All of your school’s advancement efforts (admission, marketing communication, and development) should share a common focus on your children and your mission. Too often, messages in these areas lack incisiveness and unity. A strong message—one that invites people to enroll and to give—communicates a educational experience through the lens of the student. To understand what is different about marketing schools, consider the following student-centered advancement approach.

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Advancement integrates your admission, development, and marketing communications programs at the service of your school’s mission. It is important to collaborate among these three areas. When you do, you impact student recruitment and re-recruitment, aid your school in its strategic direction, and encourage philanthropic giving. ISM now offers a way to measure the effectiveness of your advancement efforts. While the Comprehensive Advancement Model illustrates the key relationships that exist among these areas of advancement, metrics are appropriately seen as important in measuring results. To develop these metrics, we offer ISM’s Advancement Core Values and Standards, including an assessment tool to bridge the gap between values and results.1

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When you look at the Comprehensive Advancement Model (see the graphic in the accompanying article), “Strategic Board” forms the base. Simply stated, the effectiveness of your advancement program is inextricably linked to your school’s overall stability, and the Board is the guarantor of stability. When the Board operates strategically—focusing on sustaining financial viability and excellence for future generations of students—every aspect of school operations performs at a higher level, including advancement efforts.

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In the upper school, planning the summer program as the third semester (S3) provides a way to develop the curriculum more profoundly.1 In the middle and lower schools, it is slowly going to transition to an intentional process that builds on traditional fun and challenge. Those programs of sports, arts, and general and specific interest camps will continue to be a viable model as schools meet the marketplace need for child care during the summer break. However, schools more proactive in their approaches might see this move to S3 as an opportunity to challenge their paradigms. There will be two changes that impact what schools do—intentionality and innovation.

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Every business enterprise, whether nonprofit or for-profit, has a basic responsibility to attend to sustainability. Businesses establish a mission to serve their clientele, whether shareholders or stakeholders, with the intention of being successful for the long term. However, in the private-independent school sector, sustainability and the discussions around this topic have become increasingly focused on a misplaced concern. Conversations about sustainability often begin from the following premise—“Our tuitions have outpaced inflation for years. If we do not address this, the numbers suggest that our schools may not be sustainable.” ISM believes that addressing the sustainability issue in this manner leads to well-intentioned but wrong conclusions.

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Rather like the Finance Committee, it is hard to imagine a school that would not have a Buildings and Grounds Committee. Its role is complementary to the Finance Committee, caring for the current facility (including grounds) and planning for the facility’s development, reinvention, and sometimes expansion into the future. A metric in the Fourth Iteration of the ISM Stability Markers® (Stability Marker K, “Quality of Facilities,” and Marker L,1 “Master Property/Facilities Plan”) provides the role of the Buildings and Grounds Committee. This article will fully articulate what that metric includes.

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In the first article of this series, we outlined the conceptual shift of taking summer program from an extrinsic activity, only marginally important to the school, to an intrinsic activity that is central to the school’s mission. In this article, we outline some key questions from the upper school student’s point of view. The principal objection to the third semester has nothing to do with organization, faculty, money, or facilities. Rather, the principal objection is voiced by the student: I can’t imagine doing in the third semester what I’ve been doing all year. A third “semester” cannot be successful if the other two semesters are not considered—by the students themselves—as being of high value, entertaining, inspirational, and engaging.

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This is the third article in a three-part series on collecting and using data to assess your school and advance your school’s strategic initiatives. The first article dealt with building a “culture of data” in your school. The second outlined best practices for launching a successful survey initiative—from choice and design of the surveys to timing and implementation strategies. This article examines proper analysis and use of the data you have collected. While this is the last step chronologically, it is far from least. Data misinterpreted or misused can be more detrimental than no data at all, with consequences ranging from divisiveness within a faculty to expensive and misguided decisions to dramatic public relations issues with legal ramifications. These consequences are not unusual or hypothetical; this article is the response to a need presented to ISM by schools that have faced exactly these problems.

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A school refused to renew a teacher’s contract. She sued, claiming retaliation because of her participation in an earlier Equal Employment Opportunity Commission (EEOC) discrimination charge against the school by another employee. She claimed a failure to promote or transfer her position, harassment, and emotional distress. The school lost its Motion for Summary Judgment. The litigation was settled after about three years for $125,000, with another $106,000 spent in Costs of Defense. A school terminated a third-grade teacher after a family, a large donor, threatened to withdraw their daughter if the teacher was not fired. The claimant had taught at the school for 12 years without incident. Although the school denied any wrongdoing, there was little documentation to support the claimant’s termination. To avoid costly litigation, the school settled this matter for $200,000

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There has been a raging battle over the past three decades around the kind of schedule that best benefits students. This has, generally speaking, taken two sides. On one side are those who have hewn to a “traditional” schedule of seven 40-minute periods a day, with every class meeting every day for the entire year.1 On the other side are those who have embraced what is known as the “block” schedule. This has many variations. In its pure form, it is structured as four 90-minute periods a day with each class meeting daily for a semester. The classes then change and the format is repeated.2 The following table delineates the major technical differences between these two types of schedule.

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