Your Case for Support is one of the core elements of any fund-raising campaign, whether it is for annual, capital, or major gifts. This marketing tool communicates with donors and prospects, and begins the process of matching their values and interests with your school’s mission and guiding principles. Donors give and continue to give when they know that their gifts will make a difference and that their gifts are used as intended.

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Every September, Phi Delta Kappa releases its poll on the American public’s attitudes toward public schools. Reviewing the poll results is enlightening. As School Head, be mindful of how parents view public education and how their opinions may affect your school's competitive advantage. The 41st Annual Phi Delta Kappa/Gallup Poll of the Public’s Attitudes Toward the Public Schools offers several general conclusions, three of which will be discussed in this article.

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ISM has long held that the proper role of the Board is to attend to the strategic viability of a school for future generations of students, while the role of the School Head is to manage the day-to-day operational needs of the school. With that core principle in mind, the question arises as to who is properly responsible for ensuring that the school has an effective, up-to-date employee handbook.1 As employee handbooks are primarily comprised of day-to-day operating policies, we believe that the answer clearly is “the School Head.”2 At the same time, however, there is an important strategic oversight role that the Board can and should play in ensuring that organizational risk is limited—but always showing deference to the Head on the operating details.

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In the 19th century, education in schools in the city was year-round (although it is unlikely that attendance was). At the beginning of the 20th century, the calendar moved to its present orientation—nine months on and three months off in the summer. For city dwellers, the change came about because summers were unbearably hot, disease was easily spread, wealthy people went on vacation, and too much education was considered bad for frail minds. The situation was different in rural areas where, in the 19th century, children went to school for only six months (summer and winter), leaving them free to help with the crops and animals in the spring and fall. For them, the schedule changed because the experts thought that children were not taught enough, and they wanted to come into line with changes happening in the city.

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Of all the research that ISM reviews, periodically there is a report that merits some reflection by our client schools. In this article, we review a major finding of the Brown Center Report and consider its implications.1 The Brown Report looks at three aspects of education: the latest NAEP (National Assessment of Educational Progress) mathematics scores, enrollment patterns in private and public schools, and the relationship between time and mathematics achievement. We will consider the issue of enrollment patterns.

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Many Trustees come from the corporate sector and, understandably, tend to bring corporate assumptions and concepts to private-independent school strategic planning. Examples of corporate-to-school strategic applications that are appropriate and useful include accurate revenue forecasting, an understanding of complex stock market indices and expectations, a broader view of salary trends across the for-profit sector, and projected salary gradients for employees. On the other hand, examples of corporate-to-school strategic applications that are less appropriate and/or questionable include reassigning employees who provide core services to achieve enhanced efficiencies and/or simply reduce their number, reducing advertising costs; and postponing planning entirely (e.g., pushing planning dates out indefinitely).

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The best teaching environment for learning is one where a teacher can manipulate time/content to meet the needs of every student. This is best illustrated by lower school homerooms where teachers have blocks of 60 to 180 minutes with students. For private-independent schools, the stakes are high. The expectation is that students will succeed at and above what they and their parents can imagine. This requirement for every student to succeed, implicit in the admitting of mission-appropriate students, must now drive our concept of teaching time in the 21st Century School. The 20th century paradigm for class length was the seven- or eight-period day of 40- to 50-minute classes over a school year of 180 days—yielding 8,100 minutes (180 x 45) of teaching, or 135 hours, per class each year. The justification for this paradigm was compelling. There was an enormous amount of knowledge that students had to learn in order to participate in the industrial society. The architecture of schools emphasized this knowledge acquisition with rows of desks facing the teacher at the front “armed” with chalk and ruler, and working in isolation from colleagues. And the aristocracy of schools ensured that students not only entered a class, but entered their “class” in terms of the type of knowledge presented: abstract and university-bound, or practical and trades-bound.

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ISM’s six-year International Model Schools Project found powerful relationships between a professional-growth-focused faculty culture, on the one hand, and student performance, satisfaction, and enthusiasm, on the other. In ISM’s review of literature accompanying one of the two books produced in concert with that project, ISM cited Stanford University’s Dr. Milbrey McLaughlin’s work. She had noted, during a 1983 presentation to the annual conference of the National Association of Independent Schools, “… [R]esearch studies on planned change and teacher evaluation give clear evidence that, when interaction of this sort (i.e., teacher-to-teacher interaction dealing with teaching-learning equations and with professional excellence) does occur, especially on a regular basis, it has a substantial, powerful, and positive effect on what and how well students learn.”

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Directors and Officers insurance (also known as School Legal or Trustee Liability insurance) may be the most critical insurance and protection for your school. Having the “wrong” policy or one that is weak could potentially be devastating to your school. Damages sought under D&O insurance can range anywhere from a nuisance claim to one seeking millions of dollars in compensation, and may include a request for punitive damages if the action in question is considered egregious enough (e.g., willful disregard for protected categories under ADA or where the school knew of a wrong action that was occurring and did nothing to stop it). The cost to protect and defend a school against such claims is no mean exposure either; it can often cost $75,000 in legal fees just to prove nothing wrong occurred in the first place. It is critical, therefore, that your policy not only cover both actual losses and defense costs, but provide additional limits for defense, and thus not erode actual claims limits should the plaintiff prevail.

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When an administrative job opening occurs in a private-independent school, candidates are often sought both from within and outside the school community. The obvious intention seems to be to ensure a pool of exceptional candidates, all of whom will compete on an equal playing field. There is, however, quite a difference between an internal and an external candidate (see the table below) and we recommend that they be treated differently.

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