Q&A with Edie Traina
Director of Accreditation and School Improvement for the NEASC Commission on Independent Schools
We recently sat down with Edie to learn more about her career in education and her new role at NEASC leading the Commission on Independent Schools. Prior to joining NEASC this summer, Edie served as the Assistant Head of School for Faculty and Academics at The Taft School in Watertown, CT.
Edie earned her doctorate degree in education from Vanderbilt University, Peabody College of Education, in Nashville. She earned her bachelor’s degree and a Master of Arts in Liberal Studies from Wesleyan University in Middletown, CT. [view bio]
What drew you to NEASC?
When I moved from being a full-time teacher at Taft to being an administrator, the Head of School, at the time I was a Commission Chair for NEASC, which helped me understand how important the organization is. I participated on a couple of amazing visiting teams early on and it made me realize there is this broader network of schools out there and we are all working toward similar goals in our communities. Later on, and especially during the pandemic, we leaned heavily on that network when no one was certain about what to do. Being able to turn to peers at other schools for feedback was important.
It’s hard to have perspective on your own organization. It’s also hard to find time to dig in and ask the questions that NEASC Standards ask. It’s so personal when it’s your own school. I think schools need NEASC right now for a lot of different reasons, which drew me to the position. I’m also looking forward to putting my doctorate to good use!
You recently earned your doctorate in education. What’s your thesis and why did you pursue that idea? How does it advance the education environment?
I earned my Ed.D. from Vanderbilt University’s Peabody College of Education and Human Development. For my capstone project, I worked with a team of three to design and implement a quality improvement project for the Small Boarding School Association (SBSA). The SBSA, which is an all-volunteer organization, is at a self-identified inflection point. They had never done a self-evaluation, which we were able to help with. We worked with them to understand their value proposition, and provided recommendations for growth and a communications plan that is intentional and leverages their volunteer base.
Tell us about your previous role at The Taft School. What was your focus?
In my role as Assistant Head of School for Faculty and Academics at The Taft School, I was focused on creating a faculty that was more reflective of the student population. We went from nine percent of faculty members of historically marginalized groups to 20 percent. We also worked to recruit and retain younger teachers, a common challenge for boarding schools. Research tells us that if a school can keep a teacher for three years, they are more likely to stay for five years, and that once they reach five years they’re likely to stay longer.
What top trends or challenges do you see affecting independent and boarding schools today?
Recruiting, retaining and training high-quality faculty is so challenging. It’s really easy for good teachers to pop from school to school, and to get plucked up by other schools.
At the same time, student enrollment can be a challenge, particularly for smaller schools. Independent schools need to be business-minded, and the question many schools are asking themselves is: how do we expand in a way that’s not just serving the data sheet but is also in service of our mission and vision?
Reframing the college application process is important for some independent and boarding schools. The term college preparatory school leans heavily on the college process, but sounds transactional, when schools really are meant to get students ready for life and the adults they hope to be.
Mental health and well-being is another key issue for schools, and stopping any taboos around discussing mental health issues is important. At The Taft School we moved the counseling office to the center of the school and talked openly about the value in talking with a counselor. It became woven into the culture of the school.
What’s the one book, podcast, newsletter, or other resource you recommend educators read, listen to or follow?
I am a geography nerd, so I’m interested in anything related to geography. I taught human geography to 10th graders.
I spend a lot of time looking at world news. I love The Economist. I think it’s important for educators to have a grasp not only on what is happening in their own community that may be affecting the lives of their students, but also of current events and global affairs.
When you’re in a boarding school, you can be in a global community with students from many different countries. I had to be willing to learn about what the lives of my students might be at home, and wanted to mirror for them how to become an informed person including how to evaluate what is a credible source online.
What do you hope to accomplish in your first 100 days?
I want to get to know as many school communities as possible. I want to focus on building relationships, and I want school leaders to feel like they can pick up the phone to ask me their questions, and get a helpful response.
I also want to hear what is on the minds of independent school leaders in the NEASC network and help them understand how the accreditation process can help them tackle challenges and promote growth. Accreditation is designed to help schools reach certain outcomes and pursue opportunities that are meaningful to them and to their students.
What’s your leadership style?
I see myself as a relational leader, I like to involve multiple perspectives to identify changes or make decisions. I try to be an excellent and patient listener. I do have my own opinions, though.
Who's on your personal board of directors?
William R. MacMullen, the former head of school at The Taft School and my mentor. I have my career to thank him for.
My husband, Mark Traina, who is the senior associate director of admissions at Taft, in addition to teaching history and coaching girls’ ice hockey and girls’ golf.
Katherine Drago Luellen, Dean of Admission and Financial Aid at the New England Conservatory, and Katie Louise Weir, Director of Professional Growth Systems for the Washoe County School District. Katie Louise and Katherine were my classmates at Vanderbilt University and we did our capstone project together.