A well-constructed strategic plan, among other things is cohesive, and as I have written before in a post entitled Strategic Plans and Luxury Cars: They Look so Good on the Lot, schools create some lovely, shiny plans with muscled language and bold vision. The exercise of creating a plan–the detailed and focused process that leads […]
I often say about students (and teachers, and staff, and Heads of School) that they are each incomplete sentences—in other words we are never quite fully who we might become. We each have work to do.
Teachers have never been more necessary for young people, for we are moving into a time when the primacy of content delivery is waning, and the role of teaching skills, such as collaboration and synthesizing disparate pieces of data are ascending.
I work with leaders and faculty members at independent schools to help them frame out a process for change… I am most interested in the means–a smarter process to hold the ambition of complex schools striving to make impactful change.
[I spoke yesterday at the Easter Service for the sixth through twelfth grades at St. George’s Independent School. As students walked in, we projected a scroll of pictures from an event Tuesday where a number of our students and faculty joined with CityCurrent and Samaritan’s Feet to provide new shoes for children in need in Memphis. It was a remarkable event […]
It may be helpful to think of it this way: imagine that every school has a ledger that marks the long-term debt of bad habit against the revenue of tradition. My fear is that an audit of that ledger in many of our institutions might reveal that bad habits are costing us more than we choose to recognize.