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!
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.
More specifically, beginning in 2021-22, the following benefits, for the first time, will be included in membership and in your dues:
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.
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.
Raquel Majeski began working at Lawrence Academy in 2017 and is the Assistant Head for Equity and Community Life. 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.
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.
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.