The most distinctive difference between students’ educational experiences in most private-independent schools and those of students in their strongest public school competitors is the level of personalized attention they receive—attention guided by the multiple human values embodied in school mission. In lower schools, this kind of attention is fostered by relatively low student-to-teacher ratios, often in self-contained classrooms. In middle and upper divisions, the advisory program is the primary “delivery system.” The most significant, programmatic difference-maker in serving private-independent schools’ strategic interests—in both fulfillment of mission and development of competitive advantage—is the vigor, authenticity, and professionalism of their advisory programs.

In a previously published I&P article, "ISM Research Report: 16 Characteristics of Head Leadership," ISM reported the results and implications of its fall 2004 leadership study. Those findings were arrayed in two eight-item lists (see Tables 1 and 2). The following 15-item list provides a sampling of the kinds of actions and approaches you, as School Head, might take to move forward with implementation of those findings.

ISM continues to identify the tasks of the School Head as becoming more complex and demanding. But what are the specifics and the implications? Consider Figure 1, which shows the different areas where the Head is expected to have both expertise and increasing involvement.

In a recent press release, the IRS announced a new enforcement effort that will affect private-independent schools, especially School Heads. Specifically, the IRS will be more closely examining the compensation agreements between schools and their Heads. In addition, the IRS will be re-evaluating the reports a 501(c)(3) organization is expected to file (especially the annual Form 990).

As School Head, you must create and sustain a culture of professional growth and enhancement within the faculty, and thus generate exceptional student excitement, satisfaction, and performance, and enhance (enrollment) demand. However, if the path to your headship led from business, industry, the military, or another non-scholastic venue, this does not mean you will be a less-than-effective Head. You must develop your academic authority if you want to positively affect faculty culture and student performance.

Spurred by competition with other schools, parental and societal demands, and the hope of enhancing their educational programs, schools have raised money, built/renovated facilities, and hired additional staff, all to give students access to technology. Now that the computers and infrastructure are in place, Boards and Heads want to know what benefits to expect from improved technology and when they can begin seeing them. Teachers want to know the expectations of the administration and Board. Everyone wants to measure whether the investment in technology has improved learning.