With your unique mission as the foundation, there are educational benefits for moving beyond Advanced Placement, including: freeing up your exceptional faculty to optimize their skills and exercise appropriate educational autonomy; and creating a curriculum that fits your school’s culture, mission, history, geographic, and political modalities. A third strategic benefit is: distinguishing your school from its competitors to improve your profile (over time) from a college-counseling standpoint.

ISM recommends that private-independent schools provide one-year contracts to faculty members to: support and enhance the faculty culture by providing employment safety and security to faculty for the academic year; and maximize continuity of instruction for students by creating a mutual obligation between the school and the member, reducing the potential for disruptive mid-year faculty departures.

ISM uses a tripartite classification for examining a private-independent school’s marketing platform: price-value: We offer a transformational (nearly always religious) experience for your child at a cost you can afford; product: We offer the best academic "product" (graduate) in our market area; or process: We offer "more" for your child (more electives; more levels of electives; more teams; more levels of teams; more individual attention, and/or a unique pedagogy) than others in our market.

The ISM Standards for Professional Growth and Renewal provide private-independent schools with a way to assess whether their investment in faculty professional development is focused on students, articulated as a systems activity, contextually meaningful in building professional relationships among faculty, and accountable for the results achieved. This article, the last in the series, recommends a set of metrics related to the Content Standards.

Evidence in support of an alleged teacher shortage has floated about for years. Whether such a shortage develops or not in the private-independent school world in general or in your school’s specific locale, the real question may not concern the quantity of teachers in your pool of candidates.

Deciding to dismiss a faculty or staff member is one of the most emotionally difficult decisions a School Head must make—a situation that is only exacerbated if the Head is uncertain about the potential legal ramifications of the decision (e.g., "If I decide to let this person go, will we be sued—and will we lose?") as well as the impact of the termination on the faculty culture (e.g., how many faculty members will be wondering, "How could they do this to Jim?" and "Will I be next?"). Prior to reaching that point, however, all efforts should be dedicated toward communicating performance standards and providing active support for those with performance deficiencies to help them meet and exceed these standards. Accordingly, we recommend that schools establish and publish a Corrective Action Policy to address these issues—one that is designed to support your mission, culture, and values while providing significant legal protection to the school.

In a previous article, ISM identified four cornerstones of character education as practiced in private-independent schools, including Purpose and Outcome Statements, advisory program/homeroom meeting, curriculum, and a strategic plan. This article, the second in a series, discusses the impact of faculty culture—the pattern of customs, ideas, and assumptions driving the faculty’s collective set of professional attitudes and behaviors—on character education.

Borrowing originally from concepts advanced in the for-profit sector, ISM has for a decade taught a basic competitive-marketing truth: private-independent schools can compete on the basis of price, product or process, but not on the basis of all three at the same time. The implications of this truth for strategic planning would be hard to overstate. As you, the Board President, prepare for your next planning event, take responsibility for assisting your colleagues in working from a marketplace stance that fits your school’s actual competitive platform.

Since its landmark research on the factors associated with student and faculty performance, ISM has published extensively on the topic of professional development and faculty evaluation in private-independent schools. High-functioning schools possess a faculty culture rooted in a collective commitment to career-long professional growth. These schools are adept at responding to both evolving student needs and changes in the characteristics of independent school faculties.

ISM has suggested that conventional thinking about private-independent school mission statements should be revisited. School leaders, caught between the need to craft an (1) inspirational, (2) compelling, and (3) marketing-effective statement, on the one hand, and a (4) comprehensive, (5) actionable, and (6) outcome explicit statement, on the other, have too often found the result unsatisfactory. The commonly experienced result has been a 30-word mission statement that attempts all of the above, thereby appearing cluttered, confused, and sometimes (necessarily) similar to those of competing schools.