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THE WINDOW WINTER 2018 Page 25 TAIPEI AMERICAN SCHOOL THE WINDOW WINTER 2018 CONTENTS 01 16 30 The Leadership of Schools Responsive Classroom The 48-Hour Film Project and the Longevity of Heads Hits the Lower School at TAS 04 21 32 Board of Directors More Performance Opportunities A New Home on the Web Association in the Middle School for TAS Sports Teams General Meeting Finance Report th 07 23 34 15 Annual Gala Ball Wellness in Action: PTA Grants Dance for Kindness 10 25 36 Wellness Convention: TAS Team Wins Did you know? Be Well, Do Well High School Grand Prize at iGEM Championship TAS students won the High School Grand Prize at the iGEM Championship in Boston! Read more about this incredible accomplishment on page 25. THE THE Head of School 01 lthough I remain in the United States recuperating from my first surgery and preparing for my second, my mind and heart are, as always, with the school. I am so A LONGEVITY LEADERSHIP pleased that the TAS community had the opportunity to hear from renowned independent school consultant and governance expert Mr. John Littleford during his trip to our school in October. I am equally delighted that so much time and energy was focused on assuring the positive relationship between the Administration and the Board, critical to the success of any educational institution. As this is a year in which we work towards the Western Association of Schools and Colleges (WASC) re-accreditation, this relationship bears crucial importance, although seldom if ever in the history of the school have we seen a more cohesive working partnership between these two groups than now. Mr. Littleford began working with TAS Administrators and Board members over twenty years ago, and he continues to share his expertise on best-in-class governance guidelines with our leadership team today. I am sorry I was not there to attend his special parent presentation titled “The Leadership of Schools and the Longevity of Heads.” I asked the Communications Office to provide a short summary of his invaluable remarks on the important relationship between an impactful Board and the Head of School. I look forward to being back at school as soon as OF possible. Meanwhile, I hope you will review the summary below and know of the importance I place on this critical work that strengthens our partnership and, thereby, strengthens our school OF HEADS and what we can offer to our students now and as we move forward. SCHOOLS Summary of Mr. John Littleford’s Remarks The Leadership of Schools and the Longevity of Heads Long-term leadership and a Board that collaborates effectively with the Head of School leads to a healthier and more successful academic environment. At international schools, Heads and Board members tend to turn over too quickly. Most international school Heads last only an average of three years, but a school can only start to benefit from a Head’s leadership and vision after five years. At this point when a Head’s maximum impact begins, academic results climb, the reputation of the school grows, and the fundraising potential to enhance student programs increases. Head tenure relates to the health of the Board. At international schools, long-term Board members and Board Chairs are rare. School bylaws often force the turnover of valuable elected Board members, which then result in forced Head turnover. Instability within school leadership is viewed as a weakness by stakeholders, universities, and the broader community. Ultimately, AND school stability depends on a healthy Board with long-serving members who hold the mission in trust and partner with long-serving Heads who hire for mission integrity. A healthy Board starts with the Nominating Committee selecting a combination of parents, alumni, past parents, and community leaders. Within the Board, effective Chairs should serve at least five years to effectively partner with the Head and lead the broader Board members. 80% of weak Boards are due to poor Head-Chair partnerships, so the importance of this relationship is paramount. Self-Perpetuating Boards are the most healthy type of Board; the trend is for Board members to be half elected and half appointed. The most successful Boards are smaller, employ fewer subcommittees, and nurture and advise the Head. Long-term Heads know and stay in touch with key constituencies, stakeholders, and faculty. They are visionaries who stay fervent about and speak to their vision frequently, focusing on and adhering to the mission at all times. They hire strong teachers and provide excellent training. TAS is very fortunate to be led by a Head of School who does just that and more. Strategic Area 1: Strong Foundation: Evaluate and adjust as necessary the Board strcuture and processes to meet the continuing needs of the School. 02 Head of School Dr. Hennessy has a demonstrated track record of excellence and her anticipation of cutting edge programs has brought TAS to the forefront of education and innovation. Moreover, the community can continue to count on Dr. Hennessy’s clear commitment to providing exceptional care for students, faculty, and staff, as she recently agreed to extend her contract to the 2022- 2023 school year. Mr. John Littleford completed undergraduate and graduate studies at Dickinson College, Princeton, Harvard, and Stanford. He began his career as a teacher in lower through upper schools, serving as Department Head, Upper School Head, Assistant Headmaster, and then Headmaster at various independent schools. From there, he became a part-time consultant to independent schools, international schools, and other non-profits throughout the U.S. and the world. Today, he works as a full-time consultant and senior partner for Littleford & Associates with thousands of clients, including 2,000 board presidents of independent schools and 1,000 clients with whom he works with on board governance topics. AND SCHOOLS HEADS OF OF LEADERSHIP LEADERSHIP LONGEVITY LONGEVITY THE THE Strategic Area 1: Strong Foundation: Evaluate and adjust as necessary the Board strcuture and processes to meet the continuing needs of the School. THE THE Head of School 03 然我留在美國，正從第一次手術中恢復元氣，並準備著第二次的手術，但我的心靈一如 既往地與學校同在。我很高興 TAS 社群有機會聽到著名的獨立學校顧問和治理專家 John LONGEVITY LONGEVITY LEADERSHIP 雖 先生於 月份造訪本校時做的演講。我同樣非常開心，這麼多的時間和精力集中 Littleford 10 在確保行政團隊與董事會間的積極關係上，這對於任何教育機構的成功都是至關重要。 由於今年是 西方學校和學院協會（WASC）重新認證的一年，這種關係尤其關鍵，儘管在學校的歷史上比現在更 緊密的工作夥伴關係是不多見的。 Littleford 先生在二十多年前開始與 TAS 行政主管和董事會成員合作，今天他仍繼續與本校的領導團 隊分享他在最佳治理方針方面的專業知識。很抱歉，我沒能出席他特別為家長們做的演講“學校的領 導力和負責人的任期。” 我要求通訊辦公室摘要出他對董事會和學校負責人間之重要關係的寶貴意 見。我期待能盡快回到學校。同時，我希望您能回顧以下的摘要，並瞭解我很重視這個能加強我們的 合作關係，從而強化本校，以及我們現在和未來能提供學生們的關鍵工作之重要性。 John Littleford 先生的意見摘要 學校的領導力和負責人的任期 長期的領導和一個可以有效地與校長合作的董事會能導致更健康和更成功的學術環境。 在國際學校， 校長和董事會成員傾向於過快的汰換。大多數國際學校的校長平均只有三年的任期，但一所學校五年 OF 後才能從校長的領導和願景中受益。此時，校長的最大影響力開始增長，學業成績攀升，學校聲譽日 益提高，並為加強學生課程的募款潛力也隨之提高。 OF HEADS 校長的任期與董事會的健康有關。在國際學校裡，很少長期的董事會成員和董事長。學校章程往往迫 SCHOOLS 使有價值的當選董事流失，從而導致校長的汰換。不穩定的學校領導階層被利益相關者、大學和更廣 泛的社群視為弱點。 最終，學校的穩定性取決於有肩負著托管宗旨的長期服務成員的健康董事會與 為宗旨而聘僱之長期服務的校長合作。 一個健康的董事會從由家長、校友、前任家長與社群領袖們組成的提名委員會開始。在董事會內部， 有效的董事長應曾與校長有效地合作，並至少曾領導更廣泛的董事會成員五年以上。80％的薄弱董事 會皆因校長 - 董事長的合作關係不佳所造成的，所以這種關係的重要性是很關鍵的。 自我延續的董事 會是最健康的董事會類型；目前趨勢是董事會有一半是當選的成員和一半則是任命的。最成功的董事 會規模較小；採用較少的小組委員會；以及培植並對校長提出建議。 長期校長了解並與重要的成員、利益相關者和教師保持聯繫。他們是有遠見卓識的人，他們經常滔滔 不絕地講述自己的觀點，時刻關注和堅持學校宗旨。他們聘請優秀的教師並提供優秀的培訓。 TAS 非常幸運地由一個就是如此做甚至做得更多的總校長所領導。 Hennessy 博士擁有卓越的成績記錄， 她對尖端課程的期待已經將 TAS 帶到了教育和創新的前端。此外，社群可以持續倚仗 Hennessy 博 AND 士對學生、教職員工提供優質照顧的明確承諾，因為她最近同意將合同延長到 2022-2023 學年。 John Littleford 先生完成了狄金森學院、普林斯頓大學、哈佛大學和史丹佛大學的大學部和研究所課 程。他以擔任小學至高中教師職務展開他的事業，擔任過部門主管、高中校長、助理總校長，以及各 種獨立學校的總校長之後，他成為美國和世界各地的獨立學校、國際學校和其他非營利組織的兼職顧 問。如今，他是 Littleford ＆ Associates 的全職顧問與資深合夥人，為成千上萬的客戶咨詢，其中包 括 2000 名獨立學校董事長與 1000 名和董事會治理主題相關的客戶。 Strategic Area 1: Strong Foundation: Evaluate and adjust as necessary the Board strcuture and processes to meet the continuing needs of the School. 04 Board of Directors aipei American School is governed this begins several months before the Board by a group of parent and past parent reviews it. Administrators evaluate the people, Tvolunteers whose primary roles are program, and place needs in the upcoming to advance the mission of TAS, to raise its budget cycle. We carefully assess the staffing reputation and standing internationally, and to levels at each division for administration, ensure the financial stability and strength of faculty, and staff before we approve existing our school today and for future generations. funding levels and consider requests for new We take all of our responsibilities seriously, positions. A review of benefits, cost of living, including the responsibility to ensure that and inflation markers inform any adjustments TAS is as fiscally strong tomorrow as it is to existing compensation packages to ensure today. I’d like to share with you the three key our most valuable asset – our people – are components of our financial planning process: being compensated fairly. the operations budget, the capital budget, and the endowment. As part of the budgeting process, enrollment projections for each division, based on Our sources of funding include tuition, historical data and recent trends, are parent gifts, and a small amount of auxiliary presented by the administration to the Board income generated by school business-related 18 months ahead of time. In the past decade, sources, such as the Tiger Store, Summer demand for space at TAS has far exceeded Academy, and several sports camps. How projections, as the TAS name has become we allocate these resources, solicit funds, and highly desirable and increased applications preserve the value of our assets
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