Spring in schools often carries a particular kind of tension. Contracts are issued. Conversations begin. Quiet discernment happens in hallways and at kitchen tables. Leaders wonder who will stay. Teachers wonder whether they can. In Episcopal schools, where the mission calls us to honor the dignity of every human being, burnout is not simply an HR problem; it is a community concern. If we believe in the inherent worth of each person, then we must ask: Are we structuring our schools in ways that truly respect the human?
In an increasingly complex and diverse world, leaders in Episcopal schools are called to guide their communities with a deep sense of purpose, compassion, and inclusivity. "The Three C’s Framework" offers a comprehensive leadership model that is deeply rooted in the life and teachings of Jesus and designed to foster a sense of belonging and communal well-being within Episcopal Schools. The framework is anchored by the Baptismal Covenant, a central tenet of the Episcopal School tradition that emphasizes the love of God revealed to us in Jesus Christ and the image of God inherent in every person. This framework positions Christ as the ultimate model of leadership—one that establishes a community marked by sacrificial love, service to others, and a commitment to justice and peace.
The NAES Culture and Climate Survey for Administrators, Faculty, and Staff is one of the resources developed by NAES in response to member schools requesting tools to support their efforts to strengthen and sustain their Episcopal identity and commitment to inclusion. This survey is designed to be one element of your school's ongoing reflective process by providing data from administrators, faculty, and staff about how Diversity, Equity, Inclusion, and Social Justice exist in the school's programs and practices and the respondents’ experiences.
The Weekly Meditation is a regular, Monday-morning email message from the Rev. Daniel R. Heischman, our executive director, to NAES member heads, rectors, and chaplains. It’s intended to inspire and encourage you in your leadership of your Episcopal school.
Timely, sometimes tough, questions and insights from NAES and Episcopal school leaders on leadership, governance, Episcopal identity, community life, and other issues.
Read More » The many meetings and community gatherings that mark the start of a new year lay the foundation and set the tone for the year ahead. Here are five simple ways to address your school’s Episcopal identity with faculty, staff, and parents during the opening days and weeks of the school year.
The Rev. Canon Julian P. Bull offers a list of five gifts or values from our Episcopal heritage and their implications for curriculum and organizational development.
Episcopal early childhood and elementary programs can nurture the spiritual lives of children first by recognizing that young children are spiritual beings and then by giving their spiritual development the same attention and care as language development, motor skills, or social-emotional growth. How might we do this?
When it comes to Episcopal schools, it is easy for language to become muddied and misunderstood. Because of the variety of governance structures within Episcopal schools, the word “independent” can mean different things to different people.
Completing the search for a new head of school is only the beginning of a successful leadership transition. Once the appointment is announced an equally important phase begins: welcoming and supporting the school’s new leader. The head of school is the school board’s sole employee and, as such, it is the board’s responsibility to integrate the new head into the community. Here are some key considerations for a smooth and graceful transition.
