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- Problematic schedule? You can master the challenges of scheduling with the help of ISM’s practical advice, based on our experience with hundreds of schools and our time-tested theories.
- And so much more.
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See the articles from our latest issue of Ideas & Perspectives.
Form I-9 Employment Eligibility Verification: Electronic Signatures and Storage
Volume 30 No. 14 // November 6, 2005
All U.S. employers, including private schools, must complete and retain Employment Eligibility Verification Forms (Form I-9) for individuals they employ. This responsibility stems from Section 274A of the Immigration and Nationality Act, which requires employers to hire only individuals authorized to work in the United States. The completed forms are not, however, filed with the government; they must be retained by the employer and be accessible for inspection by the Department of Homeland Security (DHS), the Office of Special Counsel for Immigration-Related Unfair Employment Practices (OSC), and the Department of Labor (DOL).
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The Annual Administration Agenda
Volume 30 No. 14 // November 6, 2005
How do the members of the Management Team know the "right" things to do in the coming year? While the strategic plan (resulting in the annual agenda) drives what the Board is to do, the Management Team has less clear direction as to how to create the annual administration agenda. The following example shows how to make this important document a reality.
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The Comprehensive Admission Model
Volume 30 No. 13 // October 15, 2005
The Comprehensive Admission Model (CAM) provides a model through which the foundational structure, language, and processes of admission are defined. The CAM creates an all-inclusive framework so that a strategically positioned Board can charge the Head and Admission Office with identifying prospective families; uncovering their interests; and admitting, enrolling, and matriculating mission-appropriate students whose families can be integrated into the culture of the school. It provides an evaluative framework in which to analyze your admission process and discover its strengths and challenges.
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The Implications of Advanced Placement for Scheduling
Volume 30 No. 13 // October 15, 2005
You, along with many private-independent school leaders, may be questioning the position of Advanced Placement courses in your school: Does the AP curriculum truly support/deliver the mission of your school? If AP is mission-appropriate in your school, recognize the impact it can have on your schedule, your students, and the education you provide.
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Survey Students to Enhance Your Mission-Based Advisory Program
Volume 30 No. 13 // October 15, 2005
Whether your advisory program emphasizes one-to-one advising or group advisory (or probably some of both), the intended beneficiaries of these services are your school’s students. While advisers’ impressions about students’ individual and/or collective engagement in advisory are helpful in gauging the successes of the program, they are not a substitute for well-conceived, formal surveying of students themselves as a resource for enhancing your program.
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Employee Benefits for Faculty: Examine Your School's Contribution to Health Insurance
Volume 30 No. 12 // September 28, 2005
Salary alone is not enough to attract and retain a quality faculty. When looking for jobs today, teachers have expectations about benefits. While health coverage is the most costly of all the benefits your school may offer, it is critical for the recruitment and retention of valued faculty.
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Lessons From Katrina: Disaster Planning at Private-Independent Schools
Volume 30 No. 12 // September 28, 2005
Everyone — especially those of us who have spent any time in New Orleans and the Gulf region — is distressed by the soul-wrenching pictures and almost surreal stories emanating from the region devastated by hurricane Katrina. Many issues are now being debated concerning how relief efforts could have been enhanced, what could have been done to prevent the massive losses, and how disaster policies and actions can be improved in the future. The key question is: What can we learn from Katrina?
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Survey Parents to Enhance Your Mission-Based Advisory Program
Volume 30 No. 12 // September 28, 2005
The School Head, Heads of the middle and upper divisions, and the school’s advisers have impressions about the success of your advisory program. These impressions may be based on how engaged students have been in group activities or on how committed teachers are performing their one-to-one guidance roles as advisers. Impressions do not, however, constitute adequate assessment of any important program or service at your school.
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Nonprofit Accountability and the Impact of Sarbanes-Oxley
Volume 30 No. 12 // September 28, 2005
In 2002, Congress enacted the Sarbanes-Oxley Act (SOX) as its response to the financial and accounting scandals at several large, publicly traded companies. Its primary purpose is to protect investors by ensuring that financial statements are accurate, that Directors and Officers have no conflicts of interest, and that each Board actively works to fulfill its oversight role. SOX also includes provisions spelling out the rules surrounding document alteration and destruction, auditor independence, Audit Committee requirements, and, notably, how Executive Officers and Directors should conduct themselves as they lead their publicly traded companies.
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Disaster Planning: What Are Your Insurance Options?
Volume 30 No. 12 // September 28, 2005
As you develop or enhance your disaster plan, take time to review your insurance policy with your agent to ensure that your school is adequately covered, beyond your basic flood and fire insurance, for any type of disaster or emergency situation. Coverage in the following areas is often far less than recommended, or may even be excluded, in typical policies. To determine if your risk factors are high in any of these areas, discuss them with your agent and consider increasing your coverage or adding riders if necessary.
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