowing that community and care for employees are essential, especially as schools work to recover from residual pandemic impacts, I continually reflect on how everyone is carrying some personal and internal load—what might the teachers at my school be carrying? What obstacles might faculty have faced before they entered the building this morning? What kind words, humor, or support might I offer with this in mind? In my role, I can be a positive, relatable, and predictable leader who listens and invites feedback.
I fervently believe that faculty success and student success are linked. If teachers have what they need in terms of institutional care and support, they can present their best and authentic selves to students. This is why it is so critical that we ask teachers how they are doing and seek feedback on how the institution might support their needs.
Ultimately, administrators like myself need to prioritize knowing who the individuals within the institution are independent of their titles. We can do this by engaging in real dialogue that extends beyond superficial workplace exchanges. At the start of meetings, I ask colleagues, “What currently brings you joy?” This question invites a positive tone, and it gives me a window into their families, personal lives, and passions, which enables me to connect with them on a human level. As for my personal practice, I will work to hold myself accountable by asking, “What actions did I take today to make a positive impact on someone within my community?”