In a previous article, we outlined the process for developing the annual administrative agenda. This, the fourth in the series on setting annual agendas, details how to orchestrate the administrative agenda in subsequent Leadership Team meetings.

1. Already a member? Click here to login.

2. Not a member? Click here to become a member.

3. Not sure? We'll help you figure it out.

What is the nature of true endowment? We note that true endowment is distinguished from quasi-endowment (which will be dealt with in a subsequent article). From your view as School Head, Business Manager, or Finance Committee member, what are the issues you should be considering?

1. Already a member? Click here to login.

2. Not a member? Click here to become a member.

3. Not sure? We'll help you figure it out.

Private-independent schools have the daunting task of persuading families to purchase what is available free through their public school system. Despite national perceptions that public schools system are “broken,” the annual Gallup/PDK poll finds that parents are happy with their local public schools.1 We can’t rely on distaste for public education to drive our enrollment. More specifically, many of our families live in the same neighborhoods as the highest-ranked public schools in their area. Quite obviously, we must attract and re-attract families to our mission. While each school nuances these messages, schools have approached this task by delivering the following meta-messages to communicate the value of an independent education.

1. Already a member? Click here to login.

2. Not a member? Click here to become a member.

3. Not sure? We'll help you figure it out.

The advisory program can be a distinguishing feature among your school’s offerings, and a source of multiple benefits to your students and their families. Of course, it must be well-planned and effectively implemented. There’s also the question of how advisory activities will be scheduled. The success of your advisory program depends, in part, on how it is incorporated into the school day, week, and year. As the School Head, meet with your scheduler to go over your expectations and ensure the schedule supports the scope and excellence of the program.

1. Already a member? Click here to login.

2. Not a member? Click here to become a member.

3. Not sure? We'll help you figure it out.

In the first two articles in this series, we shared the results of our 2016 study on executive leadership, well-being, and school performance. The study validated the centrality of a high-quality, charismatic, and flourishing executive leader in the school’s ability to drive the school’s success, including enrollment demand.2 In this third article, we answer the question, “What predicts high scores on executive leadership?” Through the first two articles, we established that charismatic (but not excessively extroverted) leaders who guide schools with greater enrollment demand scored higher on our executive leadership measure. Of course, this assumes the school has a strategic plan and a strategic financial plan. In this article, we examine the factors that lead to high scoring on the executive leadership measure (Stability Marker No. 3). In other words, what are the major contributors to being a high-quality leader?

1. Already a member? Click here to login.

2. Not a member? Click here to become a member.

3. Not sure? We'll help you figure it out.

Many schools run capital campaigns and annual fund campaigns simultaneously. Capital campaigns are usually implemented over several years and are designed to increase capital assets such as new or improved facilities and/or growing endowment. Annual fund campaigns are repeated yearly and are most often created for enhancements for the current year. Balancing these two efforts requires clear goals, appropriate volunteer training, targeted donor solicitation, and a strategic sense of timing. A capital campaign, because of the size of the goal and the drive’s length, is more likely to falter than an annual campaign that in many schools has become habitual. Being prepared with “jump-starting” strategies can mean the difference between success and failure.

1. Already a member? Click here to login.

2. Not a member? Click here to become a member.

3. Not sure? We'll help you figure it out.

In an earlier article, “The Head Support and Evaluation Committee: An Update,” we stated that “the HSEC, as a Board Committee, is primarily concerned with the Board’s strategic objectives and the Head’s responsibilities in their successful achievement.” Consider now the HSEC’s membership, its charge, and its self-evaluation. In staffing the HSEC, the Committee on Trustees should consider the School Head’s position as an executive and as the sole employee of the Board. The Head is responsible for all aspects of the school’s operations, from marketing to teaching Social Studies—without a peer in the school. Use the following chart to ensure the appropriate questions have been asked about the HSEC’s membership.

1. Already a member? Click here to login.

2. Not a member? Click here to become a member.

3. Not sure? We'll help you figure it out.

As your school grows in size and complexity, you should review (or establish) accounting policies. Often overlooked is the school’s capitalization policy. A capitalization policy sets guidelines determining which purchases you expense and which purchases you capitalize and then depreciate. It allows your school to match revenues more closely to the expenses associated with the use of those assets. By depreciating an asset, you recognize that it will provide value to your school’s operation for several years. It is easy to determine what constitutes an asset. Land, buildings, utility systems, kitchen equipment, and vehicles certainly qualify. Classroom furniture, computers, and athletic equipment, among others, may also fall into the asset category.

1. Already a member? Click here to login.

2. Not a member? Click here to become a member.

3. Not sure? We'll help you figure it out.

The annual administrative agenda delineates the tasks of the School Head and the Leadership Team (the senior administrators who report directly to the Head). A previous I&P article articulated the process for uncovering the operations responsibility in the Board’s strategic plan/strategic financial plan.* That is not the totality of what the School Head and Leadership Team are accountable for, however. This article, the third in the series, details how to develop the annual administrative agenda.

1. Already a member? Click here to login.

2. Not a member? Click here to become a member.

3. Not sure? We'll help you figure it out.

ISM recently conducted a study of School Head leadership to extend our knowledge of executive leadership and investigate the relationship among our Tier 1 Stability Markers, School Heads’ characteristics and experience, and their well-being/flourishing. In a previous article, we re-introduced our approach to measuring executive leadership and described the general results and conclusions for the study. This article is the second in the series.

1. Already a member? Click here to login.

2. Not a member? Click here to become a member.

3. Not sure? We'll help you figure it out.