An essential element of accountability in the Development Office is the capacity to evaluate whether objectives are being achieved, and to measure progress toward those ends. The following table suggests a framework you can use to think through the metrics that define and measure success. You, as the Development Director, can use these metrics to analyze the state of your operations, to establish your baseline, and to assess your forward progress and communicate this to the School Head, the Board, and the school community. They will also aid you in planning and managing your operations.

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Since ISM first began its quinquennial analysis of the prime correlates of a school’s ability to sustain excellence in its student programs—known as the ISM Stability Markers™ —the marker known as “cash reserves” has placed either first or second in each analysis. And while “cash reserves” is a convenient way to reference the item, this marker is actually a formulaic mix of reserves, (low or no) debt, and endowment. Now holding the top rank for the ninth straight year, reserves/debt/endowment is always a focal point of Trustees’ discussions—and properly so, as they move into strategic planning with ISM. Following are five observations and comments, each one grounded in Trustees’ questions and pertinent to ISM Stability Marker No. 1. You, as a leader on your Board of Trustees, are encouraged to think carefully through the implications of each of these five.

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The relationship that you, as the Development/Advancement Director, have with your School Head can be a complicated and confusing one. There are five major reasons for this. Few Heads have any background in development. They tend to reach their position because of their academic background, not development experience. Few development people, on the other hand, have much background in education. They typically come from the nonprofit sector, or they start as parent volunteers and graduate to become staffers, with little formal training in the nuances of fund raising at private-independent schools.

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In a previous I&P article, ISM focused on the use of technology to revolutionize the architecture that supports the delivery of education to students. In this article, we expand on the idea of individualizing instruction, and include an example from a student’s point of view. This leads to the fourth characteristic of 21st Century Schools noted in an earlier article—the individualization of the content and delivery of curriculum, meeting the needs and passions of the learner at the rate and speed best suited to that learner, using blended learning.

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As President of your school’s Board of Trustees, you are always mindful of the need to perpetuate Board memory—historical information about the Board’s operations and activities. Even with reasonably effective new-member orientation and continuing, annual professional development of the Board, turnover will mean that, in a few years, the majority of the Board will rely on second-hand information about “how the Board does things.” That is, Trustees will not have experienced the passage of some pivotal Board policies and/or a discussion about the Board’s strategic operation. When they join the Board, the new Trustees will be relying on what they “heard” from the more experienced Board members.

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The 20th Century School treats learning in the same way an automobile manufacturer treats making cars. Every student (worker) is assigned particular times (clocking in) and places (workstations) where his/her teachers (supervisors) deliver common curricula (assembly lines) to meet commonly agreed standards (quality control). Teachers who attempt to make the “system” more humane and effective for students are in danger of stunting their careers and being considered troublemakers. Vaunted ideals of life-long learning, independence, and creativity so prized in students (at least in theory), are not as valued in teachers for whom conformity is a critical norm.

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In thinking about your relationship as a direct report to your School Head, an essential career skill involves understanding how to influence upward. Whether you’ve known your Head for a long or short time, and however you came to your position, delivering the mission of the school to the students requires an effective relationship between you and the School Head. Reflecting on how you can effectively carry out your responsibilities is worthwhile. (From the Head’s point of view, this article may be helpful as you consider how to coach your direct reports—whether they are new to the business of management/leadership or experienced in their roles—so that they know your expectations.)

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As the administrator in charge of the high school schedule, you have a moral responsibility. The schedule is not a neutral instrument, but one that dictates and sanctions the lives of children. Think about the way in which your students are living in your school—particularly the driven students.

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“We’re in an at-will state. We can let someone go at any time for any reason.” “We simply didn’t renew their contract. We don’t need to give a reason.” While these refrains—heard from school administrators on a regular basis—are both true as far as they go, they don’t tell the whole story regarding the risks of dismissing an employee at a private-independent school.

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ISM recently conducted its second annual nationwide survey of parents of children attending private-independent schools. Again this year, the survey was designed to address school concerns about the current economic situation and the effect it might have on re-enrollment. A total of 11,385 people responded; last year, there were 13,291 responses.

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