Leadership Spotlight: June ArcaMay
The Ori Learning Leadership Spotlight Series is dedicated to showcasing outstanding educational leaders who are making a positive impact in their respective districts and the education world.
Introduction
June ArcaMay currently serves as Assistant Principal of Climate & Culture for The High School of Fashion Industries in New York City, New York.
In her current role, June oversees numerous community events, ensuring students feel acknowledged and that their cultural backgrounds are celebrated. June also supervises a student government comprising over 50 student leaders. Together, they organize approximately 140 events annually, fostering a strong sense of community and belonging among students, staff, and families.
June collaborates with Tweed, one of the central offices for the Department of Education, on social emotional learning (SEL) initiatives. They are developing a youth mentorship program that connects high school and elementary students, aiming to bridge educational gaps and promote emotional literacy. Through these efforts, June is dedicated to inspiring young learners and helping them navigate their emotions and peer relationships more effectively.
How did you become an educational leader?
I became an educational leader after 13 years of being a Career and Technical Education (CTE) Instructor. I participated in a special program called the Success Via Apprenticeship Program (SVA) under the United Federation of Teachers and the Department of Education. This program trained me for 5 years to become an ideal instructor. Initially, I worked within CTE, teaching various subjects. However, I eventually felt the need to make a broader impact.
While teaching students was fulfilling, I wanted to expand my influence and inspire more change. This drive led me to pursue my School Building License. During this time, I took on tasks related to cultural activities and celebrating individual cultures. This experience was rewarding, as it allowed me to see students feel happy, acknowledged, and uplifted by showcasing their diverse backgrounds.
As a creative at heart, I found joy in using my innovative strengths to explore non-traditional ways of celebrating and uplifting cultures. This challenge was exciting for me, and I wanted to continue finding creative solutions to educational challenges. I frequently leveraged my CTE background to incorporate artistic and self-exploratory initiatives into my work.
Many of my initiatives focus on art, self-exploration, and centering oneself, providing students with outlets to decompress and explore their identities and aspirations. I discovered that leadership could be incredibly creative and innovative while still commanding respect and making a profound impact on students.
What's a lesson about leadership that you've learned or been reminded of recently?
A leadership lesson I’ve learned is to lead with appreciation not expectation. You have to acknowledge and highlight your team’s accomplishments no matter the size. One way I do this is by creating newsletters that break down what each staff member or student has contributed to an event or project. I make a point to be actively involved, supporting from the planning stages to the execution and final results. I capture these moments through pictures and videos to showcase the effort and dedication it took to achieve our goals. This helps everyone appreciate the various elements that went into making something successful. I’ve noticed that our leaders, both students and staff, respond more positively to future tasks and ideas when they see their efforts being acknowledged and appreciated in real time. I don’t assume tasks will just get done because it’s someone’s job; instead, I show appreciation for the hard work involved. It’s crucial for my team to feel valued and supported. Recognizing their efforts daily helps us build stronger relationships and achieve more together. This understanding and appreciation have been instrumental in fostering a collaborative and motivated environment. |
What's one book that has had a profound impact on you as a leader? Why?
A book that has profoundly impacted my leadership is The 21 Irrefutable Laws of Leadership by John C. Maxwell. This influential book was recommended to me by my Superintendent, Gary Beidleman, and it has been a cornerstone in shaping my approach to leadership.
One of the key lessons I learned from this book is the importance of building strong relationships with my team. Maxwell emphasizes the significance of adding value to each team member, which starts with understanding who they are and recognizing the unique strengths and perspectives they bring to the table. By doing so, I have been able to foster a more cohesive and motivated team environment.
So far in your career, what have you found most challenging as a leader?
One of my most challenging obstacles has been getting others to think outside the box and feel open to innovative ideas. In education, there are many traditional structures and mindsets in place that can make it difficult for unconventional ideas to be instantly accepted. Introducing and implementing new approaches often requires significant effort and convincing. I like to change things up! Many stakeholders are accustomed to tried-and-true methods, and this comfort with tradition can sometimes create resistance.
Of all the challenges the educational world faces today, what is one area you are most passionate about and would like to make an impact in?
Of all the challenges that education faces today, the area I am most passionate about and eager to impact is SEL and improving the climate and culture of schools. Often, education is viewed through a traditional lens that emphasizes strict academics: passing tests, adhering to schedules, and completing tasks in a militant, unyielding manner.
My passion lies in adding value to both students and staff by creating opportunities for meaningful connections. It’s important to learn about individuals, understand their backgrounds, interests, and cultures, and uplift these aspects to build strong, supportive relationships.
Rather than merely checking off boxes for various initiatives, I believe in fostering genuine relationships and creating an environment where everyone feels valued and acknowledged. By focusing on SEL, we can move beyond the rigid structures of traditional education and cultivate a school culture that prioritizes human connections and personal growth.
What are you most proud of during your time as a leader?
What I am most proud of in my leadership role is my ability to remain authentic and true to myself. I have managed to maintain transparent conversations with my team while being empathetic and working towards our goals together. Leadership often demands a black-and-white approach, but I have successfully navigated this by being genuine with my staff, students, and colleagues.
I believe in clear communication of expectations, handling everyone with care, and avoiding the robotic, limited responses that leadership sometimes necessitates. In today’s generation, expressing oneself authentically can be challenging, but my work in SEL and obtaining my Yale certification in well-being have equipped me to connect with individuals genuinely. This approach allows me to maintain my integrity while fostering meaningful human connections.
Finally, if you could only give one piece of advice to a young leader, what would you say to them?
There’s only one you, so make sure you shine bright and don’t dim your light for anyone.
For more articles in the Leadership Spotlight series, you can read our interview with Dr. Gwen Coffey. We discuss the role of mentorship in her journey to becoming an educational leader, the power of pivoting when faced with challenges, and the importance of educational equity.
