Jack Fitch, he/him/his
The Altamont School, Birmingham, AL

I am not a first-generation college student, nor did I grow up in a low-income household. Instead, I grew up in a literal bubble—a gated, mostly white, suburban country club in which every brick and stucco house had a well-manicured lawn and where more families had maids, nannies, and yard services than did not. I have since coined it the “Deerwood Bubble,” aptly named after the neighborhood itself. I naively assumed that everyone who went to my mostly white, well-resourced, privileged high school grew up very similarly to how I did. It never occurred to me that my best friend (how she’s put up with me for almost 30 years now, goodness knows) was at our school with financial assistance and that she didn’t have the same bubble as I did. As adults, we’ve had that conversation and her experience at our school was vastly different than mine. Her ‘otherness’ was felt every day she stepped on that campus since her ‘otherness’ as a student of color couldn’t be hidden. My ‘otherness’ as a closeted and anxious gay teenager could be hidden. Should it have been? Debatable. Was it easy for me to ‘hide’ it? Yes.

In February, I was lucky enough to attend the ACCIS Equity & Innovation Summit in Charlotte after serving on the planning committee. At dinner the first night, I looked around the room and suddenly realized that in that space, I could not hide my ‘otherness’. No, not the fact that I’m *checks mirror* still gay and anxious, but rather, I was the only cis white identifying man in the room. I didn’t mention it to anybody that night, but the realization stayed with me for the entire evening. The next morning, another counselor, friend, and someone I consider a mentor sat down next to me and pointed out what I had noticed at dinner. I told him I was concerned I was taking the spot of another member, and his response was essentially to the contrary—the cis white identifying men of ACCIS are the ones who need to be in the room. While this experience was recent, it has only served to solidify my commitment to ACCIS, the work involved in advancing the organization, and the work that still needs to be done. We need those who need to be in the room to be in the room. Please understand what I’m trying to say—they (we) need to be in the room because they (we) need to learn how to be advocates for the advancement of things like antiracism and DEIB initiatives, and other efforts pertinent to our line of work.

Since my first year in college counseling in 2019, ACCIS has been one of the most invaluable resources and communities of which to be a part. My ‘otherness’ and the ‘otherness’ of those within the organization is embraced and given space. Regardless of our identifiers, we are all made to feel that we belong and that we can be our authentic selves. The network of support is unwavering. As I embarked upon my current journey at the beginning of the school year to a new state and into a new role as Director, I’ve reached out several times individually to other ACCIS members and collectively to the ACCIS e-list, and every time, the responses have been overwhelming (in the best way possible). At the ACCIS New Director Workshop at University of Vermont this past summer, the 30 or so of us there came together and learned so much about what it means to take on this role and advance the work. Yet, as wonderful as this network is, there is room for improvement as my experience at the E&I Summit indicates.

I’ll also never forget attending the ACCIS New Counselor Workshop in San Fransisco and being in awe of the people around me—the other counselors and facilitators. I wanted to be one of those presenters one day (I’m looking at you, Jonny Nicholson). As a member of the board, I hope to have the opportunity to do that and to make other new counselors (and not so new) feel embraced, welcomed, and supported on their own educational journeys and continue to have their ‘otherness’ celebrated as well.

I’ll end with this. My parents instilled many values within me, but the one I think about every day is that education is the one thing that can never be taken away from a person. Those of us in education and who do this work are lifelong learners. We have passion and drive to create a love of education within others, hope that they too become lifelong learners, and provide them knowledge that can never be taken away. With the help of ACCIS and the support of its members, we become better at that every day. It would be my honor and privilege to give back to an organization that has given me so much in just the last 5 years, an organization that has furthered my own ability to be a lifelong learner, and an organization that is dedicated to popping “Deerwood Bubbles” in the most meaningful and impactful ways possible.

Education:

BA, Religious Studies, Florida State University, 2004
MAT, Social Science Education, University of South Florida, 2007
EdD, Educational Leadership & Policy Studies, Florida State University, 2018

Previous Employment:

Assistant Director of College Counseling, The Bolles School, 2019-2023
Assistant Dean of Admission, Hamilton College, 2016-2019
AVID Coordinator, Freedom High School, 2013-2016
High School Teacher, Saddlebrook Preparatory School, 2010-2013
Middle School Teacher, Admiral Farragut Academy, 2005-2007

Relevant Professional Development:

University of Miami Counselor Advisory Board (2022-Present); Founder- Birmingham Area College Admission Network (BACAN) (2024); Founder- Altamont School Admission Advisory Board (2024); ACCIS DE&I Committee, Summit Planning Subcommittee (2023-Present); FCIS Reframing the Reach: Fish Out of Water Presenter (2020), Schoolwide Presentation: Avoiding Bias in Letters of Recommendation (2020, 2023); Alabama Independent School Association Accreditation Team Member (2024); SACAC LGBTQ+ SIG Co-leader (2023-Present); SACAC Summer Seminar Alternate Faculty (2024); Nominated/invited to attend Fitzwilliam Experience for Emerging Leaders (2024)

Beth Pili, she/her
The Spence School, New York, NY

My family history represents the power of education. As graduate students, my parents immigrated to the United States from the Philippines because of the 1965 Immigration Act. My mother's opportunities were far greater in NYC than if she stayed in Manila. For my father, his physical disability was a deterrent for most jobs in the Philippines, while in the USA, he had options. Arriving here at the height of the Civil Rights Movement also catapulted them into an environment that was not as open-minded as they believed. Achieving the “American Dream” seemed impossible, so they considered education their foundation. Raising a family in a new country brought on its fair share of challenges, and knowing that my sister and I would be first-generation Americans, they hoped that our schooling would help us navigate American culture.

I am deeply grateful for my own education, which originated in an independent school that encouraged empathy, inclusive thinking, service to others, collaboration, and broad knowledge sharing. I often think of the lessons from my favorite teachers and advisors who encouraged their students to consistently consider the experience of others while sharing one’s personal stories with pride and confidence.

To serve on the ACCIS Board of Trustees stems from my desire to give back to a community that has taught me so much and has helped me become a more compassionate educator and leader. High-quality education is vital to advancement, but its impact is only possible when we address the overlapping inequities that prevent our collective progress. During the last fifteen years, we have witnessed swift and enormous changes in our country that have impacted issues of race, gender, financial aid, and academic curriculum. As college counselors, our work is directly tied to the constant and evolving structures that uphold our educational system. ACCIS has been resilient and creative in ensuring sustained growth and impact for our students and families. While reinforcing our values as an organization, I have always admired ACCIS's innovation in rejecting a one-size-fits-all solution strategy. When helping students navigate the knottiness of the college process, we also recognize the complexity of the communities we work in and advance multiple strategies and ideas. ACCIS is a community I have leaned on for solutions to challenging questions or advice when addressing the needs of students and parents since I began working as a college counselor in 2009.

I will never forget my first student who identified as gender-neutral and my significant lack of knowledge when it came to understanding gender identity and how to counsel my student with care and compassion. ACCIS provided the solutions and training and emphasized that we do not need to figure this out alone. As a member of the ACCIS DEI Committee, I was pushed to interrupt my thinking and evolve how I defined equity work. Working with colleagues devoted to making our schools more inclusive inspired me to challenge the norms at my schools and to interrupt systems of inequity. DEIB work is the responsibility of all involved and should not be relegated to those with underrepresented experiences. However, you need bold leaders to set the path and design curricula that shift cultures and mindsets. I aspire to be in that position as a member of the ACCIS Board. Our professional DEIB work is connected to personal identity development. Each individual is in a distinctive place with this type of self-work. My thinking is rooted in the fact that we will each approach DEIB work differently; each individual and school needs to go at their own pace, and progress happens when organizations are mission-driven. I praise the leadership of ACCIS for making our mission crystal clear. As a board member, I look forward to helping create the tool kit that will assist our members in deepening DEIB thinking and considering other skill sets and frameworks to reform our schools to be more generative, empathetic, and relevant.

If given the opportunity to serve on the ACCIS board, I am excited to join a team of fearless, strategically-minded, and forward-thinking leaders. I hope to provide scaffolding to support ACCIS members and the diversity of our school cultures. As college counseling becomes more challenging, our work must be responsive, intersectional, multi-dimensional, and considerate of the needs of our entire membership and the schools ACCIS represents. Having as many different voices and opinions in the conversation as possible is imperative to continue the arc of expansion and change. Through ACCIS 360, I had the opportunity to travel to a peer school, and our work illuminated and highlighted the tremendous support we extend to one another.

ACCIS believes in a “culture of care,” where belonging is at its core for students, parents, and ACCIS members. Adding the Blackberry Conference to ACCIS’s programs emphasizes these community norms. Going far beyond mere college placement results, I have always believed that a thoughtful college counseling curriculum serves as a foundation for students and addresses the critical developmental transition between high school and college. After 25 years in college admissions and counseling, my experiences have prepared me for this responsibility, and I am excited about this unique learning opportunity. I hope to bring my creative energy and systems-level thinking to the team. It would be an honor to represent the ACCIS membership as a board member and help cultivate new approaches to deepen our personal and professional development as educators.

Education:

B.A. History, Bryn Mawr College, 1999
M.A. Higher Education Administration, Teachers College, Columbia University, 2008

Employment History:

The Spence School, Director of College Counseling, 2019-present
Adjunct Associate Director of Admissions, Colorado College, 2023-present
Heckscher Foundation of Children, Director of College Advising, 2011-2020
Horace Mann School, Director of College Counseling Initiatives, 2017-2019, Assoc. Director, 2009-2017
Columbia University, Director of Multicultural Recruitment, 2005-2009
Yale University, Assistant Director of Admissions and Multicultural Recruitment, 2003-2005
Barnard College, Assoc. Director of Admissions & Coordinator of Multicultural Recruitment, 1999-2003

Other Professional Experiences:

ABAFAOILSS, Ivy and Sister School Co-Chair, 2001-2005, Advisory Member, 2005-present
ACCIS, DEI Committee, 2017-2020
ACCIS 360 Visit, February 2020
EdLoc, Member, 2020-present
Harvard University, School of Education, Certificate in School Management and Leadership, Fall 2017
Advisory Board Member for Bryn Mawr College, University of Chicago, and Colby College
Presenter at NACAC, College Board, and ACCIS conferences (Summer Institute, New Counselor Workshop, and ACCIS DEI Colloquium)
Co-facilitator of Implicit Bias in College Admissions training sessions for the admissions offices of NYU, Bates, Vassar, Yale, Vanderbilt, Northwestern, and the Mailman School of Public Health at Columbia University

Jamon Pulliam, he/him
Viewpoint School, Calabasas, CA

Ending up in this profession was no coincidence. Unlike many of our students, I did not have a college counselor. My mother took on this role as she did not want history to repeat itself, as she too, did not have support in the college process. Thankfully her dedication and unwavering commitment to take me to visit schools helped me land at my home away from home, Tuskegee University, where I learned the importance of being at a place that really “seen” me. Booker T. Washington’s ideals of knowledge, leadership, and service are forever ingrained in everything that I do.

My professional journey began working at a residential school for children with severe emotional disorders, giving me a first glimpse into different educational systems. I took a career leap joining the Office of Admissions at Morehouse College in Atlanta, Georgia; it was both an honor and privilege to work at one of the most well-known Historically Black Colleges/Universities (HBCU) in the nation which also gave me firsthand experience as an Admissions professional.

While Admissions was fulfilling, I missed the opportunity to build long-lasting relationships with young people. So, when given the chance to ‘switch over to the other side of the desk’ I joined the Drew School community in San Francisco giving me my first exposure to independent schools. At Drew I wore many hats – college counseling, varsity assistant swim coach, service-learning trip coordinator, yearbook advisor, college counseling elective teacher, just to name a few (you know what they say the new person will do it all if you let them), but this was only the beginning.

When interviewing at Viewpoint School, the only Black teacher in the Upper School said to me, “The students of color, particularly the Black boys need to see you here. They need to see a Black man that is not security or maintenance.” Her message struck me, and I decided to come to Viewpoint. In my time there, I have created a step team, advised the Black Student Union, led the Black Faculty/Staff affinity space, traveled to various counselor fly-ins/conferences to stay current in the field, served as an external reader for both USF and USC, all while teaching a section of 9th grade Human Development. More informal leadership opportunities have quenched my thirst to lead. Two years ago, I proposed, planned, and executed Viewpoint School’s first-ever HBCU tour.

As a graduate student, I relied on this community first. From reading hundreds of emails from all over, I have been struck by the camaraderie and fellowship so I knew that ACCIS was a place to conduct my research. As I sought to understand how we can make HBCUs more visible in independent schools, I was struck by the vulnerability in the stories shared. The folks in this community have also helped mold me and create a sense of community from meeting new counselors at conferences, learning from the New Counselor Workshop and Webinar Series as a new college counselor, or simply responding to an inquiry on the listserve. So it would be an honor and privilege to serve on the ACCIS Board.

I’m grateful to the folks in ACCIS, their camaraderie and knowledge, and wish to serve on the Board to continue the work to build communities where students, especially those underserved, can feel valued and supported. My research as a graduate student was inspired by our communities and if elected to the Board, I hope to continue this advocacy and action through creating more opportunities for us as counselors to learn more about HBCUs and create more opportunities for all our students. I remain focused on sharing my leadership and impacting others and helping our students and especially underrepresented students feel more “seen".

Education:

B.S., Psychology, Tuskegee University, 2015
Ed.D., Educational Leadership, University of California, Los Angeles
Anticipated graduation date: June 2024

Previous Employment:

Associate Director of College Counseling, Drew School (2017-2019)
Assistant Director of Admissions and Recruitment, Morehouse College (2016-2017)

Significant Professional Development:

UCLA Extension Instructor {Inclusive College Counseling} (2024), Loyola University New Orleans Counselor Advisory Board (2019-2023), USC Undergraduate/Transfer Admissions Outside Reader (2021-2022), University of San Francisco Virtual High School Counselor Webinar Panelist (2021), USC Rossier School of Education Outside Reader (2019-2021), University of San Francisco Outside Reader (2019-2022), USC Bovard Scholars Admissions Coach (2019-2023), SACAC Scholarship Reviewer (2017), ACCIS Summer Institute, DIY: HBCU Tour 101 Presenter (2023), Catholic Schools College Fair, HBCU 101 Presenter (2019, 2020, 2022), Featured in the College Essay Guy’s Admissions Essentials, Chapter 25, Students Interested in Historically Black College and Universities (HBCUs) and Tribal Colleges and Universities (TCUs)

Courtney Skerritt, she/her
Phillips Exeter Academy, Exeter, NH

Independent Schools in 2024 are dynamic and diverse organizations that are directly impacted by world events. College counseling is as much at the heart of these institutions as the classroom or a dorm head’s living room. Our offices are microcosms of the offices of diversity and inclusion, alumni relations, institutional advancement, family engagement, academic advising, academic support, and student life. For 17 years, and in three unique ACCIS member schools, I have worked and led in this environment to support young people as they explore their independent school experience and as they navigate the complex (and joyful) college admissions process. At every turn, ACCIS has been one of my most trusted resources. Through leadership and membership in the organization, I have witnessed the power of ACCIS to elevate voices, promote the college counselor’s important and often invisible work, and shape the professional development of deeply caring and dedicated educators while we navigate a changing landscape of post-secondary education and independent school culture.

I feel strongly that my upbringing brought me to this profession. My engagement in DEIJB and the respect of the human experience stems from my family’s deep commitment to social justice and was further developed as an undergraduate at Mount Holyoke College where I explored race and class through coursework and student leadership. Living and learning alongside others who were different from me changed the fabric of my very being. My commitment to social justice found a home in my graduate work at Tufts University where I explored multicultural education theory, applying it to investigate the influence of the College Board. I have continued my education by attending multiple NAIS People of Color Conferences and Phillips Exeter’s Diversity Institute, reader training with the Point Foundation, and active engagement with DEIJB reading and conversation to understand my students lived experiences. I have served my local community as a member of the Exeter, N.H. Racial Unity Team and as Co-Facilitator of Phillips Exeter’s White Anti-Racist Group, where I lead staff and faculty through conversations of equity and justice. Each organization and experience broadened my understanding of my students and colleagues along with my understanding of the tremendous responsibility educators have to be active participants in the transformative power of education.

The Class of 2025 marks my 18th in college counseling. I’ve worked in independent schools in two different regions of the United States (Texas and New England). Varying in size, mission, and culture, each institution exposed me to different ways of thinking and being. I learned to be adaptable, approaching the school community with an open mind as I got to know my colleagues, students, and families. Through each exchange, I developed my professional identity: one of authenticity, curiosity, humor, and creative problem-solving. When working on projects and volunteering, I gravitate towards programming and communication because it is through these avenues where ideas are shared and practices are honed. My professional highlights include those transformative experiences with students as they celebrate the joy of self-reflection along with projects I have worked closely on with colleagues. Through my service as Co-Coordinator of ACCIS 360 Review Program, I have come to understand how ACCIS can support members while managing the landscape colleagues face, often feeling as though they are alone in such challenges. The power of ACCIS lies within the membership, and I’m excited that Board service means ensuring that members have what they need to thrive.

Since its inception, I, like so many, have counted on ACCIS to be at the forefront of our profession. Fast approaching its 20th anniversary, ACCIS continues to play a pivotal role in ensuring college counselors have access to current data and best practices while representing our work to independent school leadership, policymakers, and the national media. The Board of Trustees has a tremendous responsibility for the fiscal and strategic health of this vital organization. My leadership within ACCIS and my professional expertise have prepared me for this work. My approach will be one of collaboration while centering equity to ensure the healthy growth and sustainability of this critical organization.

Education:

Tufts University M.A. Educational Studies, 2008
Mount Holyoke College B.A., Sociology & Politics, 2001

Previous Employment:

• The Hockaday School (Dallas, Texas) — Director of College Counseling (2016 - 2019); Associate Director of College Counseling (2011 - 2016); Faculty-In-Residence (2012 - 2014)
• Lawrence Academy (Groton, Massachusetts) — Director of College Counseling (2006 - 2011)
• Mount Holyoke College (South Hadley, Massachusetts) — Assistant Director of Admissions (2003 - 2006)
• Boston University (Boston, Massachusetts) — Undergraduate Admission Coordinator (2002 - 2003)

Professional Development:
ACCIS: Co-Coordinator 360 Review Program (2020 - 2024); Co-Chair, Summer Institute Trinity University (2017 - 2018); Chair, Community Outreach Committee (2007 - 2013) TACAC: Co-Chair, Professional Development Committee (2013 - 2016); Mentor (2013-2015); NEACAC: Co-Chair, Summer Institute (2011), Faculty Member (2010, 2011); The Point Foundation: Scholarship Reader (2015); Exeter Diversity Institute: Participant (2024); Exeter White Anti-Racist Group: Co-Facilitator (2023 - ongoing) Conference Presentations: ACCIS Summer Institute: “Self Authorship: A life-long journey towards identity and self-development” (2023); NACAC: “#Weareinthistogether: Becoming the best ally for your LGBTQA students in the college search process” (2016); Ethical Dilemmas in College Admission (2011) TACAC: “Is it time to design your way to college?” (2019) “What is the new scarlet letter? Training your staff to understand context in a student’s life” (2014) College Board Southwest Forum: “The Devil is in the Details: Helping First Generation College Students Steer the Ship” (2013); NAIS People of Color Conference: “The Perfect Marriage: College Counseling and the Diversity Office” (2012)

Proposed bylaw amendment

RATIONALE FOR PROPOSED AMENDMENT:

Since ACCIS’s founding, the organization has used membership in another organization — at that point, NAIS — as a way to define the characteristics of an independent school. While the membership voted to broaden this to a list of independent school associations in 2021, we still relied upon membership in another organization to define the characteristics of an independent school. As most other independent school associations do, we now seek to define an independent school by its non-profit status, independent board, and confirmation of approved accreditor. This will provide the opportunity for a broader range of schools — most notably smaller, less resourced independent schools —  to join ACCIS. We also sought to remove any requirement that the college counseling office hold additional professional association memberships as a potential financial barrier. 

We ask ACCIS members to vote to approve the proposed amendment to the bylaws. 

PROPOSED CHANGES:
Proposed deletions indicated by strikethrough; proposed additions are highlighted. Section 2.1 included for context. 

Section 2.1. DEFINITIONS. In these Bylaws, the term “college counselor” means the person employed by an independent secondary school charged with primary responsibility for guiding students in planning for the postsecondary process. “Independent secondary school” means a not-for-profit secondary school accredited by an educational agency.  

Section 2.2. MEMBERS. There shall be two classes of members. Members shall be limited to independent secondary schools, each of which shall be represented in the Association by its college counseling office staff. Membership in the second class, Associate Members, shall be limited to the persons or entities described in Section 2.2(b) of these Bylaws. 

(a) Members. Membership in this class shall be limited to independent secondary schools that (i) are members of the National Association for College Admission Counseling  (“NACAC”), (ii) hold non-profit status, (iii) hold membership in an independent school organization approved by the ACCIS Board of Trustees, (i) have nonprofit status, (ii) are governed by an independent board of trustees, (iii) have been fully accredited by an organization approved by the ACCIS Board of Trustees, (iv) have a demonstrated commitment to diversity, equity, and inclusion, (v) are in compliance with state and federal non-discrimination policies, and (vi) pay to the Association the annual dues in effect from time to time. Members shall be entitled to vote in accordance with Section 2.13 of these Bylaws.