Kelsey Twist Schroeder, gcLi Faculty & EdD Candidate University of Pennsylvania
“Who in this room considers herself a leader?” This was the question my fifth grade teacher posed to the class in our first week of school over twenty years ago. I was a new student in an all-girls school, and as I raised my hand, I glanced around the room to see that every other girl’s hand reached toward the ceiling as well. Sitting in a sea of outstretched arms, I recognized that not only was it alright to be a girl and a leader—in this place, it was the norm. Even as a ten-year-old child, I could sense the unique power and possibility of an all-girls’ education.
I have been blessed to spend more than half my life teaching and learning in exceptional independent schools. Not only did the experience of attending an all-girls’ school prepare me academically, it shaped my identity as a leader. It was in this safe and inspirational environment that I was encouraged to explore my potential as a student, athlete, artist, community member, and leader. As an educator, I have had the privilege of dedicating the past decade of my career to nurturing leadership skills in my adolescent female students. Girls coming of age today must master critical content, but knowledge alone is not sufficient to be successful in the modern world. Each girl must also develop the self-awareness, confidence, communication skills, and resilient spirit to use her knowledge in ways that will positively shape the future.
In my English classes, I often teach selections from William Zinsser’s book, On Writing Well. In it he explains, “Writing is hard work. A clear sentence is no accident. Very few sentences come out right the first time, or even the third time. Remember this in moments of despair. If you find that writing is hard, it’s because it is hard.” Like writing, leading is a complex and demanding endeavor that challenges even the most talented students. The girls quickly discover that learning to frame a problem accurately, maintain a positive outlook, and build consensus takes practice and patience. After growing up in a culture that encourages young people to condense their thoughts into 140-character snippets, students soon realize that leading is almost never that simple or straightforward. Students learn to be creative in using their minds, hearts, bodies, and spirits as they work toward their goals. In this sense, leading becomes a leap of faith—faith in yourself, your partners, your mission, and your community.
I teach my English students that writing itself is an act of vulnerability. Not only is it technically challenging, it exposes your thoughts, your words, and sometimes even your heart. Leadership is equally demanding in the way that it requires so much of one’s self: vision, commitment, responsible risk-taking, optimism, emotional maturity, and frequently a sense of humor. As teachers, we must humbly model all of these practices for students and create a school culture in which students can experiment as leaders in authentic and appropriate ways. It is only through early successes that students will strengthen their voices and develop the confidence to lead beyond the supportive community of an independent school.
In an age when women continue to face resistance in breaking down barriers, preparing future female leaders is as important as ever. The climate of an all-girls’, independent school serves as the ideal environment to nurture students as they embark on their own leadership journeys. Let us delight in the joy and the challenge of this vital work.
Kelsey Schroeder has served as a faculty member at the Gardner Carney Leadership Institute since 2015. She was previously a gcLi Scholar in 2014, and attended the summer leadership lab in 2011. After serving as the Upper School Dean of Students at Roland Park Country School in Baltimore, Kelsey is currently a doctoral candidate in Educational Leadership at the University of Pennsylvania.