Our Plan

One membership.
One community.​
One TABS.

Let’s face it. We’ve all needed one another this past year. Boarding school staff, faculty, and leaders shared their fears, challenges, and small victories; offered generous advice to one another; and created spaces for important, pressing, sometimes difficult, but always fruitful exchanges. We’re grateful to have been your partners on the journey.

Like so many of your schools, TABS has emerged from these past two years a different organization. We’ve paired the lessons of the pandemic with those we gleaned from extensive member research to shape a new vision for serving schools. A more detailed roadmap is in the works, and we’ll be sharing more details about that soon.

For now, please peruse some of the key themes guiding our future priorities—and the concrete improvements to membership we’ve instituted. Please let us know if you have suggestions or ideas!

Summary of our themes and our future direction:

TABS is one community. As NABI sunsets and we emerge from the shadow of a pandemic, the TABS membership should reflect that unity. The Association is returning to a unified membership with one set of benefits and one dues structure. 

TABS must have an expansive view but a clear purpose. We aim to create exceptional value for boarding schools and their leaders through best-in-class Professional Learning, Enrollment & Recruitment Assistance, and actionable Research & Insights.

TABS programs must deliver unambiguous value to the Association’s core audiences, with rich offerings for Heads and Assistant Heads of School, Residential & Student Life Leaders and Practitioners, and Admission and Marketing Professionals. Secondary audiences for TABS’s next chapter include DEI Directors, Advancement Professionals, Institutional Researchers, and Trustees. 

Speed matters. When the issues are urgent, TABS must be nimble in our response. We’ll sustain a robust schedule of timely and topical virtual learning, and conduct relevant flash surveys to collect and disseminate key information rapidly.

The Association finds its roots in shared principles. TABS should reflect and demonstrate support for Justice, Inclusivity, and Belonging. As a first step, TABS is initiating an audit of our organization and our strategic initiatives to embed these principles more deeply throughout our work.

Throughout the past year, boarding schools cooperated with unprecedented openness. TABS will expand the opportunities for members to connect with and learn from one another, standing up online community spaces and regular discussion forums. We’ll also continue to convene the membership, in-person and virtually, around key educational and strategic questions, sourcing subject matter experts when it’s beneficial.

There is an ongoing need for schools to define and promote the advantages of an immersive, residential education, one that prepares young people exceptionally well for life. TABS will help its members make the case for boarding school. The Association will move to a worldwide student recruitment approach, with programming, platforms, tools, guidance, and data-driven insights to support schools’ recruitment and enrollment work, at home and abroad.

The residential and student life functions in schools should be elevated. TABS will be at the center of that effort. The Association plans to introduce a new learning credential for professionals in the space.

Added Benefits

More specifically, beginning in 2021-22, the following benefits, for the first time, will be included in membership and in your dues:

  • All-School / All-staff Pass to TABS Virtual Annual Conference. Every employee of your school can attend the Virtual Conference, at no additional cost.
  • One (1) complimentary Pass to TABS In-person Annual Conference (for a for a Dean, Director, or other staff member in a role focused on Residential and Student Life)
  • Introductory virtual training for all staff on Sexual Misconduct Prevention & Response
  • One (1) Complimentary Pass to any of our five virtual Summer Session programs: Now Boarding for new boarding school employees, or one of five Summer Institutes—for Admission; Marketing & Communication; Residential Life; Development; and New Teachers (Benefit for Summer 2021 Only)
  • Full inclusion in TABS worldwide recruitment platform (the successor to TABS Connect and to ReadyForMore.com), at no additional cost.
  • Individualized consultations, by appointment, on a variety of marketing and enrollment topics, including student recruitment strategy, website productivity, lead nurturing, and digital marketing — all complimentary.
  • Biennial Boarding School Brand Benchmark Study (formerly for NABI schools only), revealing the educational values, preferences, considerations, and plans of tuition-capable parents and their children in the U.S. and Canada
 
Comprehensive Dues Structure

The 2022-2023 dues for TABS membership are based on the number of boarding students enrolled in your school on opening day of the school year during which your application is submitted.

The fee is $45.24 per boarding student. The minimum dues amount is $4,155 and the maximum is $12,475.

Dues for schools located outside the United States are paid in US dollars.

Boarding School Alliance Partners

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SETH LOW

After growing up as a faculty child at Blair Academy in Blairstown, New Jersey, Seth attended Williams College and subsequently spent five years working as a geologist at an environmental engineering and consulting firm located outside of Boston. As Associate Head of School, Seth runs the day-to-day operation of the school, ensuring collaboration, integration, and alignment with the school’s mission and values. He teaches in the Center for Citizenship and Just Democracy and coaches lacrosse. In his free time, he enjoys woodworking, fly fishing, and loving/hating the Red Sox. Seth lives on campus with his wife Anne, their son David ’26, and daughter Sarah.

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ARI BETOF

Dr. Ari Betof is the co-founder and partner of Mission & Data and a nationally recognized expert in nonprofit organizational stewardship and sustainability. Ari’s consulting work is informed by fifteen years of leadership and governance experience, during which he has built thriving organizations and maximized mission-aligned revenue growth. He combines strategy, analysis, and organizational transformation skills with a deep understanding of fundraising, enrollment management, and branding. Known for his ability to facilitate group processes with diverse stakeholders, Ari is a savvy, emotionally intelligent partner who builds trusting relationships and creates scalable systems.

Ari has served as an independent school trustee, head of school, administrator, and teacher. He began his career as a physics and mathematics teacher and coach. He has held various administrative roles, including Head of School, Chief Advancement Officer, Director of Enrollment Management, and Director of Strategic Planning. Ari’s experience spans day and boarding schools, single and multi-campus schools, and religiously affiliated and nonsectarian schools. He holds a B.S. in physics and mathematics from Guilford College, a doctorate in educational leadership from the University of Pennsylvania, and an MBA from Cornell University. Ari, his wife, and their two daughters live in Bucks County, PA.

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patricia sasser

Patricia previously served as the Head of the Upper School at the Ransom Everglades School in Coconut Grove, Florida. She also worked at the Loomis Chaffee School as a dean of students and was heavily involved in advancing diversity, equity, and inclusion at the school. Prior to Loomis Chaffee, Patricia worked at The Madeira School in several roles, including as a major gifts officer, director of student activities, special assistant to the head of school on diversity, and the assistant dean of students for residential life.

Before transitioning into education, Ms. Sasser worked at ESPN as an associate producer, where she was a two-time Emmy® nominee and a 2006 Emmy® award winner.

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Raquel majeski

Raquel Majeski began working at Lawrence Academy in 2017 and is the Assistant Head of School. She has a BA from Eckerd College in communications and human development and an MA from Nova Southeastern University in reading and special education. Raquel lives in Brazer with her two children, Lauryn and Wade. She loves spending time with the students at LA, participating in book clubs and bible study groups, and attending Dave Matthews Band concerts. Raquel is also the Chair of the diversity task force for the town of Groton.

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MARQUIS SCoTT

Marquis Scott joined The Lawrenceville School in 2018 and has made significant contributions in various leadership roles. He has implemented a technology-focused strategic plan to enhance cyber security practices, improve employee portal utilization, and streamline campus-wide technology support. Marquis has also played a pivotal role in advancing the School’s initiatives on diversity, equity, and inclusion, implementing best practices and leading senior staff efforts in this area. Additionally, he has led strategic communication and institutional marketing committees, ensuring consistent communication, website strategy, and brand identity aligned with the School’s mission. Marquis has been instrumental in the marketing and branding of Lawrenceville’s Gruss Center for Art & Design and collaborates with the Lawrenceville community to prioritize and execute strategic projects. 

In addition to his role as the assistant head of school, Marquis has successfully undertaken various acting leadership positions, including chief technology officer, director of communications and external affairs, dean of diversity, inclusion, and community engagement, and director of human resources. Currently, he leads a student-centered Wellness Team, working collaboratively with the medical director, dean of students, and dean of campus well-being to prioritize a holistic approach to student well-being.

Scott holds a Master of Business Administration from Rutgers University’s School of Business in Newark, NJ, a Master of Arts in Educational Leadership from Montclair State University in Montclair, NJ, a Bachelor of Arts in Economics and Computer Science from Union College in Schenectady, NY, and he is currently pursuing a Doctorate in Educational Leadership and Management from Drexel University in Philadelphia, Pa, with an anticipated completion date of Winter 23-24. Scott recently completed the National Association of Independent Schools’ Fellowship for Aspiring School Heads. He is an alumnus of the Hotchkiss School in Lakeville, Connecticut, and currently serves as Vice Chair of the Hotchkiss Board of Governors.

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Courtney Jackson

Courtney is an educator and DEI practitioner who currently lives in Connecticut at The Loomis Chaffee School, where she serves as the Director of Gender and Sexuality, English teacher, and dorm head. Courtney is an alumna of The Peddie School in New Jersey, earned her BA in Philosophy from Lehigh University, where she also was a member of the Women’s Soccer team. She earned a Master of Arts in Liberal Studies from Dartmouth College, where she studied gender and sexuality, and a Master in Education from the Harvard Graduate School of Education, where she studied diversity, equity, and inclusion more broadly. Courtney enjoys spending time outside with her dog, reading memoirs, running, cycling, and sipping coffee.

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WILLIAM GILYARD

Will Gilyard is in his 19th year of working in independent schools. In 2020, he returned to his alma mater Choate Rosemary Hall to take on the roles of Form Dean, and Alumni Engagement Associate. Will joined Choate after nine years at the Kingswood Oxford School (KO), a 6-12 independent day school located in West Hartford, CT, where he served as Dean of Students, an upper school math teacher, assistant football coach, and faculty advisor for the United Students club and Boys of Color group. At Choate, Will is the faculty adviser to Choate Afro Latino Men (CALM), and Girls Who Code (GWC).

Will also serves as a core faculty member and helped create the curriculum for the Institute for New Teachers of Color in Independent Schools, created in 2020, the Interschool Leadership Institute, created in 2013. Will also served as a core faculty member of the Kingswood Oxford Leadership Institute for Educators of Color (KOLIEC) from 2011-2018 and helped create the curriculum for the mentoring/advising circles for institute participants.

Before joining KO, Will was the Head of the Upper School at the Cathedral School of St. John the Divine in New York City. He serves on the board of advisors for the IDEAL School, also located in New York City. He is passionate about the role of educators in independent schools, specifically in the lives of students of color. Will has attended numerous workshops, conferences, and institutes related to leadership in independent schools and anti-racist education. Will had the honor of being a member of a think tank for the CARLE institute. 

Will has his B.A. in Psychology from Williams College and his M.A. Ed. in Curriculum and Instruction from the University of St. Joseph. Will is thrilled to be a part of the TABS (The Association of Boarding Schools) team and looks forward to working with energized and focused individuals who are interested in being change agents in the residential life sphere.

Will and his wife, Afton, ALP/Enrichment Teacher in Stratford Public Schools reside in Wallingford, CT with their two sons, William (10) and Maxwell (8).
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RYAN PAGOTTO

Associate Head of School Ryan Pagotto ’97 joined Blair’s faculty in 2002 and is responsible for managing the day-to-day operations of the School on matters related to student and residential life, including health and counseling services, athletics and co-curricular programs. He runs Monday School Meeting and, among other things, is known for greeting students in the morning at the Clinton Hall doorway and offering freshly picked apples from his office during the month of October. In addition to his administrative responsibilities, Ryan serves as a member of the history department and teaches Global Issues. He also authors the monthly e-newsletter From Hilltop to Home, a communication designed to help new boarding-school parents navigate the ins and outs of the Blair experience.

Over the course of his time at Blair, Ryan has served as a history teacher, head tennis coach, a dorm head and Dean of Admission. He completed his undergraduate work at Dickinson College, where he captained the men’s tennis team, and earned a master’s degree in educational leadership from Columbia University. Before joining the faculty at Blair, Ryan taught at the Taft Summer School in Watertown, Connecticut, and Wyoming Seminary in Kingston, Pennsylvania. He also spent three summers as program director of the Cambridge Prep Experience at Peterhouse College, Cambridge University.

In addition to his roles in schools, Ryan has served as a faculty member for the TABS (The Association of Boarding Schools) Summer Session and is a regular presenter at national boarding and independent school conferences on student and residential life.

Ryan and his wife, Jennifer, performing arts department chair and Director of Instrumental Music at Blair, live in Grullon House with their children, Jack, Will, Ella and Addison, and their dog, Teagan. The Pagottos enjoy opening their home to Blair students, faculty and staff members throughout the year.
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SUSAN BALDRIDGE

Susan Baldridge is the Executive Director of The Association of Boarding Schools (TABS), a member association that counsels, connects, and champions boarding schools, delivering professional learning, data insights, and strategic guidance to boarding schools throughout North America. Prior to her work with TABS, Susan served as a strategic consultant and advisor to schools and colleges. She also co-authored the book, The College Stress Test, an analysis of educational market data; the book was named one of the best books on higher education in 2020 by Forbes Magazine. Until 2018, she served as a professor and leader at Middlebury College for over 25 years, most recently as Executive Vice President and Provost. She received her B.S. from Denison University, and her M.A. and Ph.D. in Social Psychology from UCLA.