Public schools around the nation are experiencing a higher percentage of new teachers. According to data from the Department of Education, 12% of all public school teachers are in their first or second year of teaching—in some states, more than 15%. This “greening trend” in teaching has been noticeable and well-researched over the past two decades.

As the Admission Director, you know that your faculty members have experience teaching feeder school graduates who now attend your school. So they know what types of background knowledge, skills, and experiences these newcomers bring. It’s likely that these students are a good “match” for your program and will have positive experiences on your campus. Also, when several students come from the same feeder school, they already have friends in their class at your school. Each of these factors eases the transition from the former school to the new, and reduces the adjustment time for students, teachers, and parents as they acclimate to your school’s culture.

Outdoor education has a long and distinguished history in private-independent schools. Whether it involves an annual trip or is a yearlong component of the curriculum, administrators cite various benefits to these programs: personal growth, development of social skills and self-confidence, health and fitness, teamwork, whole student education, fun and recreation, and enhancement of a positive school culture. As you develop, expand, or assess your school’s own outdoor education program, determine how effectively you address these fundamental areas.

Summer programs are often run as completely separate educational programs regarding budgeting, scheduling, planning, curriculum, and staffing. Although part of your schools culture, and commonly sharing its mission, these programs typically don’t share budgets or administrative support. For the Summer Program Director with full-time responsibilities as part of the faculty or Administrative Team, the burden of the summer camp silo can be an overwhelming one.

School leaders never have enough time! Of course, most of you would work incredibly hard irrespective of the contract hours. Still, you’re always seeking ways to get your life into better order, with more control and more balance than you’re experiencing right now. Here are five ways to identify wasted time and turn it into time that works for you.

Many School Heads, usually having taught in the past, wish to return to the classroom to teach on occasion.You may want to continue teaching for some truly compelling reasons, such as teaching a particular subject that is important to you, staying connected to the students, or wanting your faculty to know you are competent in the classroom and share their successes (and concerns).

Are you gaining the greatest possible benefit from your school’s cash on deposit? Schools, like most businesses, pay their bills—payroll and invoices for goods bought and services delivered —periodically, usually several times a month. What happens to that money between the time it arrives and the time you make payments? Your school can maximize the income and benefits provided by these large infusions of cash, increasing the funds available for investment.

The day after Election Day was a somber one for many. The media were going crazy with pro and con debates; activist groups on both sides were hosting rallies; and the majority of us office worker-bees mustered through most of that Wednesday in a daze. Regardless of what side of the political fence you were on, the results required a day of reflection. As a nation, we were imagining our next four years. After we collected ourselves and our thoughts settled, most of us were left in a strange position. Politics is one of those taboo topics HR departments tell us not to discuss during work hours. Like religion, political conversations can quickly enter a red danger zone of offensive or harassing language. This opens organizations up to not just HR claims, but, if the conversation balloons past red and into the purple flashing critical mass zone, your school can find itself in a nasty lawsuit.

The Chair of the Committee on Trustees has proposed expanding the Board by asking several wealthy members to continue their terms indefinitely. The goal is to “keep them actively involved with the school.” However, the Board’s bylaws specify that, at the end two consecutive terms, a Board member must sit out for one year. The Chair believes that having these Trustees directly involved as Board members is critical. The school plans to kick off the silent phase of a multimillion-dollar capital campaign this school year, and the strategic plan calls for another campaign four years later. Keeping them on the Board is bound to yield larger gifts, she feels.

You’re at the grocery store, in the park, or at church. Another parent from your child’s school walks up and says, “What do you think of the way the Board is handling the dress code issue?” Of course, as a tuition-paying parent, you have an opinion. Your first thought is to respond, “It’s really disappointing. I can’t imagine what’s gotten into them!” However, you’ve just become a Board member. Now what?