CAIS in Point

Last month we discussed how school ranking systems miss the opportunity to highlight those strengths and attributes that parents and students really demand. In this issue I would like to consider how we hold ourselves accountable for the quality of the educational experience that we are providing for our students, without outside groups like the Fraser Institute imposing their own criteria on us. So, how can schools be held accountable for the quality of their programs and the breadth of provision of services for their students? In Canada we have usually measured school success in terms of post-graduate performance. In the past, much of this has tended to be anecdotal as schools highlight the successes and accomplishments of their graduates. Needless to say, this “rose-coloured” view of school success is equally as misleading as the reliance on standardized test data. CAIS has been working in partnership with the Canadian Educational Standards Institute (CESI), the national accrediting body for all independent schools in Canada. CESI has established protocols for school accountability with three primary goals: to assess school performance in preparing students for post-secondary education; to inform and improve present practice; and to identify “lighthouse” programs that might be replicated elsewhere.  Together, CAIS and CESI have developed three basic strategies for assessment; student university admission rates; student academic performance by university and program (track record); and university feedback on student preparedness. When considering admission rates, we find that over 95% of the graduates of our schools continue on to post-secondary education and of those 80% find a place in the university and or program of their first choice. What does this data tell us? To begin with, as only three Canadian provinces use some form of standardized assessment of graduate performance, most university entrance marks are the subjective product of schools and teachers. In addition, with rigorous entrance requirements for admissions to our schools, one would expect such a high success rate as a matter of course. In general, post-secondary acceptance rates are more of a marketing tool than a measure of school accountability. A second strategy is to monitor the track record of students by comparing their academic performance at the school from which they graduated with their achievement at their next level of schooling. For elementary and middle schools the process is a relatively simple one. Most independent secondary schools are quite happy to report aggregate achievement scores back to feeder schools. Such tracking helps both institutions. For the secondary school, it provides solid reliability data for admissions, and for their elementary partner, it helps to indicate both level of preparedness they provide and also the relative expectations of the schools to which their graduates apply. At the post-secondary level it is a bit more complicated. The National Tracking Pilot project was established last year to attempt to address this issue. The process works this way. In order to track student achievement at the university level, a high school first establishes a performance baseline for their senior high school graduating class. Students or their parents then sign tracking consent forms (or transcript releases) which the school submits to participating universities. The universities then send student transcripts back to the school each term and annual aggregate results are established. Finally the results are compared and published. The strengths of this process at both levels are that it provides an external assessment of attainment of program goals; an indicator of the reliability of school evaluation procedures; and a predictor of student success for parents and students in particular high schools, universities and programs. On the other hand, there are drawbacks to such an approach. To begin with, standards and expectations for student performance are set outside the school. Rather than base student performance on their own assessment and evaluation criteria, schools adjust their grades to reflect someone else’s standards. Secondly, student performance levels tend to vary from one high school to another, among universities and from program to program, and so at best this gives a mixed message back to the school; and, finally, there are challenges in tracking all students. In addition, like most accountability measures, the tracking of academic performance of graduates only considers one dimension of the independent school experience. Many of the attributes of character, work ethic, commitment to community service, ability to collaborate and problem solve, etc. that are a primary focus of the mission of all independent schools cannot be effectively tracked by grade performance alone. The CAIS/CESI National Tracking initiative has attempted to address these issues. Through the work of Donna Alexander from Balmoral Hall School, a handbook and series of protocols have been developed to bring some consistency to both data collection and reporting. In addition, we have been working on a Student Engagement Survey to measure the more intangible benefits of an independent school education. Most of the kinks in this process have been worked out through a pilot project over the past year. In addition, the experiences of schools like Balmoral Hall in Winnipeg and Rothesay Netherwood in New Brunswick, both of which have been tracking this data for a number of years, have helped to avoid some potential pitfalls in implementing the project. Over the past few years, we have been working in a collaborative partnership with the registrars and academic deans of a number of major Canadian Universities. Together we have identified a series of critical success factors or benchmarks for student success. These are the personal and academic attributes that characterize the most successful students in the post-secondary environment. The major factors include: being a motivated member of an active learning community; the ability of a student to assume responsibility for her/his own learning; competency in basic language, mathematic and technological skills; writing, organizational, research skills; good study habits, task commitment, and stress and time management skills. Successful students are also those who work collaboratively as well as independently; are able to analyze, sort and integrate concepts; have respect for the ethical standards of scholarship; are comfortable speaking publicly; and can argue a case effectively. Finally successful students are those who are self aware. They demonstrate a willingness to seek and accept help when it is needed; they have an enthusiasm for learning and thinking; and they are able to define their own learning needs and goals. Our schools are beginning to review and revise their approaches through this identification of key skills and attributes in order to inform program design, the provision of extra-curricular and co-curricular opportunities, and the development of more effective teaching strategies. In addition, a parallel dialogue is beginning to take place between our elementary and secondary schools and it is our hope to establish a second set of performance indicators at that level as well. School accountability is a complex issue. It is a basic principle of CAIS that we recognize and celebrate the independence and unique character of all of our schools. In addition, we expect member schools to provide the best possible programmes and services to the students in their care. To translate such principles into practice requires that a continuous, and multi-dimensional assessment of programs, student academic performance, extra-curricular opportunities, support services, and the professional competencies of faculty and staff, be part of the on-going process of school improvement. Schools that commit themselves to such a process of accountability should be at the top of any parent's list. Jim Dr. James Christopher Executive Director, CAIS

The CAIS Advancement Professionals 2007 Conference

Over 130 delegates from 51 different schools attended the CAIS Advancement Professionals biennial conference from January 25 – 28 in Niagara-on-the-Lake. Participants represented all areas of advancement, and included over 35 ‘newcomers’, seasoned advancement staffers, and several heads of school and foundation chairs.

In addition to keynote presenters Bernard Ross, Penelope Burk, and Marnie Spears, over 40 speakers from CAIS schools addressed a wide variety of topics. The conference proved to be an excellent opportunity to listen, learn and share with fellow professionals.

Three long-time advancement professionals were selected by their peers to receive the Sam Heaman Award this year.  This award was initiated in 1992 to honour professionals who have provided outstanding service to CAISAP, to the profession, and to their own schools. The award attests to sustained proficiency in development activities during the recipients' careers in CAIS schools, and to their exemplary level of leadership in and commitment to the profession and its enhancement in Canada.

Congratulations to the 2007 Sam Heaman Award recipients http://www.caisap.ca/heaman.asp:

Nancy MacDonnell - Branksome Hall (posthumously)
James McMillan - Selwyn House School
Paul Winnell - Upper Canada College
 
Also, this was the inaugural year for the CAISAP Rising Star awards. This new award was created to recognize new independent school advancement professionals (less than five years experience) who have made significant contribution to advancement at their schools, and who have demonstrated dedication and commitment to their school, the profession and CAISAP.

Congratulations to the 2007 CAISAP Rising Stars  http://www.caisap.ca/risingstar.asp:

Lori Adam -York House School

Nic Carhart - Rothesay Netherwood School

Sabrina Carswell - Holy Trinity School

Sheriann Heath - Johnston - Hillfield-Strathallen College

David Lee - Royal St. George’s College

Courtney Prier - Selwyn House School

A huge thanks to the many people who volunteered their time, energy and skills to make this conference such a success. We look forward to seeing everyone in Banff in February 2009!

Tara S. George ~ CAISAP President 2007-2009
Director, Development & Alumni Affairs
Rothesay Netherwood School

From the Trenches

A new section of the CAIS e-newsletter

I had the opportunity to attend the CAIS Advancement Professionals biennial conference in late January. I registered because the area of advancement was a bit foreign to me, and as our school grows in size and age it is clear that this subject will need a great deal of attention. My goals were to understand as much as possible about the role of advancement professionals, to get some ideas about how we might organize this for Stratford Hall, and to see who these people really are. I also wanted to learn something about fundraising itself.

Over the three days I attended many interesting sessions, mostly led by member school teams. We know that we have a great talent pool in the CAIS, and these sessions amplified this for me. The presenters were highly professional and knowledgeable. So were the audience members. In every session ideas flowed both ways in an exceedingly respectful and helpful way.

It was also evident that the advancement professionals truly understood why they did what they did: enable learning and service to children. I always wonder how we make sure those staff members who are in supportive roles and often tucked away from the hallways, gyms and classrooms retain their connection to the core of the school. I’m still not sure how it is done, but I truly felt that the participants ‘got it’. Many times I heard linkages between fundraising activities and improved learning environments for children.

I learned a great deal about philanthropy. For example, it is clear that developing positive and ongoing relationships with donors (actual and potential) is an essential component of a successful advancement program. Retaining donors after the first year requires special attention; the drop off after the initial donation is startling high, and largely due to a failure to continue developing the relationships. I understood an emerging wisdom: devoting time and resources to increase participation rates might result in less service to the existing donor pool, resulting in a net loss of donations. When we emphasize participation rates of fundraising drives we may inadvertently cause an overall reduction in total amounts raised.

Donors are more strategic than ever, and want to know that their gift is important to the school and will result in some sort of improvement or enhancement. They want to know how last year’s donation was used, and to what effect, before considering renewed participation. They are motivated to give because they believe in the mission and the leadership of the school, and they understand the needs of the school. And they donate because they are asked. This last point is obvious, but it is surprising to hear how many donors list this as the foremost reason for giving.

My own view is that it is important for Heads of School to occasionally attend these sorts of meetings and conventions, whether they are in advancement, business or admissions. The participants know far more than I will ever know about advancement and I enjoyed ‘being a student’. Participation also reaffirms the importance of these meetings and the knowledge that we do, indeed, have outstanding people working in our schools.

Jim McConnell
Head of School
Stratford Hall

CAIS 2007 Student Leadership Conference

This year’s 2007 Student Leadership Conference is being hosted by Appleby College in Oakville, Ontario.  The theme for the conference is “Developing the Leader Within” with the mission: “to strengthen and awaken leadership qualities which already exist within the delegate and to encourage leaders to listen, to the unheard voices.”

The conference will include a number of past, present and future leaders.  By “developing the leader within”, the conference organizers’ goal is to educate all the delegates on various leadership styles and on the internal aspect of leadership. Furthermore, delegates will be encouraged to take part in the conference with an aspect of leading that is their strength.

This year's conference is being held from Wednesday April 11 to Saturday April 14 with billeting provided for all students outside driving distance of Appleby College. Schools are invited to bring four students from Grade 10 and 11 and one faculty advisor. Speakers, workshops and activities for students and advisors are planned throughout the four day conference, focusing on leadership skills and development. Delegates will work with other delegates on a global concerns project to exam the millennium development goals. Through small and large group activities, delegates will have the opportunity to examine, develop and demonstrate their personal leadership skills. 

The conference will bring leaders from all across the nation and speakers in different fields for a long weekend of learning and growing. If you have any questions, comments or inquiries about registration and other general information please contact one of the conference co-chairs Mark Yoon or Evan Rennie at myoon@appleby.on.ca or erennie@appleby.on.ca.

To read more, and register by February 16, please visit: http://www.cais.ca/student_leadership

2007 CAIS Summer Leadership Institute

Two weeks ago we announced the details for the summer 2007 CAIS Leadership Institute and the response has been terrific! Brentwood School is hosting the event in beautiful Mill Bay, British Columbia. Accommodations on this gorgeous campus will provide a relaxing and scenic backdrop for the three days of learning. It’s a perfect opportunity to combine education, mingling with your peers, and some sight seeing. This year, to give attendees more flexibility in selecting their three modules we are offering six to choose from. 

Participants may choose three of the following:

1) Plant and Properties OR Governance
2) Teaching and Learning OR Accreditation and School Improvement
3) Human Resources OR Advancement

For more details, and to register please visit the CAIS website What's New section.

Read… Think… Talk… Dialogue Magazine

Published by Our Kids Publications Ltd., Dialogue is a specialized magazine developed for the Canadian independent education and teacher community. It engages, informs and inspires with practical resources, thought-provoking articles and the latest in education research, all focused on a particular theme.
 
The fourth issue, available March 2007, explores the theme of Outdoor Education (OE) and features articles by and for Canada’s independent educators.
 
James Raffan, award-winning teacher, long-time advocate of experiential learning and author of Deep Waters: Courage, Character and the Lake Timiskaming Canoeing Tragedy writes of life and death and outdoor education.
 
Ross Cloutier, highly regarded adventure tourism and outdoor education consultant, weighs in on the significance of philosophical values and organizational health in risk management of OE programs.
 
To order your copy, visit www.dialogueonline.ca or contact Anne Marie at (905) 272-1843 ext. 25. While online, read articles by Dr. James Christopher and CAIS member school educators in previous issues of Dialogue.
 
Get Involved! Would you like to be published in upcoming issues of Dialogue? Visit www.dialogueonline.ca for future theme topics and submission deadlines.

Independent School Ombudsman: Adding Value to Independent Schools

School leaders face complex challenges. There is increased competition for students and growing demands from parents. Heads of Schools, in conjunction with their management teams and Human Resources, work tirelessly to serve diverse and demanding constituencies. The school year, once it begins in September, is like a train that gathers speed and moves relentlessly through June, and often into the summer. Despite all of their best efforts, the Head, Management and HR do not have the time to observe or truly test school culture in a proactive and regular way. Too often they are forced to react to unforeseen problems.

An Ombudsman, working part time or full time, will augment the existing leadership group. The Ombudsman will be charged with setting up employee interviews and will listen to determine levels of satisfaction and search for helpful and original ideas that arise from the grass roots. The Ombudsman’s work will be ongoing and his findings will permit the Head and management team to determine if the faculty and staff are happy, challenged and contributing. Employee surveys have their place but to truly understand people you have to meet with them and give them time to express feelings and observations. Focused dialogue is crucial! Results of these meetings will apprise the Head of problems before they become issues. Great organizations listen to employees and constantly test the waters. An Ombudsman will help support employees, achieve the school’s mission and provide timely information to The Head of School.

The Ombudsman will add value because:

• The process will confirm that leadership is actively seeking to improve culture.
• The Head of School and management will continue to focus on daily school life.
• HR will continue to focus on the right programs for faculty and staff.
• The Ombudsman will interview faculty and staff to determine concerns.
• The process will mine culture in a similar way to CESI but it will be ongoing.
• Meetings will be confidential but ideas will be submitted as themes.
• The Ombudsman will provide ongoing, honest and constant feedback to the Head.
• The Head will be able to understand problems before they become issues.
• Concerns and ideas will be heard and faculty and staff will feel respected.
• The Ombudsman will help the school focus on the customer and employee needs.
• This will add another positive differentiation between school competitors.
• An Ombudsman might work part time thus low cost but high added value.

The Ombudsman must have the right credentials and needs to:

• Understand Independent School issues, needs and constituencies.
• Have a wealth of Independent School experience and experience with HR.
• Must be objective and an impartial listener. Objectivity is crucial!
• Requires experience both in management and mediation.
• Requires outstanding interpersonal skills and be able to gain trust.
• Must respect confidentiality and be comfortable brokering meetings.
  

Pat Mills: M.Ed. “The Ombudsman” now working with HR at Atlantis Aerospace. For more information contact Pat at: Home phone: 416- 920-1496 / Cell: 416-807-9972 / e-mail: millsp@rogers.com

The Big Bully: How to Fight Back

It’s been a problem since the beginning of time. It’s a social syndrome that is often conveniently ignored. Bullying can happen at any school and is an issue that deserves some attention. There are many websites, books and articles devoted to the subject, and there are different theories on who is doing the tormenting and who is on the receiving end of the abuse.

The general consensus accepts that bullying encompasses harassment that is physical or verbal, and includes threats, and social exclusion. The research reviewed generally agrees that boys are more likely to be involved in physical bullying and girls are more apt to use exclusion as their method of attack. Younger children are at greater risk for becoming the victim of bullies.  Many victims are ashamed that they are being persecuted by their peers and do not report incidents of harassment. To bring attention to their sense of discrimination only makes them feel worse.

A victim’s shame can make the detection of peer on peer maltreatment difficult in a school situation. For this reason, it is suggested that schools take a proactive response to the problem that involves approximately 15% of students, with 9% being victims. Bullies may only make up 6% of the school population but they tend to be repeat offenders.

Research indicates that many bullies may come from a home environment with little supervision, or where aggressive behaviour is used to resolve conflicts. This coupled with the fact that most bullies are more impulsive and physically stronger than their peers makes for an intimidating mix. They have learned hostile tactics and have the strength to deliver them with confidence. Even with this assurance they aren’t known to pick on someone “their own size”.

Victims are usually quiet, shy students who are not confident in themselves socially or physically. They are generally lacking a strong social network at school, and are physically weaker than their bully. If a student is continually picked on some serious social repercussions can occur. Self esteem may plummet and school becomes an unfriendly place. Some victims may try and avoid classes, and overall achievement is negatively affected.

What can schools do to combat the bullying problem? Most bullying occurs in the school playground or classroom. There is much written about fostering a school climate that does not promote or tolerate negative bullying behaviour. But how does this translate in practical terms?

Supervision, consistent reaction and disciplinary action have been found to be important factors in bullying prevention. A safely supervised playground is very important. A study in Norway documented decreases in aggressive behaviour when bullying awareness was stressed in the school environment. Adults were taught to be aware and responsive, and students in turn felt that the problem was being regarded seriously by those in charge. It is important to note that change did not occur immediately; it took some time for a new “no bullying tolerance” plan to be respected, and for the increased controls to make a measured impact.

We found two excellent websites devoted to bullying. To learn more and find further reading materials on the subject, please visit http://www.lfcc.on.ca/bully.htm and http://www.cpha.ca/antibullying/

Reluctant Learners

From an educator’s standpoint it can be very difficult to understand why a student does not appear interested in learning. It’s why you’re here. It’s what you do. Your success is closely linked to the success of your students. Consider sports. If a hockey team wins the Stanley Cup it’s not just the players that receive accolades and fame. The coach becomes golden too.

Is it useful to take unmotivated students personally? Probably not, but it may be necessary to assess their situation outside of school and to look at creative ways to motivate them. There can be a myriad of undetectable factors that influence students throughout their life. Health, home life, and their social life are just a few. Outside factors can affect different children at different times. The unpredictability of life makes it difficult for educational professionals to assess each unique situation, particularly if there are communication breakdowns. These faulty courses of dialogue can be between any combination of parents, students and teachers. It is important to foster open conversation to try and detect the root of the problem. To do this sometimes a “non-academic” mediator may have the best luck at engaging the student. A guidance counselor may seem less threatening because they don’t directly impact scholastic results.

Just because some children appear reluctant to participate in school does not mean they don’t want to learn. They may need some extra positive reinforcement to assist them with their studies. John McKee and John Phillips talk extensively in their article How to Motivate a Reluctant Learner  about the benefits of positive reinforcement and the trap of punishment or negative feedback.

Also, some tips outlined in The Teachers Network website include maintaining individual student booklets so they can compare their achievements to past accomplishments. Students will feel motivated as their results improve and less humiliated if they do not achieve immediate success. It was suggested by a study in Surrey, England that some disinclined learners benefit from peer supervision to help them feel engaged. This has to be thought out carefully to ensure that the pairing is helpful and not humiliating.

Sometimes it can feel like an uphill battle to engage unwilling students. It is up to educators to ensure that they don’t find themselves reluctant to learn about the individual situations of the people in their classroom.