Learning Across School Communities

Much of the work of a dean of students happens behind the scenes. It is found in conversations that help a student navigate a challenge, in moments that call for advocacy, and in the daily work of building a school culture where students feel known, supported, and valued.

For Christiana Holyer, Assistant Head of Middle School for Student Life and Eighth Grade Dean of Students, that work has been a central part of her career for roughly 15 years. Earlier this year, she added another milestone to that experience: completing the inaugural cohort of the Center for Spiritual and Ethical Education’s (CSEE) two-year Dean of Students Certification Program.

Designed for current and aspiring deans at independent schools, the program brings together educators from across the country to deepen their knowledge, explore real-world challenges, and learn from one another. For Holyer, that opportunity to step back and learn was especially valuable.

“Two years of ongoing professional development was a gift to myself,” Holyer says. “It gave me the opportunity to pause and reflect every six weeks, learn some new information, ask questions, and explore case studies.”

The program brought together a small cohort of deans from independent schools across the country, giving Holyer the opportunity to learn alongside colleagues navigating many of the same challenges in their own communities. That cohort experience quickly became one of the most valuable parts of the program.

While the role of a dean can vary from school to school, Holyer describes her work as a combination of student advocacy and student life, with a particular focus on character development. Understanding students and their development is at the heart of that work, which made the program’s emphasis on adolescent development especially meaningful.

That student-centered approach also resonated with Cannon’s philosophy. Throughout the program, Holyer found strategies and ideas that connected naturally with Cannon’s approach to supporting students, and many that could be put into practice right away.

“Each discussion yielded some tidbits that I could share with the deans here, and we could start applying them immediately,” she says. Among the most useful takeaways were strategies for navigating difficult conversations in ways that ensure everyone involved feels heard and valued.

That ability to step back, reflect, and approach challenges thoughtfully is an important part of effective student-life leadership. The CSEE program emphasizes what it calls a “nimble approach,” the ability to assess the unique needs of a particular school and adapt as those needs evolve.

For Holyer, the learning did not end when the two-year program did. After completing the program and receiving her certification earlier this year, she agreed to remain involved with CSEE by helping lead a new cohort. In that role, she will serve as a resource and mentor for the next group of deans while helping organize and facilitate their cohort experience.

It is a natural extension of what she valued most about the program: learning with and from other educators.

For educators considering the CSEE program, Holyer’s advice is simple. “Absolutely do it,” she says. “It’s great to engage your brain in proactive ways instead of reactive.”

For a role that so often requires responding to the needs of others, making time to pause, learn, reflect, and connect with peers may be one of the most valuable forms of professional development there is.