Adolescent Sleep and Upper School Start Times

There are two long-believed axioms about adolescent sleep: (1) as children reach adolescence, they go to bed and get up at later hours; and (2) adolescent sleep deprivation is a widespread phenomenon. The National Sleep Foundation’s survey and research, as well as that of others, has established the support for these axioms.1 Adolescent sleep patterns undergo a “phase delay;” the typical upper school student’s natural time to fall asleep is 11:00 pm or later. Despite adolescents needing 8.5–9.25 hours, the average teen gets approximately 7.5 hours of sleep a night; 62% of 9th–12th graders report insufficient amounts (i.e., less than eight hours) of sleep; and only 3% of seniors get “optimal” sleep on school nights. Adolescents do not adjust their bed times in response to changes in the time of day that school begins, so an hour later start time translates to about an hour of additional sleep.

Private Schools Participate in “Hour of Coding”

Only one in 10 schools teaches students how to code—at least, according to Code.org, a nonprofit dedicated to expanding computer science’s prominence in the classroom until it’s as fundamental a subject as math or reading. In celebration of Computer Science Education Week, Code.org introduced the basics of JavaScript, a common programming language, to millions of students around the world with their “Hour of Code” tutorials for “ages 4 to 104”—and private schools got in on the action.

Parents May Be Held Liable for Students’ Social Media Activity

A Georgia appellate court has ruled that parents may be held liable for what their children post on social media accounts. During the year-long debacle, a school became involved—but by following the school’s policies, the principal kept her school’s community out of the lawsuit, mentioned only as a byline.

The Board’s Role in the School Head’s Personnel Decisions

School Heads must make unavoidable decisions about the renewal of teacher contracts. Often teachers react as a “family” when one of their members is caught in the crosshairs—even if that individual has been deemed ineffective or undesirable by some colleagues. The mere threat of dismissal or nonrenewal can polarize faculty, administrators, influential parents, and Trustees.

The ISM Faculty and Management Compensation Survey, 2013–14: School Head Salaries

The School Head is the sole employee of the Board, and management of the Head’s compensation is a high priority. Numerous entities are now asking how much compensation is too much for nonprofit CEOs. Never has it been more important that the Board be fully conversant about Head compensation. Only then can the Board determine what adjustments are needed to ensure that the school compensates competitively to retain the Head or enhance its ability to be competitive in its next Head search. Trustees must educate themselves about the marketplace and understand the complexities of the School Head’s job. ISM surveyed a random sample of I&P subscriber schools concerning compensation for faculty and administrators. This article focuses on the survey results regarding the salaries of School Heads at our participating day schools.

Establishing Student Achievement Levels

What is a “good” student and what is a “great” student? Most schools classify students academically, both formally and informally. Entrance tests determine eligibility to attend; faculty conversations identify issues that need to be addressed; casual encounters and classroom experiences build a picture of student competence. The deep knowledge that a school has of a student can be considered an asset, as it enables the school to provide appropriate services and interventions. However, this deep knowledge is not always benign and can mask inequities detrimental to a student’s potential and actual progress.

Technology in the Classroom at St. Margaret’s

In the last edition of Private School News, we featured St. Margaret’s Episcopal School and its work using massive open online courses (MOOCs) to bring its mission to students around the world. As it turns out, St. Margaret’s took advantage of advancements in learning tools long before edX reached out to secure their expertise for their high school courses. Lynn Ozonian, the school’s Director of Innovation and Technology, spared a moment to talk with us about some of the clever ways St. Margaret’s uses technology in their classrooms.

Paying for Recess: Families Transfer to Private Schools for Recess

Think back to your earliest school memories. Chances are, instead of a classroom of desks, you remember swing sets, impromptu races, and squabbles over who gets that color of chalk next for the hopscotch grid. However, recess is more than a mere repository of happy memories. Time and time again, research has shown that regular, active playtime is a crucial part of a student's education. Despite this, many public school districts are slashing their recess periods with no replacements—and many parents across the country are transferring to private schools to keep their children on the playground.

The Cost of a Faculty Culture That Is Not Growth-Focused

ISM has been an outspoken advocate of a growth-focused faculty culture—meaning that faculty professional growth and development is not merely a goal of leadership but a cultural norm within a school. Our research has demonstrated time and again the value of this culture for the students we serve. A growth-focused faculty culture underpins an inspiring workplace because of the opportunities teachers have to grow and renew throughout their careers with solid school leadership support and resources. The administrators value the creative energy faculty members invest, and give teachers room for success and failure. They understand that learning, growing, and maturing within a professional learning community will lead to enhanced student achievement, satisfaction, and enthusiasm—the ultimate goals. But what happens when a school fails to build this culture?
Subscribe to Academic Leadership