Understands and incorporates the school’s mission and vision
In this section, I will be exploring ways that I have incorporated the TALI mission of EPS in my work: Inspire students to create a better world through Critical Thinking, Responsible Action, Compassionate Leadership, and Wise Innovation. On seeing examples of the TALI mission in my work, Jenn Chi shared,
“It was inspiring to see Katie take the lead on the event planning for the US New Family Welcome Event:
She thought critically, making sure every detail was covered.
She acted responsibly by planning meeting agendas and sending out meeting notes.
She lead compassionately, making sure we knew who was responsible for each task while taking on most of the actual tasks herself AND helping with others’ to-dos.
She innovated wisely by rolling with the changes, like the weather needing the students to move inside.
It was fun to see her in action!”
Think Critically
Starting the TALI mission with the “T” of think critically, I have reflected on ways this value has been incorporated into my work. When I engage in event debrief meetings, I use critical thinking to think through event logistics and improve our approach for next time. An example of when I made updates to an existing event would be our 9th Grade Back-to-School Picnic, which has been traditionally held off campus at a park. By having the event on campus and adding the laptop orientation element, I was able to combine two events into one, resulting in a more impactful and effective event. In addition, the PDP process itself involves immense reflection and thinking critically in order to identify professional strengths and areas for growth. I am truly passionate about every detail of the tasks, projects, and events that I manage. I take pride in maintaining a high quality of work and I believe my skills in thinking critically help me to work effectively in this area every day.
“Just reading her portfolio for PDP will show the enormous strength of Katie to think critically and reflect on her work. A strength of Katie is her ability to think critically in all that she does.” -Krista Henningsen
“All our mission points are in full display when we make those initial connections with families and new students in the fall before their 9th grade year. Katie’s help in thinking critically about the venue (moving from the park to the school), acting responsibly in allowing a more inclusive space and innovating wisely in having laptop orientation at the same time. So great, thank you!” -Verity Sayles
“She executes tasks with great attention to detail while being reflective on the outcomes of her present and future work.” -Matt Delaney
Act Responsibly
Moving on to the “A” of the TALI mission, as I reflect I’ve found a variety of ways I have been able to lend my responsible actions in support of the EPS community. An important task in my role is entering donations, creating backup records, sending acknowledgement letters, and maintaining accurate donor records in our database. In my role, I act responsibly and maintain trust when managing confidential donor information. Another example of acting responsibly would be situations in which I am in the position of caring for EPS students. As a regular proctor for After School Study Hall, I act responsibly to make sure all students are present, signed in, and picked up by their parent / guardian after school. I’ve been responsible for student safety when driving the Chess Team to and from their league play on Monday afternoons. I’ve been responsible for student safety and well-being on EBC trips, both domestically and internationally. A final small and yet responsible action that falls under my responsibility is managing the jelly bean dispensing from Head of School Sam Uzwack’s office. Last year, I helped create some responsible boundaries around the jelly beans such as limiting the jelly bean dispensing to hours after lunch, to make sure treats are being consumed after more nutritious food choices.
“Katie did a ton of work to make the EBC trip a success. She was always 100% game to pitch in and help, no matter what and this is the true heart of responsible action. She was in to help when the bus needed an additional chaperone or another student head-count or assisting to make a pivot in the plan. I think that Katie upholds the TALI motto but she also upholds the unofficial slogan for what makes our students and community special: Curious and Kind. She is both of these.” -Monica Cowdery
“Katie is the EPS poster-“child” for this area of the EPS mission. She has iron-clad integrity and this shows up particularly in moments when she needs to act responsibly!” – Anonymous
“I’ve observed responsible action when organizing events, especially major ones. Your ability to manage complex logistics while keeping everything running smoothly is impressive. In particular, you’ve developed an effective system to track each step involved in staging end-of-year events, from Senior Night to Graduation to the End-of-Year Party. This level of organization ensures that every detail is accounted for, creating a seamless experience for everyone involved.”– Anonymous
“An example of Katie thinking critically, acting responsibly, and leading compassionately is acting on what she learned during a staff professional development meeting regarding student actions and their safety. As a staff member, it’s not always easy, but Katie practices the skill of interacting and having a conversation with a student(s) when she observes an issue that is not in alignment with our mission.” -Lani Bowker
Lead Compassionately
The “L” of our TALI motto stands for Lead Compassionately and I have had many opportunities to incorporate this value into my work. For our major events, I work with internal teams, external vendors, and parent volunteers to ensure every aspect of the event is a success. I always seek to communicate clearly and lead with compassion when working with any constituent group, especially when collaborating with other teams on events. When working with students in after school study hall, EBC, or coaching, I seek to incorporate compassionate leadership into my approach. As an adult representative in our student Affinity Groups, I have had the opportunity to further develop compassionate leadership skills, especially when we engage difficult topics or areas of disagreement. I work to anticipate the needs of others and knowing when to step in, when to manage, and when to support, whether I am working with students or adults.
“I have most directly observed Katie leading compassionately. I can think of a half dozen instances when I or someone else was struggling to complete a task or project and Katie saw that and offered to help.” – John Stegeman
“I’ve seen Katie being a compassionate leader when she helps direct our photographer, Barbie, to capture the magic of the kids and activities happening on campus.” – Jeff Sternitzky
“Beyond event logistics, you lead these activities with compassion and grace, making sure that each event feels meaningful and inclusive. Your compassionate leadership truly makes a difference in bringing the community together.” – Anonymous
Innovate Wisely
Finishing the TALI mission with the “I” of Innovate Wisely, EPS is a culture that encourages problem solving and innovation. I appreciate that we frequently aspire to do better and to foster a culture of continuous improvement as an organization. I’ve found ways to contribute to the culture of wise innovation by initiating event debrief meetings with Facilities, Dining Services, and my own team. I keep these notes for the future and incorporate them into my preparations to improve the next event. Vickie and I always check in with the APG after an event or project to determine ways to innovate our approaches moving forward. When managing events, unexpected things can always happen, which is why wise and innovative event managers always come prepared with a backup plan. In the past, I have had food trucks cancel at the last minute and had to innovate wisely to find a quick replacement. I’ve made mistakes in renting the incorrect plates and tables for an event, leading me to need to pivot quickly and get support from my colleagues to go pick up replacement items. When collecting senior submissions for the yearbook, I used to be overwhelmed with the volume of emails I had to process from the senior class. I was certain there had to be a better way to do this, so I created a Microsoft form where seniors can submit all of their information in one place. This wise innovation has kept all senior submissions organized in one place, saving me time and reducing the risk of missing a photo or collage in the yearbook process.
“I saw Katie innovate wisely when she has had food trucks cancel on her before and quickly adapts to find alternatives. I’m sure there have been many times when details for events that she in planning fall through the cracks and she has fixed the problem right away.” – Randi Peterson
“She is quick to learn, eager to innovate, and always willing to take on new challenges. She manages daily updates to our digital signage system, regular updates to our social media accounts, daily to weekly email communications, and weekly updates to our website. To put it simply, Katie keeps us current and relevant—ensuring that the digital face of our school reflects the strength and energy of our community. Her work is not just an extension of the Tech Team—it is a critical part of its success.” -Derek Clarke
“Katie is undoubtedly a strong and positive ambassador for EPS. Her commitment to the school’s core principles is clear in every interaction she has, both within the team and with the broader community. It is evident in meetings that her actions are consistently guided by EPS’s core values of Critical Thinking, Responsible Action, Compassionate Leadership, and Wise Innovation. One of the most noticeable aspects of Katie’s leadership is her preparedness for meetings. She comes well-informed, and is ready to engage with thoughtful insights. This approach demonstrates her commitment to Critical Thinking, as she is not just a participant but a proactive contributor.
Overall, Katie’s ability to blend these values seamlessly in her work makes her a vital and respected member of the EPS community. Her approach to leadership, her careful listening, and her innovative mindset consistently reflect the culture and mission of EPS.” -Anonymous, APG Volunteer
Reflection: Areas of Awareness and Growth
If you want to build a ship, don’t drum up the men to gather wood, divide the work, and give orders. Instead, teach them to yearn for the vast and endless sea. -Antoine De Saint-Exupery
I am using this illustration from Managing Leadership Anxiety by Steve Cuss to open this reflection because I feel it captures the essence of the TALI mission and our vision as a school. While the TALI mission applies to our daily tasks and staff and faculty, it also speaks to our vision and institutional goals. The TALI mission is about inspiring people to see a vision for a better world and believing that vision can be achieved. Out of the four mission points of TALI, I think the one I could grow in the most would be Lead Compassionately. Being compassionate comes easily when I feel on top of my tasks, well rested, and when I feel like I have a good handle on managing my anxiety. The test comes when I feel like there’s a ton of projects happening and then another request comes in via a person or email and it feels like too much. I want to work on remembering to step away, to regulate, work on some breathing, and remember that these are not life or death situations. I want to work on naming those emotions and recognizing when it’s a busy time, giving myself grace, and returning to the situation with a refreshed sense of Compassionate Leadership for myself and for others.
Partners consistently with colleagues on projects outside of team responsibilities
In this section, I will be exploring ways that I have partnered consistently with colleagues on projects outside of my team responsibilities at EPS. These projects include the yearbook, exam proctoring, EBC chaperone, and coordinating PDD activities for staff. In all of these examples, I have discovered themes of connection, collaboration, and compassionate leadership.
Yearbook
Over the years, I have had the opportunity to partner with Karla Harris and the students on the yearbook. She leads the students in choosing the cover, theme, page layouts, and more. My role is working on the senior pages and uploading their senior pictures and collages. I also double check that we didn’t miss any seniors and make sure everyone is represented in the final version of the yearbook.
Exam Proctoring
I have partnered with Katie Yost, Jenn Chi, and other members of our staff team to proctor a variety of standardized tests hosted on campus at EPS. These included PSAT, SAT, ACT, ISEE, and AP Exams. Preparing to proctor these exams included receiving training and reviewing proctor materials before the test day. On test day, I arrived early, set up the exam room, set up testing materials, and read directions to the testers. During the test, I monitored the students and communicated the timing for their breaks. After the test, I collected the exams, dismissed the students, and returned the materials to the exam coordinator.
Education Beyond the Classroom (EBC) Chaperone
For Eastside Prep’s Education Beyond the Classroom (EBC) experiences, I partnered with the Student Life team to serve as a chaperone on two of the trips (Oregon 2024 and Spain 2025). Our 2024 EBC experience leader (Monica Cowdery) asked me to support the project by helping with some planning aspects of the trip. We went over the daily itineraries together to determine which activities would be feasible for each day. We also looked over the trip plans to confirm we had a good mix of activities, such as outdoors and indoors, high energy and low energy, required and optional, so that the students could have some free choice throughout the week. I also supported the travel preparation process by collecting permission slips, medical forms, and swim tests for the large group of student travelers. While on the trip, I helped manage student groups and make sure the students were being safe and learning while they were on the journey.
“I went on the 7th grade EBC with Katie and if that isn’t a testament to her adaptability, I don’t know what is. She showed up fully with the best possible balance of “plans vs the inherent need for flexibility that happens when you work with MS students” I know that Katie runs a very organized and on time set for herself, but she showed up ready to fully collaborate, take on items that felt like a reasonable stretch and speak up when she felt like it was not the best use of her skills. In planning for the EBC trip, we collaborated at several points where I could bounce ideas off of her and get meaningful feedback. She took over the forms collection and was such a huge lift to making this trip a success. As a group of chaperones, we specifically left the last day of the trip as an adaptable day to respond to student needs and Katie was so on board with making plans that set students up for success and supporting them.“- Monica Cowdery
Professional Development Day (PDD) Staff Activity Coordinator
For one of our Professional Development Days (PDDs), I partnered with Tina Hadden and Krista Kelly to organize a social activity for staff. We worked together to create a survey for the Administrative Support Council (ASC) to determine which version of “Chose Your Own Adventure” would be the most popular with the staff. I helped identify point people to lead each group and Tina, Krista, and I helped them to set a budget and purchase supplies for their activities. I made a survey for the whole staff to determine how many people we would have in each group, then I shared those lists with each group leader to help them prepare for the day of activities.
“Katie is a team player. She works well with teams, engages in meetings, and participates in various school activities. I appreciate that she does not shirk from volunteering to lead or be a part of group projects that don’t compromise her workload or schedule. She stepped up and led a couple of LLL walks and staff PD activities when there was a call for volunteers. I witness her sharing her ideas, insights, and affirmation at every ASC meeting. I had first-hand experience of her willingness to adjust logistics of our January 17 PD activities based on feedback from our small team (timing, budget, and communication).” – Anonymous
Reflection: Areas of Awareness and Growth
For this reflection, I am thinking about ways I can grow in my partnership with colleagues outside of my team responsibilities. In his book, Steve Cuss notes that awareness can not only help a person to grow as an individual, but also help an organization develop a healthy culture. “This is where change and health really occur. If you become not only self-aware but also group-aware and lead beyond awareness, you can create a healthy culture for people to thrive.” (Intro)
This section of the book helped me understand that there are multiple layers to effective leadership. Good leadership starts with self-awareness, being knowledgeable about myself, my weaknesses, and areas where I should be seeking support from others. Self-leadership means setting myself up for success by building a strong foundation through healthy habits, engaging with emotions, and building a positive mindset, which impacts how I show up to work every day. As Cuss suggests, great leaders are not just self-aware, but they are also group-aware. By leading from my self-awareness and leveraging group-awareness, I can have influence that creates a healthy culture for people to thrive. I want to grow in my self-awareness and group-awareness in my work at EPS, through collaborations such as the yearbook, exam proctoring, EBC, PDD activities, and more. By being aware of the emotions of others and needs various groups, I can help create a culture where all members of the EPS community feel included, grow, and thrive.
Effectively communicates the function of the position/work to be accomplished to other constituencies, engaging in mentorship (both formal and informal)
In this section, I will be exploring ways that I have engaged in both formal and informal mentoring at EPS. Examples of mentorship include staff mentoring with Ellie Ciot and student mentoring through MS cross country.
Engaging in Mentorship
During the 2024-2025 school year, I was a mentor for Ellie Ciot, who is one of the newly hired members of the EPS community. As a mentor, I’ve connected with Ellie one on one for meals and coffees to check in, answer any questions she may have, and to offer support. Over the year, it’s been a joy to see Ellie gain confidence at EPS and take on more roles such as supporting the Robotics team.
Last school year, I invested in our student athletes by committing to be an assistant coach for Middle School Cross Country. In that role, I served as a coach and a mentor to the athletes. My perspective on coaching is that being a student athlete is not just about physical training; there are mental and emotional areas of development as well. Throughout the season, I had opportunities to mentor the students in these areas, to help them work on creating a positive mindset, and encouraging them in areas where they were struggling. Through this mentoring process, it was so rewarding for me to see every student grow. I saw each one of them challenge themselves and develop their skills for running and for life, both on and off the course.
“Coach Meredith is a really great coach because she always encourages us, no matter how we run. Even if we get last place she still believes in us and I just really love Coach Meredith.” – MS Cross Country Runner
Reflection: Areas of Awareness and Growth
In this section, I have had the opportunity to reflect on my growth over the years as a mentor. When I first started at EPS, I focused on learning the place, the culture, and my professional role in that context. Today, I have reached the point where I have the confidence and skills to be a mentor to others. Personally, I believe that being mentored and mentoring others is an essential skill that every person should be engaging in throughout their lives. Wisdom in life comes from learning from those who have gone before and it is our duty to invest in the next generation and share what we have learned with others. In Managing Leadership Anxiety, Steve Cuss writes, “The vision for this model of leadership is a culture where people can bring their whole selves and hold one another’s vulnerability in a caring way, where we can name and move through our shadows, vows, and anxieties to be more fully present to one another.” (p. 181) I hope to continue to grow into this kind of mentor – one who encourages people to bring their full selves into their relationships. As I build awareness of my anxieties and the anxieties of others, I can become more empathetic to what others are experiencing at work and in their lives. In this way, I hope to foster a culture of investing in and mentoring one another as I grow as a leader at EPS.
Acts as a strong and positive ambassador for EPS in the wider community
In this section, I will be exploring ways I have acted as a strong and positive ambassador for EPS in the wider community. One of the main ways that I act as an EPS ambassador is through my work with the Association of Parents and Guardians. I work with them to facilitate their meetings, projects, events, and communications to their grade level groups. Another way I act as an ambassador for EPS is through my regular interactions with our vendors. I frequently work with Barbie Hull, our campus photographer, to capture photos in classrooms and of our special events. I work with vendors such as Grand Event Rentals, bartenders, food trucks, and offsite venues for events like the Employee Holiday Party, Graduation, and the Post Graduation Celebration. In all of these interactions, I seek to be a strong and positive ambassador for EPS by exemplifying the TALI mission. Finally, in my work with peer school groups of Advancement and Alumni directors, I have regular opportunities to serve as an ambassador for EPS among the local independent school community.
“At all of the Executive Committee and All Class Rep meetings, Katie is an integral part of making things run smoothly. She is unflappable and usually thinking two steps ahead (at least two steps ahead of me). Even this week, she recommended a quick solution for a meeting next week and is taking care of it all with a smile.” – Adam Milam, Class Rep Coordinator
“I’ve seen Katie function in a variety of capacities at EPS including participating in key meetings, manning the front desk and entry to family-oriented events, supervising LPC, etc. Again, I’m not aware of the full scope of her responsibilities, but I could envision her in myriad roles in the school including in leadership. She is an excellent, positive and trustworthy representative of our school both internally and externally based on what I have observed.” – Kristen Boeckmann, APG Secretary
“Katie was a great ambassador for the school. She was always upbeat, positive and professional even after the longest days. Katie was always willing to help solve a parent’s problem and ensure they were happy.” – Katharine Pike, Former APG President
“Katie reflects our school’s mission, values, and goals – she always uses them while communicating with others such as parent volunteers, including myself. Her constant presence shows her commitment and dedication to the school community, and makes her a great ambassador for EPS.” – Bengu Bostanci, Current APG President
“The pride that Katie has for the work, team and school is clear. She is eager to celebrate wins and eager to seek ideas and insights that might suit EPS in achieving its goals. Her excitement and drive are clear and the mission of the school is clearly a big part of what inspires her.” – Grace Finch, Director of Development, Annie Wright Schools
“Her communication and organization has facilitated more members of our group attending our virtual meetings. Under Katie’s leadership, I have seen new faces join our calls. She is actively strengthening the relationships of alumni directors at local schools.” – Claire Fallat, Associate Director of Development, UPrep
“I’ve noticed the enthusiasm and pride you bring when interacting with people outside the EPS community. When your parents visit campus, you share glowing descriptions of EPS, its people, and even the great food from our kitchen! When working with vendors for major events, you create a collaborative and respectful atmosphere that represent EPS in a strong and welcoming light. These positive interactions not only strengthen relationships but also encourage vendors to continue partnering with EPS in the future.” -Anonymous
Reflection: Areas of Awareness and Growth
In this section, I was able to reflect on my role as an ambassador for the EPS community with the APG and the peer school groups for Advancement and Alumni directors. As an ambassador with the APG, I serve as a bridge between the parent community and the school. When working with parents, there can be anxiety about their kids, the school, or even dynamics between parents that cause tension in the group. In his book, Steve Cuss touches on the impact that a person who is aware of their own anxiety can have in an anxious group. “A nonanxious presence does not mean that you no longer battle anxiety, it means your anxiety no longer infects your system, and your capacity to manage others’ anxiety is increased.” (p. 124) Now that I have become more aware of my anxiety and ways to manage it, these tools will help me have a positive and peaceful presence in collaborations with parent groups such as the APG. Being aware of the anxiety of others looks like listening, understanding what they are feeling, and supporting them as they navigate their emotions. Rather than responding to the emotional temperature of the group (like a thermometer), my hope is that having a nonanxious presence will set the emotional temperature of the group (like a thermostat).
Another way I hope to continue growing as an EPS ambassador is by being a bridge with EPS alumni. The Advancement Team (Vickie and I) have been working on creating a culture of philanthropy among alumni over the past couple years. We are starting to ask alumni to support the Endowment, in addition to the initiatives from the Alumni Team including inviting alumni back to campus as guest speakers and facilitating reunions. We have also been building our network on AlumniFire, our new platform that serves as a hub for alumni, faculty, students, and parents. In the future, I hope to continue supporting and facilitating connections between alumni and EPS, serving as an ambassador for the school in the community.
Acknowledges and resolves conflict effectively
In this section, I will be exploring ways that I have acknowledged and resolved conflict effectively. Examples of this include after school study hall, MS cross country, and Graduation.
After School Study Hall
There have been times in after school study hall when the students can be rowdy. This behavior is understandable, since ASSH happens after school and many students are letting out the energy that they have been working to contain for the entire school day. The most common conflict that arises during ASSH is one of our older middle school students taking their friend’s cell phone and running away with it, leading to a high speed chase on foot. Usually the way I handle this conflict is asking the students to give back property that is not theirs and to bring their energy down a little bit. I also remind them that they are setting an example for the younger middle school students, who are likely to model their behavior after older students.
MS Cross Country
I helped acknowledge and resolve a conflict this year in MS Cross Country. The students were playing Red Light, Green Light and I was watching from the side of the Sport Court. As I watched, I saw one of our female students burst into tears. I asked the other coach to take over and I took her aside, getting some tissues and water. What had happened was the boys on the team were making taunting remarks, including comments about her hairstyle. We returned to the group and I shared this information with the other coach, who had a conversation with the boys that were taunting. Then, we invited the students to talk about what happened, recognize it was wrong, and make an apology to resolve the conflict. Moving forward, we didn’t have any issues like that for the rest of our season.
Graduation
Over the years, I have learned from the issues that have come up at Graduation and found ways to improve our approach. Now that EPS is averaging 80 students per graduating class, there are some changes we needed to make to continue make the event efficient and positive for everyone. With such a large class size, Vickie and I noticed it was taking too long for the seniors to cross the stage and get their diplomas. Last year, we worked together to reverse the students’ walking pattern so that they get their diploma quickly and have time to return to their seat at a relaxed pace. This eliminated the awkward silence for the audience and so they didn’t feel obligated to clap the entire time. In years past, we have run into issues getting all the seniors accounted for and lined up in time to process into the ceremony space. Last year I realized we needed to have two volunteers assigned to the seniors, since it’s such a large group of people to manage. By assigning two volunteers to the seniors and reversing the walking pattern, last year we succeeded in having our most efficient and on time graduation to date.
“Katie is a fantastic ambassador for EPS, always representing the school with professionalism and positivity. For example, at graduation, she plays a key role in making the event feel special for everyone, from coordinating the massive list of logistics to ensuring all students, families, faculty, board members, and staff were taken care of. Her thoughtful communication and attention to detail—like making sure everyone knows their role and are comfortable with what they need to do – shows her dedication to EPS and its values. It is clear that Katie cares deeply about the community, its mission, and the experiences of all community members.” – Angie Sharp
“Katie is always thinking on her feet, especially during graduation. Katie is managing the faculty/trustees upstairs and keeping everything moving smoothly. I see her proactive adaptability in how she is prepared for everything, steamers, safety pins, snacks, beverages, detailed instructions and timelines for staff who are helping.” -Jenn Chi
Reflection: Areas of Awareness and Growth
As I reflect, I am aware that engaging in healthy conflict is not one of my strengths. Like many people, I prefer to avoid conflict and the emotions that come along with it. I know that without getting out of my comfort zone, I will not grow. For me, I hope to shift from seeing conflict as a bad thing to reframing it as a constructive thing (when done in a healthy way). As a member of my PDP Team, Kim Marzano provided me with a great chart illustrating our comfort zone, growth, and overwhelmed spheres (included below). For me, engaging in a potential or literal conflict falls into the growth zone, making me feel un-safe, anxious, and uncertain.
I recognize that I have not had many formal “conflicts” with my colleagues at EPS. For the most part, the people who work here work well together and get along. One small example I can think of is the challenges I face with not having a traditional office with a door. There can be a conflict between my need to focus and get work done and others wanting to chat and socialize in the common area. As someone who needs a quiet space to focus on detailed projects, this can be frustrating for me at times. Usually, I just don’t say anything or move away to another workspace. However, in this case, I don’t think direct confrontation is the appropriate response either. Two ways my PDP Team and colleagues have helped me think through solutions to this conflict are having a “code word” with Vickie or Tina to have them come out and sort of reign in the people hanging around. The other idea is creating a sign system for “Focus Time”, “In A Meeting”, etc. With these tools in hand, my hope is to continue reflecting on and growing in my conflict resolution skills as I move forward.
Engages with compassion and trust, developing respectful and productive relationships with community members
In this section, I will be exploring ways that I engage with compassion and trust, developing respectful and productive relationships with community members, both internally within EPS and externally within the parent community. As I reflect on this section, I can see just how important building these trusting relationships are to my daily work, goals of our team, and fulfilling the mission of EPS on a daily basis.
“Katie always has a warm greeting when I see her, and walking between rooms and the storage space with her, it is clear she both respects and has the respect of fellow faculty and staff and other parents/guardians, exchanging smiles and genuine ‘hellos’.” -Michelle Peyree, APG Faculty Staff Appreciation Team
Association of Parents and Guardians (APG)
In my work with the APG, I have had a variety of opportunities to develop respectful and productive relationships that are founded on compassion and trust. Vickie and I work closely with the President of the APG, who is our parent liaison for all of the organization’s subgroups, teams, and volunteer leaders. I also work with our grade level Class Representatives and support them in their monthly email communications to their grades. When they would like to host coffee gatherings on campus, I reserve rooms for them, enter the guests into our Guest Management system, and send an email with group information to Scott Hockert (guests). I will also touch base with Reuben Delgado (parking) and Shar Crockett (breakfast/coffee). I create an Outlook calendar invite and notify EPS leaders who might be interested in dropping in to the gathering, such as Sam Uzwack, John Stegeman, Sarah Peeden, or Vickie Baldwin. Finally, I support the Faculty Staff Appreciation (FSA) and Hospitality Teams in all of their events and projects. These projects require frequent communication, flexibility, and team decision making to determine what is feasible both for the parent volunteers and for the school. These events and projects have many moving parts, so it’s important for me to build and foster trusting relationships throughout the year as I am collaborating with our parent volunteers.
“She has always been upbeat and respectful towards me. Katie once made a complimentary comment about my daughter’s academic discipline that surprised me (in a very good way) because it signaled to me that Katie knows my daughter more than I would have expected given that she is not a faculty member.” -Kristen Boeckmann, APG Secretary
“Katie has always treated me with trust, compassion and respect. She is patient when things aren’t going right. When I worked on the grade level emails to parents and guardians, she would reach out to me personally to test emails or to make changes. She did this in a way that was helpful, did not call me out in front of other volunteers, and made helpful suggestions.” – Melissa Stone, APG Hospitality Team
“Katie is an active listener during our meetings, casual conversations, and whenever we send her feedback. She listens to our suggestions, answers our questions, and if we are having a challenge, she always responds with understanding statements. She ensures that everyone feels valued and included during community events and in decision-making processes. She’s reliable and consistent in her actions and communications. She also recognizes and celebrates the contributions and achievements of the members in our community. For example, Katie always gives the other volunteers and me compliments on the work we’re doing in projects or events. As a result of all these parents trust and respect her.” – Bengu Bostanci, APG President
“Katie was an invaluable partner to the APG. She interfaced with all APG executive team members and the class reps. Katie demonstrated a lot of compassion and respect (as well as finesse and diplomacy) dealing with the all the demands of the FSA team and the communications to the class reps.” -Katharine Pike, Former APG President
“Katie is so easy to work with, never makes us feel like we are a burden or asking too much and always willing to help however she can. She hears what we are asking, and sometimes even if maybe we think we know what we need/want (where or when to set up an event for FSA for example), but maybe she has a better solution for what we are really looking for, is willing to make the suggestion and does so in a way that is respectful, feels helpful and ends up being exactly what we need.” -Michelle Peyree, APG Faculty Staff Appreciation Team
Dining Services Team
In my role at EPS, I collaborate frequently with the Dining Services Team for everything from coffee for small group meetings to catering for large-scale community events. I work most frequently with Jacky Lo (Dining Services Director) and Lisa Coulter (Dining Services Manager) and we have built trusting relationships with one another. Lisa and I communicate frequently about the details of the meetings and events that I enter into FMX. We have a continuous dialogue of questions, notes, and confirmations. We work together well and trust one another to make every event and meeting a success. Lisa and I work together to plan pre and post event meetings to bring our teams together and review all the key details. I check in with Lisa almost daily in the LPC lunch line at check out, so our communications are frequent.
“I worked with Katie on the Senior parent reception event. We went through a planning meeting together and her insight and organization provided excellent resources for the operational team. She was on hand during the event to make sure it flowed smoothly. She adapted the timing of the event to reflect the arrival of the participants, making sure everyone was able to hear the opening speeches.” -Brenda Writer
Facilities Team
In my role at EPS, I work closely with our Facilities Team, specifically with Anis Rahman (Day Facilities Manager) and John Jensen (Night Facilities Manager). Our collaborations over the years have included me uploading set up details and floorplans into FMX. That action is usually followed by some clarifying questions or edits to the original plan, according to what is most feasible for the Facilities Team. By using FMX, email, and in person conversations, I have worked to create open lines of communication, resulting in productive and trusting working relationships with the Facilities Team.
“Katie has taken proactive steps to adapt her team’s communication style regarding how she communicates with our department. This has made our role much easier to accommodate her requests for event setups specifically. On several occasions, Katie has asked informed questions, which have led to better outcomes. We regularly have the info we need well ahead of time.” Jordan Lettau
Reflection: Areas of Awareness and Growth
My reflection for this section ties back to developing awareness of my own anxiety as a leader and how that awareness releases me to be more aware of the anxiety of others. By recognizing that everyone in an interaction has anxiety, emotions, thoughts, and experiences swirling under the surface, it changes the way I engage with others. Developing this knowledge allows me to engage with others with compassion and trust, which is essential for developing healthy working relationships. I’ve discovered that having greater empathy for myself and others is key to developing productive relationships with my colleagues and teams at EPS. In Managing Leadership Anxiety, Steve Cuss writes, “If you are a leader, the final benefit of noticing anxiety is growing in your capacity to be fully present with people. You can lead with humility – not thinking less of yourself, but thinking about yourself less. By doing this, you become less self-absorbed. Anxiety exacts a toll and bolsters self, but noticing it and naming it allows us to be others-focused.” (p.28) I think Cuss brings up an interesting point in this passage. Having greater awareness of my own anxiety and how to manage it allows me to become less focused on myself and to lead with humility. Noticing my anxiety and managing it sets me free to think about myself less and focus on what others need from me in team collaborations and community relationships. Moving forward, I hope to continue growing in my ability to engage with compassion and trust and become more focused on supporting others in my role.
Fosters true belonging of all community members, leading with understanding and grace
In this section, I will be exploring ways that I foster true belonging of all community members, leading with understanding and grace. In my role, examples include facilitating School Picture Day, working on the yearbook, lunch with colleagues, employee events, creating nametags and table tents for meetings, and the various kinds of support that I provide near my desk area on the TALI 4th floor.
“Her entire job is based on ‘fostering belonging’ – she works with Vickie to figure out faculty/staff events that will allow everyone to feel part of the community. She works with the Parent Association to figure out gifts and baskets for staff during appreciation days.” -Randi Peterson
“Katie always has a welcoming presence no matter when or where I see her. Even if it’s not tending to her primary responsibilities, she’s happily engaging with all community members. Even before I began working with her, I remember as a new parent, I had a question when I was on campus and knew she was someone that was going to gladly help me out.” -Adam Milam, APG Class Rep Coordinator
“Katie’s gratitude is apparent in her consistent acknowledgment of volunteer efforts. She always takes the opportunity to thank volunteers for their time and energy, making sure they know how much their support means to the team and the broader EPS community. This level of recognition and appreciation goes a long way in motivating volunteers and reinforcing a culture of collaboration and mutual respect. Through these thoughtful actions, Katie plays a crucial role in creating a welcoming environment that encourages ongoing participation and strengthens the bonds between the school and its families. Her efforts to make every volunteer feel like a valued member of the community help foster a strong, unified atmosphere that aligns with EPS’s core principles of inclusivity and collaboration.” -Anonymous, APG Volunteer
Nametags / Table Tents
When I first started working at EPS, I learned that our community values inclusion, belonging, and being known. I realized this as the summer was ending and the school year was quickly approaching and I was tasked with printing numerous nametags for fall meetings and events. A core task of my role is printing nametags for every Head’s Table, APG meeting, and event that is hosted by our team. Over time, I have come to understand how having the nametags ready for meetings and events is an important way to build community. When I print nametags from Generations (our Advancement database), they include the parent’s first and last name, as well as the names of their students. We use a colored band to denote which grade their student is in this year, as well as a swoosh symbol that identifies any family that is brand new to the EPS community. With just a simple nametag, parents feel like they are known and that they belong to our community. The nametags allow them to connect with one another and be welcomed in by our Class Reps and APG parent volunteers. Our faculty can take a quick glance at a nametag during an event and know which students are connected to which parents, facilitating connections between EPS and our families. Another form of nametag I have been working on recently is printing table tents, a larger card that can be placed on a table in front of a guest. As EPS continues to build partnerships with our Linbrook Office Park neighbors, King County, and the City of Kirkland, we have been hosting monthly community meetings on our campus. I print table tents for the guests at these meetings, which helps foster a sense of belonging and community among the guests that have been invited to our campus.
“Katie was also responsible for the backend of Hospitality events such as RSVPs, table rentals, bartenders, and ensuring we had hundreds of name tags for all parents on the day of events. I think her job was especially challenging because she was expected to anticipate APG/parent needs, and do long-term planning for the year while also addressing immediate tasks such as identifying typos and printing name tags.” -Katharine Pike, Former APG President
School Picture Day / Yearbook
One way that I foster the belonging of all community members in my role is organizing and facilitating School Picture Day at the start of each school year. It may seem like a small task, but getting a new photo of every adult and student member of the EPS community each school year requires intentional planning, organization, and communication. By improving our process and communications around School Picture Day, I have helped increase the number of student pictures that get uploaded into Four11 right at the start of school. This helps our faculty and coaches start to learn student names right away, making students feel known and welcomed at school. We also have coaches that are outside hires who all use Four11 to learn their roster and get to know their players each season. I also work with student photos in the yearbook, proofreading the class pages to ensure that all students have been included and no one was missed. I work with the seniors to collect their senior pictures and make sure all members of the class have been recognized with their photo on the designated pages. From our seniors to 5th graders to faculty and staff, making sure everyone is represented in the yearbook is one of the ways I help the members of our community feel a sense of belonging.
“Her push to get as many school photos taken before school as possible makes it possible for our coaches to have a photo directory to learn names quickly – especially for people new to the community this is a very important piece in growing their sense of belonging.” -Angie Sharp
Lunch with Colleagues
In my first years at EPS, I would often have lunch at the same time as Kim Eng and Angie Sharp (Athletics Team). We gave each other the nickname “Lunch Buddy” and our “LB Society” continues to this day. I look forward to lunch with my colleagues every day and I am happy to support this unique aspect of the adult culture at EPS. Everyone is included and we mix up the seating arrangements. I enjoy chatting with folks from various departments to hear about what’s going on in their work life or their home life. By engaging in the culture of communal meals at EPS on a regular basis, I am continuing to promote and support the belonging of all community members at our school.
“I notice that Katie promotes belonging in our community when she floats from group to group during lunch. She does not limit herself to certain groups. Instead she has started the Lunch Buddy “society” and she seems to look forward to hanging with various individuals she has deemed part of the LBers.” -Anonymous
“I’ve noticed the way you actively engage both new and longtime employees in conversations at the lunch table.” -Anonymous
“Katie is always smiling and welcoming! She genuinely seems excited to talk to everyone and anyone about anything. I have seen and heard of Katie’s Lunch Buddies lunches with a group of others. I am not 100% sure how they got together but it is something that they all seem to look forward to.” -Jenn Chi
Events for Employees and Parents
Another way I have been working to foster the belonging of all community members is through the events and celebrations that we plan for EPS faculty/staff and parents. In recent years, we have made the shift to renting food trucks for our annual Year End Lunch, which includes the Dining Services team in enjoying the meal rather than preparing the food and cleaning it up. I have also reserved food trucks for PDDs and during the summer on occasion, which have always been appreciated by the Facilities and Dining Services teams. Our team has worked on adjusting the timing of events so that the Facilities and Dining Services teams can attend, since they work different hours than the faculty and other staff. I have worked on arranging transportation to and from events, such as the Employee Holiday Party and Post-Graduation Celebration, to make sure that everyone can travel safely to and from the event. For EPS staff and also for parents, I have facilitated events that bring together faculty and parents, which helps foster a sense of belonging among the parent community at our school.
“A huge part of Katie’s role is to plan and execute events that bring our employee and parent communities together, either separately or together. She excels at this and it is a central part of her job.” -John Stegeman
“The events Katie puts together foster belonging for both the faculty and the staff and the community of parents. from my end the events run smoothly and are enjoyed by the community.” -Brenda Writer
“Katie is amazing at making things run smoothly and creating a welcoming vibe for everyone. When I attended the Senior functions as a parent, I saw firsthand how she pulled everything together—from the thoughtful photos of students over the years, to the perfectly coordinated event details and flow. She was everywhere, ensuring guests were comfortable and things stayed on track. Katie brings a warm energy and attention to detail in everything she does, making a big difference for the whole community.” -Angie Sharp
4th Floor and Miscellaneous Support
In my office space on the 4th floor of TALI, there are a variety of ways that I support our faculty, staff, students, and guests. I often help faculty with printer issues and can help with some basic troubleshooting. I manage the replenishing of printer paper and coordinate with Evan Williamson (Admissions) when we need to order more. I support the students with setting up print formatting and printing the Eagle Eye student newspaper. I support guests, faculty, and staff with the coffee machine including tasks such as emptying the grounds drawer, refilling milk, and replenishing cups. I help the faculty find the classroom supplies they need in the cabinets and order more when we are running low. Last year, we opened up the jelly bean dispenser in Head of School Sam Uzwack’s office, where I have interacted with students and helped created some boundaries around dispensing the snacks. In all of these small ways, I have had the opportunity to help others and collaborate on solving problems, leading with understanding and grace to help facilitate belonging in the EPS community.
“Katie is affable and open. She works in an open space and while she needs to get things done, she is always open to connecting with colleagues and helping folks out with information, supplies, and the copier. I’m impressed by her patience and positivity.” -Matt Delaney
“In the Business Office, she is often the first face that people see and, while it is not necessarily her job to greet everyone, she immediately makes people feel welcome, at ease and directs them where to go if they seem lost. She also has to deal with the “jellybean swarms” of students. I’ve heard her treat the kids so respectfully while at the same time turning them down — that makes me smile. I’ve also noticed that Katie does a great job at trying to find connections not only between herself and others, but also by facilitating conversations between other individuals that might have things in common, thus creating connections/community.” -Dona Hunter
“I have personally benefitted from her attention to detail and effort behind the scenes – when I was covering the front desk, she had everything prepped and had told me when guests would be arriving. Not only does that make my job easier, but it also makes the guests feel particularly welcome and recognized, when everyone is anticipating their arrival.” -Angie Sharp
“She happily volunteers to oversee the front desk, giving Scott Hockert a break when needed. I’ve observed Katie working in several of these areas, and she is always helpful, confident, and working with a smile on her face, which I believe fosters belonging to all.” -Lani Bowker
Reflection: Areas of Awareness and Growth
Our identities are formed through the sphere of those who matter to us most. -Erwin McManus
This quote was included in Managing Leadership Anxiety by Steve Cuss and I feel like it captures my reflections on this indicator. Over the years, I have seen how my identity has been formed through my relationships with those who matter to me most (family and friends) but also by the people that I spend the most time with (work colleagues). I believe there is truth in the saying that you become like the people you spend the most time with. Influence and impact are experiences that go both ways; in a community, people are connecting and shaping one another all the time. In this area, I hope to continue to grow in my abilities to foster belonging for others and creating community for students, parents, faculty, and staff. By developing a deeper sense of my own identity and the identities of others, I hope to continue growing into someone who leads with understanding and grace in the EPS community.
Participates in the life of the school as able (i.e. school events and student performances)
In this section, I will be exploring ways that I have participated in the life of the school at EPS outside of my professional role. These include creating choreography for the Convocation flash mob, coaching MS Cross Country and Track, facilitating MS and US Affinity Groups, After School Study Hall, serving as an EBC Chaperone, and attending F&PA performances, sporting events, and Head of School gatherings.
Choreography for Convocation Flash Mob
Over the summer, I was invited to help with choreography for the annual F&PA faculty/staff flash mob. This tradition started the year the F&PA team had chosen High School Musical as the All School Musical, which already has choreographed routines that are meant for large groups. This year, I helped create a simple routine using music from Matilda, which is the 2025 All School Musical show. I made up the routine, then worked with Ginger and Lisa to make edits. Once we were happy with the final version, we taught it to the faculty/staff flash mob group. We performed the final piece at the Convocation assembly on the first day of school. Dance has been part of my life for as long as I can remember, so it was special for me to be able to share the joy of dance with the EPS community through this project.
“She is #1 most active and enthusiastic about our opening of school dance! She lends her expertise and always has a good time. She’s a great teacher to those who are trying something out of their comfort zone.” -Verity Sayles
MS Coaching – Cross Country and Track
This fall, I was invited to join the EPS coaching staff and serve at one of the MS Cross Country Assistant Coaches. I was a bit apprehensive at first, but once I got more familiar with the process I enjoyed being able to connect with the other coaches and the athletes. It was fun to do something that I love, which is running, and share that passion with the middle schoolers.
The experience helped me grow as a person and as a runner, allowing me to share some lessons that I have learned from being a runner myself. Over the course of the season, we worked not only on form, speed, and pacing, but also on positive self-talk and building mental tenacity in critical moments. I think my favorite aspect of being a coach was the pre and post-race process we would go through at cross country meets. We would do a first warm up as a team, followed by a second warm up for the runners in the second race (usually the girls team). I loved cheering for all of our athletes, encouraging them before races, and riding the bus together to and from meets. I am currently working as one of the MS Track Assistant Coaches, and I have enjoyed working with the team and investing in the students so far this season.
“She once mentioned having a few kids in the running club who were there because their parents probably required them to be. Katie adapted by running at the back of the line with them to be encouraging – she didn’t see the running club as only her opportunity to work out but understood that she would have to go at a much slower pace to help those kids.” -Randi Peterson
Student Affinity Group Facilitator
During the school day, I participate in the life of the school by serving as an adult facilitator for the MS and US Christian Affinity Groups for students. I am grateful to have the opportunity to connect with students in this way and explore a deeply held identity that we share. In these spaces, we have had many meaningful conversations and have been able to connect with one another as we navigate what it means to live as a Christian, both at EPS and out in the world. I have been working on empowering the students in both groups to take on more of a leadership role while providing them with support and guidance as needed.
“Katie is a leader among students within the affinity space and I see those meaningful connections in several ways. Getting to hear students say “I know her, we’ve talked about ________-” when she isn’t around because of their positive interactions from affinity group says a lot.” – Monica Cowdery
“Also, with affinity groups: she is in a religious affinity group that had a lot of differences in detailed practices – she adapted by guiding the group in seeing the bigger picture and how that affinity group integrates into the bigger picture of EPS.” -Randi Peterson
After School Study Hall
After School Study Hall is another way I participate in the life of the school outside of my assigned role. Even though ASSH usually consists of me waiting in the LPC for students to get picked up, I have gotten to know the students and their parents a bit over the years. It has been beneficial for me to observe the students, chat with them, and help them transition from the school day and into the evening as they prepare to depart from campus. In addition to allowing me opportunities to get to know the students better, ASSH is another service for the families that enables them to focus on their work and other obligations, giving them peace of mind that their child is safe and waiting for them at school.
“Katie is the picture of a team player. There isn’t a time when she isn’t ready to step in to answer a question, offer a hand, or be a support system for the school. She contributes behind the scenes (organizing and facilitating events) and forward-facing for APG, 4th-floor TALI, board members, after-school study hall, MS cross country, etc., to just name a few.” -Krista Henningsen
EBC Chaperone
In spring 2024, I went on my first EBC trip which was a fun and challenging experience. I had never been involved with such a large group of students together for a week, so the experience gave me the opportunity to stretch myself and grow. It was so wonderful getting to know the students better and joining them on their educational journey. I was able to build deeper relationships and trust with the chaperone team that was on the trip with me, which has translated into friendships that have lasted beyond the trip. When I reflect on my experience, I would say that the students weren’t the only ones who were learning during EBC. I discovered that education can look many different ways and that some of our most powerful experiences in life happen outside the walls of a classroom and out in the real world.
“I challenge you to find another EBC group that has done multiple reunion lunches (Oregon 2024!) This is a large part due to Katie’s organizational follow-through and enthusiasm. Being a part of a cheering lunch group during a PDP and getting curious (but very happy) looks from coworkers is a special experience.” -Monica Cowdery
“Katie enthusiastically collaborates with students during MS Affinity groups, ASSH, during EBC experiences and as a Clubs vehicle driver. Each of these roles require a specific level of engagement, and Katie is willing and able to adjust to the setting, regardless of her level of connection and participation in each setting.” -Anonymous
Attending F&PA Performances, Sporting Events, Head of School Gatherings
Throughout the school year, I try to attend F&PA performances and sporting events to support the students. As someone who is passionate about theatre and performing arts, I enjoy seeing the F&PA productions and seeing the students grow from year to year in each ensemble. I have attended sporting events with EPS colleagues and that was another fun way to support the students in their athletic endeavors. As a coach, I enjoy being present at the track and cross country meets and cheering for the Eagles as they cross the finish line. I have also attended small group gatherings with the Head of School, faculty, and staff to build community and continue getting to know one another. In both my personal and professional life, I believe that showing up to support others sends an important message. When you show up for someone, you recognize their boldness in performing and celebrate their hard work. Showing up for someone communicates your support, care, and recognition of their accomplishments. I am glad that I have so many opportunities to live out this personal value in the EPS community.
