Presentation Transcript

1. [Plan Name Here] 2013 Strategic Plan
2. Table of Contents Purpose of the Strategic Plan Vision and Mission Statements Core Distinctives Program Distinctives Current Reality Stakeholder Perspectives Plan Initiatives
3. Purpose of the Strategic Plan The Cambridge School of Dallas is a Christ-centered, classical, college preparatory school. Cambridge aims to be the premier school where students maximize academic potential while discovering a deeply ordered Christian worldview within an encouraging and supportive community. The purpose of the Strategic Plan is to strengthen and align the efforts of the Board of Trustees, the administration, faculty and families of Cambridge with its Vision, Mission and Distinctives. The foundational elements of this Plan are Cambridge’s Vision, Mission and Distinctives which were adopted by the founders of Cambridge and reaffirmed throughout the school’s history Cambridge actively solicits opinions from its stakeholders (parents, students, faculty and alumni) and from knowledgeable outside resources to shape and guide the strategic direction of the school. Thoughtful, informed input is welcomed and carefully considered. The input and recommendations from all of these constituent groups has been considered in the preparation of this Plan. This Strategic Plan is intended to be a living, dynamic document, evidencing the commitment of Cambridge to continuous improvement in pursuit of its Vision and Mission.
4. Vision and Mission Statements MISSION The Cambridge School of Dallas exists to educate students through Academic Discipleship: fostering a love for learning with a passion for Jesus Christ. VISION Education at The Cambridge School of Dallas seeks to transform the lives of the students so that they will engage life using their God-given gifts and abilities to meet the world’s deepest needs. The result of a Cambridge education is to be a student who has learned to love the Lord our God with all her heart, all her soul, and all her mind.
5. Core Distinctives Christ Centered Cambridge seeks to be a community where apprenticeship to Jesus and His lordship over all of life is taken seriously. Cambridge also recognizes the Bible as the final authority in matters of life and thought. Each course is consciously taught from a biblical worldview, with the conviction that all truth is God’s truth. Classical Cambridge is classical in three senses of the word: in perspective, in quality, and in pedagogy. Cambridge’s curriculum is unapologetically based on a careful study of Western civilization. This is a source of our identity as Americans and Christians. We recognize that the Western tradition was shaped in large part by the church. Cambridge strives to combine the best of the Greeks and scholastics in the integration and articulation of a biblical, Christ-centered worldview. College Prep The School seeks to prepare students for colleges and universities that are highly selective in their entrance requirements. The single-track curriculum seeks to provide all students access to and prepare them for courses which teach to the rigor and standard of Advanced Placement exams- the highest externally assessed national measure of curricular excellence in secondary education. Cambridge provides parents the accountability of a benchmark of educational quality, and colleges and universities the information by which they can determine the difficulty of an applicant’s course of study. Courses of study without an AP exam terminus, such as theology, are taught at a similar rigor with similar educational expectations and objective standards. Second, the curriculum draws deeply from the classics, which are often referred to as the Great Books, works that have endured the test of time. These works contain the highest expressions of the human imagination and serve as an antidote to the superficial and trivial ideas that make up much of our modern experience. Third, the pedagogy combines the Socratic method of the Greeks with the Trivium of the early church fathers and medieval scholastics. Though teaching styles vary, instruction at Cambridge is more than one-way lecturing. It involves an interactive questioning and dialogue in search of knowledge where students themselves take active ownership in their pursuit of truth. Students apply these disciplines to all areas of study in the pursuit of true understanding and purposeful knowledge.
6. Program Distinctives Master Teachers Cambridge seeks faculty members who have a passion for Jesus Christ, a thorough knowledge and mastery of their subjects, a demonstrated ability to convey that knowledge effectively to students, an ability to connect and communicate with adolescents, and an ability and willingness to disciple others. Love of Learning Teachers seek to model and promote a contagious love of learning. Students do more than learn facts from textbooks; they learn, by example, to respect knowledge and to be humble in their pursuit of it. Love of learning is the fruit of a Cambridge education, not its root. It is the end, not the beginning. Students must engage in the hard work of learning a subject, before they can fully appreciate what is being studied. One does not become fascinated by Virgil, until one has learned the vocabulary and mastered conjugations and declensions. Apprentice Relationships Cambridge seeks to foster life-transforming relationships between godly faculty and motivated students. Teaching from their hearts and life examples, teachers will seek to connect with the hearts and lives of their students. Together they will seek to form an irrevocable commitment to things that matter, to the process of learning, and to the demands of love. The faculty will seek to teach from the authority of their person rather than their position. These apprentice relationships will seek to compel excellence in both the teacher and student. Life Long Learners The faculty, staff, students and parents seek to develop a community of life-long learners. While instructors are more knowledgeable than their students, they seek to demonstrate a willingness to learn from them. Moreover, Cambridge provides numerous educational opportunities where faculty, staff, students and parents learn together. Preparation for Influence Christian servant leadership is not developed by casting young adults who are unprepared and ill equipped into the midst of a secular culture. The goal of Cambridge is not isolation from culture but influence within it. Throughout history many of the great leaders of the church have been prepared through a classical education. They did not develop intellectually or spiritually in a cultural vacuum. Cambridge seeks to prepare such leaders for this moment in history.
7. Current Reality Enrollment With the beginning of the 2013 – 2014 school year, Cambridge enters its twelfthyear with student enrollment of 96students. Enrollment during the past five years has averaged 100 students with a high of 120. The capacity of the current facility is between 125 – 130 students, thus restricting the growth of enrollment. Cambridge currently enrolls students in the 6th through 12th grades. Finance Current tuition ranges from $11,560 for the 6th grade to $16,860 for the 12th grade. Tuition increases over the past five years have been modest, ranging from 2 – 4%. Financial aid is approximately 16% of total tuition. Given the small size of the student body and tuition levels set at the lower end of other Dallas private schools, Cambridge raises approximately 28% of its budget through development and fund raising efforts. Due to certain initial start-up costs, the school has an accumulated deficit of approximately $500,000. Faculty and Students Cambridge currently has 23 full-time employees including 17 teaching faculty and 6 non-teaching staff. There are no new faculty members for 2013 – 2014, which should facilitate greater consistency of instruction and mentoring of students. The current student/faculty ratio is 6 to 1, which is not sustainable at the current tuition levels. The desired ratio is 8-10 to 1. Leadership The current head of school has served for 4 1/2years. The Cambridge Board of Trustees, consisting of current and alumni parents from various backgrounds and disciplines, each serve for terms of 3 years, with staggered terms, providing continuity of leadership. Facilities Cambridge currently leases its facility consisting of 26,000 square feet including a gymnasium but excluding a sanctuary and great hall which are leased on a non-exclusive basis. The current lease term expires July 31, 2014, although we are pursuing an additional extension through _______. As noted previously, this facility, while acceptable for the school’s current enrollment, does not provide adequate space for the growth in enrollment or programming. A Facilities Committee, consisting of Cambridge board members and members of the CSD community involved in real estate, has been at work for several years to identify a permanent facility. An outside broker, experienced in school facility searches, has been engaged and this work is continuing.
8. Extracurricular The school offers 8 different sports options during the year. Cambridge also uses clubs, social events, retreats and trips to build community among students, faculty and families. Competitive Environment Students and families seeking a private, Christian, college preparatory education in Dallas have many choices. Most of these schools have larger enrollments, more extensive permanent facilities, a broader curriculum offering and a wider variety of extracurricular activities. There are a number of well-regarded public school districts located in close proximity. Finally, additional charter schools are scheduled to open in the Dallas area which may have an impact on private school demand. Cambridge does have its competitive advantages. First, it is a school and community that is widely known for submitting itself to the Lordship of Jesus Christ. It has an exceptional faculty and administration and a low student to teacher ratio that facilitates close interaction and mentoring of students. Cambridge students, known for their excellent academic preparation and strong character, are sought after by some of the nation’s finest colleges and universities. Cambridge’s record of placing its graduates in the service academies and exceptional performance in local, regional and state academic competitions exemplify these qualities. Continuing to deliver on its Mission and Distinctives is essential to the continued growth and vibrancy of the Cambridge School of Dallas.
9. Stakeholder Perspectives Cambridge Families and Alumni During the past several years, Cambridge has conducted surveys of Cambridge parents to seek their input and drive broad engagement in the school from these important constituents. The most recent surveys, from 2013 and 2012, contain a number of important themes that should inform various aspects of the school’s Strategic Plan. The survey responses reflected like-mindedness and support for the Mission, Guiding Principles and Distinctives of Cambridge. Also, the school community has shown strong support through its participation in the Annual Fund and volunteer activity supporting the school’s operations and extra-curricular activities. Input has been received in a number of key areas that will be considered in developing the specifics of the Strategic Plan: 1. Secure a New Facility Long-term commitment, located in north central Dallas Provide for growth and expansion of student body and desired program offerings Supports a community environment of learning and discipleship Enables our development efforts to secure financial commitments from Cambridge supporters Faculty Renewed commitment to Master Teachers Establish skills development, accountability and mentoring programs for less experienced teachers Fully engage faculty to understand the Mission, Vision and Distinctives of Cambridge and to incorporate these into every aspect of their roles Teacher retention is critical for continuity, institutional knowledge, academic excellence and the development of the student body Faculty mentoring of students is a critical component of the Cambridge experience; faculty should view this as a cornerstone responsibility. Student Life and Experience Continue to address improving the opportunities for student leadership Focus on club programs for leadership, student growth and community impact Expand mission opportunities Equip parents and faculty to insure there is a support plan available to all students in the areas of academics, spiritual growth and leadership Truly deliver on Cambridge stated distinctives
10. Stakeholder Perspectives Curriculum and Workload Insure that curriculum is organized with a scope and sequence that is orderly, logical and time efficient Facilitate maximum utility of study periods Improve faculty communication and sensitivity as to student workloads including exams, long-term projects, Cambridge cultural events and extra-curricular activities Middle School Program Increase character training and development of students Facilitate more effective parental involvement and communication Communication Emphasize Cambridge distinctives to all constituencies Need initiatives that put the school’s distinctives into action Faculty and Head of School Input?
11. Plan Initiatives In pursuit of its bold vision and noble mission, the Cambridge School of Dallas has identified six (6) key areas for action: Facilities Faculty Enrollment and Student Experience Curriculum Extra Curricular Building for the Future The following pages contain specific goals and an implementation plan for each of these areas.
12. Plan Initiatives Facilities Secure a new facility under Cambridge control through purchase, long-term lease or lease with purchase option. Goals: Location in North Dallas in an area bounded by Stemmons Freeway, 635, Central Expressway and Uptown Financial obligationscompatible with the school’s finances, development capabilities and that minimizes the use of debt. Capacity for enrollment up to 200 students Preference facilities that include large meeting space, open space, fields and gymnasium. Secure sufficient extensions from the current landlord to provide adequate time to course, secure, find and relocate to new facility. Action Items: Secure lease extension from existing landlord through at least July2016.Persons responsible: Board Chairman, select board members, facility chair Date: September 30, 2013 Elevate and consider changes to Facilities Committee to insure proper energy and focus Persons responsible: Finance Committee, chair of facilities committee Date: October 31, 2013 Carefully re-examine all sites previously rejected or not pursued. Consider long-term lease option for suitable site. Persons responsible: ______ Realty, Facilities Committee, Board Date: October 31, 2013 Re-affirm range of financial capacity for a building campaign; consider alternatives for fund raising without a specific site identified. Persons responsible: Development consultant and Development Committee Date: _____________
13. Plan Initiatives Facilities Action Items: Consider engaging services of commercial real estate broker specializing in adaptive re-use; program the cost of 2 brokers into the development budget.Persons responsible: Facilities Committee, Board Date: October 31, 2013 Identify and contractually secure new facility Persons responsible: Facilities Committee Date: March 31, 2014 Execute building fund campaign Persons responsible: Development Committee, Board, Cambridge Community Date: December 31, 2014 Transition to new facility Persons responsible: Facilities Committee, Cambridge Community Date: August 15, 2015
14. Plan Initiatives Faculty Recruit, retain and develop an exceptional faculty, who are outstanding in their fields and embrace the Vision, Mission and Distinctives of Cambridge. Goals: Increase the number of [master teachers to X% of faculty or similar goals] Implement a formalized faculty development program that includes academic development, mentoring skills and classroom discipline Prioritize the Love of Learning and Apprentice Relationships Distinctives in faculty development as they have significant impact on the student experience Achieve a 95% faculty retention rate Action Items: Hold an annual faculty retreat at the beginning of each school year to deepen relationships between faculty and administration Persons responsible: Head of School Date: Done for 2013 Implement a specific professional development plan for each faculty member, with a cost structure building to a goal of $1,000 per year per faculty member by 2015-2016 school year. Persons responsible: Head of School, Academic Dean Date: _____________ Board members and alumni to share their personal Cambridge experiences at select faculty meetings to deepen relationships and give life to the Cambridge Distinctives Persons responsible: ______________ Date: _____________ Continue faculty appreciation efforts including [be specific] Persons responsible: ______________ Date: _____________
15. Plan Initiatives Enrollment and Student Experience Grow enrollment in the Cambridge student body. Goals: Grow the student body to achieve to following enrollment levels: 2014-2015: 120; 2018-2019: 150; 2024-2025: 180 Achieve a student/teacher ratio of 8 to 1 or greater Retain 95% of eligible returning students by 2017-2018 school year Transform the Cambridge student body into a powerful, effective recruiting force Create a student experience that reflects the Cambridge Distinctives Action Items: Increase Cambridge’s visibility in the community and in feeder schools by _________ Persons responsible: _________ Date: ___________ Evaluate program to provide incentives for successful student referrals?? Persons responsible: ______________ Date: _____________ On or before the 2015 school year, dedicate at least 50% of a staff member to the student recruiting effort Persons responsible: ______________ Date: _____________ Implement a formal plan with accountability to assist students who are struggling or need additional assistance Persons responsible: ______________ Date: _____________
16. Plan Initiatives Enrollment and Student Experience Action Items: Clearly define the roles of the administration, faculty and student leadership in student disciplinary matters Persons responsible: _________ Date: ___________ Evaluate supplements to or replacement of Edline as a tool of effective, timely communication between faculty, students and parents Persons responsible: ______________ Date: _____________ Enhance leadership opportunities through all grade levels through club program and other outlets Persons responsible: ______________ Date: _____________ Middle School? Persons responsible: ______________ Date: _____________
17. Plan Initiatives Curriculum
18. Plan Initiatives Extra Curricular
19. Plan Initiatives Building for the Future