Every school must be able to answer this question: How do we assure that we have a great faculty to deliver the mission with excellence, and ultimately increase student performance, satisfaction, and enthusiasm? While the answer, “with an effective teacher evaluation process,” is a common response, a significant problem arises—teacher evaluation processes are completely ineffective. Large-scale research has found schools do not accurately discriminate between effective and ineffective teachers,1 nor do they drive professional development or improve student outcomes.2 In our travels, ISM Consultants have found few schools that serve as exemplars in this area. Your school likely struggles to establish an effective, consistent, and culture-enriching evaluation process.
The School Head is served a subpoena—a local attorney requests the personnel file of his client, your school’s former Admission Director. Her ex-husband has custody of their children and is gathering information for a child support hearing. What do you do now?
As President of the Board, you have accepted leadership of the Trustees charged with preserving the school’s essential purposes and outcomes for future generations of students and families. What exactly comprises those “essential purposes and outcomes?” How, exactly, should those relate to the founding group’s seminal formulations? How do changing societal conditions and circumstances play into and perhaps transform those seminal formulations?