On May 19, 2025, twelve educators from five independent schools across the country gathered at Phillips Academy for a milestone moment: the final presentations of this year’s Leadership Development Program (LDP). Now in its fourth year, the program supports mid-career faculty and staff as they deepen their leadership skills and prepare for future roles as department chairs, deans, and heads of school.
The 2024 – 2025 cohort began its journey last September with a reflective, future-focused retreat centered on the evolving nature of leadership in independent schools. Over the course of the year, participants committed 7 to 9 hours each week to rigorous executive education, met regularly in peer groups, engaged with thought leaders, and received one-on-one coaching. Each educator also developed a capstone project aimed at addressing an institutional challenge or opportunity in their home school.
Participant Monica Alatorre, director of strategic communications at Lick-Wilmerding High School in San Francisco, says that taking the Harvard Management Essentials class was a valuable opportunity, offering fascinating case studies on how different types of leaders navigate a wide range of situations. “One phrase that will stay with me from that class,” she says, “is that leading and effectively managing projects to achieve goals involves both ‘plumbing and poetry.’”
The final gathering at Andover was more than a presentation — it was a celebration of vision, dedication, and the collective potential of educators stepping forward to lead with purpose, agility, and heart.
Ideas Worth Building On
This year’s capstone presentations reflected both the range of professional roles represented in the cohort and the shared desire to strengthen their schools from within. Participants came from across independent school life — from teaching and student life to admissions, communications, and advancement — and their projects addressed both personal and institutional challenges. Some worked independently, while others partnered with colleagues to explore shared questions or pursue collaborative solutions.
One presentation focused on faculty development and retention aiming at supporting teachers in their mid-career years, when feelings of restlessness or uncertainty often emerge. Another examined how to better coordinate content and curriculum within a single academic department. Across all projects, participants were encouraged to think strategically: What systems or structures could be improved? What insights had the year’s coursework, coaching, and peer conversations sparked? Whether they focused on internal communications, student wellness, curriculum innovation, or team leadership, each project reflected months of learning and real-world application.
The result was a day of thoughtful, forward-looking presentations that not only marked the end of the program but underscored the depth of leadership talent emerging across the independent school landscape.
