Ms. Murphy Continues Living Her Truth

New High School Principle Discusses Her Plans for the New Administration


Naomi Linde

Ms. Murphy posing in front of the map in her office.

“Be authentic. Don’t try to be someone you’re not,” advises new principal Kim Murphy. These wise words are for students, and they could not fit her more.

Principal Murphy comes from Chelsea, MA, where she was first a French teacher and then a language department leader. In that job, she learned the value of innovation. Many of the students that go to Chelsea speak both Spanish and English, and Murphy played a major role in creating a Spanish Language Arts class to accommodate this population of their student body.

After obtaining her master’s degree from the University of Massachusetts in Boston, Murphy rose through the ranks and became a principal intern at Chelsea. Then, she became the assistant principal of the school in Chelsea. She never saw herself as someone who could work in administration. However, after her experience helping Spanish students as a French teacher, she decided to branch out more.

Murphy lives by the philosophy that everyone is happier “when they are living their truth,” an idea which came into play when she was interviewed for her current position at the Bromfield School. She answered each question with her personal truth, and she says that she feels those answers resonated with the community. In fact, she connected so well with the community that she called it the greatest first day of school she has had in 20 years.

Murphy wants to present herself as “warm,” “welcoming,” “inclusive,” and “intellectually curious.” She sees students and staff as “whole people.” She also wants students to know that “I am here for them.” Student opinion is important to her, so she desires that her first year be about listening to students and members of the community before she makes changes or decisions.

Principal Murphy is passionate about social justice, equity, and inclusion. This extends to both her professional and personal lives. Professionally, she sees educational inequities dealing with the immigrant population. Also, her son is dyslexic, so she is passionate about equality for students with IEPs. She says “He is a brilliant student. He just can’t demonstrate his brilliance in the way that our education system [is structured].” 

Murphy is passionate about providing space for those who are a part of the LGBTQ+ community, in part because she and her stepson are both gay. She wonders how her life would have been different if her principal had been gay. She says “I can’t know for sure what would have been different, but I do know that representation matters. Seeing someone “like you” as a happy, successful, and well-adjusted adult gives you a path forward. … I am proud of who I am and I want all of our students to feel proud of themselves too!”

Murphy strongly believes that students need to be “at the center of everything we do.” She concluded, “I believe that all students should have access to caring and trusting adults, who foster students’ dreams, expose them to a multitude of opportunities, and guide them to be their best selves.”