• In this issue of Ideas & Perspectives,

    we discuss coordinating of faculty, facilities, and technology; determining the Committee on Trustees calendar; and evaluating the School Head based on essential expectations.

Recent Articles

10 Reasons You Were Meant to Teach

The first months of a school year can be rough, as everyone re-adjusts to more regular sleep schedules and greater expectations. Sometimes, you just need a reminder why you bothered to begin this career path in the first place—and we can help you there.

“Advanced Placement” Doesn’t Equal Higher College Grades, Study Finds

Many schools—public, charter, and private alike—offer The College Board’s “rigorous” Advanced Placement (AP) program to their most driven pupils. Students take these courses for the educational challenge and (they hope) the “advanced” standing they’ll receive from secondary institutions in the form of college credits. However, a new study has recently shed doubts on whether these AP programs mean greater success for students at the collegiate level.

4 Ways to Encourage Sensitive Faculty Solicitation

We all understand and appreciate the importance of faculty participation in the overall effectiveness a school’s various fundraisers and capital campaigns. It serves as a signal to other donors that the teachers believe so much in the school’s educational work that they’re willing to sacrifice their time and money to ensure it continues.

However, faculty solicitation requires a delicate touch. So this month, we’ll talk about four ways in which to sensitively ask your teachers and other staff members to contribute.

10 Reasons You Were Meant to Be in Advancement

Do you remember your first day on the job? That moment when you were scared and excited and thrilled all at once at the possibilities that struck you? That moment of inspiration may fade as the realities of a tough job take root, but don’t worry—we’re here to help remind you why you chose this job in the first place.

You Are NOT Your Target Market: Three Steps to More Effective Communications

When working on advertising materials and donor stories, sometimes a specific headline or case study piques your interest more than the others. However, when you show it to a parent representative you trust, they don’t react to it as strongly as you had hoped or anticipated—thus changing the course of your prospective marketing or advertising campaign.

This example illustrates the need to have quantitative data to back up your marketing decisions. You, as the administrator of a private school, are not (necessarily) your target audience; neither is every family with a school-aged student or every philanthropic business person in the neighborhood. To ensure the solicitation of mission-appropriate donors and prospective families, you must put yourself in your audience’s place while identifying (and acknowledging) personal bias.

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