CAIS in Point

Early July on Mill Bay! Can you imagine a better way to begin your summer than to spend a few days on the Brentwood campus with a cross-section of over a hundred current and future leaders from our schools right across the country? I had just such an opportunity earlier this summer when Brentwood graciously hosted the CAIS 2007 Leadership Institute. Teachers and administrators from all parts of Canada spent five intensive days together getting a better handle on some of the key components that make independent schools work; doing some professional networking with peers; getting some time out of their “little pond” comfort zones and joining the other big fish in Mill Bay; and, having the opportunity to spend time talking with and learning from some of the top people in independent education in Canada. The outstanding faculty of this year’s Institute included: George Rutherford (Head of Holy Trinity School) running sessions on Governance; Kim Gordon (Head of Bishop Strachan School) discussing leadership in Teaching and Learning; Anne-Marie Kee (Executive Director of CESI) and myself leading sessions in Accreditation and School Improvement; Louis de Melo (Executive Director, Advancement Services at Ashbury College) leading our advancement module; Andrew Whitely (Asst. Headmaster, Finance and Operations, Royal St. George’s College) running Plant and Property; and, Joanne Fraser (HR Consultant, Halifax) discussing Human Resources issues. In addition, participants had the opportunity to spend both social and class time discussing issues with Patricia Dawson (Head of Crofton House School) who attended representing the CAIS Board; Susyn Borer (retired Head of ECS) who is working helping to develop our new mentorship programme; Andrea Pennells (Head of Brentwood); and, Jim Officer (Head of St. George’s School of Montreal) who extended his winning streak of six consecutive excellent summer institutes with himself as Director. What are the goals of CAIS in offering this Institute? We want: to continue to build a cadre of individuals with an interest in leadership to create a talent and resource pool within our schools; to take steps towards creating a model of sustainable leadership to take our schools forward into the future; and, most importantly, it is our goal to move proactively to meet the growing leadership crisis in our schools. What do I mean when I say that we are facing a leadership crisis? As I mentioned earlier this spring, about 45% of our Heads are in their last five years. In addition, over 10% of schools have recently had to recruit interim Heads because a suitable candidate did not immediately present her or himself, and a growing number of schools have hired and then found that it was not a good fit with a resulting increase in the number of “non-renewals” during the first five years of a Head’s tenure. The past two years have demonstrated this growing trend. In 2006-2007 there were seven Headships open. Of these three were filled by external appointments, two by internal appointments, and two remained unfilled by June. In 2007-2008, so far there are eight schools looking for new Heads by June 2008 and three out of eight have gone with interim Heads during their search. Change is a natural part of a school’s life. However, there is no question that while a school searches out new leadership, the result is often institutional inertia. It is difficult for a retiring or even an interim Head to spearhead new initiatives and often Boards and faculties are content to wait for the new appointee before embarking on the next stage of the school’s growth and development. Why the delay? There is a growing recognition by Boards that hiring a new Head of School is the second most important job that it has (often mistakenly considered the most important!). This has resulted in a great deal of caution in moving forward. There is a growing dependence on external head-hunters and a perception that there is a lack of suitable internal candidates. It is this latter factor which has inspired CAIS to strengthen its Leadership Development programme. Jim Collins states that 95% of “Good to Great” companies are led by internal appointments. His findings show that internal candidates, people who already know that culture, the players, the strengths, weaknesses and potential of an organization are often far better positioned to “hit the ground running” and take an institution forward. External appointments usually take at least a year to master the complexities and politics of a company or school (some never do!) before they can even begin to think about affecting change. In contrast to Collins’ 95%, only 15% of CAIS schools are led by internal appointments. This would seem to indicate that we need to rethink what we are doing. What then can a school do to address this issue and how can we implement a model of sustainable leadership? Here are some of the key questions that need to be addressed by every school: Do we have a long-range leadership plan?  Is it tied to our strategic plan? Have we completed a recent leadership needs assessment? Have we established a programme of leadership review, development and renewal? Do we have a growth-oriented system of administrator performance review? Does our school have a sustainable leadership model – a “hit by the bus” strategy? Are we leading for the future or managing for the present (or past!)? What is CAIS doing about all of this? In our Leadership Institute we are continuing to update and add modules; we are offering practicum options; and, we are increasing the intensity of the experience. This year we will be offering regional Leadership Seminars with a focus on Leadership issues and attributes – not management, and aimed at a target audience of key potential leaders. We are also currently developing an expanded mentorship programme for aspiring Heads of School and for new Heads in their first three years and are profiling Leadership Institute graduates on our website. In addition, CAIS continues to run workshops on school sustainability and leadership for schools and groups of administrators across the country.   Is there a good news story in all of this? You bet! More and more schools, administrative teams and Boards are talking about leadership not just management issues. The culture of entitlement in our schools is being replaced by a culture of achievement. Our candidates for leadership positions are better qualified and more accomplished than ever before; and, this year saw the highest enrolment yet in our Leadership Institute.   Leadership is increasingly being seen as being about making a difference – not just making a big salary. The focus of our leaders is returning to teaching and learning – enhancing the quality of the educational experience for our students. And, we are seeing a tremendous growth in collaborative leadership – with the emergence real “leadership teams” in our schools The outlook for the future is excellent! Maybe (former Ontario Education Minister) John Snobelin was right. You have to “create” a crisis for real change to take place!  Jim Dr. James Christopher Executive Director, CAIS

CAIS Fall Leadership Institute

Would you like to pick up an extra credit towards your CAIS Leadership Institute (LI) diploma? Or would you like to get started but have not been sure what the LI is all about?

The CAIS Diploma in Independent School Leadership is designed to prepare participants for management roles in independent schools, particularly for Headships, by providing courses in aspects of independent schools rarely experienced by teachers.

Modules are offered by CAIS at its annual summer Leadership Institute, and individual modules may be scheduled at other times during the year.  To find out more please visit: http://www.cais.ca/leadership_institute

This October, in Toronto, we are offering a module in Law and Communications.

To sign up for one of the LI modules offered in October please click below and register before the end of the August: http://www.cais.ca/fall07_cais_leadership_institute_registration

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The Facebook Phenomenon

It has been intriguing me.  It seems everyone has an opinion about Facebook, or if they don’t know much about it yet, they want to understand the hype. My mother was asking me about whether she could join on because she would like to see what her old Scottish school chums are doing now. Unfortunately for my mother, I don’t think that Facebook is visited regularly by the Senior Citizens set in Scotland. Although, never say never.

You know the phenomenon has reached everyone when Walmart got on the Facebook craze (full article available here). By creating a dorm decorating-back to school themed Facebook program, they are hoping to reach college students via a medium they understand and are already tapped into. This is piece of marketing genius, that will likely do students no harm, and create some fun back to school buzz.

The Facebook idea of sharing information and contacting friends leaves a warm and cozy first impression, but whenever people expose themselves in a public forum such as the internet, there are risks involved. One of these safety threats affects teachers and students.

Facebook began as a networking tool for US College students. It has quickly grown to include anyone who wants to join. The process begins when you sign on as a member, create your web page, and then invite your “friends” to view your page via e-mail. Old acquaintances or prospective new friends may e-mail you and request to become someone on your “friends” list.

The concept is brilliant, and not the first of its kind. Unfortunately, just as with other internet resources the lines of ethics can get crossed. People manage to do and say things when they are hidden anonymously behind the shield of their computer screen. In schools this has meant that some teachers and students become Facebook friends. Not everyone sees this as a problem, but the potential for trouble seems obvious. Children are impressionable, in the midst of forming their own values, and in most cases want to make an impression on the authority figures in their lives. Teachers are meant to guide students through their learning years, sometimes mentor, sometimes lend a supportive ear, and sometimes in this process the role of teacher may feel more like friend.

If this becomes something obvious to other students and teachers via Facebook there may be a variety of repercussions. Other students may feel disadvantaged in the classroom if some students become viewed as Facebook “pets”. Their feelings could be justified. Teacher / student relationships have the potential to become distorted, with the relationship meaning more to one party than the other.

Teachers can have a huge impact on an educational experience while seeming caring, but without being parental or a “friend”. A teacher’s genuine interest in a student’s scholastic performance might include taking some extra time to recommend points of curiosity outside the curriculum, or taking into account special interests, but sending invites to view each others photos and comments on Facebook seems unnecessary, and potentially hazardous. Respect is an important part of the teacher/student relationship. Students recognize a commitment to the collective group, and also are quick to resent a commitment or relationship that may be perceived as special to an individual.

There are some students who are looking for their teachers to become their friends, and there are occasionally teachers that seem to thrive on being “one of the gang”. Even when boundaries are not abandoned, but slightly blurred, the risk for students and teachers is enormous.

The Facebook phenomenon has presented a dilemma for teachers and School Heads. Is a school policy necessary, or is it enough to trust that teachers will use their judgment when accepting “friendship” invites from students?

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Back to School Tips for Parents

Even if your summer was not particularly lazy or hazy it’s that time of August to begin gearing up for a new school year. For most parents and children this means getting back to a steady routine, seeing old friends, meeting new ones and facing fresh challenges. Most kids view the first week with excitement and some trepidation, but for some it’s quite the opposite. Their anxiety out weighs their enthusiasm. There are many things that parents can do to help minimize the apprehension of returning to school, or going to a new school. For a quick snapshot of back to school parent tips see: http://www.amazingmoms.com/htm/bts.top10.htm

Below is a summary of some tips for parents listed by Ted Feinberg and Katherine Cowan from the National Association of School Psychologists to assist them in making the transition back to the classroom a positive experience.

The planning starts a few weeks prior to your child’s first day back (now!). Make sure you are organized. If you appear frazzled and flustered in September your child may feel stressed too. Read school documents, make copies of necessary paperwork, buy school supplies, freeze some first-week meals, and ensure your child is healthy in mind and body.

Start reestablishing your at-home routines for meals, TV and bedtime. Kids require sleep and structure to be effective in the classroom and for the discipline homework necessitates.  If your child’s summer has been relatively unstructured then make the changes slowly for the next few weeks. Gradually move back bedtime, and if reading was replaced with videogames or TV over the summer months, reintroduce books or suggest writing in a journal.

In the first week back to school try to ensure that your schedule is not overloaded. Make time to listen, and be available to assist with school related tasks. Talk about what is going on at school and ensure that you make contact with at least some of the school staff. Your schedule is not the only one that should have some free time. Carefully assess and evaluate the extra curricular activities in your child’s schedule. Too many plans can leave some kids feeling over managed and parents feeling tense.

If your child has some extreme reactions to returning to school, time and some professional intervention may be beneficial. Most often kids’ resilient nature serves them well, and with the support of their family and social network they embrace school and all the opportunities and challenges that the new school year brings. To read the full article please visit: http://www.nasponline.org/resources/home_school/b2shandout.aspx

Best of luck to everyone in September!

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Uniformly Stylish

The beauty of a uniform is not to be undervalued! The dilemma of what to wear on the first day of school can cause teenage angst nightmares for the entire Labour Day weekend. Labels, brands, colours, fit, styles, and trends are assessed during the annual August back to school shopping trip. Clothing can have a huge impact on peer acceptance and ultimately self esteem. Students know this so the stress mounts for many.

What bliss then, for parents and students alike, to have no first day of school wardrobe challenges. No tears shed over not owning the “brand of the month” jeans or sneakers, no fights over appropriateness of fit, and coverage. Instead of trying on three different outfits before 8am, there is the security of knowing that all your classmates will be in the same colour, and style as you. It’s so easy. All the energy wasted on wardrobe jitters can be better used in the classroom, or in an athletic pursuit.

It’s aesthetically pleasing for the school staff and teachers too. Looking out on a sea of clean cut, well put together, matching students must promote some sort of harmony in the classroom. Right? It’s easier than visually processing a mish-mash of colors and individual styles. Individual personality has to shine through via language and self expression.
 
An uniformed student can lay out their clothes the night before the first day back to school and be assured they will be acceptably dressed. There is no question that the shirt matches the pants, or the blouse and skirt are in fashion. It’s stress free dressing. Or is it? Even with the outfit established there’s no escaping the first day style jitters; how can you be sure that you have a cool haircut, the “right” book bag, and that your socks are slouched just so…back to the mirror you go. Even the uniformed student wrestles with their personal style choices.

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