Articulating Self-Truths: Preparing Students for the Application Process and Beyond
Carolyn Siegel, Pinewood School
March 19, 2025

My 15 years as a language teacher lie at the core of my identity as an educator. Through these experiences, I grew committed to fostering intercultural communicative competence, which the American Council of Teaching Foreign Languages describes as the “accumulation of individual experiences and the quality of reflection on those experiences [to] pave the path to growth.” In my language teaching, I devoted time and space for students to reflect on their social identities and how these identities might connect with the cultures and topics that we studied. Now, as a college counselor, I continue to emphasize reflection as I encourage students to consider who they are and what aspects of their identity and life experience they choose to share in the college application process. 

Last fall at NACAC, while presenting “Below the Water’s Edge: A Reflective Deep Dive to Aid Students’ Supplemental Essay Writing,” I felt immense hope as I witnessed the enthusiastic nods from attendees. We know that many selective and highly selective institutions in the United States emphasize holistic review in their admissions process. A student’s ability to engage in diverse communities has become an increasingly prized attribute. Just as grades are a strong predictor of future academic success, a student’s capacity to thrive in diverse environments is best conveyed by how effectively they articulate their unique perspectives and backgrounds during the application process.  

From Tuskegee to NACAC: Championing HBCU Visibility in Independent Schools
Jamon Pulliam, Viewpoint School
February 21, 2025

Happy Black History Month!

What’s more Black History than Historically Black Colleges and Universities (HBCUs)? 

An Introduction to College Counseling at International Schools: Part I
Cory Zimmerman, Singapore American School
January 22, 2025

As a college counselor working at an international school and a product of one myself, here is a balanced (but ultimately subjective) description that might demystify (or even attract some of you to) the international school world.

Some personal background

I grew up in the US, France, Singapore, Japan, Malaysia, and the UK before repatriating to the US for university. I have worked as a Teach for Americacorps member teaching high school English in North Carolina; an admissions officer at Washington University in St. Louis; and a college counselor at Sidwell Friends School in Washington, DC, Taipei American School in Taiwan, and now Singapore American School, which also happens to be one of my boyhood schools. I moved to international school college counseling in 2017. I had cherished my relationship with my college counselor in high school, so I relished the opportunity to provide that same support to third culture kids like I was, at the precipice of making a huge decision on where to attend university.

Sumana Moudgal, The Westminster Schools
December 18, 2024

I almost didn’t apply.

It was the fall of 2020 and I was frantically looking for another position. Having served as the Magnet Counselor at a public school for 10 years, I was burnt out. I loved my job – the students  I counseled and the families I supported – but maintaining a healthy work-life balance was lost. Fall came and went, as I applied and interviewed with several international schools abroad alongside others closer to home. There were many late night interviews (the time zone tango!) where after battling the exhaustion of a full day of work, I put on my happiest face at the interview and gave it everything I had. In the end, I received multiple offers, but either the location wasn’t right, or the package didn’t quite meet my needs. 

Notes From an ACCIS Skeptic
Katie Gayman, Phillips Andover
November 20, 2024

Full disclosure: I am a skeptic of professional organizations. When I became a college counselor in 2009, I entered the profession as a teacher, in both formal title and identity. And though I gave up my duties running science labs and grading lab reports long ago, I still view myself as a counselor/teacher. Therefore, when I attended my first NACAC (two Baltimores ago), I glanced around at the throngs of counselors wearing name badges adorned in “flare,” many hugging each other and squealing in delight, and I wondered, are these my people?

I felt similarly walking into my first ACCIS Summer Institute. When I entered the lobby to check in on the Mount Vernon campus at GW, it seemed like everyone already knew each other. So, I did what we hope our students will do on their first day of college: put the name tag on, took a deep breath, began shaking hands, and embraced the discomfort. 

The English Teacher Pipeline
Adam R. Levine, Harvard-Westlake School
October 16, 2024

At the ACCIS New Counselor Workshop, I surveyed the room, clutching my bingo card. The icebreaker challenge? To find a different person to sign each square, if the description pertained to them. “Speaks Multiple Languages.” Easy. “Puts Ketchup on their Hot Dog.” Better be easy. “Former Professor or Teacher.” Hmm. As a former English teacher, I wished that I could sign it myself. Who among us was coming to college counseling from the classroom?

As it turns out, a handful of us were former teachers. And, more specifically, a few of us were English teachers, past and present. This wasn’t too surprising—two of my colleagues at Harvard-Westlake are English-teachers-turned-college-counselors, and I could name many examples from other schools. But why do specifically English teachers at independent schools gravitate to the world of college counseling? And what’s the transition like from The Scarlet Letter to the acceptance letter?

Self-Care for College Counselors: Finding Balance During Application Season
Lisa Clay, The Out-of-Door Academy
September 23, 2024

As the leaves start to turn and the school year gains momentum, college application season kicks into high gear. For college counselors, this time can feel like a whirlwind of personal statements, deadlines, and late-night essay reviews. While guiding students through this pivotal moment in their lives is fulfilling, it’s crucial to prioritize self-care amid the hustle. After all, you can’t pour from an empty cup.

The Importance of Self-Care

Self-care isn’t just a buzzword; it’s a necessary practice for maintaining your mental, emotional, and physical well-being, especially in a demanding role like counseling. When you’re juggling numerous student and family needs, the pressure can easily mount. When you’re at your best, you’re better equipped to guide them through this stressful journey. (Even better… Modeling self-care behavior for students not only demonstrates the importance of prioritizing their own well-being but also equips them with valuable tools to manage stress and maintain balance during their academic journeys!)

Year End Reflections
Moira McKinnon, Berwick Academy
June 14, 2024

It feels like we’ve been saying, “This is the craziest year in college admissions ever” for quite a few years. And yet, has it ever felt so true as it does this spring? It almost seems quaint now that we were all up in arms when a handful of families and one independent counselor with no ethical core made up some crew stats and got themselves arrested. 

At the dawn of Varsity Blues, we also faced the unknown challenges arising from the Department of Justice targeting NACAC’s best practices. We worried that admissions would become a free-for-all, with rampant poaching of students and ever more outrageous guarantees of nicer housing and bigger scholarships. Then Covid hit, and no one had time for that. Colleges were too busy trying to support the kids already on their campuses to attempt to snag kids enrolled or enrolling elsewhere. Five years on, the Wild West atmosphere we dreaded has largely failed to materialize, if you don’t consider the NCAA transfer portal.

Reflections From Blackberry River Retreat
Britten Nelson, University Prep
Samantha Schreiber, Polytechnic School
May 10, 2024

For three days, 39 ACCIS counselors, joined by Emmi Harward, Jeff Kurtzman and Amy Selinger, moved into the Wylie Center and Tupper Manor at Endicott College for the Blackberry River Retreat. We were joined by Mark Whitaker, Roland Davis and Paula Chu from the Stanley H. King Institute. Different from any other professional development we’ve attended, here are our takeaways as we continue to learn more about deep listening and its application to college counseling. We’ve already put some of our knowledge to practice! And, while we don’t want to give away any secrets – we encourage you all to attend the retreat, if possible – we wanted to share a few of the lessons we learned from our time together at Blackberry.

Communicating With Ease
Brian K Smith, Marlborough School
February 29, 2024

I entered the admission profession some twenty-five years ago, and what I’ve learned most over my tenure at three different independent schools is the importance of being a great listener. I post a lot of inspirational quotations online, but there’s a particular quotation that resonates most with me that I keep posted next to my computer in my office and on my desk at home. It’s from Dr. Maya Angelou, and it reads, “People will forget what you said, people will forget what you did, but people will never forget how you made them feel.” Even typing it gives me chills. But the reason why this holds importance in my life is that, at the moment of interaction, the person sitting or standing directly in front of me should always feel that they are the most important person. I’m about to be extremely vulnerable now, hold on!

As professionals, we consistently find ourselves pulled in many directions and it’s easy to lose focus. But we must remind ourselves why we entered this profession in the first place. Let’s keep in mind the importance of keeping students at the center of what we do. College admission evolves over time. In fact, it has evolved from when most of us went through the process. I recall talking with my “Guidance Counselor,” just once between both my junior and senior years. Interestingly enough, my parents never had a formal or informal meeting with my Guidance Counselor. The one time my Guidance Counselor and I did converse, she was of no help, didn’t listen, and acted uninterested but that’s a story for another day and possibly a different publication. Anyway, I digress, but what that brief interaction taught me was the importance of being present in the moment.

Most of us wear many hats at our respective institutions. We can easily lose focus on what is in front of us–the ebbs and flows in our work often cause our attention to shift. Admittedly, I do. After all, I’m human, not perfect and not always successful at giving everyone my undivided attention. So, as I make a concerted effort (New Year, New Me-insert eye roll) to become a better listener, more effective professional, and, in turn, a better College Counselor and friend, I offer a few things that I’m putting into practice as a way to help someone else, too. That someone else might just be you.

Double the Trouble? Double the Fun!
Beverly Brooks, St Mary's Episcopal School
January 29, 2024

To put it simply—I am an identical twin. We go through phases of how much we favor one another, but the resemblance is always there. When meeting each other’s coworkers, we typically brace ourselves for someone’s inevitable scream. I get asked regularly what it’s like to be a twin, and my answer is both genuine and unchanging: “I don’t know.” I can’t explain to you what it’s like, or how it’s different from my relationship with my other two sisters. It just is. What I know is that when we grew up, particularly under my parents’ influence (my dad was a counseling education professor and my mother is an education professor), we wanted to be distinct. As children, it meant we chose different friend groups and different sports. In high school, any time my twin sister was interested in a college, even briefly, I struck it from my list. Ironically, we spent four years at very similar schools (The College of Wooster and Hendrix College—hooray, CTCL!), solidifying ourselves as wholly different people.

In my first year as a college counselor, I had a set of identical twin boys on my caseload. There were no phases of favoring each other; they were a copy-paste situation. I was dedicated to treating them distinctly, which started with trying to figure out who was who. Eventually, I discovered one had a small scar on his cheek—success! I committed myself to meeting with them separately, never bringing up the other twin, and I wouldn’t even entertain the conversation when they brought each other up. Their parents graciously came in for twice as long so that the boys could have their own
moments. Despite my efforts to the contrary, I watched as their lists mirrored each other, and they eventually chose the same college. I couldn’t quite wrap my head around that—I couldn’t spend more than three days at a time with my twin sister, how are they going to spend four years??

The Superpower of Choice
Chris Rodriguez, Lovett School
December 5th, 2023

Every day when we open the closet, we have the power to decide who we want to be.

Figuratively, of course, we can choose to be brave, to be determined, to be kind. But literally? Well, in my case, I have to decide whether it’s too hot to be Captain America or too cold to be Spider-Man.

The Power of Vulnerability in College Counseling
Charley Burkly, Hillbrook School
November 17, 2023

At the end of fifth grade, I attended my grandfather’s 50th college reunion. Given that this was Princeton Reunions, which attracts nearly 25,000 alumni annually, the weekend set a very high bar: it was my first college visit, my first fireworks show, my first steak dinner, and my first “P-rade” decked out in orange and black attire. Unsurprisingly, I declared to my parents on the drive home that this was where I wanted to attend college. Fast forward through seven years of striving to become the best student, athlete, and community member possible, my Early Decision application was deferred in December and denied in April.

At the time, this felt like a tremendous failure. I had worked tirelessly, and had come up short. I felt disappointed, ashamed, and unsure about what the next four years would hold. Now over 25 years later, I remain struck by the depth of these feelings. In fact, I still feel surprisingly vulnerable sharing the details of my own process, even though this is precisely why I was drawn to a career in education, and college counseling specifically.

2023 NACAC: Seen and Heard in Baltimore
Compiled by Shawn Miller, Georgetown Day School
October 18, 2023

With the most recent iteration of the National Association for College Admission Counseling (NACAC) national conference officially over and the fall season continuing right along for all of us in college counseling, the AdmitAll Blog Team wanted to share a collection of highlights and short takes from Baltimore that resonated with our colleagues across the profession. 

We hope that this collection sparks joy, gives helpful insight, and provides a worthwhile snapshot of what made this year’s conference so worthwhile. Just like the theme of this year’s program, the Power of Us and the collaboration and connection through our profession continue to push us forward in a positive direction in a year of uncertainty and strife. The AdmitAll Blog team is excited to share these moments and thoughts with the ACCIS community, and we look forward to NACAC 2024 in Los Angeles next fall. 

Helping Students Approach the “Why THIS college?” Essay with More Confidence (and fewer eye rolls)
By Sarah Graham, Princeton Day School
September 13, 2023

This post was originally published on the ACCIS AdmitAll blog in 2016 (but the advice still stands!).

“Maybe you’re having trouble writing the “Why?” essay because you don’t actually want to go to this college?” I remarked to the frustrated senior in front of me. Silence. More silence. Then a half-smile and nod.

The Same, But Different
Ashley Terry, The Bay School of San Francisco
July 20, 2023

Working at my alma mater, the question I get asked the most is: “What’s it like working at your old school?” 

To that, my response is always the same: “It’s the same, but different.” It’s the best way I can explain what it’s like to work where I essentially grew up. 

Why I care about race-conscious admission (a.k.a. affirmative action)
Alyson Tom, Castilleja School
May 25, 2023

Growing Up
I remember what it’s like to be “the only one” in a classroom. Growing up in Texas, I was one of the only students of color in my elementary school and endured racist taunts from some of my classmates. Some memories are so vivid that I still feel sadness and hurt. Whenever I hear the claim that elementary school children are too young to talk about race, I shake my head. As an Asian American in a predominantly white environment, I never had the option to avoid thinking about race because it was clear from an early age that I didn’t fit in. 

I was not the first or the last student of color to have challenging experiences, and I can only imagine how much worse it could have been if I were from an even more marginalized group. As I got older, I attended more diverse schools; the more diverse the school I attended, the fewer negative experiences I had in and out of the classroom. The best educational experience I’ve ever had was attending grad school at one of the most diverse universities in the country; no racial group was in the majority, and we learned so much from each other. I share my experiences to illustrate why I care so much about race-conscious admission. The importance of diversity is not theoretical to me. 

A world without race in admission: a necessary conversation 
Darius Pardner, Georgetown Day School

April 25, 2023

In a way, seeing students in the library, laying on the turf outside, just being themselves really grounds me and serves as a gentle reminder as to why I do this work. Of all the places I visit, the office of Diversity Equity and Inclusion holds a special place in my heart. It feels like home, it feels familiar. On any given day you will encounter diverse students who are bright, vibrant, and big thinkers. 

Case Study 2.0: A new landscape means new timelines
Gregg Murray, Vistamar School

"I am concerned about your college list.”
“You may want to consider a few more target or likely schools.”
“Be mindful of how many supplements you’ll be writing during fall semester.”

Try as we might, students don’t always seem to heed the subtle and not-so-subtle warnings we offer to protect them from themselves. In fact, our gentle reminders can often be received by students as discouraging, unsupportive, or downright offensive. We say “reach school,” they hear “you don’t believe in me.” After one too many instances of scratching my head wondering what was getting lost in translation, I started to watch more closely as my students crafted their college lists. They added highly rejective after highly rejective school with the utmost of optimism, nodding emphatically as I asked whether or not they thought they could handle all that they were piling onto their plate. What quickly became apparent was that students and their parents/guardians had very little understanding of how much writing goes into each application or how to build a balanced college list, especially one that accounts for admissibility and workload. “It’s just one more school,” they’d say. As I reflected on my prior conversations, I distinctly recalled telling my students that they would have dozens of supplements to complete and that quality is more important than quantity, but my words fell flat. That realization led to the creation of Case Study 2.0, a new look at building data-informed college lists and balancing the workload.

Case Study 2.0 leads participants through the experiences of two students, one who applied to a lengthy and highly selective list of colleges and another applied using a more data-driven approach. Through interactive cases, participants learn about resources like the Common Data Set, scattergrams, and national acceptance rates, before reviewing each students’ college list. The real fun begins when participants collaborate in small groups and predict the outcomes of our mock applicants. The data reveals that a student’s GPA can fall in the bottom 25th percentile of two different schools with acceptance rates ranging from 3% to 33%, a nuance that can often get overlooked when using broader terms like reach, target, and likely. The jaw dropping moment, however, is when audience members see that one of the applicants wrote nearly 40-60 pages of supplemental essay drafts and sacrificed nearly half of their senior year experience. Case Study 2.0 concludes with a discussion about the importance of students’ wellbeing and mental health, a profoundly important conversation to have with families.

Exploring HBCUs with Black Students: One Counselor's Self-Designed Tour
By Jamon Pulliam, Viewpoint School

This article was recently written by ACCIS member, Jamon Pulliam, for the Viewpoint School magazine. In sharing this article with ACCIS, Jamon’s hope is that counselors will take inspiration from his recent college tour of HBCUs and plan similar tours for their students.

In the wee hours on September 7, a bus sat in the Lower/Middle School lot for another school trip, but this trip felt different. Yes, donuts were on the bus for students to enjoy a light breakfast before the long trek to LAX. Where off to this time? The School’s first-ever Historically Black Colleges/Universities tour. Ms. Hicks and I greeted Black-identifying juniors and seniors joining us as they prepared to embark on the trip of a lifetime.