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Member Voices

Author: audio podcast by NAIS

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NAIS Member Voices focuses on the hard-working individuals that make up the independent school community. Each episode will feature a discussion with a different staff member at an NAIS member school about his or her role, challenges, successes, inspiration sources, and more. For more information about NAIS or any of the resources discussed, visit www.nais.org or contact us at membership@nais.org. 074633
48 Episodes
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Anne talks with us about her journey from investment banking to headship, the unique value of girls-only education, and the importance of knowing who you are as a school.
Jamie joins us to discuss how being a school psychologist has informed his approach to headship, the work he has done for children with learning differences, and what it was like being new to his school community when the pandemic hit.
Ralinda tells us how she has dealt with the twin pandemics of COVID-19 and racial injustice, how she feels the Black@ movement is the best “racial audit” for schools, and how she wants this time to be “not a moment but a movement.”
Henry joins us to discuss what it was like dealing with a pandemic in his school’s first year, how his school is “planning around yellow lights” when preparing to reopen in the fall, and what his experience has been like as a student, teacher, and administrator in independent schools.
In this episode devoted to race and racism in independent schools, we speak with Aretina about how schools should “lean into being uncomfortable” when creating anti-racist spaces of belonging and how the Black@ movement provides school leaders with an opportunity to openly discuss the “whispers in the hallway.”
Jim Hulbert, a partner and lawyer at the Jane Group, shares his expertise on crisis management in this special crossover episode from our sister NAIS podcast, the Trustee Table.
The new season of Member Voices starts July 6!
Daphne shares how she and her team had to pivot to virtual events when the COVID-19 pandemic hit, how they’re reimagining their fundraising efforts for next year, and how she won both of her Emmys.
Liz discusses what it’s been like managing two crises—a hurricane and the current pandemic—at her school in a short amount of time and what lessons she's learned.
Rob shares his school’s approach to asynchronous and synchronous online learning, what it was like working in one of the first cities where COVID-19 hit, and how he feels his unique life experience helped prepare him for this moment.
Marjie discusses her school's unique instructional coaching program, how she's developed her "empathy muscle", and shares a few reading recommendations.
Crissy Caceres, Assistant Head of School at Georgetown Day School (Washington, DC) joins us to discuss best practices for creating an inclusive school community, the value of social activism, and how she spends her “free time”.
Mark tells us what it was like being a headmaster's son, what he thinks schools aren't doing very well, and an important lesson he learned from his students.
Nicole DuFauchard, head of school at The Advent School (MA), tells us about how her school recruits and retains top talent, the many books she's reading, and her love of Wonder Woman.
Christina takes us inside the library and discusses its value, how technology has changed her role, and why you shouldn't use pepperoni as a bookmark.
Mark speaks with us about his school's social-entrepreneurial focus, how he draws from his school's unique history, and what he's currently reading in his book club.
Shanelle discusses the importance of relationship-building, taking a moment before reacting, and keeping a candy dish on your desk.
Rebecca tells us her approach to retention management and working with millennial parents, and how she's a little protective of her Rosie the Riveter mug.
Logan describes what it was like to be appointed head of school at the age of 29, how he got to this point in his career so quickly, and how he finds balance with two young kids at home.
Scott talks about how he's gotten better at "issue-spotting" and addressing communication gaps with his school and board, as well as how he uses his training as an ordained minister.
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