Learn, Act Change:

A Three-Year Strategic Plan for The Advent School

The Strategic Plan Committee  David  Beardsley,  Trustee  Deb  Budden,  Trustee  Nicole  A.  DuFauchard,  Head  of  School  Molly  McGuinness,  Fifth  Grade  faculty  Jeff  Morgan,  Director  of  Finance  &  Operations  Sarah  Mulrooney,  Assistant  Head  of  School  Anne  Marie  O’Callaghan,  Trustee  

 Bailey  T.  Payne,  Director  of  Admission    Nancy  Powers,  former  Trustee  Ben  Resner,  Trustee  Tooey  Rogers,  Science  faculty  Jaye  Smith,  former  Director  of  Development  Beau  Wright,  Trustee  Alexandra  Zodhiates,  Fifth  Grade  faculty  

 

Table of Contents  Introduction  &  Context  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  2    Planning  Process  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  4    Commitment  of  the  Board  of  Trustees  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  5    Advent  School  Mission  Statement  &  Core  Values  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  6    Philosophy  of  our  Learning  Community  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  7    Strategic  Challenges  and  Opportunities  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  7    Long-­‐Term  Strategic  Objectives  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  11      Three-­‐Year  Goals,  Strategies,  and  Outcomes  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  12    Appendix/Vision  statements  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  16      

 

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Introduction & Context  The  Advent  School  was  founded  in  1961  with  a  compelling,  progressive  vision  that  values  inclusiveness,  champions  social  justice,  and  celebrates  the  natural  curiosity  of  young  learners.      We  aspire  to  be:    

§ An  urban  school  whose  community  reflects  the  diversity  of  Boston.    We  aspire  to  teach:    

§ A  forward  thinking  curriculum  that  inspires  and  engages  a  child’s  passion  for  learning.    We  aspire  to  create:    

§ A  culture  of  collaboration  where  every  child  has  the  confidence  to  take  action  in  the  world.      Today,  Advent  is  one  of  the  leading  progressive  elementary  schools  in  Boston,  and  our  founding  vision  continues  to  shape  our  curriculum  and  our  school  community.      We  attract  an  ethnically  and  economically  diverse  student  body  from  throughout  Greater  Boston  and  the  city’s  diverse  neighborhoods.      We  welcome  students  into  a  community  of  learners  that  is  stimulating,  challenging,  and  academically  rigorous,  but  also  nurturing—a  safe  and  fun  place  to  explore  new  concepts,  master  important  skills,  and  share  ideas  and  opinions.      We  graduate  students  to  many  of  the  area’s  top  public  and  private  middle  schools,  where  they  are  coveted  applicants  known  for  being  prepared  academically  and  emotionally  to  be  successful  students  and  confident  leaders.      Furthermore,  the  role  of  social  justice  in  the  School’s  curriculum,  mission,  and  community  ensures  that  we  continue  to  graduate  students  who  are  caring  and  engaged  members  of  their  broader  communities.      The  School  and  school  community  have  experienced  significant  change  since  our  last  strategic  plan:      

§ In  2004,  we  adopted  Reggio  Emilia  as  the  core  philosophy  guiding  our  approach  to  teaching  and  learning  in  our  new  Early  Childhood  Center  (ECC).  The  Reggio-­‐inspired  approach  was  a  good  fit  for  our  School,  as  Advent  had  already  thrived  upon  a  thematic  curriculum,  which  emphasized  the  importance  of  interdisciplinary,  student-­‐centered  learning.  Today,  that  commitment  to  Reggio-­‐inspired,  thematic  learning  in  all  grades  informs  many  of  the  key  distinguishing  features  of  Advent,  most  notably  emergent  learning  and  its  emphasis  on  lessons  and  lesson  planning  significantly  shaped  and  reshaped  by  the  interests  of  students.  Additionally,  these  programmatic  approaches  rely  upon  the  co-­‐teacher  classroom  model,  which  allows  for  the  dynamic  lesson  planning  and  documentation  that  are  critical  parts  of  a  Reggio-­‐inspired  curriculum.    

 § In  2006,  we  entered  a  period  of  significant  growth,  adding  a  second  ECC  classroom  and  

beginning  a  multi-­‐year  transition  from  having  a  single  class  at  each  grade  level  to  having  two  

 

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classes  per  grade.  This  expansion  of  the  student  body  and  School  community  has  done  much  to  secure  our  long-­‐term  financial  stability,  but  that  growth  has  also  challenged  us  in  key  ways  that  this  plan  seeks  to  address.  

 § In  2013,  introduced  a  new  head  of  school,  bringing  new  energy,  ideas,  and  leadership  to  the  

Advent  community.      Just  as  our  School  has  changed,  so  has  the  environment  in  which  we  operate:      

§ The  deep  recession  that  began  in  2007/2008  led  to  lower  birth  rates,  which  may  be  contributing  to  admissions  challenges,  especially  in  our  earliest  grades.  It  may  also  be  affecting  the  capacity  of  some  families  to  respond  to  fundraising  appeals  and  weakening  the  strong  culture  of  giving  that  has  been  a  hallmark  of  the  Advent  community.    

§ New  technologies  are  transforming  teaching  and  learning,  and  they  are  creating  opportunities  to  streamline  school  administration  and  operations.      

 Finally,  our  world  is  changing  in  ways  that  will  significantly  affect  how  our  students  will  live  and  work  as  adults.  Technology,  climate  change,  and  the  shifting  demographics  of  the  U.S.  population  are  fast  producing  a  world  that’s  very  different  from  the  one  that  today’s  adults  know.  Advent  is  playing  a  key  role  in  preparing  our  children  to  embrace  the  opportunities  and  address  the  challenges  that  they  will  inherit.      This  strategic  plan  addresses  the  factors  influencing  our  School,  mission,  and  community.  It  seeks  to  maintain  and  strengthen  the  defining  elements  of  our  mission  and  vision,  while  also  addressing  the  challenges  and  seizing  the  opportunities  that  have  emerged  since  we  adopted  our  last  plan  more  than  a  decade  ago.  Excellence  is  our  ultimate  goal,  and  in  implementing  this  plan  we  will  seek  to  strengthen  both  Advent’s  reputation  as  a  leading  progressive  elementary  school  and  the  defining  elements  of  our  organizational  culture  and  school  community.      

 

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Planning Process  To  draft  this  plan,  the  Board  of  Trustees  appointed  a  Strategic  Planning  Committee  made  up  of  Board  members,  faculty,  and  school  administrators.      

David  Beardsley,  Trustee  Deb  Budden,  Trustee  Nicole  A.  DuFauchard,  Head  of  School  Anne  Marie  O’Callaghan,  Trustee  Molly  McGuinness,  Fifth  Grade  faculty  Jeff  C.  H.  Morgan,  Director  of  Finance        &  Operations  Sarah  Mulrooney,  Assistant  Head  of            School  

Bailey  T.  Payne,  Director  of  Admission    Nancy  Powers,  former  Trustee  Ben  Resner,  Trustee  Tooey  Rogers,  Science  faculty  Jaye  Smith,  former  Director  of  Development  Beau  Wright,  Trustee  Alexandra  Zodhiates,  Fifth  Grade  faculty  

 The  committee  was  guided,  in  part,  by  the  findings  of  our  reaccreditation  review  by  the  Association  of  Independent  Schools  of  New  England  (AISNE).  We  also  relied  on  interviews,  community  surveys,  and  meetings  to  solicit  input  from  parents,  alumni,  parents  of  alumni,  Trustees,  members  of  our  Board  of  Advisors,  and  staff.    The  committee  focused  primarily  on  identifying  Advent’s  strengths  and  opportunities  in  the  following  areas:    

§ Facilities  &  Infrastructure    § Staffing  § Curriculum  § Communications    

§ Admission  &  Enrollment  § Technology    § Finance  § Fundraising    

 Vision  statements  for  each  of  these  areas  are  included  in  the  appendix.      They  helped  to  shape  the  broad  goals  and  objectives  outlined  in  the  plan.  Those  vision  statements,  as  well  as  the  plan’s  goals  and  objectives,  will  shape  the  annual  action  plans  that  guide  our  implementation  of  this  strategic  plan  for  the  next  three  years,  and  it  is  our  hope  that  the  core  principles  and  direction  laid  out  in  this  document  will  guide  the  School  for  many  years  to  come.        

 

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Commitment of the Board of Trustees  The  Board  of  Trustees  is  responsible  for  overall  governance  of  The  Advent  School  and  oversight  of  the  head  of  school.  The  Board  will  play  a  key  role  in  the  implementation  of  this  plan,  especially  as  it  pertains  to  setting  priorities,  managing  risk,  and  securing  the  necessary  financial  resources  to  execute  the  plan.    Together,  the  Board  of  Trustees  and  the  head  of  school  commit  to  achieving  the  collective  goals  set  forth  herein,  and  to  communicating  and  rallying  support  for  those  goals  within  the  broader  school  community.      The  Board  is  committed  to  supporting  the  Head  of  School  in  accordance  with  the  National  Association  of  Independent  Schools  (NAIS)  best  practices  for  school  governance,  and  to  fostering  support  for  the  administration  and  faculty  throughout  the  execution  of  this  strategic  plan.      The  Board’s  role  in  supporting  use  of  best  practices  in  the  areas  of  succession  planning  for  leadership  and  governance,  for  financial  oversight,  and  for  proactive  support  and  oversight  for  short  and  long-­‐term  planning  will  be  important  to  successful  plan  implementation.      

 

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The Advent School Mission Statement & Core Values  MISSION  Since  1961,  The  Advent  School  has  stayed  true  to  its  founding  vision:  an  urban  school  whose  community  reflects  the  diversity  of  Boston;  a  forward  thinking  curriculum  that  inspires  and  engages  a  child’s  passion  for  learning;  a  commitment  to  social  justice  and  a  culture  of  collaboration  where  every  child  has  the  confidence  to  take  action  in  the  world.    This  strategic  plan  will  shape  much  of  Advent’s  work  for  the  next  three  years.  However,  underlying  the  objectives,  goals,  and  strategies  are  a  set  of  core  values  that  guide  all  of  our  work  and  decision-­‐making.  These  values  inform  how  we  set  priorities  and  carry  out  our  mission.  They  define  the  community  that  is  The  Advent  School.      What  We  Value:  

§ Curiosity  –  We  value  curious,  reflective,  and  active  learners.        

§ Critical  Thinking  –  We  value  critical  thinking  and  teaching  practices  that  enable  learners  to  develop  skills  for  the  design,  collection,  analysis,  and  interpretation  of  complex  ideas  and  information.        

§ Student  Engagement  –  We  value  a  dynamic,  integrated,  challenging,  and  immersive  curriculum  that  engages  every  learner,  is  rooted  in  research  and  best  practices,  that  is  grounded  in  inter-­‐disciplinary  thematic  studies  and  emergent  learning,  and  that  prepares  students  for  the  rigors  of  middle  school  and  beyond.    

§ Project-­‐based  Learning  –  We  value  learning  through  long-­‐term,  student  driven  projects,  that  foster  curiosity,  creativity,  and  critical  thinking,  which  help  students  see  connections  across  disciplines  and  ideas,  and  that  inspire  each  student  to  have  a  voice  in  their  learning  process.    

§ Meaningful  Student  Assessment  –  We  value  assessment  practices  that  further  learning  by  fostering  teacher  and  parent  understanding  of  the  whole  child.    

§ Diversity  &  Inclusiveness  –  We  value  an  urban  learning  environment  defined  by  a  stimulating  and  inclusive  community  that  celebrates  and  is  reflective  of  the  diversity  of  Boston.    

§ Social  Justice  –  We  value  and  teach  social  justice,  and  seek  to  graduate  students  who  engage  with  their  community  and  are  committed  to  creating  a  more  just  and  equitable  society.    

§ Communication  –  We  value  regular  communication  that  fosters  an  effective  and  strong  school  community  and  promotes  understanding  and  cohesiveness  within  that  community.    

§ Excellence  –  We  value  excellence  and  seek  to  be  exceptional  in  everything  we  do.    

§ Accountability  –  We  expect  excellence  and  trust  our  colleagues  to  achieve  it;  if  we  fall  short,  we  hold  one  another  accountable  in  a  constructive  and  professional  manner.  

 

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Philosophy Of Our Learning Community    The  Advent  School  was  founded  on  the  belief  that  each  child  brings  a  unique  sense  of  self  to  the  school  community,  making  ours  a  diverse  and  stimulating  place  to  learn.      Students  from  across  Boston  and  its  surrounding  neighborhoods,  and  from  different  backgrounds  and  traditions,  come  together  as  a  close-­‐knit  family.  Teachers  look  upon  each  child  as  a  person  full  of  potential,  rich  with  ideas  and  curiosity,  and  with  a  variety  of  strengths  that  can  be  tapped  to  promote  learning.  Students  form  meaningful  relationships  with  each  other  and  their  teachers.  Advent  faculty  and  staff  collaborate  and  grow  within  a  respectful,  caring,  and  productive  work  environment.    In  their  earliest  elementary  years,  children  have  an  innate  passion  for  learning.  With  a  challenging  academic  program,  a  motivated  peer  group,  and  the  thoughtful  support  of  teachers  and  parents,  Advent  inspires  students  to  push  their  thinking  further  by  immersing  students  in  a  strong,  integrated  curriculum.  Our  children  are  taught  to  expect  and  seek  connections  within  their  learning  and  to  cross  the  boundaries  between  disciplines  freely.  Within  the  context  of  one  or  more  class  themes,  students  learn  from  direct  experience.  Each  student  at  Advent  is  an  active  participant  in  the  learning  process,  making  choices  and  accepting  responsibility  for  his  or  her  learning.    Our  curriculum  relies  on  the  city  to  extend  the  classroom  and  expand  our  campus.  Boston’s  history,  institutions,  and  open  space  offer  students  rich  cultural  and  learning  experiences  that  are  critical  elements  of  an  Advent  education.  Teachers  and  students  expand  on  classroom  lessons  by  engaging  with  the  rich  urban  landscape  that  surrounds  us.      In  2004,  Advent  adopted  the  Reggio  Emilia  approach  to  teaching,  and  its  emphasis  on  highly  flexible  lesson  planning,  to  leverage  student  passions  and  interests  (emergent  learning)  within  the  context  of  a  thematic  curriculum,  thereby  promoting  learning  and  enhancing  student  engagement.  Reggio  Emilia  works  in  concert  with  our  longstanding  commitment  to  social  justice  to  form  the  guiding  pillars  of  the  Advent  curriculum.      We  recognize  that  we  play  a  significant  role  in  educating  children  who  will  become  future  world  citizens  and  leaders.  Our  children  learn  at  an  early  age  to  value  differences,  to  stand  up  for  their  beliefs,  and  to  advocate  for  others.  We  teach  our  students  to  be  compassionate  and  empathetic,  to  respect  their  environment,  and  to  take  an  active  role  in  their  community,  whether  that  community  is  in  their  classroom,  their  school,  their  neighborhood,  their  city,  their  country,  or  their  planet.  During  a  student’s  years  at  Advent,  teachers  and  parents  encourage  them  to  make  connections  with  the  world  beyond  their  classroom,  helping  them  find  ways  to  reach  out  to  people  in  need.    Confidence  may  be  the  defining  characteristic  of  Advent  students;  our  children  learn  to  take  initiative,  to  work  collaboratively,  to  take  intellectual  risks,  and  to  engage  with  ideas  and  the  world  around  them.        

 

8    

Strategic Challenges & Opportunities  The  Advent  School  has  combined  its  commitment  to  social  justice  and  its  progressive,  Reggio-­‐inspired  approach  to  teaching  and  learning  to  provide  students  with  an  exceptional  elementary  education.  Our  program  equips  students  with  the  confidence  and  curiosity  to  excel  at  next  schools  and  into  adulthood,  instilling  in  them  a  dedication  to  learning,  community,  and  social  equity  that  produces  informed,  engaged,  and  productive  global  citizens.  This  approach  and  commitment  are  summarized  effectively  by  the  School  motto:  “Learn  with  passion.  Act  with  courage.  Change  the  world.”      True  to  our  commitment  to  be  a  leading  progressive  elementary  school  in  Boston,  we  must  always  seek  to  identify  new  ways  of  strengthening  our  program  and  curriculum.  And,  as  noted  earlier,  Advent  has  grown  and  evolved  in  significant  ways  over  the  past  decade,  pursuing  changes  that  have  both  strengthened  and  challenged  the  school.  This  plan  focuses  on  addressing  the  key  strategic  opportunities  that  have  resulted  from  this  decade  of  change  and  growth  and  that  we  feel  will  have  the  greatest  positive  impact  on  our  students,  staff,  and  community.      Our  school  community  has  doubled  in  size.    The  most  significant  change,  after  the  2004  adoption  of  Reggio  Emilia  in  our  new  Early  Childhood  Center  (ECC),  was  our  2006  decision  to  double  the  ECC  classroom  and  thus  begin  an  eight-­‐year  effort  of  adding  a  second  class  at  each  grade  level.  As  a  result,  our  school  community  has  expanded  from  fewer  than  100  families  to  nearly  160  families.  We  must  take  steps  to  ensure  that  we  sustain  the  strong  sense  of  community  that  has  been  a  defining  characteristic  of  Advent,  despite  this  growth.    Our  primary  school  building  has  reached  its  capacity.  After  a  series  of  renovations,  our  primary  school  buildings  at  15-­‐17  Brimmer  Street  can  accommodate  two  classrooms  from  ECC  through  Sixth  Grade  and  a  total  enrollment  of  up  to  220  students  (although  we  function  most  effectively  with  210  to  215  students).  Enrollment  has  consistently  topped  205  and  has  spiked  as  high  as  218  students.  Our  facility  is  essentially  at  capacity.      We  expect  Beacon  Hill  to  be  Advent’s  home  well  into  the  future,  but  we  must  be  aware  of  the  pressure  that  growth  has  placed  on  our  core  facilities.  We  must  continue  to  seek  opportunities  to  expand  those  facilities  and  enhance  the  Advent  experience  for  students,  staff,  and  the  broader  school  community.      A  long-­‐term  lease  at  99  West  Cedar  Street  adds  important  classroom  space  near  Brimmer  Street,  allowing  us  to  supplement  our  core  curriculum  with  a  robust  selection  of  “specials”,  including  art,  music,  Spanish,  and  yoga.  Consistent  with  our  commitment  to  being  an  urban  school  that  views  Greater  Boston  as  its  campus,  we’re  using  partnerships  and  public  resources  to  further  extend  our  facilities,  enrich  student  learning,  and  support  the  school  community.  We  must  continue  to  pursue  opportunities  to  accommodate  our  larger  student  population  and  staff  in  ways  that  also  enrich  the  quality  and  vigor  of  our  curriculum  and  academic  program.      Growth  has  increased  property  management  and  maintenance  costs  and  needs.  Equipping,  managing,  and  maintaining  a  facility  that  is  more  than  a  century  old  is  a  challenge,  especially  as  the  growth  of  our  staff  and  student  body  increases  use  and  wear.  We  must  be  diligent  and  disciplined  in  planning  for  and  funding  infrastructure,  maintenance,  and  improvements.        

 

9    

We’re  facing  new  enrollment  management  challenges.    As  we  complete  the  transition  to  two  classrooms  per  grade  level  and  come  to  the  end  of  this  latest  growth  cycle,  we  face  enrollment  management  challenges.  Some  number  of  students  naturally  leave  the  School  before  completing  Sixth  Grade—families  move,  financial  situations  change,  student  educational  needs  evolve—and  natural  entry  points  for  some  of  the  next  schools  prompt  early  withdrawals.      However,  we  cannot  enroll  enough  students  in  ECC  and  Kindergarten,  our  current  natural  entry  points,  to  ensure  that,  with  natural  student  attrition,  we  will  consistently  achieve  the  26-­‐27  students  per  grade  average  that  makes  two  classes  and  four  homeroom  teachers  per  grade  financially  sustainable  and  programmatically  optimal.      This  issue  is  further  complicated  by  a  nationwide  dip  in  enrollment  in  elementary  school  pre-­‐Kindergarten  programs.  We  must  raise  the  visibility  of  our  program  and  develop  new  and  creative  strategies  for  attracting  prospective  students  likely  to  thrive  in  Advent’s  program,  and  we  must  develop  new  approaches  for  managing  student  enrollment  and  entry  points.      Growth  is  changing  the  way  we  sustain  Advent’s  characteristic  sense  of  community.    Growth  has  had  an  impact  on  our  community.  Less  formal  methods  of  communication,  which  were  adequate  for  a  community  comprised  of  fewer  than  100  families,  are  less  effective  when  we  have  nearly  160  families  and  more  than  200  students.  This  affects  us  in  two  critical  ways:    

§ First,  it  makes  it  more  essential  to  communicate  effectively  about  Advent’s  progressive  educational  approach,  and  to  ensure  that  parents  have  the  information  they  need  to  understand  and  recognize  the  progress  their  child  is  making.      Advent  students  are  taught  in  ways  that  may  be  less  familiar  to  parents  who  were  educated  more  traditionally.  At  Advent,  intellectual  rigor  and  creativity  blend  through  interdisciplinary  curricula  and  project-­‐based,  collaborative  learning  that  is  rooted  in  both  the  real  world  and  the  developmental  levels  of  individual  students.  The  intentional  development  of  higher-­‐order  thinking  skills—the  ability  to  analyze,  evaluate,  and  synthesize—is  the  hallmark  strength  of  our  program.      Without  meaningful  communication  about  programmatic  methods  and  student  progress,  unfamiliarity  with  our  approach  can  lead  to  confusion  about  outcomes  and,  possibly,  dissatisfaction  with  the  School.  In  this  plan  we  commit  to  developing  new  methods  for  explaining  our  methods  and  highlighting  student  progress  to  ensure  we  effectively  illustrate  the  academic  rigor  within  the  Advent  curriculum  and  the  effectiveness  of  our  cutting  edge  teaching  practices.    

§ Second,  as  our  school  community  has  grown,  it  has  become  more  challenging  to  engage  parents,  especially  as  volunteers  and  donors.  Such  parent  engagement  is  critical  to  the  vitality  of  our  community  and  the  long-­‐term  health  of  our  School.  This  plan  seeks  to  strengthen  our  methods  for  promoting  parent  engagement,  volunteerism,  and  philanthropy.  

         

 

10    

Low  student-­‐teacher  ratios,  while  critical  to  our  program,  are  costly.  Despite  the  growth  of  our  student  population,  we  have  retained  some  of  the  lowest  student-­‐to-­‐teacher  ratios  of  any  elementary  school  in  greater  Boston,  and  are  committed  to  managing  enrollment  so  we  can  continue  to  do  so.  These  ratios  enable  Advent  to  apply  educational  principals  that  are  establishing  us  as  an  innovator  in  progressive  elementary  education,  especially  the  emergent  curriculum  and  documentation  that  are  such  key  components  of  the  Reggio  Emilia  approach  to  teaching  and  learning.  For  example,  these  low  ratios  allow  our  teachers  to  adapt  lesson  plans  and  projects,  in  almost  real  time,  to  respond  to  student  interests  in  ways  that  engage  our  children  more  deeply  in  key  academic  concepts  and  strengthen  their  learning.    This  model,  however,  comes  with  a  significant  financial  impact.  With  twice  as  many  teachers  as  most  schools  of  comparable  size,  we  are  challenged  to  compensate  and  retain  faculty,  while  also  investing  in  our  facilities  and  programs,  maintaining  accessible  tuitions,  and  continuing  to  run  the  modest  operating  surpluses  that  keep  us  financially  strong.  In  implementing  this  plan,  we  will  take  steps  to  maintain  the  student-­‐to-­‐teacher  ratios  that  set  us  apart,  while  also  strengthening  teacher  compensation  and  retention,  and  implementing  strategies  for  funding  other  key  investments  in  our  program,  staff,  and  facilities.          

 

11    

 

Long-Term Strategic Objectives  The  following  objectives  will  guide  our  work  not  only  for  the  next  three  years,  but  also  for  many  years  to  come:        

§ Establish  Advent  as  the  leading  Reggio-­‐inspired,  thematic-­‐based  program  in  New  England,  and  as  the  top  progressive  elementary  school  in  Boston.        

§ Maintain  ideal  enrollment  levels  at  each  grade  level,  with  waiting  lists,  and  achieve  student  retention  rates  that  are  consistently  best  in  class  for  independent  schools.        

§ Make  Advent  a  premier  place  to  teach  and  work,  with  staff  engagement  and  retention  rates  that  are  consistently  best  in  class  for  independent  schools.        

§ Achieve  levels  of  community  engagement  that  are  consistently  best  in  class  for  independent  schools.        

§ Fund  capital  needs  and  strategic  priorities  while  consistently  achieving  operating  surpluses.      

 

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Three-Year Goals, Strategies & Outcomes  Three-­‐Year  Goal  #1:  Maximize  parent  satisfaction  and  meaningfully  expand  the  engagement  and  participation  of  parents,  extended  families,  and  alumni.    

     § Strategy  1.1:  Demonstrate  concretely,  frequently,  and  meaningfully  the  value  and  

success  of  Advent’s  progressive  approach  to  teaching  and  learning.    

§ Strategy  1.2:  Establish  an  on-­‐boarding  process  for  new  families  that  engages  them  with  the  Advent  community  and  familiarizes  them  with  our  methods  for  teaching  and  assessing  students.  

 § Strategy  1.3:  Organize  events,  gatherings,  and  activities  that  help  us  sustain  the  strong  

sense  of  community  that  defines  Advent.        § Strategy  1.4:  Expand  volunteer  opportunities  and  volunteerism  in  support  of  the  School.  

 § Strategy  1.5:  Ensure  that  the  School  community  has  timely  access  to  information  and  

that  School  communications  are  viewed  as  effective  and  valuable.        Related  Three-­‐Year  Outcomes:    

1. We  have  published  an  overview  of  our  program  that  explains  the  inter-­‐disciplinary,  thematic  nature  of  our  curriculum  and  provides  parents  with  clear  expectations  and  appropriate  metrics  for  student  progress,  by  grade  level;  it  is  well  received  and  valued  by  current  and  prospective  parents  and  treated  as  a  model  by  other  progressive  schools.    

2. The  curriculum/program  overview,  in  combination  with  our  existing  student  assessment  practices,  forms  the  basis  for  meaningful  and  more  frequent  exchanges  between  parents,  teachers,  and  administrators  about  student  progress.  

 3. We  have  established  baseline  satisfaction  and  engagement  levels  for  parents  and  others  

in  the  School  community;  goals  for  improvement  from  the  baseline  have  been  set  and  met.  

 4. The  number  of  parents  volunteering  their  time  with  the  School  and  contributing  

meaningfully  to  School  leadership  increases.    5. Communications  and  marketing  initiatives,  including  regular  Board  communications,  

strengthen  our  community  and  effectively  represent  our  brand,  mission,  and  program;  current  families  consider  them  to  be  timely,  compelling,  and  useful.  

           

 

13    

Three-­‐Year  Goal  #2:  Steadily  raise  Advent’s  visibility  and  reputation  as  an  innovative  leader  for  Reggio-­‐inspired,  progressive  elementary  education  with  social  justice  as  a  core  element  of  its  curriculum  and  mission,  especially  with  prospective  parents  and  progressive  educators.  

 § Strategy  2.1:  Continue  to  strengthen/expand  staff,  Board,  and  volunteer  expertise  in  the  

areas  of  marketing  and  communications.    

§ Strategy  2.2:  Complete  the  ongoing  brand  review;  implement  a  multi-­‐year  marketing  and  communications  plan  to  raise  brand  awareness  and  external  visibility,  expand  the  number  of  qualified  applicants,  and  strengthen  the  School  community.  

 § Strategy  2.3:  Strengthen  neighborhood  and  community  outreach  to  attract  a  talented  

and  diverse  student  body  from  across  the  Boston  area.    

§ Strategy  2.4:  Build  on  the  success  of  our  annual  Advent  School  Collaborative  to  raise  our  profile  as  a  progressive  elementary  school  with  educators  and  prospective  parents.  

 Related  Three-­‐Year  Outcomes:    

1. The  number  of  qualified  annual  applicants  to  Advent  increases,  producing  optimal  enrollment  at  each  grade  level  with  waiting  lists.  

 2. We  have  created  and  are  effectively  promoting  a  new  entry  point  at  Second  or  Third  

Grade.    

3. Our  marketing  is  innovative  and  effectively  represents  our  brand,  mission,  and  program;  prospective  families  rate  it  as  timely,  compelling,  and  useful.  

 4. The  make  up  of  our  student  body  and  staff  meets  concrete  goals  for  diversity,  consistent  

with  our  mission.    

5. We  have  built  on  the  success  of  our  annual  Advent  School  Collaborative,  creating  at  least  one  new  opportunity  for  educators  to  learn  from  Advent  staff,  and  further  strengthening  the  School’s  reputation  as  a  leader  for  best  practices  in  progressive  educational  pedagogy.  

 Three-­‐Year  Goal  #3:  Strengthen  fundraising  as  a  source  of  income  for  the  School.      

§ Strategy  3.1:  Clearly  and  compellingly  communicate  the  role  and  importance  of  fundraising  to  Advent,  strengthening  our  community’s  culture  of  contribution.    

§ Strategy  3.2:  Evaluate  opportunities  to  expand  major  gifts  and  grants  as  a  source  of  funding.      

§ Strategy  3.3:  Complete  a  feasibility  assessment  for  and  initiate  a  comprehensive  fundraising  campaign  to  address  long-­‐term  capital  needs  of  the  School  and  establish  an  endowment.  

 

 

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Related  Three-­‐Year  Outcomes:      

1. We  have  consistently  achieved  or  exceeded  our  Annual  Fund  goals,  with  community  participation  levels  approaching  or  achieving  100  percent,  and  with  Board  and  staff  participation  consistently  at  100  percent.  

 2. We  have  embarked  on  a  capital/endowment  campaign,  with  well-­‐defined  goals  for  

strengthening  our  curriculum/program,  facilities,  and  infrastructure;  it  has  strong  community  support,  including  from  alumni  and  parents  of  alumni.      

3. As  our  endowment  and  capital  reserves  grow,  Board  oversight  ensures  effective  management  of  these  funds  and  strong  returns.  

 4. We  have  continued  to  pay  down  existing  debt  from  earlier  facilities  renovation  projects  

and  continue  to  achieve  regular  budget  surpluses  that  fund  capital  and  operating  reserves.    

 Three-­‐Year  Goal  #4:  Strengthen  staff  satisfaction,  engagement,  and  retention.      

 § Strategy  4.1:  Develop  and  implement  faculty  evaluation  task  force  to  understand  the  

benchmarks  and  tools  needed  for  effective  evaluative  procedures.    

§ Strategy  4.2:  Review  salaries,  benefits,  professional  development,  and  performance  management;  prioritize  opportunities  to  strengthen  our  position  relative  to  peer  schools.  

 § Strategy  4.3:  Create  new  staff  roles  that  improve  school  operations  and  strengthen  

support  for  curriculum  development  and  our  teachers.        Related  Three-­‐Year  Outcomes:    

1. We  have  expanded  funding  for  staff  compensation,  benefits,  and  professional  development;  Advent  compares  well,  or  is  on  track  to  achieve  reasonable  parity,  with  peer  schools  in  these  areas.  

 2. We  have  established  baseline  satisfaction/engagement  levels  for  staff;  goals  for  

improvement  from  the  baseline  have  been  set  and  met;  staff  retention  rates  meet  or  exceed  peer  schools.  

 3. We  have  created  and  are  beginning  to  implement  a  multi-­‐year  staffing  plan  designed  to  

improve  school  administration  and  further  enhance  our  curriculum/program.    Three-­‐Year  Goal  #5:  Develop  and  begin  to  implement  a  10-­‐year  master  plan  to  make  strategic  investments  in  facilities,  operational  infrastructure,  staffing,  and  our  educational  program/curriculum.      

§ Strategy  5.1:  Introduce  appropriate  classroom-­‐based  technologies,  e.g.  computers  and/or  tablets,  in  ways  that  enhance  teaching,  enrich  learning,  and  prepare  students  to  live  and  work  in  the  21st  century.  

 

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 § Strategy  5.2:  Implement  a  maintenance,  management,  and  improvement  plan  for  our  

current  facilities  and  infrastructure;  begin  to  address  top  priority  needs,  starting  with  the  playground.  

 § Strategy  5.3:  Prioritize  additional  space  needs  now  that  our  expansion  to  two  classes  per  

grade  level  is  complete;  proactively  identify  and  pursue  opportunities  to  address  key  needs.  

 § Strategy  5.4:  Identify  and  prioritize  longer-­‐term  goals  for  program  and  curriculum  

development  and  begin  to  implement  a  plan  for  realizing  these  goals.    

§ Strategy  5.5:  Using  our  current  relationships  with  MIT,  the  Museum  of  Fine  Arts,  the  Museum  of  Science,  and  others  as  models,  pursue  partnerships  that  expand  our  facilities,  strengthen  our  curriculum,  and  embody  the  idea  that  “Boston  is  our  campus.”    

 Related  Three-­‐Year  Outcomes:    

1. We  have  built  a  new  playground/recess  yard.    

2. We  have  established  at  least  two  new  long-­‐term  partnerships  that  will  enhance  our  program  and/or  expand  our  facilities.  

 3. We  have  expanded  the  use  of  technology  by  students  and  enhanced  our  library  and  

media  program  at  all  grade  levels,  bolstering  the  technology  skills  and  digital  citizenship  of  our  students  and  faculty.  

 4. We  are  beginning  to  implement  a  ten-­‐year  master  campus  plan  that  prioritizes  

infrastructure  and  facilities  needs,  including  improvements  to  current  assets  and  new  space  needs.  

 

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Appendix    

Advent Strategic Planning Committee Vision Statements    CURRICULUM  &  PROGRAM  VISION    VISION  #1  To  seek  continuously  to  strengthen  our  curriculum,  which  is  centered  around  four  concepts  that  philosophically  drive  education  at  Advent:    

§ Reggio  Emilia:  engaging  in  student-­‐driven  and  emergent  learning  where  teachers  are  co-­‐researchers  who  utilize  documentation  as  a  means  to  celebrate  and  assess  student  learning  

 § Promoting  and  modeling  social  justice  

 § Utilizing  the  history,  resources,  and  institutions  of  our  urban  setting  that  make  Boston  

our  campus    

§ Thematic  learning  that  links  subject  areas      VISION  #2  Emphasize  and  demonstrate  the  way  in  which  our  students’  academic,  problem-­‐solving,  and  critical  thinking  skills  develop  within  this  philosophical  framework.    VISION  #3  Enrich  and  enhance  student  learning  through  the  appropriate,  effective,  and  innovative  use  of  tools  for  living  and  learning  in  the  21st  century.    VISION  #4  Emphasize  the  continuity,  scope,  and  sequence  of  the  ECC  through  Sixth  Grade  curriculum,  based  on  themes  and  building  leadership  skills.    FACILITIES  VISION    VISION  #1  Any  consideration  of  Advent  facilities  must  be  compatible  with  and  supportive  of  the  School’s  urban  location,  innovative  curriculum,  inclusive  culture,  and  broader  mission.    VISION  #2  Advent’s  mission  and  culture  have,  over  50  years,  been  built  on  a  strong  sense  of  community  and  connection  among  families,  parents,  students,  faculty,  and  administrators.  Our  facilities  should  be  spaces  that  are  created  to  be  eminently  flexible  and  adaptable  to  innovative  teaching,  learning,  and  working;  as  well  as,  but  not  least,  to  foster  the  inclusiveness  and  interaction  of  the  entire  School  community.      

 

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VISION  #3  Advent  is  committed  to  a  Reggio  and  emergent-­‐learning  inspired  curriculum  that  is  highly  aligned  and  tailored  to  the  School’s  relatively  small  student  population.  The  School’s  facilities  need  to  effectively  support  a  flexible  and  rich  curriculum  that  leverages  innovative  teaching  and  21st  century  educational  tools.    VISION  #4  15-­‐17  Brimmer  Street  is  the  emotional  center  of  the  Advent  community,  and  integral  to  the  essence  of  the  Advent  brand.  It  is  where  parents  form  most  of  their  defining  impressions  as  to  the  quality  of  their  child’s—and  their  own—Advent  experience.  Along  with  supporting  the  School’s  mission  and  educational  programs,  our  facilities  must  also  reflect  the  thoughtful  consideration  for  the  professional  needs  of  a  highly  engaged  faculty  and  administration;  and  the  operational  systems  and  functions  required  for  the  efficient  and  effective  management  of  the  school  enterprise.    STAFFING  VISION    VISION  #1  Culture:  To  nurture  those  aspects  of  Advent  culture  that  defines  us,  and  set  us  apart  from  other  schools:    

§ The  co-­‐teacher  model;    

§ The  resulting  spirit  of  collaboration  and  innovation  within  the  Advent  classroom;    

§ The  daily  manifestations  of  the  Reggio  model  created  by  our  faculty  and  staff:  the  responsive,  adaptive,  fluid,  and  immediate  attention  to  the  education  of  the  full  student.  

 VISION  #2  Recruitment  and  Retention:  To  continue  to  hire  and  retain  qualified  faculty  and  administrators  who  are  committed  to  Advent’s  educational  philosophy  and  mission.    VISION  #3  Staff  Engagement:  To  continue  to  demonstrate  a  commitment  to  staff  and  promote  staff  engagement  by  developing  the  strongest  possible  programs  for  professional  development,  performance  evaluation,  and  benefits  and  compensation,  aligning  Advent  practices  with  AISNE  best  practices.    VISION  #4  Health,  Wellness,  and  Safety:  To  recruit  and  retain  staff  who  are  qualified  and  empowered  to  promote  health,  safety,  and  security  within  the  Advent  community,  and  who  are  responsible  for  ongoing  health  and  safety  planning.      VISION  #5  Diversity:  To  promote  diversity  within  the  Advent  staff  that  is  consistent  with  the  overall  commitment  to  diversity  within  the  Advent  community  and  that  reflects  the  diversity  of  the  student  body.      

 

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COMMUNICATION  VISION    Strengthen  the  connections  within  the  Advent  family  with  communications  premised  on  relevance,  timeliness,  and  accessibility;  and  create  a  top-­‐of-­‐mind  presence  for  the  School  and  its  activities  in  Beacon  Hill,  greater  Boston,  regional  and  national  educators,  and  other  relevant  interest  groups.      VISION  #1  Support  the  mission,  community,  and  enterprise  of  the  School  with  timely  and  effective  communication  that  leverage  digital  and  analog  platforms  and  advance  the  School’s  ongoing  sustainability  initiatives.    VISION  #2  Envision  and  integrate  a  coherent  alignment  of  the  technology  infrastructure  around  various  communication  imperatives  and  their  companion  administrative  stakeholders.    VISION  #3  Affirm  the  strategic  importance  of  marketing  by    

1. Including  the  creation  of  a  marketing  plan  among  the  regular  activities  of  the  annual  business  planning  cycle.    

2. Establishing  a  unified  brand  identity  and  apply  it  consistently  across  all  marketing  communications,  internally  and  externally.  

 ADMISSION  &  ENROLLMENT  VISION  The  vision  for  Admission/Enrollment  is  to  position  The  Advent  School  to  become  the  pre-­‐Kindergarten  through  Sixth  Grade  school  of  choice  for  families  in  Beacon  Hill  and  Greater  Boston.  School  enrollment  goals  will  be  met  by  purposefully  balancing  the  selectivity  and  quality  of  students,  while  advancing  racial,  ethnic,  geographic,  and  economic  diversity  within  the  community.      Through  stable  enrollment  and  consistent  achievement  of  admission  goals,  Admission/Enrollment  will  support  an  environment  where  academic  excellence  is  fostered,  community  is  celebrated,  and  a  lifelong  connection  to  The  Advent  School  is  borne.    Key  Strategic  Themes  &  Considerations    

1.    Entry  Points  &  Grade  Span  § Define  Advent  School  grade  span  and  entry/exit  points.    Establish  targets  

based  on  grade  levels  in  addition  to  aggregate  (not  to  exceed  220).    

2.    Identify  Advent’s  Target  Audience    § Identify  who  is  Advent’s  target  audience  and  determine  best  outreach  

activities.  § Determine  family  needs  (e.g.  preschool  support;  regular,  after-­‐school,  

summer  school;  days  off)    

3.    Define  Diversity  § Define  diversity  and  set  concentration  numbers  for  school  population.  

 

 

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4.    Determine  How  Admission/Enrollment  Serve  As  A  Resource  Steward  § Balance  achievement  of  enrollment,  financial,  and  diversity  goals  

(“selectivity  criteria”)  § Identify  and  understand  affordability/perceived  value  of  tuition  and  impact  

on  admission/enrollment  (i.e.  What  is  the  cost  point  where  tuition  has  a  negative  impact  on  admission/enrollment?).  

 5.    Achieve  a  mix  of  full  paying  to  financially  supported  families.  

§ Support  annual  and  endowment  development  goals.    

6.    Expand  Focus  from  Admissions  to  Admissions/Enrollment  § Balance  focus  on  recruitment  and  retention  as  well  as  playing  a  vital  

stewardship  role  for  families.    DEVELOPMENT  VISION  Development  at  The  Advent  School  focuses  on  generating  strong  community  support  for  the  School’s  mission  of  offering  a  premier  primary  school  education  in  an  urban  setting  through  a  progressive,  Reggio-­‐inspired  curriculum  that  emphasizes  social  justice  and  inclusiveness.        The  community  is  a  blend  of  all  families,  who  have  directly  experienced  life  at  The  Advent  School  since  its  inception  in  1961,  as  well  as  organizations  and  individuals  that  identify  with  the  School's  mission.      To  achieve  its  vision,  Advent  will:    

1. Shift  its  emphasis  from  Development  to  “Advancement,”  which  seeks  to  align  the  mission  of  The  Advent  School  more  fully  with  its  community—through  effectively  integrated  fundraising,  marketing,  communications,  volunteerism,  and  community  relations—to  enhance  community  understanding  of  and  support  for  that  mission.    

2. Leverage  and  expand  volunteerism  and  empower  volunteer  leaders  to  advance  the  School’s  mission  and  goals  with  appropriate  support  and  guidance  from  staff.  

 3. Cultivate  a  culture  of  contribution  throughout  the  community.  

 4. Work  closely  with  finance  to  align  resources  with  goals  and  needs.  

 5. Seek  a  diversified  source  of  funds  to  meet  ongoing  expenses  and  special  projects,  

and  to  support  organizational  stability  and  long-­‐term  planning.    FINANCE  VISION    The  Finance  function  supports  The  Advent  School’s  mission  by  managing  the  School’s  financial  position  and  ensuring  that  the  School  has  access  to  the  resources  it  needs  to  fulfill  its  mission  and  plan  for  the  future.      This  includes  the  financial  and  operational  oversight  of  revenue  and  expenses  consistent  with  best  practices,  financial  planning  for  capital  expenditure  and  other  long-­‐term  initiatives,  ensuring  the  integrity  of  record-­‐keeping,  and  prudent  investing  of  reserves  and  endowment  funds.  

 

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 1. Maximize  revenue  in  a  manner  consistent  with  the  school’s  mission,  enrollment  

goals,  and  programmatic  needs—recognizing  that  an  enrollment  cap  of  220  students  means  admission  growth  is  no  longer  a  source  of  income  growth.    

2. Understand  and  manage  expenses  in  a  way  that  promotes  financial  health  and  supports  mission  delivery.  

 3. Ensure  that  financial  assistance  makes  Advent  accessible  to  a  wide  range  of  

applicant  families,  consistent  with  the  School’s  enrollment  goal  and  its  commitment  to  both  inclusiveness  and  financial  health.  

 4. Plan  for  capital  investment  and  improvement,  working  with  Development  as  needed  

to  ensure  that  adequate  and  timely  funding  is  available.    TECHNOLOGY  VISION    Invest  in  technology  to:    

1. Strengthen  the  curriculum.    

2. Streamline  administration  and  management  of  the  School.    

3. Improve  communications  to  and  between  members  of  the  Advent  community.