As I pressed further into how she upholds the mission statement, we discussed the therapeutic interventions that aid in students acquiring effective and appropriate coping skills, personal insight, and a growth mindset. Our clinical team comprises clinical psychologists and licensed social workers who provide weekly individual, group, and family therapy sessions. I like to call "the dream team" the partnership between a student's therapist and case manager. Together, they aim to foster confidence and courage by discovering, analyzing, and reflecting on their personal journey through education. As Reeves discusses, leading others is neither unitary nor solitary but a communal and team approach. 

The last piece of the mission statement portion of the interview highlights the academics provided. A popular selling point when leading tours to prospective parents, students, and districts is the fact that NHA is the most academically rigorous therapeutic school in Illinois. Brandy continues to explain that through our personalized environment and approach, we provide small learning classes, making our staff-to-student ratio 1:5. We require ESY, which allows students to make up lost credit, our program is based on a public school image replicating homeroom, academics, lunch, electives, study hall, and every teacher has a degree in their content area, not solely special education. We offer honors-level classes and were recently awarded our AP license. This emphasis on academic rigor is a testament to our high standards and commitment to excellence. 

Nonetheless, her warrior-like mentality has contributed to the cracks in our culture. As an administrator, principal, and executive director, Brandy took on such a significant role that she embodied NHA. Now, as she pulls back, staff, districts, families, and students have become unsure of the new era, and our familial culture has taken a large step backward. While she wasn't the "lone soldier" Safir and Dugan refer to, she was the creator of the school we find ourselves lost in. 

"For a school leader to truly lead others, one must have an incredible understanding and sense of self." (School Leader Paradigm, p.10) While I plan to lead differently, I was trained by the best, and I am confident in my abilities and sense of self. 

Two years ago, I proposed the creation of departments and department heads for the academic team to Brandy. My proposal was accepted on a trial basis: I would lead the math department for a year, analyze its successes and failures, and then reassess to determine if creating other departments is feasible and opportunistic. Heading into the school year, I immediately saw the need for continued learning and designed a Professional Development Calendar. It provided various event options, from being a math educator to engaging techniques to social-emotional learning in the classroom. I intended to eliminate the process of searching for quality events in hopes that this would increase participation. I soon mandated that each department member attend at least one event and share their findings with the team. While largely successful, I did not have the authority to implement consequences impacting teacher follow-through. 

As I progressed into administration, I initiated the next level by creating in-house professional development events. I called upon the seasoned teachers to lead each event, and I was graciously awarded buy-in because I made them an offer: I would organize and prep the content, and by leading an event, they were exempt from attending any additional. When the day of each event came and went, I was, to my surprise, met with gratuity and praise. Seasoned teachers attended multiple events despite not being required to, and new teachers were engaged and curious. They interacted with seasoned staff through games, a teacher panel, teacher "guest speakers," and teamwork. The positive feedback I received was empowering, and I intend to impregnate our program with the culture shift into the world of professional learning. 

One belief Brandy shared in the video clip stuck with me: keeping a nice, clean, organized school helps the students feel worthy. So many of our students have experienced hardships and trauma, distrust in adults, a loss of control, and academic failure due to mental health issues. If having a critical eye to keep things "nice" will produce a feeling of worth and value, my heart jumps at the opportunity! It's incredible hearing and witnessing Brandy lead with students at the forefront of her mind. 

While the video was cut short, we continued discussing how to provide these services. All students enrolled at NHA require a circle of support with the student at the center, enveloped by parents/guardians, their therapist and case manager at NHA, an outside therapist, a psychiatrist, related services, and their district. NHA positively contributes to the circle of support in many ways, such as providing weekly family therapy sessions, offering a free parent group every Tuesday evening, and ensuring our clinical team constantly communicates with outside providers. The first paperwork to fill out during the intake process is the release of information form! 

Lastly, the one stakeholder I never considered and was surprised to hear during the interview was the state of Illinois! Keeping ISBE apprised of employees following the rules and regulations and demonstrating that what we do in the building is important and successful allows us to remain open and functioning. 

The heavy emphasis on communication did not surprise me in the interview, as it ties closely with our familial culture and student-centered approach. Communication strategies boost the quality of stakeholder cooperation and investment, as well as continual development and success. 

After graduating with my bachelor's degree in math, specializing in education, I found myself in a time when teaching positions were scarce and hiring freezes were many. Despite growing up in a family of elementary and special education teachers, I decided to focus my career in secondary education as a math teacher in the general population. When I could not find employment, I applied for the math teacher opening at NewHope Academy, Niles, IL. Little did I know that Brandy was about to set my career and life down a different yet remarkable path! I am genuinely thankful for her presence, continuous knowledge, and leadership skills.

Fullan, M. (2001). Leading in a culture of change: The Cultural Change Principal. San Francisco, CA.

Kotter, J. (2012) 8 Step Model to Leading Change. Boston, Harvard Business Review Press.

Fitzpatrick, J. (2020). Beyond theories and degrees: The alley smarts of educational leadership. Rowman & Littlefield Publishing Group Inc. Lanham, Maryland.

Reeves, D. (2020).The learning leader: How to focus school improvement for better results. ASCD, Alexandria, VA.

Safir, S., & Dugan, J. (2021). Street data: A next-generation model for equity, pedagogy, and school transformation. Thousand Oaks, CA., Corwin.

School Leader Paradigm: Becoming While Doing. Illinois Principals Association. Retrieved from https://ilprincipals.org/resource/1102/School_Leader_Paradigm.pdf

With admiration & respect,

Meaghan Torrence