trustees eletter vol13 no10 apps

Classroom Apps, Technology, and Privacy Concerns

Vol. 13 No. 10

As classroom technology becomes more prevalent, especially with teachers using computer apps to track student performance, student privacy issues also become a concern. Teachers are now integrating interactive whiteboards, tablets or electronic readers, and even handheld devices like smart phones in their lesson plans. This does not come without risks, however. Providers of online educational services and apps can “harvest” personal student information (email addresses, phone numbers, and numerous other data points) that can be used for marketing and analysis, or even shared and used inappropriately.

trustees eletter vol13 no10 land

Acquiring Enough Land, Part One

Vol. 13 No. 10

To maintain the trust, your Board must ensure the school can fulfill its mission and meet its goals without having land values and the lack of space limit program or planning decisions—not just now, but 100 years in the future! If your school does not have a land-acquisition plan. Now is the time to develop one. Acquiring land now that you may need in the future is of strategic importance to your school.

With this in mind, you must (1) determine your school’s needs, and (2) take action if necessary. In this article, we will discuss how to ascertain your school’s needs. In the next issue, we will discuss how to move forward if you decide more land is required.

trustees eletter vol13 no9 classroom

Teach Trustees About Your School’s Educational Programs

Vol. 13 No. 9

The Board must not be involved in your school’s educational program, either as individuals or as a group. Discussions and decisions about the program are not appropriate topics for Trustees. The Board has hired the School Head to orchestrate the curriculum and programs, and supervise their delivery.

However, that does not excuse Trustees from knowing how your mission is fulfilled and being able to effectively describe the excellence that occurs on your campus to community members and prospective families. Trustees must possess accurate information about your educational programs. What they describe must match what people see and experience in their associations with the school. The School Head must provide Board members compelling information that they can share. Consider employing the following strategies in education your school’s Board.

trustees eletter vol13 no9 filestack

The School Head’s File: Keeping Tabs on Your Employee

Vol. 13 No. 9

With any employer/employee relationship, there are paper and electronic files that must be maintained. Just as your school should have a policy on what is contained in an employee’s file and who will maintain it, your Board must do the same for its sole employee—the School Head.

trustees eletter vol13 no8 members

Assets and Liabilities of the Advisory Board

Vol. 13 No. 8

Community and business leaders, revered alumni, and distinguished individuals are often asked to serve on Advisory Boards. Most such Boards are essentially honorific—established by schools to keep in contact with people whose names, experience, and funds can be of assistance on occasion. Members might include Trustees who have served your school long and faithfully, major donors of the past, and people of outstanding talent who may refuse full Board membership.

Despite the form and membership of the Advisory Board, the potential for good or bad is about the same. Members of such groups must be constantly cultivated and their ideas solicited. If this does not happen, the Advisory Board becomes meaningless, the “honor” nonexistent, and feelings turn negative. In fact, this is the prevailing pattern at many schools. Use the following strategies to avoid this pitfall.

trustees eletter vol13 no7 sinkingshi

Loose Lips Sink Ships

Vol. 13 No. 7

During World War II, there was a poster depicting an enemy agent eavesdropping on a restaurant conversation about U.S. war vessels. The caption? Loose Lips Sink Ships. This phrase can apply to your Board as well.

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