ONLINE EXCLUSIVE: Interim Principal Candidate Statements
Pamela J. Clarke Statement of education
For my school as for my family, I seek the balance of intellectual, physical, creative and moral energy that generates a life of thoughtful productivity. As we learn to balance demands on our time, our responsibilities and our relationships, so do we learn to balance academic with ethical, thought with word, and word with action.
Samuel Johnson said that knowledge without goodness is dangerous; we all must use our abilities to make the world a better place for those who follow. I believe that we have a responsibility to the future neither to exhaust the world’s resources nor to squander our talents, rather to contribute of ourselves to the greater good. Adolescents and children are intrinsically idealistic; in school we convert that idealism to action. We do this by adding knowledge to goodness and by challenging the young to solve problems, to respect their environments and to contribute the best of themselves to the benefit of others. In this 21st century, students will need to collaborate and to use technology to its fullest. Experiential education will serve them best.
In learning, it is habits of mind that make a difference; if we are going to prepare our students for a world we cannot predict, we must first understand how history and heritage preserve culture - and then develop the confidence to change and meet the future. Global citizenship requires an understanding of the dynamic nature of complex systems and their modification over time; our students will be asked to understand and assume leadership in the effort to envision a sustainable economy, a sustainable planet and sustainable relationships including with those whose perspective is different from our own.
One of the things I have liked about being a head of school is the opportunity to work closely with so many constituents. I refer to the Board, the faculty, the students, the staff, parents, alumni/ae, the vendors, the townspeople, and the occasional determined lawyer. The work of school is really of people, and I want always to be a builder of community, a natural healer, a mentor and role model. Some of a school’s groups meld easily, and others do not. At Masters, I ate breakfast on most Fridays with our Buildings and Grounds crew—they preferred this to the stiffness of an office meeting. However, when I asked Patrick, our head landscaper, to perform an Irish ballad at morning assembly, he was happy to do so. I value a community in which everyone is welcome and comfortable. I know how to bring a community together.
We know that people do their best learning within secure and safe relationships; the quality of these relationships is paramount. To live in a community of life-long learners is a rare privilege, and I have been blessed with this opportunity and ability to participate in such communities all my life.
(Reviewed 2018; originally written in 2000)
Clarke: Addendum to Education statement for PEA
While I do not presume to know all the critical issues facing the Academy, there are some issues all school face.
All school Heads today wait for the phone call that a student in the distant or recent past has been sexually mistreated at our school. I’ve had some experience in previous schools and have followed several incidents closely. I was a Head of School in Manhattan when the transgressions at Horace Mann surfaced, and in Albany when the Emma Willard cases erupted. An old friend of mine was Interim Head at Emma Willard at the time; while we were careful not to disclose inappropriately, I believe our several dinners together gave her an escape from the dark fallout of sexual misconduct – fallout that continues today.
I have followed carefully the literature around sexual misconduct: The NAIS recommendations for Independent School leaders; the NYSAIS guidelines for good practice; Great is the Truth by Amos Kamil, published reports from Emma Willard, school case law and many blogs, etc.
Schools have a moral and legal responsibility to safeguard all members of the community from sexual misconduct. More importantly, schools today have an opportunity to recreate themselves as havens of ethical behavior and healthy relationships. When I was a leader of Human Relations and Sexuality sessions at Groton, one goal was to prevent unwanted sex and the unethical abuse of power; we wanted to educate young people to make good decisions about their own sexuality. More recently, I have watched the steps taken at St. Paul’s after their student/student case of sexual abuse. Their Head has implemented a several years’ long effort to re-educate both adolescents and adults around these issues.
The effort to repair and recreate a school’s culture starts with the Principal and then involves every member of the community. I assume that the Academy has begun to address issues of school culture and personal responsibility; to make clear the boundaries between student and adult; to establish clear policies re the response to misconduct; to enable frank conversation around difficult topics, perhaps to engage outside experts in the effort. I would continue these and initiate other efforts to rebuild a healthy culture for all.
For sure, a school’s reputation is enhanced by civil discourse, by near perfect transparency and by its taking a clear stand on complex issues.
This past fall I invited Tina Sciocchetti, Nixon Peabody lawyer based in Albany, to work with me and my faculty on these very issues. We had previously discussed her daughter’s coming to PEA and talked parent-to-parent. (I coached her on the proper behavior for leaving a daughter at boarding school.) While we did not discuss any details of Exeter’s experience, she knew that my two children had been invited to school to talk with Lisa McFarlane. My current and excellent faculty prides itself on close relationships with students and must also understand boundaries and limits; they listened carefully to Ms. Sciocchetti and asked many good questions. Our professional development continues in weekly faculty meetings.
One way a Principal can engender trust is to be constantly and intentionally present. Students and adults need to see their leaders often – walking around, visiting classes, visiting dorms, speaking with all members of the community. Luckily, I love to watch games, matches and races! Communities that trust their leadership will heal.
There are, of course, many other issues that we all face: school shootings, changing demographics, uncertain economic landscape, the ratio between risk and reward, the role of technology, cybersecurity, etc.
We are educating our students for a future we cannot predict; we do know that they deserve a safe and healthy environment in which to mature and to prepare for the active work of life. *
PJC 4/2018
*A phrase for a former mission statement of Groton’s, which I wrote.
Application for Consideration as Interim Principal Christina Palmer
My twenty-year career as an educational leader has included working in public education at the district level (K-12), college counseling, clinical counseling, admissions, high school administration, alternative education, vocational education and providing supportive services to a school district with 10 schools, totaling 7700 students. I have prior experience at a boarding school, nonprofit and in the clinical field. This broad experience will help me meet the needs of the Academy as Interim Principal.
I have a strong background in communications, mediation and problem solving with students/families, faculty and administration. All of my administrative experience in education has included the coordination of civil rights for the school or district, specifically Title IX, Title VI and bullying. I am knowledgeable of and experienced in mental health issues, cultural competency, developing policy and protocols, and adhering to federal law. I have experience and skill in multi-tasking and balancing the demands of a leadership role that includes attending to human resources, structural frame, working within a political frame and understanding the symbolic frame which includes tradition, culture, ceremonies and rituals.
I have had the responsibility of being a part of the budget process, preparing and maintaining state reports, supervising and evaluating employees, providing leadership in crisis management, facilitating meetings, coordinating system wide curriculum (developing, aligning and implementing) , and serve as liaison to many agencies and services.
I am knowledgeable and skilled in instruction, scheduling, troubleshooting, developing teams, implementing restorative justice practices, and social/ emotional learning at the high school level. I am comfortable having difficult conversations and making decisions. I have a keen understanding of process, and doing what is in the best interest of the student -- and always follow this code of conduct. I am a Massachusetts licensed clinician, Massachusetts licensed Superintendent/Asst. Superintendent, Principal (9-12) and hold a doctoral degree in Educational Leadership.
Most especially my educational career has included direct support to students, ensuring services, advocating and celebrating their success.
My experience and time spent at the Academy has led me to understand at various levels the urgency the school faces to address community morale and wellbeing, building faculty/staff /administrative capacity as well developing trust among all stakeholders. There are clear divides, lack of systems in place for clarity of roles, responsibilities and accountability and poor communication. During the interim, the focus should be on building community through clarification of roles, building capacity, implementing systems, strengthening communication and celebrating the Academy’s rich history.
I am a team player and leader, who will ensure an environment that, is supportive, collaborative, reflective and committed to always improving. One of the most important tasks as an educational leader is to provide, inspire, build and support a culture that is student centered, celebrates diversity, collaborative, passionate and committed to promoting academic excellence and emotional intelligence. If chosen as interim I would focus the Academy on the following:
- Build capacity and strengthen communication with faculty/staff through celebrating work, ongoing training and support.
- Continue restorative practices throughout campus.
- Continue to address inclusion, and build community
- Strengthen systems and practices
- Not add or start any new initiatives during interim
Bill Rawson ’71, P’08
Attending Exeter as a financial aid student transformed my life. I am committed to helping Exeter do the same for others.
I worked as an Admissions Officer at Exeter for two years, lived in a dorm, advised students, and coached. I have served the Academy almost continuously since then, as class volunteer, regional association president, GAA officer, and trustee.
As a trustee, I worked closely with faculty and administrators and served on several joint committees. I enjoyed meeting with students (student council, financial aid students, proctors, dorm groups) almost every time I was on campus. These experiences drew me deeply into the school community and provide a strong foundation for continued service to Exeter.
Experience at other schools, including leading a public charter school and an independent school through head transitions, in one case with an interim, is described in my CV, as is my experience building a law practice, chairing a department, and mentoring younger lawyers.
The skills and attributes that enabled me to succeed in my career are the same qualities that would be important to my service as interim principal: commitment to excellence, careful listening, effective communication including public speaking, collaborative approach, ability to make decisions, and positive outlook.
I am honored that Exeter faculty with whom I worked asked me to consider serving as interim principal.
***
Exeter is at its best when it acts with optimism and courage, guided by the Deed of Gift and firmly rooted in the school’s values.
The strategic planning effort provides a forward-looking opportunity to address challenges and opportunities facing the school. As interim principal, I would work closely with the leaders of this effort and the various committees to support timely development of actionable recommendations to address such critical issues as equity and inclusion, financial inclusion, and innovative strategies to support residential life and academic excellence.
Recent faculty surveys identify issues pertaining to school culture and organizational health, among other subjects. Important work remains to be done to address past misconduct, rebuild trust, and provide strong leadership going forward. Priorities for addressing these and other issues will be determined through community
dialogue and collaboration with trustees. What we do first may be less important than how we do it.
We must act in an open and transparent manner that encourages collaboration. All voices must be heard and feel valued. Persons whose lives are affected by important decisions need to understand how and why those decisions are being made. Once decisions are made, we should move forward confidently. In this way, we can make progress across a range of issues and prepare well for the 16th principal.
The principal models the values of the school. As interim principal, I would be visible and accessible to all members of the community. I would engage students actively in diverse settings. I would listen carefully, respect and value all work, share credit for successes, accept responsibility if disappointments occur, and act in a consistent and principled manner toward all members of the community.