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Reflections on our E.E. Ford Leadership Grant

By Meredith Monk Ford & Liz Kornheiser

When we first embarked on our Edward E. Ford Foundation Leadership Grant project in 2018, our intention was to enhance the Folio process and experience in a way that would help our schools attract and retain the best teachers. The hypothesis was, and remains, that finding more effective ways to support and enhance collaboration among teachers will benefit the overall quality of teaching and learning in our schools. We conducted research that included independent schools and extended beyond schools into companies, hospitals and even a professional sports team, to learn and bring back to our community findings about creating and nurturing a more collaborative working environment. 

In order to share our research and findings we wrote our white paper, Creating a Culture of Collaboration, and developed the corresponding meeting activity deck with exercises, tips, and guides for hands-on use inside schools. 

This work centers on our framework “The Core Elements of a Collaborative Culture”:

  • Establishing clear expectations for collaborative practices
  • Living a shared culture of collaboration
  • Encouraging and supporting faculty and staff to share collective wisdom
  • Designing space, time, and teams to promote collaboration
  • Balancing hierarchy with distributed leadership and collective ownership

What we could not have anticipated at the outset of this project several years ago was the meaningful journey this Leadership Grant supported for our organization and team. Now, more so than ever, schools need to be intentional and strategic in their approach to faculty and staff professional learning so that everyone in the building feels equipped and supported when facing unexpected challenges. In order to do that, school leaders are now seeking tools and resources that help them to execute and implement programming and support in a way that creates an impact and shifts school culture.

The formation and work of E.E. Ford Design Team, made up of members with diverse professional roles and personal backgrounds working at Folio member schools across the country, has been a deeply impactful professional development experience. We hoped we would learn about collaboration through collaboration when designing this process, and we did. The Design Team approach is a promising model for collaboration across schools, given the degree to which teachers and leaders crave collaborative opportunities not only within their own schools but also with individuals at other institutions and is a method we plan to continue using to keep our members connected and engaged in deep collaboration on real projects in service of Folio. 

We would like to thank all of our E.E. Ford Design Team members for their contributions to this work:
Bo Adams, Elizabeth Bartlett, Maureen Burgess, Lori Cohen, Craig Copeland, Kevin Costa, Nancy Fleury, JD Gladden, Nasif Iskander, Derek Krein, Garet Libbey, Nicole Martin, Kathryn O’Neill, Kim Samson, Brad Shelley, Zakaria Sherbiny, Andrea Shurley, Louis Tullo, Sarah Wolf

The E.E. Ford Leadership Grant work has deep reverberations within our Folio organization’s strategy and plans for growth. We have always been clear at Folio that we see educators are our “lever for change” and now, more than ever, we understand the importance of providing them with the opportunity to build relationships, deepen personal and professional connections, collaborate meaningfully, and time to reflect on their practice.

About the author

Meredith Monk Ford

Executive Director of Folio Collaborative since 2013, Meredith Ford and her team partner with 100+ schools globally to help them foster a working environment of professional learning where teachers want to stay and thrive. Before joining Folio Collaborative, Meredith was a classroom teacher and coach. After graduating from the University of Maryland with a BA in Classics, she returned to her alma-mater, the Bryn Mawr School in Baltimore, to teach middle school ancient history and coach. While teaching at Bryn Mawr, she also completed her first master’s degree in Liberal Arts at Johns Hopkins University. In 2009, Meredith pursued a second master’s degree in School Leadership at the Harvard Graduate School of Education. The following fall, she joined the middle school faculty at McDonogh School where she served as a 7th grade history teacher, hockey and lacrosse coach, grade-level leader, and eventually, the Folio Administrator. As a result of her own Folio conversations with McDonogh administrators, she was able to realize one of her professional goals when she left the classroom to lead Folio Collaborative full-time. Because of her experience working in an environment where she thrived, Meredith is passionate about Folio’s potential to help other schools create that experience for all teachers. Although she is striving to spend the majority of her time working on the business, she still loves opportunities to train and facilitate workshops amongst administrators and faculty around professional growth, leadership, conversations, and feedback. She has spoken multiple times at the NAIS Annual Conference, the TABS Annual Conference, as well as many regional school association events. When she is not running the Folio Collaborative business, Meredith enjoys learning from her Entrepreneurs’ Organization Forum and spending quality time with her guys Owen (7), Walker (5), Briggs (2), and Robby (35).