When an Annika Sorenstam or a Sammy Sosa or a Michael Jordan is "in the groove" or "in the zone," everyone knows it (and most decidedly the opposing players). It just seems natural and inevitable that each swing or shot is "grooved." Even for the rigorously trained athlete for whom a higher standard is expected, there are times when everything just seems to fall in place, when the hole on the putting green seems bigger, the pitch slower, the lane to the basket open and wide ” when the peak performer outperforms even his or her unusually high standard. Likewise for world-class musicians, when a "perfect" recital seems natural and inevitable, not really "work" at all. For unusual talent, whether on the playing field or in the concert hall or elsewhere, these occasions are public events and, of course, a wonder to behold.
As goes peak performance for athletes and musicians, so too for organizations ” although, admittedly, with less public notice or fanfare.
Both the study of the most successful companies in the world (by James Collins and Jerry Porras, Built to Last) and the research on individual peak performance (by Mihaly Csikszentmihalyi, Flow: The Psychology of Optimal Experience) indicate that organizations and individuals who are extraordinary performers get "in the groove." This "flow" happens when there is an "alignment of the stars" by a confluence of multiple factors. For exceptional athletes or musicians there comes a time in their careers when everything aligns itself: a combination of natural talent, training, team dynamics, coaching, mentoring, and timing. For corporations, the alignment includes mission, core values, and hiring/reward systems.
One might speculate that schools and associations could be more conscious of the confluence of factors that will help them align their stars, as well. Here at the National Association of Independent Schools (NAIS) we've been trying to do just that. We continuously ask ourselves, "How do we serve our members better?" We remain open to change ” both in how we operate and in what services we offer. Perhaps what is most interesting about the process is that it has helped us to become highly task- and goal-oriented, seeing that orientation as the best means to meet our mission in serving member schools and associations.
The Constellations at NAIS
At NAIS, in planning for the future, we identify our priority projects by viewing them through an organizational alignment of four factors. These factors are:- The organization's mission as reflected in the board's strategic plan priorities.
Our guiding principles:- advocate for the independence of independent schools
- increase professional development for school heads, trustees, and executives of state and regional associations of independent schools
- undertake trend research and analysis; articulate best practices in the various aspects of school operation
- commit to equity and justice
- collaborate with sister associations
- train NAIS staff members to be customer-oriented, technologically adept, ambassadorial in the field, and models of the association's core commitments.
Our strategic goals:- commit to core services
- create community out of diversity
- find innovative ways to improve the value of membership in NAIS
- model best practices in our own governance.
- Core values.
We define our core values simply as:- independence
- interdependence
- inclusivity
- innovation.
- Member schools' "hot issues."
The leading issues, as identified by survey research, are as follows:- identifying, attracting, and retaining qualified faculty and staff
- financing the independent school of the 21st century
- managing technology
- curriculum development
- communicating to internal and external audiences
- creating diverse and supportive school environments.
- The NAIS president's organizational emphasis to improve the "value proposition of membership in NAIS."
The list includes:- more and better products and services
- increased membership
- increased foundation and corporate support for NAIS programs and services
- modeling of innovative practices in evaluation, compensation, diversity, and governance
- higher visibility of NAIS and of independent schools via advocacy.
Organizational Priortities for 2002–03
Among the priorities the NAIS Board is funding or considering this year are the following.The Advocacy Initiative
This important three-year initiative, led by 35 independent school associations (including NAIS), seeks to convey the unique values and characteristics of independent schools to media, policy makers, prospective students, and future teachers. While Year One, 2001-02, of the Advocacy Initiative focused on research, message development, a comprehensive communications handbook, and program branding, Year Two, 2002-03, will focus on nationally coordinated media outreach, "getting the word out" to schools via a Rapid Response Network of senior communication officers, suites of materials (backgrounders, talking points, video news releases, e-newsletters, etc.) on key issues affecting independent schools.
Equity and Justice Initiatives
NAIS remains steadfast in its commitment to equity and justice in schools, in the broader society, and in the association itself. Of particular note this year, the annual NAIS People of Color Conference has been redesigned to retain the original vision of the conference (support, networking, and professional development for people of color in independent schools) while providing for school diversity practitioners of all backgrounds. To allow for broader participation in the parallel Student Diversity Leadership Conference, we have decided to limit the number of attending students from any individual school. Independent of these conferences, NAIS staff members will participate in ongoing diversity training, beginning with an assessment using a process called appreciative inquiry, a revolutionary new concept that we will "field test" for schools.
The Leadership Initiative
Developing and sustaining effective independent-school leaders is at the heart of NAIS's mission. During the 2001-02 school year, we conducted extensive research to understand how NAIS could better support both current school heads and emerging leaders within the independent-school community (see "Leaders on Leadership" p. 42). Our research findings led us to develop partnerships with two strong allies -- the Klingenstein Center and BoardSource -- with whom we will work in the coming year to build comprehensive leadership development programs, assessment tools, and information resources designed to ensure the strongest possible leadership for independent schools in the decades ahead. A formal Leadership Development Program, funded by the E.E. Ford Foundation, will entail three components: first, a partnership with the Klingenstein Foundation at Columbia University, an intensive summer institute for independent-school leaders with optional integration with a Teachers College/ Columbia University Masters Degree in Independent School Leadership; second, a year- long mentoring experience for these participating administrators; and, third, a hands-on leadership project for each participating leader at his or her home school.
The Career Center
When asked to identify the major issues affecting independent schools today, most school heads said that their main concern was identifying, recruiting, and retaining faculty and staff. To support schools in this area, NAIS launched the online NAIS Career Center earlier. This portal, for member schools and job seekers, offers a job listing, helpful articles, assessment tools, and much more. Our goal now is to enhance this service with a particular focus on retention.Survey Projects Knowledge is power. This statement is as true in the independent-school community as it is in the business world. Therefore, NAIS is considering establishing a comprehensive survey center through which member schools can access survey tools to assess such things as constituent satisfaction or school climate. As this center grows, schools will be able to benchmark their research findings against others within the independent-school community.
Head Search Project
Through our research on leadership last year, we discovered that not only do we need to address the professional development of current and future leaders, but also to design more effective processes for search committees to use in selecting school leaders. Therefore, we have forged a partnership with an internationally renowned employee selection firm to develop a research-based process for search committees to use in assessing a candidate's leadership potential, competencies in the major skill areas required of a head of school, and cultural fit.
Financing Schools Project
Responding to the finding that the second-greatest challenge facing independent-school leaders is financing the 21st Century independent school, NAIS will explore new models of generating revenue, streamlining expenses, and fund raising. This will begin later this fall with a Financing Symposium, where we'll invite innovative thinkers in independent schools, higher education, and the corporate world to discuss the challenges and issue recommended strategies for keeping independent schools financially sound while retaining high quality and remaining affordable to families.Along with these specific programs and services, we are working to refine internal systems and establish external links and partnerships that can help us answer our essential question: How can we better serve member schools and associations? We've also begun an extensive membership outreach that, to date, has resulted in the addition of 52 new member schools. And we hope to add many more in the coming year. At least 750 other schools across the country meet our standards of membership, but do not belong to NAIS. In addition to this ambitious membership campaign, NAIS is determined to open its umbrella and invite schools of all kinds to "subscribe" for a discrete set of NAIS services that might help other kinds of schools (public, charter, for-profits) become better acquainted with the success of the independent-school model.
Modeling for Schools
Beyond communicating NAIS's goals for the coming year, this column is intended to suggest a similar way of thinking for independent schools. What are the constellations that need to be in alignment for a school to enjoy "peak performance"? How would a school identify its five or 10 priority projects that would manifest that optimal congruence of factors? What stars need to be moved into place? As great athletes and musicians know, doing all this work does not guarantee one will automatically find the groove. Some days, even with careful preparation, the work is hard; we have to gut it out to do our best. But we can do so knowing that peak performances are out there waiting, and when they come ” to schools and associations as well as athletes and musicians ” ah, the feeling.