ISM recommends schools invest annually between 1.5% to 2.0% of their total operations budget in the professional development of their faculty (Stability Marker No. 8). Schools use this investment as one strategy in creating a strong faculty culture that translates to a demonstrable improvement in student performance. In addition, ISM research indicates that linking your faculty evaluation system with ongoing professional development is the key to retaining and recruiting teachers.

Researchers predict that both public and private schools across the nation will continue to experience a shortage of teachers. To combat this problem, you may wish to expand your pool of teaching candidates and new administrators to include former military and corporate employees. This article discusses how to smooth the way for these skilled individuals as they enter your school environment.

Parents should use direct, research-based elements (high quality teachers, low student-to-teacher ratio, student achievement, etc.) when choosing a private-independent school. But, their selection process also focuses on your school’s competitive advantage. As the Marketing Director, you face the challenge of validating the successes of the school’s programs in comparison with other schools.

As Head of School, you are aware that your senior administrative staff members tend to give little thought to themselves. As a group, they comprise a selfless lot, devoting untold hours to providing services to your students and to your faculty, parents, and alumni. You may have in the past encountered difficulty in persuading them to attend appropriately to their professional growth and development.

In a previous I&P article, ISM focused on the use of technology to revolutionize the architecture that supports the delivery of education to students. In this article, we expand on the idea of individualizing instruction, and include an example from a student’s point of view. This leads to the fourth characteristic of 21st Century Schools noted in an earlier article—the individualization of the content and delivery of curriculum, meeting the needs and passions of the learner at the rate and speed best suited to that learner, using blended learning.

Some of California’s recent public school horror stories have clouded a previously clear picture regarding elementary class size reduction and its potential to enhance long-term student performance. ISM has previously expressed its viewpoint regarding the state of Tennessee’s remarkable Project STAR (Student-Teacher Achievement Ratio). Based on that project’s procedures and findings, we have for years routinely recommended class sizes of 13-17 in grades K-3. We have also emphasized the marketing advantages that can accrue to those private-independent schools that operate their K-3 programs within that range.

In thinking about your relationship as a direct report to your School Head, an essential career skill involves understanding how to influence upward. Whether you’ve known your Head for a long or short time, and however you came to your position, delivering the mission of the school to the students requires an effective relationship between you and the School Head. Reflecting on how you can effectively carry out your responsibilities is worthwhile. (From the Head’s point of view, this article may be helpful as you consider how to coach your direct reports—whether they are new to the business of management/leadership or experienced in their roles—so that they know your expectations.)