SAILing for Successful Student Leadership

Kellsie Ham, Tabor’s Director of Student Affairs, knows that leadership takes many different forms and that a successful leader is one who is curious, caring, and courageous.

“Leadership isn’t just about a fancy title, it’s about caring for your community and being seen as a leader among your peers.”

Ms. Ham and her colleagues have built a student leadership program designed to expose students to the many different types of leadership and provide just the right balance of supportive instruction and independent decision making. To this end, all student leaders are encouraged to operate under the umbrella of Ms. Ham’s SAIL model of leadership:

Serve by engaging in meaningful activities that benefit both Tabor and the broader community, fostering a sense of responsibility and empathy.

Act with initiative and commitment, taking advantage of opportunities to improve oneself and contribute positively to the school environment.

Inspire peers by setting a positive example and promoting a culture of encouragement and support within the Tabor community.

Lead with integrity and purpose, developing the skills to make informed decisions, guide others, and work collaboratively toward shared goals.

At Tabor, there are more than 15 formally appointed or elected positions, including the Tabor Academy Student Council (TASC), in addition to positions such as club leaders, tour guides, peer counselors, team captains, proctors, stage managers, and the Tabor Boy crew. However, according to Ms. Ham, the exact number of leadership opportunities is constantly in flux. “We aim to make as many opportunities available as possible to our students and are always looking to build new opportunities across areas of campus where we have student interest,” she says.

How students access individual leadership opportunities and what responsibilities they ultimately undertake is dependent on the role and the department it serves. Some positions, such as those with TASC, proctors, and Admission tour guides, may require formal applications, teacher references, and an interview process. Others, such as club leaders are less stringent and can be self-selected or, as in the case of athletic team captains, elected by their respective teams.

“While each role has its own set of specific duties and expectations, all must demonstrate accountability, be in good academic and behavioral standing, and uphold Tabor’s core values. It works well because our students are pretty good at keeping each other in line when necessary,” she notes.

When asked to consider the overall goals and desired outcomes of participation in student leadership opportunities, Ms. Ham broke it down into two points of view—one from the perspective of the student leaders themselves, and the other from the perspective of those working with or being guided by them. 

“For students who pursue a position as a student leader, we hope they’ll come out of it with practical skills—communication, collaboration, guiding a group, project management, working as a team towards a common goal, and confidence in themselves and trust in others. For those students who don’t feel quite ready for leadership, or who choose not to pursue it here at Tabor, we hope that they’ll see someone they want to emulate, that they’ll develop an understanding of what it means to be a good leader because of another student on campus, and that that will give them the confidence to pursue opportunities in the future,” she remarks.

She also notes that the Student Life team is continuously evolving, building on Tabor’s strategic plan, seeking new opportunities to engage with leadership on campus, and creating more touch points with student leaders.

This commitment to growth and collaboration underscores the vital role student leadership plays in shaping the Tabor experience. As more student leaders are welcomed to the table, their perspectives help drive meaningful conversations—ensuring that Tabor continues to be a community where leadership is learned, practiced, and celebrated.