Jan Abernathy is the Chief Communications Officer at The Browning School in New York, a K-12 all-boys school with 400 students. She is also the president of the New York City Independent School Communications Professionals, which has over 120 members throughout the tri-state area. Jan is the principal of a consulting firm and a trustee of Grace Church School. She has written for NAIS’s Independent Schools Magazine on crisis communications and how schools responded to the Black@ movement.

Marjorie Jean-Paul is the Chief Community Engagement Officer at Buckley Country Day School, where she heads up development, alumni relations, and diversity, equity, and inclusion. She is an experienced fundraising professional working within corporate and non-profit settings. During her professional career, she has raised support for independent schools, colleges, universities, and other non-profits. Prior to joining Buckley, Marjorie served as the Director of Development and Alumni Relations at the Waldorf School of Garden City in New York. Marjorie has extensive experience working as a philanthropic and management consultant, including as a senior director at Changing Our World, a fundraising consulting firm specializing in major fundraising campaigns and corporate philanthropy. She is a graduate of Cornell University. She also obtained a Master of Science Degree in Nonprofit Management and Organization Development from The New School. Marjorie recently completed the DEI Certification Program at Cornell University. She is also a member of the 2021 cohort of the NYSAIS Justice, Equity, Diversity Institute, a year-long program for administrators at independent schools.

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Jan Abernathy is the Chief Communications Officer at The Browning School in New York, a K through 12 all-boys school with 400 students. She is also the president of the New York City Independent School Communications Professionals, which has over 120 members throughout the tri-state area. Jan is the principal of a consulting firm and a trustee of Grace Church School. She has written for NAIS’s Independent Schools Magazine on crisis communications and how schools responded to the Black@ movement.

Marjorie Jean-Paul is the Chief Community Engagement Officer at Buckley Country Day School, where she heads up development, alumni relations, and diversity, equity, and inclusion. She is an experienced fundraising professional working within corporate and non-profit settings. During her professional career, she has raised support for independent schools, colleges, universities, and other non-profits. Prior to joining Buckley, Marjorie served as the Director of Development and Alumni Relations at the Waldorf School of Garden City in New York. Marjorie has extensive experience working as a philanthropic and management consultant, including as a senior director at Changing Our World, a fundraising consulting firm specializing in major fundraising campaigns and corporate philanthropy. She is a graduate of Cornell University. She also obtained a Master of Science Degree in Nonprofit Management and Organization Development from The New School. Marjorie recently completed the DEI Certification Program at Cornell University. She is also a member of the 2021 cohort of the NYSAIS Justice, Equity, Diversity Institute, a year-long program for administrators at independent schools.

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Barbara Osterman, President and founder of Human Solutions LLC, is an organizational leadership coach, consultant, and cultural catalyst. She supports organizations in increasing their performance and results, by successfully weaving functional goals and initiatives with culture transformations. She is a former telecommunications executive with 18 years of experience, a cutting-edge entrepreneur, and a veteran of personal change.

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Coreen Hester has spent forty years in both US and international independent schools. In June 2017 she concluded ten years at the headship of The American School in London. Prior to ASL, Coreen was Head of School at The Hamlin School, also for ten years. Coreen has also served as an English teacher, college counselor, Dean of Girls, Assistant Head, and interim Head of School.

A graduate of Stanford University, B.A., M.A., Coreen has served on the boards of School Year Abroad, Head Royce School, and Marin Primary and Middle School, among others. She was the founding board chair for the Bay Area Teacher Development Collaborative from 2002-2007. Coreen is a member of The Headmasters Association and Country Day School Headmasters and has served on the boards of two international organizations: the Academy for International School Heads and the Educational Collaborative for International Schools.

Debbie Reed’s life’s work has been in schools and she brings a wealth of experience to the work of a consultant. During her forty years as an educator, she has worked in public and private schools, urban and suburban schools, parochial and nonsectarian schools, co-ed schools and single-sex schools.

Debbie has served as the Head of School at two different schools: Polytechnic School for 12 years and Seven Hills School for 7 years. Debbie also held a number of administrative positions at Harvard Westlake School including: Head of the Middle School; Seventh Grade Dean; and Director of Admissions. Throughout her career, she taught English, giving her a keen appreciation of the work of the faculty.

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Since July 2017, Damian has served as Executive Director of MISBO. Prior to accepting this position, Damian spent seven years as a Vice President with SAIS where he oversaw the accreditation and membership programs of the association. Damian has presented and facilitated over 250 workshops to every level of independent school leadership in addition to universities and independent school associations. He has served schools of every size, boarding and day schools, faith-based and secular, innovative and traditional. He has conducted research and published and presented at numerous state, regional, national, and international independent school conferences on a wide variety of topics related to independent school organizational effectiveness and sustainability.

Prior to joining SAIS, Damian spent fifteen years as a teacher, coach, and administrator at The Westminster Schools of Atlanta GA, a nationally recognized school with deep roots in the independent school community, and the birthplace of MISBO. From there, he served as Head of School of Cambridge Academy in Greenwood, SC.

A near native of Charlottesville, VA, and a graduate of Saint Anne’s‐Belfield School, Damian earned both his BA and MA in Latin literature from the University of Georgia, a Specialist degree in Education (Educational Leadership for Learning) from Kennesaw State University, and the Certified Association Executive designation from the American Society of Association Executives. Damian is active in lacrosse and has been recognized as a coach of the year, an official of the year, and has been inducted into the Georgia Lacrosse Foundation Hall of Fame.Here are links to the resources mentioned in our conversation with Dr. William Damon about exploring our past & teaching purpose.

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Viewing our past through the eyes of maturity can reveal insights that our younger selves could not see. Lessons that eluded us become apparent. Encounters that once felt like misfortunes now become understood as valued parts of who we are. We realize what we’ve learned and what we have to teach. And we’re encouraged to chart a future that is rich with purpose.

In A Round of Golf with My Father, William Damon introduces us to the “life review.” This is a process of looking with clarity and curiosity at the paths we’ve traveled, examining our pasts in a frank yet positive manner, and using what we’ve learned to write purposeful next chapters for our lives.

William Damon is the Director of the Stanford Center on Adolescence, Professor of Education at Stanford University, and a Senior Fellow at the Hoover Institution. Damon's research explores how people develop purpose and integrity in their work, family, and civic life. Damon's current work focuses on vocational, civic, and entrepreneurial purpose among the young and on purpose in families and schools. He examines how young Americans can be educated to become devoted citizens and successful entrepreneurs.

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Nathan Maynard has facilitated restorative practices for over ten years in a wide range of educational settings. He is passionate about addressing the school-to-prison pipeline crisis and closing the achievement gap through implementing trauma-informed behavioral practices. Nathan has expertise in Dialectical Behavioral Coaching, Motivational Interviewing, Positive Youth Development, Restorative Justice, and Trauma-Informed building practices to assist with creating positive school climates.

Brad Weinstein worked as a Director of Curriculum and Instruction in downtown Indianapolis. He also served as principal for two years on the eastside of Indianapolis. Brad is an award-winning teacher and taught for 11 years, including roles as a coach and STEM department chair. He holds a B.A. in Education from Purdue University, an M.Ed. in Curriculum and Instruction from Indiana Wesleyan University, and completed a Principal Licensure Program from Indiana Wesleyan University.

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Shafia Zaloom is a health educator, parent, consultant and author whose work centers on human development, community building, ethics, and social justice. Her approach involves creating opportunities for students and teachers to discuss the complexities of teen culture and decision-making with straight-forward, open and honest dialogue. Shafia has worked with thousands of children and their families in her role as teacher, coach, administrator, board member, and outdoor educator. She has contributed articles to The New York Times, The Washington Post, and numerous parenting blogs. Shafia’s book, Sex, Teens and Everything in Between has been reviewed as “the ultimate relationship guide for teens of all orientations and identities.” It is one that “every teen, and every parent and educator - and every other adult who interacts with teens - should read.” Shafia is currently the health teacher at the Urban School in San Francisco, and develops curricula and trainings for schools across the country. She was honored by the San Francisco Giants Foundation in 2018 for her work with Aim High, a program that expands opportunities for students and their teachers through tuition-free summer learning enrichment, and was recently granted CAHPERD’s Health Teacher of the Year Award for 2021. Her work has been featured by many media outlets including, The New York Times, USA Today, NPR, KQED, and PBS.

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Ryan Estrellado is a special education administrator in San Diego, CA, where he helps school districts build equitable systems for students with disabilities. Ryan’s mission is to help administrators and staff combine professional judgment with practical data analysis to improve the experiences of their students. Ryan is a co-author of the book Data Science in Education Using R and the author of the upcoming book The K–12 Educator’s Data Guidebook (out in late 2021). Ryan is a Strategic Data Project Fellow, a program of the Center for Education Policy Research at Harvard University.

Joshua M. Rosenberg (PhD, Michigan State University) is an assistant professor of STEM education and faculty fellow at the Center for Enhancing Education in Mathematics and Sciences at the University of Tennessee, Knoxville. His research focuses on how learners think of and with data, particularly in science education settings. Professor Rosenberg tries to understand how practices such as creating, representing, and modeling data create new opportunities for learning how to use data to pose and answer questions about scientific phenomena.

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Lisa Sun is a passionate advocate for inclusive, progressive education where, driven by their own curiosity, children are actively engaged in the process, developing a lifelong love of learning. The Philadelphia School’s Head of School, Lisa champions its core values of hands-on learning, critical thinking, equity and social justice, and engagement in the city of Philadelphia to help its 400 students to become responsible and active citizens.

Lisa currently sits on the Board of Directors for the Pennsylvania Association of Independent Schools (PAIS) and serves as a faculty member for the National Association of Independent Schools’ (NAIS) Fellowship for Aspiring School Heads. Her writing has been published in The Baltimore Sun and The NAIS Magazine. Lisa mentors teachers and administrators who want to develop management skills and transition into school leadership roles.

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Roney Eford comes from a background of diversity, adversity, and determination. Born and raised IN NYC, Roney left his urban environment for the rural life of boarding school at The Berkshire School in Sheffield MA. As a student-athlete Roney went on to do a PG year at the New Hampton school, then onto Marquette University D1, where he was a 4-year starter. At Marquette, he was a captain, freshman All American, and ranks 16th all-time for points and 11th in rebounds.

Roney then went on to play professionally throughout Asia and Europe for over 8yrs before retiring back to the states to start his second career in education. As a result of living in many countries, Roney is conversational in German, Japanese, and Spanish.

After retiring from basketball, Roney went on to further his education by finishing 2 master's degrees, one in sports management and the other In educational leadership. A fellow recipient of the Aspiring heads program for the NAIS, Roney is currently all but dissertation for receiving his doctorate in sports management & marketing.

During the course of furthering his education, Roney has held administrative educational positions as, summer school principal, director of diversity, Title one coordinator, and Director of Athletics in both urban and suburban environments.

Currently, he is the Director of Athletics at Choate Rosemary Hall in CT and is on the board of directors at the Berkshire school where he is the co-chair of the diversity committee. Roney is also AD liaison for the NEPSAC field hockey diversity coaches association.

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Dr. Julie King is the Director of Educational Technology at The Buckley School in New York City. She has more than 15 years of experience leading library and technology programs in independent schools. She holds an M.L.S. in library information science, an Ed.S. in instructional technology, and recently earned an Ed.D. from the University of Pennsylvania. Her dissertation research focused on students' engagement in digital communities. Julie currently serves as the co-president of NYCIST, a network of New York City metro-area Independent School Technologists. She is also a mentor for IBSC's Action Research program and a contributing writer for IntrepidEd News.

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Dean J. Fusto is a 2020 recipient of the Klingenstein Fellowship at Teachers College, Columbia University and the President and Head of Brandon Hall School, an international boarding and day school serving students in grades 6-12. His career spans nearly three decades as an educational leader. He founded the teachlearnlead.net community in 2014 as a tribute to his heroes and heroines: teachers. This comprehensive site is an online edu-library that has grown in reach and built a global audience of teachers and school leaders seeking professional development and access to the latest educational research. Dean is a past recipient of a National Endowment of the Humanities Fellowship and an EE Ford Fellowship. As a thought leader and influencer, he has published 5 books, dozens of articles and holds an M.A.T. from the SIT Graduate Institute, an M.A. from Columbia University, and Proactive Leadership certification from Cornell University. He has founded and designed numerous experiential, service-learning trips for thousands of students and teachers. In 2017, out of his passion for inspiring youth leadership, he founded the Center for Global Youth Leadership and Social Entrepreneurial Studies at Brandon Hall School. In 2020, he established the Therese A. Fusto microgrants to fund social and community impact projects. Dean can be reached through his LinkedIn network or via Twitter @djftll

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Psychologists Rob Evans and Michael Thompson have worked with hundreds of independent schools to outline the path to mutual understanding between schools and parents.

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Scott Sikes has over 30 years of experience with nonprofit organizations. He has broad experience in frontline fundraising & leadership, including positions as: Elected Chairman of the Council of Vice Presidents of External Affairs for the University System of Georgia; Vice President for Development & Community Relations at Shepherd Center, the nation’s largest spinal cord & brain injury hospital; Vice President for University Advancement at Valdosta State University; Interim Executive Director of Development at University of Georgia, where he was also Director of Principal Gifts, Major Gifts & Planned Giving & he has years of service on various nonprofit boards. He was a founding member of the Georgia Planned Giving Council in 1988, later served as President & he was co-founder & President of the Athens Estate Planning Network.

Scott earned his BA in Political Science/Russian Language & Certificate in Global Studies from UGA, Russian Language Certificate from St. Petersburg State University (Russia), then an MBA from Kennesaw State University. He is a Certified Fundraising Executive (CFRE), Fellow of the Association for Healthcare Philanthropy (FAHP) & Certified Financial Planner (CFP®). He’s a member of the Kiwanis Club of Atlanta’s International Relations Committee, where he utilizes his proficiency in Russian, German & other languages. Scott enjoys bicycling & camping. He & his wife live along the Silver Comet/Chief Ladiga Trail - an approximately 100-mile paved bike path beginning on the outskirts of Atlanta

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Mark Mitchell joined NAIS in 1998 and supports K-12 schools and other organizations in the effective administration of financial aid programs to improve the accessibility, affordability, and socio-economic diversity of independent schools. He has authored several articles, book chapters, and blogs and also frequently presents at workshops, conferences, and schools on tuition pricing and affordability, demographic and income trends, socioeconomic diversity and inclusion, and school financial aid policy and procedures. Mark is also a member of the NAIS Strategy Lab team, delivering research and training for schools on building innovation cultures and the capacity to tackle key challenges and leverage opportunities. Mark is an alumnus and past trustee of Moorestown Friends School in New Jersey, is currently a trustee of the Enrollment Management Association and is a member of the Advisory Board for the National Partnership for Educational Access. Mark earned his BS in communication studies from Northwestern University.

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Oman Frame has 27 years of experience in teaching and diversity leadership. He is a gifted motivator and educator who combines real-world topics with academic rigor to make learning personally meaningful for his students. Oman has conducted workshops at the National Association of Independent Schools People of Color conference, the National Middle School Association Conference and, the Southern Association of Independent Schools conference. He is a creator of curricula that ignites, motivates, and inspires people of all ages to understand the effects of oppression on underserved communities and inspire social justice commitment. Oman is currently the Director of Diversity, Equity, and Inclusion at the Paideia School in Atlanta, Georgia. He is also a member of the high school faculty. Oman is a community resource serving as a consultant to various entities in the country. He has delivered keynotes and program content at the bell hooks Institute, Georgia Gwinnett College, and various schools and corporate institutions. He co-chaired the 2016 People of Color Conference in Atlanta, Georgia, and is also an integral part of the iChange Summer Institute for Teachers. Recently Oman coauthored a book “Let's Get Real: Exploring Race, Class and Gender in the classroom,” a text that gives life and direction to a curriculum rooted in social justice.

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As an expert in design thinking, problem-based learning, school innovation, and curriculum and instruction, Todd uses his skills to teach design thinking and PBL to novices learners while pushing the boundaries of what is possible in education. As a project manager, he uses his ethnographic, observation, research and empathetic skills to create opportunities for student success.

Todd has seventeen years of independent school experience as a middle school teacher, department head, and coach. In his current role at TCS, Todd has helped to create the middle grades program, developed immersive project-based learning for the curriculum, created community partnerships, and the capstone for the eighth grade: social entrepreneurship. Todd has presented at regional, national, and international conferences on current trends in curriculum and instruction – design thinking, problem and project-based learning, and student-centered learning.

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Dr. Marshaé Newkirk is a career educator with over 20 years of experience serving public school students and families in New York and New Jersey. Her work as a teacher in the South Bronx, NY served as a springboard for a career in educational leadership and advocacy for children in historically marginalized and under-appreciated communities. She is the lead founder of an independent charter school in Newark, NJ, where she served as the School/Executive Director for 8 years. Marshaé provides leadership coaching and training for new and aspiring leaders through her work at New Leaders. In addition, she is an independent consultant offering leadership coaching with a focus on reimagining “best-practices” in schools in order to disrupt the status quo. Marshaé has earned Masters Degrees in Elementary Education and Administration and Supervision from Lehman College and Fordham University respectively, and holds a doctorate in Educational and Organizational Leadership from the University of Pennsylvania.

Dr. Sarah Boulos Fye has served public school students in South Florida as a teacher and literacy specialist for over ten years and is currently supporting Somerset Academy, Inc., a charter school network based in Florida with over 75 schools in the US. Dr. Fye holds a Bachelor of Arts in English from the Florida State University, a Master of Science in Reading and Literacy Education from Florida International University and a Doctor of Education in Educational Leadership from the University of Pennsylvania. With experience ranging from classroom teacher to virtual school teacher to reading coach to literacy specialist to network strategic planning, Dr. Fye has led review teams working with schools and staff desiring improvement by observing faculty and administrators, mentoring educators, and creating plans of action for school improvement by working with site and district administrators through research-based data collection and analysis practices. Dr. Fye is a member of the International Literacy Association, a facilitator of coursework for the Penn Literacy Network at the University of Pennsylvania, and a RILE Fellow at the University of Pennsylvania’s Graduate School of Education. She is the co-host of the Big Ideas in Education podcast and focuses her research and life’s work on relationships and teacher retention.

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