Montgomery Bell Academy
SAIS/SACS Dual Accreditation
School Improvement Self-Study 2005-2006
MBA Self-Study 2006 - 1 Table of Contents
Visit Schedule……………………………………………………………………………………1
Contents………………………………………………………………………………………….2
Visiting Team Members…………………………………………………………………………3
MBA Board of Trustees………………………………………………………………………… 4
Section One: Introduction and Overview of Self-Study Process……………………………….. 5
Section Two: Analysis of Compliance with Standards………………………………………... 12
Section Three: School Improvement Plan (Continuous Improvement)……………………….. 42 Part I: School Profile…………………………………………………………………... 43 Part II: Mission and Beliefs…………………………………………………………….91 Part III: Desired Results for Student Learning…………………………………………97 Part IV: Instructional and Organizational Effectiveness……………………………...100 Part V: Action Plan……………………………………………………………………106
MBA Self-Study 2006 - 2 SAIS-SACS Accreditation Review Montgomery Bell Academy Visiting Team
Visiting Team Chair: Mr. Dennis Brown 2717 Mariner Way Villa Rica, GA 30180 (678) 787-6666 [email protected]
Visiting Team Members: Mr. Joe Cox Mr. Alex Ragone Headmaster, Haverford School Director of Technology Haverford, PA Collegiate School (610) 647-3020 New York, NY [email protected] (212) 812-8500 [email protected] Mr. John Gaines Associate Dean of Admissions Ms. Fran Stewart Vanderbilt University Principal Nashville, TN East Literature Magnet (615) 322-2561 Nashville, TN [email protected] (615) 262-6947
MBA Self-Study 2006 - 3 Montgomery Bell Academy Board of Trustees
Mr. Nelson C. Andrews Mr. Clay T. Jackson, Secretary Mr. J. Barry Banker Mr. Sydney F. Keeble, Jr. Mr. H. Lee Barfield Mrs. Pam Koban Mr. Lee A. Beaman Mr. Allen P. McDaniel Mr. James C. Bradford, Jr. Mr. George B. McGugin Mr. Robert C. Brannon Mr. Robert E. McNeilly, Jr. Mrs. Varina Buntin Mr. Richard M. Miller Mr. James H. Cheek Mr. Dortch Oldham, Sr. Mr. William S. Cochran Mr. James R. Pickel, Jr. Mr. Thomas L. Cummings, Jr. Admiral Joseph W. Prueher Mr. Brownlee O. Currey, Jr. Mr. D. Tate Rich Mr. G. Thomas Curtis Mr. Stephen S. Riven Mr. A. Jackson Dale, Mr. John T. Rochford Young Alumni Board Pres Mr. Marc Stengel, Alumni Board Pres. Mr. W. Lipscomb Davis, Jr. Mr. J. Hanley Sayers, Jr. Mr. Matt H. Dobson, IV Mr. J. Bransford Wallace Hon. Frank F. Drowota, III Mr. Dudley Warner, II Mr. John W. Eakin, Jr. Mr. James A. Webb, III, Chairman Dr. Roy O. Elam, III Mr. Albert P. Whitson, Sr. Mr. Morgan Entrekin Mr. W. Ridley Wills, II Mr. Ben S. Gambill, Jr. Mr. Blair J. Wilson, Treasurer Mr. Gordon Gee Mr. David K. Wilson Mr. Bradford Gioia, ex officio Mr. William M. Wilson Mr. James T. Griscom II, Mr. Steven M. Zager Annual Fund Chair 06-07 Mr. P. Rhoads Zimmerman Mr. Hale Hooper, Alumni Board Past-Pres ex officio Mr. David B. Ingram, Vice-chairman Melanie Yappen Mothers Club Pres Mr. John R. Ingram Jay Ramsey, Fathers Club Pres
MBA Self-Study 2006 - 4
Section One: Introduction and Overview of Self-Study Process
MBA Self-Study 2006 - 5 Welcome Letter on MBA Letterhead
MBA Self-Study 2006 - 6 Overview of the Self-Study Process
The mot recent self-study began in the fall of 2005 when the Steering Committee reviewed the school’s strategic plan and the recommendations of the 2001 Visiting Team in order to begin to assess the areas of emphasis for the present study. The NSSE model for school improvement, the same one used for the 2001 study, was followed again, and work soon began assigning MBA stakeholders to the task of self-study.
A six committee structure governed the work of this self-study. Committee One (Profile) gathered most of the descriptive data found in Part I of the self-study. This committee also administered and evaluated stakeholder opinion inventories created and scored by NSSE. Analysis of the items in these inventories helped to identify perceptions that are addressed in the school improvement plan. Committee Two (Mission and Beliefs) studied the school’s mission statement and surveyed stakeholders concerning the mission of the school. The work of this committee, contained in Part II of the self-study, clarifies the role of Montgomery Bell Academy’s mission and the vision that we share for the school. Committee Three (Desired Results for Student Learning) used NSSE surveys to analyze the goals of the educational program. The work of this committee also produced observations about the school that helped to inform the vision behind the school improvement plan. Committee Four (Instructional and Organizational Effectiveness) worked to evaluate the operational aspects of the school and produced its own contributions to the vision behind the school improvement plan. Committee Five (Action Plan) began the process of translating the school’s vision into concrete goals for the school to pursue in its efforts to realize that vision. At each step in the process, the Steering Committee was deeply involved in directing the study. A sixth committee is charged with annual monitoring and implementation of the Action Items contained in the school improvement plan.
Montgomery Bell Academy is fortunate to be in such a strong position regarding its accreditation thanks in large part to the fine work of the previous Academic Dean, Dr. Ed Gaffney, in establishing expectations and procedures consistent with the standards in place during the school’s 2 previous five-year reviews by the Southern Association of Colleges and Schools (SACS). This time, under the direction of a new Dean, the school seeks initial dual accreditation under the joint auspices of the Southern Association of Independent Schools (SAIS) and the Southern Association of Colleges and Schools (SACS).
Mr. Dennis Brown, SAIS-SACS Review Committee Chair, made a preliminary visit to evaluate the school’s compliance with the SAIS-SACS dual accreditation standards and plan the details of the Review Committee’s visit. His assistance was instrumental in shaping the details of the visit, and we anticipate a productive exchange when he returns with the committee November 12-14, 2006.
MBA Self-Study 2006 - 7 Montgomery Bell Academy SAIS-SACS Self-Study Committee Assignments 2005-2006 School Improvement Plan
Steering Committee: Alan Coverstone, Brad Gioia, Sam Jackson, Catherine Hollifield, Scott O’Neal, Rick Seay, Greg Ferrell, Anne Christeson, Peter Thurmond, Jamie Tillman
1. PROFILE THE SCHOOL: Greg Ferrell (Chair), Michael Marro, Jamie Tillman, Jim Shackleford, Bob Clark, Billy Tate, Robert Black, Terry Giffen, Matt Golenor, Stephen Was A. Data Collection Subcommittee: Jim Shackleford (lead) $ School, staff, and administration: Jamie Tillman (lead) N Faculty (numbers, degrees, minority distribution, jobs, benefits, hiring): Angela Power N Faculty and Staff Surveys: Roddy Story N Staff (numbers, degrees, minority distribution, jobs, benefits, hiring): Kit Lechleiter N Administration (directors B qualifications; job descriptions, benefits, hiring): Janice Sowell N Board of Directors: Jennifer Howell 4 Admissions: Robert Black (lead) N Feeder Schools: Libby Bourland, Pascha Swett N Minorities (recruitment and retention): Pascha Swett N Retention Rates: Mike Caldwell, Jeff Gouline 5 Student Performance: Terry Giffen (lead) N SAT, PSAT, AP Exams, National Exams: Jody Mattison, Jo Palmore N College admissions and performance in college: Dick Klausner, Rosanne Nutkis N GPA: Jody Mattison 6 Student activities and services: Jason Mathews, Ronnie McMahan (lead) N Clubs: Jason Mathews, Hastings Hensel N Attendance: Angela Power N Demerit System: Dan Herring N Student Council: Pete Carr N Assemblies: Brad Gioia, Will McMurray N Honor Council: Beatie O=Connell, J. Sawyer N Sports (interscholastic and intramurals): Jeff Rutledge, Carmen Morrissey, Pat Woolsey, John Vernacchio N Student Guidance: David Whitfield, Beth Warner N Student Assistance: Alan Coverstone, Ronnie McMahan N Student Affairs/Discipline: Jamie Tillman, Frank Simpson N Student Speech Instruction: Billy Tate N Web Site: Ed Gaffney, Todd Counter N Wellness: Chad Breedlove, Mark Sutton, John Harvey, David Whitfield N Special Programs (Exchange, Summer, Evening, Service): Gabe Carro, Beth Warner, Pascha Swett, David Brown, Floyd Elliott, Rosie Paschall N Student surveys: Zac Hood 7 School facilities, learning services, and technology: Jason Hiett (lead) N Buildings and infrastructure: David Norton, George Mario
MBA Self-Study 2006 - 8 N Climate control: David Norton N Library: Anne Bramwell and Mildred Tilley N Technology (internet access, computers, surveys): Grey Carter, Marc Ardisson N Language, science, and computer laboratories: Bob Clark, Grey Carter, Alice Springer N Calendar and Scheduling: Sherie Guye 8 Financial data: Sam Jackson (lead) N Endowment: Sam Jackson N Tuition, tuition deferrals: Kelly Cross N Salaries: Nancy Mitchell N Insurance, retirement, and other benefits: Nancy Mitchell N Financial aid: Robert Black N Annual fund and capital campaigns: Kate Mosley N Institutional Advancement: Stephen Was, Scott O’Neal 9 Community data: Jennifer Howell (lead) N Parents and grandparents: Peggy Kirby and Nita Snow N Parent and Community surveys: Hastings Hensel and John Harvey N Alumni: Peggy Kirby and Vicki Mayhew N Neighborhood: Jennifer Howell and Carmen Morrissey N Minority awareness: Jamie Redmond, Pascha Swett N Publications, marketing and public relations: Todd Counter, Gretchen Ekiss, Nina Thomas N Feeder schools: Robert Black, Kit Lechleiter, Pascha Swett B. Data analysis and synthesis (put the reports of the data collection committees into manageable form for communication to subsequent committees): Jim Shackleford (lead), Stephen Was, Maggie Qian main committee $ Analysis and synthesis $ Development of surveys for stakeholders based on profile
2. DEFINE THE MISSION AND BELIEFS OF THE SCHOOL: Frank Simpson (Chair), Haywood Moxley, Bill Compton, Alice Springer, Wendy Holmgren, Gordon Chenery, John Frost, Carol Steele, Dan Cooper, Claudia Villavicencio A. Analysis of profile information by representatives of major stakeholders: Matt Golenor (lead) $ Surveys of faculty, staff, administration, and board: Bill Compton, Alan Coverstone, Joe Sharbel $ Survey of students: Matt Golenor, Phoebe Drews, Class Presidents (all grades) $ Survey of parents: Beatie O=Connell, Jamie Tillman, Presidents of Mothers and Fathers Clubs $ Survey of alumni: Todd Counter, President of Alumni Board (Hale Hooper), Roddy Story, Zac Hood $ Survey of relevant community leaders: N Admissions counselors from major colleges: Terry Giffen N Principals of feeder schools: Robert Black and Kit Lechleiter N Major contributors: Scott O’Neal and Kate Mosley B. Development of mission and belief statements based on consensus of the above-surveyed groups: Haywood Moxley (lead) $ Analysis of previous statements of school philosophy: Robert Sawyer
MBA Self-Study 2006 - 9 $ Analysis of current understanding of school=s mission in the eyes of the major stakeholders: Scott O’Neal $ Synthesis of perceived and actual missions and beliefs: David Cassel (lead), main committee
3. DEFINE THE DESIRED RESULTS FOR STUDENT LEARNING: Michael Kelly, David Brown, Chris Spiegl, Steve Rundberg, Thomas Wims, Libby Bourland, Dede Clements, Wayne Batten, Mildred Tilley (Chair), Robert Pruitt A. Analysis of student learning (collection of data): Bill Compton (lead) $ Faculty/subject area perceptions of strengths and weaknesses of student learning (survey): Andy Gaither and Dick Klausner $ Student perceptions of strengths and weaknesses of student learning: Dick Klausner and Todd Moran $ Parent/Alumni perceptions of strengths and weaknesses of student learning: Haywood Moxley and Wendy Holmgren $ College perceptions of strengths and weakness of student learning: Terry Giffen and Rosanne Nutkis $ Department/program evaluation: Pete Carr (Science), Dan Herring (History), Jo Palmore (English), Floyd Elliott (Math), Jim Womack (Visual and Performing Arts), Anne Bramwell (Library), Rick Seay (Foreign Language), David Whitfield, Chad Breedlove, Mark Sutton, John Harvey (Health), Jeff Rutledge (Physical Education). B. Synthesis of perceived strengths and weaknesses: Michael Kelly (lead), main committee C. Development of desired results for student learning based on profile, mission, and strengths and weaknesses as perceived by stakeholders: Brad Gioia (lead), main committee
4. ANALYZE THE INSTRUCTIONAL AND ORGANIZATIONAL EFFECTIVENESS OF THE SCHOOL: Dennis DeYoung, Kevin Anglin, Clay Bailey, Jay Jenkins, Jon Neergaard, John Bernatavitz, Pat Woolsey, Jan Pippin, Sarah Ellery, Andy Gaither (Chair). A. Analysis of the school=s instructional and organizational effectiveness: Dennis DeYoung (lead), main committee $ Surveys (NSSE) of faculty, staff, and administration: Emmett Russell (lead), Jim Shackleford A. Identification of strengths and weaknesses: Matt Golenor (lead), main committee $ Comparison of survey results with school profile data: Mike Anderson (lead) $ Comparison of survey results with desired outcomes: Andy Gaither (lead) $ Comparison of survey results with school missions and beliefs: Clay Bailey (lead) B. Identification of priorities for improvement: Dennis De Young (lead), main committee $ Analysis of perceived strengths and weaknesses: Jay Jenkins (lead) $ Prioritization of improvement goals: Chris Spiegl (lead)
5. DEVELOP AN ACTION PLAN: Sean Kinch (Chair), Steven Sowell, Emmett Russell, Cal Fuller, Malcolm Morrison, Anne Christeson, Ginny Bakken, Joe Sharbel, Samuel Lester, Robert Sawyer. A. Select goals and develop a time line for improvement plan: Anne Christeson (lead) $ Select strategies for implementation of goals: Steven Sowell (lead), Travis Barclay $ Set reasonable time frames for achievement of goals: Samuel Lester (lead), Jim Dickens $ Identify resources needed to implement goal: Cal Fuller (lead)
MBA Self-Study 2006 - 10 $ Compare improvement plan with strategic plan and synthesize goals: Sean Kinch (lead) $ Identify individuals responsible for facilitating process of achieving goals: Emmett Russell (lead) $ Faculty/Staff/Administrative leadership identified for goals: Malcolm Morrison (lead) $ Involvement of school community in achievement of goals: Ginny Bakken (lead)
6. IMPLEMENT THE SCHOOL IMPROVEMENT PLAN: Roderick Russ (Chair), Carole Pettus, Peter Thurmond, Alan Coverstone, Brad Gioia, Sam Jackson, Scott O’Neal, Jamie Tillman, Michael Risen, Catherine Hollifield 10 Develop methods of documenting and assessing progress and achievement of goals: Roderick Russ, Peter Thurmond, Jamie Tillman 11 Establish baseline measurements (profile, etc.) for goals: Carole Pettus, Sam Jackson, Scott O’Neal 12 Monitor congruence of goals with school profile, mission and beliefs, and desired outcomes of student learning: Brad Gioia, Alan Coverstone, Michael Risen
MBA Self-Study 2006 - 11
Section Two: Analysis of Compliance with Standards
MBA Self-Study 2006 - 12
1 – Continuous Process of Educational Improvement
STANDARD 1: A quality school establishes, implements and monitors a continuous process of educational improvement clearly focused on student performance, organizational effectiveness, and capacity to support the learning process.
INDICATORS for Standard 1: 1.1 The school establishes an improvement committee or team that includes representative stakeholders. • The school approaches school improvement as a continuing process investing numerous different groups with the responsibility to evaluate, analyze, and implement needed modifications and improvements. The Board of Directors completes a strategic plan and reviews it annually. Representation on the Board includes the Advisory Board, Alumni Board, Mother’s Club and Father’s Club presidents as well as community leaders from many walks of life. The Headmaster engages in consistent discussion about the school with numerous unofficial associates of the school as well and frequently encourages incremental improvements in school plans based on those conversations. • The Director’s of the school’s major offices meet weekly to discuss not only the ongoing operations of the school but also to maintain an administrative focus on the future direction and continual improvement of the school. • The Academic Dean and the Heads of the academic departments meet monthly to consider operations as well as improvement, and this forum helps to facilitate communication with the faculty regarding the needs, goals, and successes of the improvement effort. • Specialized committees (standing and ad hoc) review elements and practices of the school to ensure their continuing adherence to the school’s mission. For example, the curriculum committee has completed a three-year curriculum review growing out of the recommendations of the last accreditation review team. Their work has been shaped by a deliberate effort to evaluate and improve not only the structure of the curriculum but also the school-wide understanding of the curriculum.
Documents: Self-study committee list Board Minutes Meeting Schedule Director’s Minutes Employee Handbook, section2, Committees, etc. Grid for evaluating responses to previous SACS SIP Curriculum Committee Curriculum Proposal
MBA Self-Study 2006 - 13 1.2 The school is engaged in a planning process with improvement goals focused on student performance, organizational effectiveness, and capacity to support the learning process. • Chapter Five of the SIP identifies the goals. The school improvement plan process followed the NSSE School Improvement Plan model. NSSE model includes student performance (Chapter 3), organizational effectiveness (Chapter 4), and learning support. • Curriculum review guided by student-learning centered mission. • Previous SIP (2001) guides continuing evaluation of efforts
Documents: Curriculum Committee Mission Statement SIP (2001)
1.3 A strategic plan, aligned with the vision, mission and beliefs of the school, is developed and implemented to guide improvement efforts.
Documents: Strategic Plan SIP (2001)
1.4 Improvement efforts demonstrate continuity and collaborative planning among the elementary, middle and secondary levels.
• Curriculum review and improvement has focused heavily on the collaborative interactions of the Junior and High Schools. • Enrichment classes offer students broader disciplinary familiarity before entering high school • Departments focus on development of fundamental skills for disciplinary excellence and the incremental development of skills beginning in the 7th and culminating in the 12th grades.
Documents: General Course syllabi Curriculum Proposal
1.5 An external review team visits the school at least once every five years to validate the planning and implementation phases of the quality school improvement planning process, assess the school’s progress in improving student performance, and determine the school’s compliance with the Standards of the Commission. • Our last review team visit (SACS) was November 2001. • Our next review team visit (SAIS-SACS) will be November 2006.
Documents: SIP (2001) 2006 Visiting Team 2006 Visit Schedule (Draft) 2006 SAIS-SACS Dual Accreditation Forms
1.6 The school takes action to correct any identified areas of noncompliance with standards and addresses recommendations for improvement.
Documents: Grid for evaluating responses to previous SACS SIP Responses to 2001 Visiting Team Recommendations
MBA Self-Study 2006 - 14
2 – Beliefs and Mission
STANDARD 2: A quality school collaboratively develops and communicates a vision, beliefs, and a mission statement that provide focus for the quality of the work of the students and the quality of the work of the school.
INDICATORS for Standard 2 – write short response to each or cite where proof may be found: 2.1 The school, in cooperation with its stakeholders, establishes a vision for education in the community, identifies school-wide goals to advance the vision, and establishes an implementation system to document and monitor achievement of its goals. • School improvement plan was completed as a cooperative process, complete with significant stakeholder surveys, to develop and reaffirm principles of the vision and mission of the school that direct the school to play a role in educating leaders and active community participants. • The school works collaboratively with community programs like Backfield in Motion, Hispanic Achievers, Habitat for Humanity, The Holy Name Soup Kitchen, Special Olympics, the YMCA, the Preston Taylor Homes, Edmundson Park, and many other community organizations. • Admissions outreach to local public schools, 100 Black Men, Chamber of Commerce, other potential feeder schools.
Documents: SIP Committee Lists Service Club Hours Service Club Project List
2.2 The school develops and continuously maintains a profile or database that describes the school, students and community.
Documents: School profile (college counseling) School Profile (admissions) Viewbook Junior School Brochure Course planner Web Page SIP (2001) SIP (2006), Chapter 1
MBA Self-Study 2006 - 15 2.3 The beliefs and mission guide the instruction and curriculum throughout the school and reflect research and best practices concerning teaching and learning. • The Center for Teaching Excellence focuses instructional training and development on best practices • Annual participation in International Boys School Coalition Conferences and seminars continually develops instructional practice consistent with the best practices in educating boys. • The school hosts and co-sponsors the Learning and the Brain Summer Institute, focusing on neurological research and its application to classroom teaching excellence. • The mission and beliefs of the school are constantly before the faculty in department meetings, faculty meetings, department in-services, faculty in-services, Center for Teaching Excellence luncheons, assemblies, and individual faculty evaluations. • Professional development assistance, Davis Teaching Grants, EE Ford Grants, and other professional development direction enables the Headmaster, Academic Dean, and Department Heads to guide faculty toward mission-centered growth opportunities.
Documents: Mission and Beliefs, SIP (2006), Chapter 2 Teaching Excellence Criteria Employee Handbook, Section 7
2.4 The school annually reviews the mission and beliefs, revises when needed, and continually communicates to the stakeholders. • The faculty regularly reviews the mission of the school at fall, January, and Spring In-service meetings. • Department Heads continually evaluate their departmental activities in light of mission- centered goals from the previous SIP • Academic Dean and Headmaster annually report to SACS the status of the school regarding the standards and indicators of compliance for non-public schools. • The strategic plan and the SIP are regularly reviewed for relevance and achievement of expectations • A new committee has been established to coordinate and centralize documentation of annual reviews. • Regular events for parents help to ensure their full investment in the school’s mission and beliefs (New Family Orientations, New Family Picnics, New Student Registration Meetings, Mother’s Club Luncheons (by class), Father’s Club Banquet, Mother’s Club Breakfast, Junior Ring Breakfast, Big Brother activities, Class trips, Student Leadership Meeting, Social Awareness Meetings, College Information Events) • Publishes Employee Handbook and Student Handbook/Directory annually
Documents: Student handbook Employee handbook List events for parents that communicate the mission List of assembly programs linked to the mission Annual SACS Accreditation Reports School Calendar
MBA Self-Study 2006 - 16
3 – Governance and Leadership
STANDARD 3: A quality school provides and promotes stability in the leadership, governance, and organizational structure that includes a focus on developing and maintaining a vision, an emphasis on improving student performance, and support for innovative efforts that produce desired results.
INDICATORS for Standard 3 – write short response to each or cite where proof may be found: 3.1 All legal documents that define and describe the corporate status, (e.g., Articles of Incorporation, Franchise Agreements, Proprietary Registration, Partnership Agreement) of the school are onsite and readily available. • Documents readily available in the business office, basement, Ball Building • Director of Plant and Operations, Sam Jackson can provide
3.2 The school operates within the jurisdiction of a governing board or civil authority and, when necessary, has a charter, license, or permit to operate within that jurisdiction. • SACS Accreditation • School is listed with the TN Department of Education • All charters and licenses readily available in the business office, basement, Ball Building • Director of Plant and Operations, Sam Jackson can provide
3.3 The school complies with all applicable statutes and governmental regulations. • Documents readily available in the business office, basement, Ball Building • Director of Plant and Operations, Sam Jackson can provide
3.4 The school has policies and procedures that provide for the orientation and training of the governing and/or advisory board. • Board orientation and Board retreats • Board policies
3.5 There are written policies and procedures that promote the effective operation of the school including clearly-defined lines of authority, relationships, and accountability. • Employee Handbook • Organizational Chart
3.6 The school establishes policies and procedures that recognize and preserve the executive, administrative, and leadership prerogatives of the head of the school. • Student Handbook • Employee Handbook • Board Policies
3.7 The school maintains access to legal counsel who can advise or obtain necessary information about the legal requirements and obligations that exist in the state, federal, or other jurisdictions in which it operates. • The school retains Bass, Berry, and Simms law firm • The school draws on the expertise of different attorneys depending on the particular demand • Documentation readily available in the business office, basement, Ball Building • Director of Plant and Operations, Sam Jackson can provide
MBA Self-Study 2006 - 17 3.8 The administrative head of the school creates and strengthens collaborative networks of community stakeholders to support student learning. • The Director system and the organizational structure of the school enables the Head to maintain control and direction of the school employees and students through collaborative networks • The Mother’s and Father’s Clubs, Board of Directors, Alumni Board, Advisory Board facilitate the development of collaborative networks of community stakeholders.
Documents: Director’s Minutes
3.9 The administrative head of the school allocates and aligns the human, instructional, financial, and physical resources in support of the vision, mission, and beliefs of the school. • Strategic plan • Director’s meetings (minutes) • Department Meetings • Curriculum Committee • Discipline Committee • Honor Council • Davis Grants • EE Ford Grants • Professional development budgets
3.10 The administrative head of the school promotes the use of relevant data and research in making curriculum, instructional, and organizational decisions. • Curriculum Committee • Center for Teaching Excellence • Davis Grants • EE Ford Grants • SIP (2001, 2006)
3.11 The governing board establishes policies to ensure no conflict of interest between duties to business professional or parental roles and duties to the school. • Board policies on conflict of interest and competitive bidding are clear • Documents readily available in the business office, basement, Ball Building • Director of Plant and Operations, Sam Jackson can provide
3.12 The governing board has the responsibility for hiring one employee, the administrative head of the school. • Board policies • Documents readily available in the business office, basement, Ball Building • Director of Plant and Operations, Sam Jackson can provide
3.13 The governing board does not interfere with the day-to-day operations of the school. • Board Policies and mission statement • Documents readily available in the business office, basement, Ball Building • Director of Plant and Operations, Sam Jackson can provide
MBA Self-Study 2006 - 18
4 – Finances and Resources
STANDARD 4: A quality school provides financial resources for the educational opportunities defined in the school’s mission and beliefs.
INDICATORS for Standard 4 – write short response to each or cite where proof may be found: 4.1 The accounts of the school are maintained in accordance with generally accepted accounting principles and are reviewed annually by an independent licensed accountant. The report of the annual review is on-site and available to evaluators.
4.2 The income from all regular sources is sufficient to support all regular expenditures and to assure the continuity and stability of services.
4.3 Debt service or lines of credit are managed in such ways as to assure that fiscal responsibility remains under the control of the governing authority.
4.4 The school is not in, or in prospect of moving into, financial reorganization under the protection of bankruptcy.
4.5 A balance sheet is maintained and monitored that describes the overall financial operations and financial condition of the school, and an operating budget is prepared on a regular basis.
4.6 The budget of the school provides the resources to support the beliefs, mission, and educational programs of the school.
4.7 The school develops, implements, and maintains a plan to fund a maintenance reserve.
4.8 The school maintains adequate insurance or equivalent resources to protect its financial stability and administrative operations from protracted proceedings and claims for damage.
4.9 Any funds generated by school or student activities are under the control of the head of the school.
The school is in full compliance with all of the indicators of standard four. Documentation through recognized accounting practices reviewed by external audits is readily available from the finance office, basement, Ball Building. Mr. Sam Jackson, Director of Plant and Operations may provide those records. The Head of the School works closely with the Director of Plant and Operations to plan budgetary initiatives that advance the mission and beliefs of the school. In particular the school carries very little deferred maintenance expenses, promotes an aggressive financial aid budget, and regularly reviews departmental and program budgets to ensure that they remain consistent with the needs and demands of the programs of the school.
Documents: Budget, Audit reports, Current Accounts Records
MBA Self-Study 2006 - 19
5 – Human Resources
STANDARD 5: A quality school provides competent and qualified staff to support student performance and implement the administrative functions of the school, and is aligned with the beliefs, mission, and goals of the school.
INDICATORS for Standard 5 – write short response to each or cite where proof may be found: 5.1 Administrative, instructional, and support staff are qualified and competent to perform the duties assigned to them in the school and to meet the needs of the total school program, and the students enrolled. NOTE: All administrative and teaching employees: • meet the legal qualifications of the state in which employed, or • have a state credential, meet regional accrediting standards, or meet national or federal standards or regulations, or • have a portfolio of educational and professional accomplishments that reveals they are fully qualified to perform the duties assigned to them in the school. • Policies for faculty foundational education requirements are contained in Employee Handbook, section 7 • Administrative personnel evaluated by Head of School to ensure they are fully qualified to perform the duties assigned to them • Support staff evaluated by Director of Plant and Operations to ensure they are fully qualified to perform the duties assigned to them • Faculty evaluated by Department Heads, Academic Dean, Head of High School, Head of Junior School, and Head of School to ensure they are fully qualified to perform the duties assigned to them
Documents: Faculty educational profile, SIP (2006), Chapter 1 Faculty continuing education chart
5.2 The school has written policies covering recruitment, employment, assignment, evaluation, and termination of service of all school personnel. • The employee handbook covers these procedures • Remaining policies and procedures available through the Director of Plant and Operations in the Business Office, basement, Ball Building
Documents: Employee Handbook, sections 1-4
5.3 The school administration supports a comprehensive program of professional development for all staff by allocating appropriate time and resources. • Davis Foundation Grants for Teaching • EE Ford Grants for visiting and studying schools • Gambill Professional Development Fund • Honorary Chairs for teachers (Junior School and Science) • Annual departmental allocations for teacher professional development
Documents: Professional Development Budget(s)
MBA Self-Study 2006 - 20 5.4 Administrative, instructional, and support staff are sufficient in number to meet the needs of the total education program, student services, student activities, and the students enrolled. • 11 Administrative Directors • 89 Teaching Faculty (20 full-time women; 2 part-time women; 50 full-time men; 16 part-time men; 1 medical leave) • 71% of teaching faculty hold advanced degrees; 14 doctorates • 35 support staff personnel • Total Student Enrollment – 680
Documents: SIP (2006), Chapter 1
5.5 A clearly understood table of organization for the school exists with written job descriptions that specify levels of responsibility and reporting relationships. • Head, Directors, Department Heads, Coordinators, and Associate Deans all report in clear relationship to one another • Teaching faculty reports to Department Heads who report in turn to Academic Dean and Headmaster • Advising, counseling, discipline, and student life personnel report to Head of High School and Head of Junior School as appropriate and in turn to Headmaster
Documents: Organizational Chart
5.6 All personnel are required to have continuing professional development and training during each five years of employment. NOTE: Six semester hours of credit is equivalent to 120 clock hours of professional development activities such as workshops, seminars, conferences, serving on peer review teams, and other training activities. • Expectations and terms defined clearly in Employee Handbook, section 7 • Faculty members submit reports of professional development activities, and Academic Dean awards equivalencies on behalf of Headmaster • Department Heads annually include consideration of progress toward continuing education credit as part of faculty evaluations
Documents: Continuing Education Report
5.7 There is an appropriate system of employee evaluation and assessment that includes confidentiality for each staff evaluation or assessment. • Department Heads conduct evaluation of teaching faculty under the direction of the Academic Dean and according to the procedures in the Employee Handbook • Criteria for teaching excellence are used to educate, train, and evaluate teaching personnel • Support staff are evaluated by the Director of Plant and Operations • Directors are evaluated by the Headmaster • All evaluations are completed on behalf of and delivered for review to the Headmaster
Documents: Employee Handbook, section 7 Criteria of Teaching Excellence Evaluation form
MBA Self-Study 2006 - 21 5.8 Counseling services and library/media services are under the leadership of legally qualified personnel (see note). These services are aligned with the school’s mission, beliefs and goals. NOTE: All administrative and teaching employees: • meet the legal qualifications of the state in which employed, or • have a state credential, meet regional accrediting standards, or meet national or federal standards or regulations, or • have a portfolio of educational and professional accomplishments that reveals they are fully qualified to perform the duties assigned to them in the school. • Two Librarians are fully qualified and hold advanced degrees in library science • Librarians are represented on the Curriculum Committee and in Department Heads meetings to ensure alignment with school mission and beliefs as implemented through these important academic bodies • Instructional Technology Department includes 3 full time people plus substantial assistance from a web page director, the school registrar, and the Instructional Technology Subcommittee of the Curriculum Committee • Instructional Technology is represented on the Curriculum Committee and in Department Heads meetings to ensure alignment with school mission and beliefs as implemented through these important academic bodies • The Director of Technology is a member of the Directors
Documents: SIP (2006), Chapter 1 Organizational Chart
5.9 Sufficient professional staff is provided to ensure a maximum student-professional staff ratio of 18:1. NOTE: Teachers, principals, guidance personnel, librarian/media specialists and other professional personnel assigned to the school may be included in computing the student- professional ratio, but they must be considered on the appropriate fractional part of full- time equivalency. Paraprofessionals who assist teachers with instruction may be used in computing the student-professional staff ratio, but shall not exceed 10 percent of the teaching positions. Each such full-time paraprofessional shall be considered the equivalent of 0.5 of one professional. Students in self-contained classes for the disabled and their teachers and assistants shall be excluded from the computation. Special education teachers serving students on a resource basis are included in the computation. One-half day early childhood students shall be counted as 0.5 when computing all requirements for staffing, including student-professional ratio, maximum class sizes, and all administrative and support positions. • The student enrollment (7-12) is 680 • The units of full-time class room instruction is 74 (HS – 47.5; JS – 26.5) • The student:full-time instructor ratio is 9.2:1 • The number of classroom instructors (full and part-time) is 89 • The student:classroom instructors (full and part-time) ratio is 7.6:1 • The number of full-time, professional staff is 113 (70 full-time teaching faculty; 11 administrators; 32 other staff) • The student:full-time, professional staff is 6:1
Documents: SIP (2006), Chapter 1 Employment Report
MBA Self-Study 2006 - 22 5.10 There is an effective orientation program for faculty and staff new to the school. • New faculty are introduced to the mission and beliefs of the school before they are ever offered a contract • The Academic Dean, Department Heads, and faculty mentors communicate with new faculty members about plans and expectations prior to their arrival on campus • The New Faculty Orientation Program precedes the Fall Faculty In-service and offers a specific introduction to much of school life (keys and laptops to teaching excellence, professional expectations, and parental relations • The mentor program and faculty evaluation and training program works closely with New Teachers throughout their first year • The collegial environment and general proclivity to share among the faculty surrounds new and veteran teachers alike to provide assistance as needed • Mentors meet periodically to consider upcoming calendar events for which new faculty will need advanced preparation and supplemental training
Documents: Employee Handbook, section 7 New Faculty Orientation Schedule Mentor Information Meetings List
5.11 Professional ethics are strictly observed in hiring practices. • The Nashville Independent Schools Consortium best practices are observed in hiring • Hiring is done through a clear process involving numerous members of the school community in evaluating the teaching skill, professional competence, and overall fit of candidates • Final decisions for hiring rest with the Headmaster
Documents: See Director of Plant and Operations for written policies
MBA Self-Study 2006 - 23 5.12 Professional ethics are strictly observed in the admissions process. • The school has a well-defined and published admission process including criteria upon which admission decisions are made • Those wishing to enroll in the school are clearly informed of the mission, beliefs, and goals, the nature and extent of educational programs and services available, the expectations of students for satisfactory performance and/or graduation, tuition, fees, and financial expectations • The school accepts students for whom there is a reasonable expectation of success from the program • Admission information is clearly disseminated via the web page, numerous admission office publications, weekly informal campus tours, receptions for prospective families on and off campus, coordinated student visits from potential feeder schools, and the Fall Open House
Documents: Admission Office Publications Web Site
MBA Self-Study 2006 - 24
6 – Support Services for Student Learning
STANDARD 6: A quality school identifies and provides a network of services that promotes the health, safety, development, and well being of each student.
INDICATORS for Standard 6 – write short response to each or cite where proof may be found: 6.1 A process for designing and maintaining student support services is in operation, is continually reviewed, and is aligned with the vision, beliefs, mission, and expectations for student performance. • Numerous committees and groups coordinate, review and distribute student services, including: o Student Affairs Committee o Academic Assistance Team o Coordinator of Counseling Services o Advisory System • Coordination of student services under the Director of the Junior School and the Director of the High School • Director’s offer oversight and coordination of student service systems
6.2 Student services are provided and meet laws and regulations as appropriate in the areas of health, counseling, nutrition, safety, co-curricular, and transportation. • The school receives regular fire, health, and elevator inspections • School insurance company evaluates and ensures compliance with all laws
6.3 The school program provides counseling services that meet the needs of students. • The school retains a professionally credentialed counselor • A team of personnel offer assistance to students as needed • The Coordinator of Counseling Services directs students in need to teachers, advisors, the school counselor, or professional counselors as needed • The advisory system involves all faculty in the lives of the students, facilitating early intervention when struggles arise, communicating with teachers, and acting as liaison between the school and families
Documents: Web Site
6.4 Counselors or other qualified personnel, administrators, teachers, and/or other staff share responsibilities for providing guidance and support to students. • The school retains a professionally credentialed counselor • A team of personnel offer assistance to students as needed • The Coordinator of Counseling Services directs students in need to teachers, advisors, the school counselor, or professional counselors as needed • The advisory system involves all faculty in the lives of the students, facilitating early intervention when struggles arise, communicating with teachers, and acting as liaison between the school and families
Documents: Web Site
MBA Self-Study 2006 - 25 6.5 Students whose needs cannot be met in school are referred to appropriate agencies for assistance. • The Coordinator of Counseling Services maintains information for professional referrals • The school seeks to distinguish students it can assist and those who need professional support, making professional referrals for those students
Documents: Referral List
6.6 The school maintains a secure, accurate and complete student records system in accordance with state and federal laws and regulations. Note: Schools have established a process for the protection of student records in the event that the school closes. • Student academic records are maintained in electronic copy via the Blackbaud database. The database is backed up nightly. • Paper copies of academic records are maintained • Electronic scanning of paper records is underway • Counseling records are maintained for students who visit the Counseling office via visit tracking sheets
6.7 The school has a written plan for use in the event of student injury or illness, and the staff is trained to implement the plan. • The school retains 2 athletic trainers who oversee and implement these policies • Numerous staff members are CPR certified • The school maintains AED’s • Policies on student illness and injury are contained in the employee handbook in addition to the trainer’s office policies
Documents: Employee Handbook, section 9 Trainer’s policies
6.8 The school requires and develops written emergency and security plans that ensure the safety and care of students and persons present within the bounds of the school in the event of severe weather or natural or man-made disasters, and has trained students and staff in such measures according to local, state, and federal regulations.
Documents: Employee Handbook, section 9
MBA Self-Study 2006 - 26 6.9 The school has an activities program that is an integral part of the educational program and is comprehensive enough to meet the needs and interests of the students. • The Directors of the Junior School and High School oversee and direct wide-ranging activities programs • An annual activities fair in the high school promotes activities and cultivates membership • Associate Deans for each grade in the high school support student activities programming • Class sponsors cultivate activities and participation among students
Documents: Employee Handbook Activities List
6.10 The school has written policies that safeguard the development and well-being of students by specifying age-appropriate activities. • Each athletic activity and team maintains separate Junior School and High School teams • Intramural and other athletic activities are separated by ages • Enrichment programs in the Junior School ensure age-appropriate introductions to non- athletic activities
6.11 Children in elementary grades are prohibited from door-to-door fund raising activities sponsored by the school or by a school-related organization.
N/A
MBA Self-Study 2006 - 27 7 – Library/Media Services
STANDARD 7: A quality school provides a comprehensive program of library/media services that is aligned with its beliefs, mission, and goals.
7.1 The library/media materials collection includes current technological formats in support of the school’s mission and instructional program • The library collection includes subscriptions to seventeen online databases that provide both popular and scholarly current information in all subject areas included in MBA’s instructional program. • Beginning in the 2006-07 school year the library is investing in books in E-Book format since e-books are becoming widely used in college and university settings. • The library’s web page includes access to the Patrick Wilson Library’s online catalog, all databases as well as student research links to the Internet. • Audio books are available for student and faculty use. • The library provides CD players for student check out.
7.2 The library/media collection of print and non-print media is current, comprehensive, and carefully selected in terms of the school’s mission and instructional program. • Concentrating on eliminating out of date materials, the librarians have systematically weeded the entire collection over the past five year. • During the 2005-2006 school year, over 1910 titles were added to the collection. • Recommendations for both print and non print materials are given by faculty members from all departments. These recommendations help ensure that the librarians purchase the most outstanding current materials available. • The librarians attend Department Head and Curriculum Committee meetings in order to stay abreast of curricular trends and needs of MBA teachers. • The librarians read current reviews for books, audio-visual and internet products in numerous journals before making most purchases. • The librarians regularly attend peer conferences to learn about trends and confer with other independent school librarians across the United States.
7.3 Evidence demonstrates that all students and staff have regular and ready access to media services, materials, and equipment. • The library is open daily from 7:30 am until 4:00 pm for student, teacher and staff use. During the summer months, the library is open for three mornings a week. • Every period during the school year students use the library for quiet study, research and leisure reading. Numbers using the library each period range from 10 to 50. More students use the library when a class comes with their teacher to begin a specific research project. • During the 2005-06 school year over 3200 items circulated. • Teachers often schedule the Library Conference Room and Anne Potter Wilson Room for special class events.
7.4 In schools without a central library, each classroom has a media collection that is appropriate to the various developmental stages of the students. N/A
MBA Self-Study 2006 - 28 7.5 The school has a policy and procedure for responding to challenged materials that have been approved by the school and governing board. • The school has a policy that was approved by the Curriculum Committee and adopted by the MBA Board of Trustees in 2000. A copy of this document is housed in the Librarians’ office.)
MBA Self-Study 2006 - 29
8 – Facilities
STANDARD 8: A quality school provides sites, facilities, and equipment that are functional, safe, and fully support the school’s mission.
INDICATORS for Standard 8 – write short response to each or cite where proof may be found: 8.1 The school is in compliance with applicable local, state, and federal laws, standards, and regulations. • The kitchen is inspected twice a year by the Metro Health Department for compliance with health and safety issues. All elevators are inspected twice a year by Metropolitan Nashville inspectors, and we keep a maintenance policy in force. The boilers are licensed and inspected on an annual basis, and all fire sprinklers and alarms are inspected annually per Metro code. All regulations pertaining to ADA compliance are in force and can be evidenced by our approved and stamped building plans. All inspection reports and plans are kept on file in the facility managers office and are available for inspection at any time.
8.2 The school’s physical facilities are inspected annually and approved by local fire and health authorities. • The State Fire Marshal inspects our campus annually for fire and life safety compliance. They require fire alarm and sprinkler system inspections to be performed and evidence shown during their inspection as well. These inspection reports are kept on file in the facility managers office and are available for inspection at any time.
8.3 The site, building, equipment, and furnishings are designed and maintained to facilitate the safety of those on-site and the quality of the school’s instructional and co-curricular programs. • All equipment and furnishings are purchased through approved vendors and are constantly evaluated for safety and suitability for use. • Safety inspections are conducted with every building and campus walk-through on an ongoing basis. It is not uncommon for some areas to be checked by more than one person during the same day. There is a schedule for regular inspection to be certain that an area is not overlooked, however. Equipment is evaluated and replaced before it becomes a hazard, as in the case of the recent replacement of the basketball goals.
8.4 The buildings are climate-controlled, well-lighted, heated, and well-ventilated. • The building HVAC systems are linked to a Metasys climate control system that is monitored and regulated through the computer located in the facility managers office. All buildings are climate- controlled to facilitate a comfortable learning environment. Lighting has been designed and is maintained to a standard light level as required by current building codes for educational facilities, as evidenced by our stamped building plans.
MBA Self-Study 2006 - 30 8.5 Safeguards, including exit plans, for the protection of students and staff against hazards such as accidents, fire, violent storms, and earthquakes are evident throughout the buildings. • All buildings are inspected on a regular basis for fire code violations. Each room on campus has a posted exit plan for emergency evacuation, and regular drills are conducted for fire, tornado, bomb threat, and lock-down. A schedule of these drills is available from the director of the high school for inspection. On our first day of school we conducted an exit drill from the assembly hall and we emptied our entire student body from the theater in 90 seconds, beating our goal of 2 minutes. In addition, all locations that house cleaning materials and/or other volatile chemicals have the required MSDS posted in plain sight. All science labs have adequate eye wash stations and emergency showers as well as first aid kits. First aid kits are also located in prime locations around the campus, and the school recently installed automatic defibrillators in several buildings as well.
MBA Self-Study 2006 - 31 9 – Communication and Community Relationships
STANDARD 9: A quality school has developed, implemented, and communicated an effective school-community interaction plan that fully supports the school’s mission and beliefs.
INDICATORS for Standard 9 – write short response to each or cite where proof may be found: 9.1 There is evidence that long-range planning in alumni affairs and/or public relations is an ongoing process. • Through Goal 3: Marketing & Enrollment as described in the school’s long-range strategic plan • Through weekly marketing and public relations meetings with representatives from both alumni and admission offices; meetings focus on all aspects of PR from internal and external communications, • Through Alumni Board and Board of Trustee committees dedicated to marketing and public relations
Documents: Strategic Plan Trustee Minutes
9.2 Communications among and between school staff, stakeholders, and alumni are clear and effective. • The redesign of the MBA Web site in 2005 has enhanced communications between all constituents and the school. Through daily announcements, news updates, personalized Web portals, and e-communications, MBA constituents receive a steady flow of information from the school. • Collateral materials which deliver concise information about the school to targeted constituents • Feedback from alumni, parents and other constituents indicate communications from the school are timely and effective.
Documents: Alumni eNews MBA Annual Report Daily News Daily Announcements MBA Alumni Magazine Monthly Alumni Calendars Monthly Student/Parent Calendars
9.3 There is evidence of communication with appropriate agencies, such as public health, mental health, physicians, and other professionals. • School office maintains medical information and release forms • Counseling office coordinates services via professional referrals
MBA Self-Study 2006 - 32 9.4 The school’s advertising and promotional materials reflect accurate information about the school’s programs and accomplishments. • All advertising and promotional collaterals reflect detailed information about accolades, and accomplishments achieved by students at the school
Documentation: Sample Ad MBA Admission Viewbook
9.5 Provisions are made to assure records and other correspondence defining students’ accomplishments are accurate and consistent with professional standards. • The Registrar coordinates professional communication of student records including grades according to professional standards • Transcripts and other student records are maintained and delivered according to established and consistent patterns in both the registrar’s and college counseling office • College counselors craft individual student letters to accompany each student record in college applications
9.6 Follow-up studies are conducted of graduates and other former students, and the resulting data are shared with staff to help in determining the effectiveness of school programs. • NSSE opinion surveys are sent to selected alumni every five years • Departmental surveys on topics of interest are administered on an as-needed basis • The curriculum committee has collected alumni feedback as part of on-going curriculum review • Alumni and development office has solicited feedback on items of interest to the school community
9.7 The school has a well-defined, published admission process including criteria upon which admission decisions are made. • The process includes: o Applicant requests and application o ISEE entrance exam is administered o Applicant requests copies of his academic records be sent to Montgomery Bell Academy o Applicant requests at least two teacher recommendations o Student undergoes a personal interview o Admission status is determined by a combination of test scores, academic achievement, recommendations, and interview results. • An admissions committee evaluates completed applications and recommends acceptances
Documents: Web Site
MBA Self-Study 2006 - 33 9.8 Those wishing to enroll in the school are clearly informed of the mission, beliefs, and goals, the nature and extent of educational programs and services available, the expectations of students for satisfactory performance and/or graduation, and tuition, fees, and financial expectations. • The mission and beliefs of the school are outlined in numerous documents, most available on the web: o Letter from the Headmaster o Our Mission and History o Thoughts from the Director of Admission • Curriculum, programs, and faculty are described in numerous documents, most available on the web • Tuition, fees, and financial aid are outlined in documents on the web
9.9 The school accepts students for whom there is a reasonable expectation of success from the program. • Expectations and the type of applicant who typically succeeds is discussed in Thoughts from the Director of Admission on the web
9.10 There is evidence that no form of bias or prejudice is allowed or practiced. • MBA’s statement on bias and non-discrimination is published on the web
9.11 The granting of scholarships or financial aid is based upon established and published criteria. • MBA’s scholarship and financial aid information is published on the web
MBA Self-Study 2006 - 34 10 – Curriculum and Instructional Design
STANDARD 10: A quality school offers a curriculum based on research and employs instructional strategies and activities based on clearly defined expectations for student performance that is subject to review and revision at regular intervals.
INDICATORS for Standard 10 – write short response to each or cite where proof may be found: 10.1 The school develops and aligns the curriculum and instructional design with the school’s mission and expectations for student performance across subject areas and grade levels. Note: Schools with pre-school programs apply indicators from the Early Childhood Checklist, available at http://www.sacs.org/elem/standards/erlychld.pdf • The Curriculum Committee ensures continuing review of alignment between curriculum, mission, and expectations of students • Department Heads conduct annual reviews of curriculum expectations and articulation of standards.
Documents: Curriculum Committee Purpose Course syllabi
10.2 The curriculum reflects a commitment to equity, an appreciation of diversity, and a recognition of different ways of learning and challenges each student to excel. • The curriculum balances the foundations of a classical curriculum with courses and components of courses dedicated to appreciation of diversity and the realities of the contemporary learning environments • The curriculum is continually evaluated, analyzed, and modified under the direction of the curriculum committee and the department heads. • The curriculum offers opportunities to pursue classes at a variety of levels and pacing and to pursue development of individual interests
Documents: Course planner Web Pages Curriculum Mission Statement
10.3 There are written curriculum guides and support materials that serve as a basis for implementing the curriculum. • Each course is taught according to the general syllabus for the course, available on the web • Area meetings facilitate monthly cooperation among teachers of similar courses to ensure collaboration and consistency in course delivery • Department Head evaluations oversee faculty compliance with the general course outlines
Documents: General Course Syllabi
MBA Self-Study 2006 - 35 10.4 The curriculum promotes the active involvement of students in the learning process, including opportunities to explore application of higher order thinking skills and to investigate new approaches in applying their learning. • Active involvement is central to the curriculum and is facilitated by small classes, focused and energetic teachers, and a premium on student engagement • The senior seminar and science research courses offer new opportunities to apply learning and pursue higher order thinking skills, but all of our course sequences are designed to facilitate those skills as well • The Center for Teaching Excellence sponsored an internal forum to discuss the development of higher order thinking skills among our students and within our present curriculum.
10.5 The school gathers, analyzes, and uses data and research in making curriculum choices. • The curriculum committee evaluates and develops proposals using research, peer school surveys, faculty surveys, student feedback, and alumni surveys
10.6 The curriculum relies on sound learning principles and provides a balance of educational experiences, including academic, fine arts, and physical education based on knowledge of human growth and development. • Absolutely, see the Curricular Mission Statement
10.7 The school designs and employs instructional strategies and activities that accommodate diverse learning styles and are research-based and reflective of best practice. Note: Schools with pre-school programs apply indicators from the Early Childhood Checklist, available at http://www.sacs.org/elem/standards/erlychld.pdf • The school maintains small class sizes and the full expectation that teachers will provide extra assistance for students during morning help sessions and planning periods • Teachers are expected to communicate directly with parents and students outside of class • Teachers are evaluated for instructional styles that engage students in a variety of different ways • Instructional technology is deployed to encourage teachers to develop a variety of means for engaging students • The Center for Teaching Excellence has hosted several luncheons to spur faculty conversation about the virtue of lessons presented in various styles • This item is also addressed as an area for improvement in the SIP (2006) Action Plan
Documents: CTE Web Site Teaching Excellence Criteria SIP (2006), Chapter 5
10.8 Instructional time is allocated and protected to support student learning. • Extra-curricular activities are held during the after-school, post-instructional period • When assembly runs long, instructional time in class is extended to compensate for the extra time • Students who miss class for extra-curricular activity or travel are held accountable for communication with teachers and completion of missed work
MBA Self-Study 2006 - 36 10.9 The school provides an average of 25 hours of instructional and developmental activities per week. Note: This standard does not apply to early childhood students who attend 3- or 4-year old programs.
• The instructional day begins at 7:30 (M-Th) and 8:10 (F) • The instructional day ends at 3:20 (M) and 3:10 (T-F) • The school provides 37 hours and 50 minutes of instructional and development activities per week (excluding after school extra-curricular and co-curricular activities, required and optional)
Documents: School Day Schedule
10.10 The academic school year, at a minimum, consists of 175 days during which students and teachers engage in teaching/learning activities. For one-half day kindergarten programs, one-half day is equivalent to a full day in meeting the 175-day standard.
Documents: School Days Chart
10.11 A technology plan is in place and implemented on a continual basis. • Yearly Goals are established and reviewed to ensure coordination with the school’s mission. • The technology staff meets twice a week to evaluate all technology issues in progress at the school. • A Technology Committee meets quarterly to discuss technical trends, issues, and growth. • The Coordinator of Technology meets regularly with the directors of all key school departments to stay abreast of emerging opportunities and keep key personnel informed of all projects and issues. • MBA now has a staff of five to cover the major technology areas. (Director, Network Admin, Technician, Web, and Audio/Video). • End of year meetings are held with the Academic Deans and Department Chairs to assess future needs and space planning. • All equipment has a predetermined life-cycle. • Fault tolerance and backup systems are in place and tested regularly. • Disaster recovery plans are in place.
10.12 All students, faculty, and staff are educated in technology. • Faculty and staff are provided several opportunities during both the summer and school year to attend on site training sessions in technology. • All faculty members are provided a laptop for classroom purposes. • Technology presentations and updates are a regular occurrence during monthly faculty/staff meetings. • Four computer lab/classrooms exist for students of all grade levels. • A mobile writing lab consisting of 15 wireless laptops is used extensively by the English department. • All science classrooms have a significant computer presence providing a low computer to student ratio in labs.
MBA Self-Study 2006 - 37 10.13 Technology is incorporated into the teaching of the various disciplines. • Laptops are provided to all classroom instructors • Regular training and development sessions are offered by the technology department in web page development, use of classroom teaching tools, maintenance of student grades and records, and communication tools • Department meetings and in-service time is dedicated to teacher training and evaluation of technology-based classroom teaching tools
MBA Self-Study 2006 - 38 11 – Citizenship and Conduct
STANDARD 11: A quality school promotes the development of decision-making skills, ethical and lawful conduct, and responsible citizenship.
INDICATORS for Standard 11 – write short response to each or cite where proof may be found: 11.1 The school and its program emphasize elements of citizenship and conduct that include honesty, integrity, trustworthiness, responsibility, citizenship, self-discipline, and respect for others. • The school Honor Council plays a visible role • An extensive leadership program including a summer leadership meeting, student leadership meeting, four leadership meetings during the year for student leaders • An Honor Orientation program was held during this year’s registration, and honor is the year’s area of emphasis • Regular honor discussions during special honor luncheons keep the issue in front of the students • Evening leadership series offers leadership training and discussion • Government club promotes citizenship • Last year’s school-wide area of emphasis was taking care of classmates • Social awareness programs constantly stress these themes • Public displays, awards, and monuments around campus celebrate and define character, honor, and leadership • Assembly programs regularly stress these themes • Leadership, character, and choices lecture series in assembly highlights the impact of these themes in the lives of real community leaders
11.2 The administrative head of school and the staff establish, maintain, and model high expectations for students that demonstrate respect, fairness, and understanding. • The school Head consistently highlights, celebrates, and models respect, fairness, and understanding • Numerous public events ranging from formal to informal show the Head of the school to be a man of great integrity, dedication, and fairness, expecting students, faculty, and parents to behave the same way
11.3 The school offers leadership, responsibility, and character-building opportunities for all students. • The Junior School trips, including but not limited to Camp Laney, and the Atlanta trip center on character-building and responsibility • High school class projects and trips encourage responsibility and character-building • Media awareness programs advance these goals • Social awareness programs focus directly on leadership, responsibility, and character • Legal realities panels discuss character and responsibilities for parents and students • Class officers and club as well as team leaders generate great leadership opportunities, expectations, and training for students
MBA Self-Study 2006 - 39 11.4 Guidelines for student conduct, attendance, and dress are written and communicated to all students, parents, and members of the staff.
Documents: Student Handbook Employee Handbook
11.5 Procedures for termination of any student are established and written.
Documents: Student Handbook
MBA Self-Study 2006 - 40
12 – Assessment, Measurement, and Effective Results
STANDARD 12: A quality school uses effective and continuous performance management systems for assessing, aligning, and improving student performance and school operation, including organizational and instructional effectiveness.
INDICATORS for Standard 12 – write short response to each or cite where proof may be found: 12.1 A comprehensive assessment system is established and provides current data that includes a profile of student performance, community characteristics, school characteristics, and stakeholder perceptions of the school (staff and stakeholders). • The SIP was constructed around the NSSE Model for School Improvement • Opinion surveys were administered to students, faculty, staff, parents, alumni, and community stakeholders. Te results and their evaluation are part of the School Improvement Plan
12.2 The school establishes key indicators and performance expectations for student learning. • See SIP (2006), Chapter 1, 3
12.3 A comprehensive system for assessing student progress based on clearly defined student results for learning is developed and implemented. • See SIP (2006), Chapter 3, 5
12.4 The results of assessments of student learning are analyzed and used to improve instructional design and effectiveness. Evaluation of design processes is included in this assessment. • See SIP (2006), Chapters 3-5
12.5 The school assesses organizational and instructional capacity including curriculum, instructional design, financial processes, staff results, and operational and organizational effectiveness. • See SIP (2006)
12.6 The school communicates assessment results to all appropriate stakeholders. • The School Improvement plan will be published to the web • Communication regarding the results of the accreditation review and school improvement process will be communicated via email from the Academic Dean to all families of the school • The Head of the School will communicate the results of the SIP and accreditation review via letter and in public presentations • The faculty has been involved and informed of the process during the self-study • A final report on the recommendations of the visiting team will be given to the faculty and published for stakeholder review
12.7 The school accepts and classifies transfer credits or grade placements from schools that are accredited by regional accrediting agencies that are a part of the Commission on International and Trans-Regional Accreditation without further validation. • The policy of the registrar and Academic Dean is to accept transfer credits and grade placements from accredited schools
MBA Self-Study 2006 - 41
Section Three: School Improvement Plan (Continuous Improvement)
MBA Self-Study 2006 - 42 Part I: School Profile
Introduction
In this section of the School Improvement Plan the school has assembled a solid, comprehensive set of baseline data. This collection of information seeks to provide a purposeful resource of quality information that accurately reflects the school and assists in the development of a school improvement plan.
This profile is based on eight critical domains of information and data, each reported separately through narrative summary and supporting graphic overviews. The eight major domains of data are:
1. School Faculty, Staff, and Administration 2. Admissions 3. Student Performance 4. Student Activities and Services 5. School Facilities, Learning Services, Technology 6. Financial Data 7. Community Data 8. Faculty, Student, Parent, and Community Opinion Inventories
1. School Faculty, Staff, and Administration
The MBA teaching faculty has grown in number to 89 in 2006-2007 from 83 in 2000-2001. The number of minority/international teachers is currently 7. The percentage of the teaching faculty holding graduate degrees is 71%, and 14 faculty have doctoral degrees. The average teaching experience is 17 years, and the average number of years that a faculty member has been at MBA is 11 years. Some MBA teachers arrive as early as 6:00 AM, and help classes begin as early as 7:00 AM each morning. All teachers are available for help by 7:30. Full-time faculty members teach 4 periods per day. Additional help for students also occurs at free periods for teachers and students throughout the school day.
Faculty:
Years of Years at No. Faculty Name Degree Minority teaching MBA BA University of Tennessee 1. Ana Anderson MA Pennsylvania State University Caucasian 2 First Year 2. Mike Anderson BA University of Tennessee Caucasian 3 3
3. Kevin Anglin BS Vanderbilt University Caucasian 3 3
BA University of the South 4. Clay Bailey MA Vanderbilt University Caucasian 14 11 PhD Vanderbilt University
BA University of Alabama Caucasian 5. Ginny Bakken BS University of Alabama 4 3
MA University of Alabama/Birmingham
BS Ball State University 6. Travis Barclay Caucasian 1 1 MS Ball State University
MBA Self-Study 2006 - 43 BA University of Wyoming 7. Wayne Batten MA University of Wyoming Caucasian 28 21 PhD Vanderbilt University
BA Dickinson College 8. John Bernatavitz MLT College of Notre Dame of Caucasian 15 9 Maryland
BA University of the South 9. Robert Black Caucasian 16 4 MA University of Texas at San Antonio
10. Libby Bourland BA Vanderbilt University Caucasian 16 12
BA Peabody College 11. Anne Bramwell Caucasian 11 5 MLIS University of South Carolina
BS David Lipscomb University 12. David Brown Caucasian 33 10 MA Austin Peay University
BSEE Vanderbilt University 13. Mike Caldwell Caucasian 33 33 MA George Peabody College
BS University of South Carolina, 14. Pete Carr Caucasian 11 11 MA Chapman University
BS University of Tennessee 15. Gabe Carro MS Vanderbilt University Hispanic 2 2 PhD Vanderbilt University
16. Grey Carter BS Middle Tennessee State University Caucasian 8 6 BM Bowling Green State University 17. David Cassel MM Indiana University, Caucasian 38 14 DM Indiana University BA University of the South 18. Gordon Chenery MAT Vanderbilt University Caucasian 17 27 MS Vanderbilt University
BA Vanderbilt University 19. Anne Christeson Caucasian 33 20 MS University of Tennessee
BS Vanderbilt University 20. Bob Clark Caucasian 15 11 PhD Vanderbilt University
BA Connecticut College 21. Dede Clements MA University of Tennessee Caucasian 20 14 PhD University of Connecticut
BS Davidson College 22 Bill Compton MAT Duke University Caucasian 38 38 MBA Tennessee State University
23. Dan Cooper BA Hartwick College Caucasian 7 7 BA Wake Forest University 24. Alan Coverstone MAEd University of Phoenix Caucasian 13 11 BA Calvin College 25. Dennis DeYoung Caucasian 26 16 MA University of Toronto
BS Rhodes College 26. Jim Dickens Caucasian 1 1 PhD University of Massachusetts
MBA Self-Study 2006 - 44 BA Ohio Wesleyan University 27. Phoebe Drews Caucasian 32 14 MA Vanderbilt University
BA University of the South 28. Sarah Ellery Caucasian 2 2
BS Tennessee Technological University 29. Floyd Elliott Caucasian 25 21 MAE Cumberland University
BS Austin Peay State University 30. Greg Ferrell Caucasian 20 3 MS Vanderbilt University
BA Hardin-Simmons University 31. John Frost Caucasian 4 2 MFA Texas Christian University BA Davidson College 32. Cal Fuller MA University of Chicago Caucasian 19 9 PhD Northwestern University
BA Vanderbilt University 33. Ed Gaffney MA Vanderbilt University Caucasian 32 30 PhD Vanderbilt University
BA University of Tennessee 34. Anderson Gaither Caucasian 35 35 MA University of Tennessee
BA Univeristy of the South 35. Bradford Gioia MA Middlebury College Caucasian 30 12 MEd West Georgia College
BA University of Virginia 36. Matt Golenor Caucasian 5 5 MT University of Virginia
37. John Harvey BA University of Virginia Caucasian 3 3
BA Carson-Newman College 38. Dan Herring Caucasian 28 28 MA University of Tennessee
Catharine BA Wake Forest University 39. Caucasian 11 4 Hollifield MEd Belmont University
BS University of Illinois 40. Wendy Holmgren Caucasian 15 6 MS University of Illinois
BA Hampden-Sydney College 41. Jay Jenkins MA Georgia State University Caucasian 14 7 MPhil Edinburgh University
BA University of Alabama 42. Julian Jones MA University of Alabama Caucasian 24 11 MDiv Vanderbilt University
BA University College-Cork 43. Michael Kelly Caucasian 12 8 HDE University College-Cork
BA Stanford University 44. Sean Kinch MA University of Texas-Austin Caucasian 14 4 PhD University of Texas-Austin
BA Vanderbilt University 45. Dick Klausner Caucasian 28 10 MA University of California - Irvine
MBA Self-Study 2006 - 45 46. John Lanier BA Vanderbilt University Caucasian 30 30
BA University of Houston 47. Samuel Lester Caucasian 10 5 MA University of Houston
BA College of the Holy Cross 48. Michael Marro MS University of Notre Dame Caucasian 12 7 PhD George Washington University
49. Jason Mathews BS Texas A & M University Caucasian 1 1
BA Vanderbilt University 50. Daniel McGugin Caucasian 2 4 MA University of Miami
51. Will McMurray BA Davidson College Caucasian 2 2
52. Todd Moran BS Furman University Caucasian 4 4
Malcolm 53. Bed University of London Caucasian 30 6 Morrison
BA University of Georgia 54. Haywood Moxley Caucasian 22 19 MA University of South Carolina
BS Washington and Lee University 55. Jon Neergaard Caucasian 29 22 PhD University of Virginia
BA Vanderbilt University 56. Beatie O’Connell Caucasian 30 25 MAT Vanderbilt University
BA University of Tennessee 57. Jo Palmore Caucasian 33 25 MS University of Tennessee
58. Rosie Paschall Diplome University of Natal Caucasian 34 18
BA David Lipscomb University 59. Carole Pettus Caucasian 36 6 MA George Peabody College
BS Austin Peay State University 60. Jan Pippin Caucasian 15 8 MM Austin Peay State University
BA Vanderbilt University 61. Robert Pruitt Caucasian 32 28 MS Tennessee State University
62. Maggie Qian BA Shanghai Teachers’ University Asian 24 10
63. Michael Risen BA College of William and Mary Caucasian 5 3 AS Belmont 64. Cherie Roberts BS University of NY-Albany Caucasian 2 First Year MA Belmont 65. Andrew Rozario BA University of Dallas Caucasian 1 1 BS Tennessee Technological University 66. Steve Rundberg Caucasian 29 15 MEd Tennessee State University
BA University of Mississippi 67. Roderick Russ Caucasian 10 8 MEd Mississippi College
BA Rhodes College 68. Emmett Russell Caucasian 14 10 MA Middlebury College
MBA Self-Study 2006 - 46 69. Jeff Rutledge BS University of Alabama Caucasian 4 4
70. Robert Sawyer BA University of Tennessee Caucasian 4 4
71. Jonathan Sawyer BS Vanderbilt University Caucasian 2 1
BA Vanderbilt University 72. Rick Seay MEd Tennessee State University Caucasian 28 2 EdD Tennessee State University
73. Nicole Serrano BA Dartmouth College Caucasian 2 First Year BE Vanderbilt University ME University of Florida 74. Jim Shackleford Caucasian 15 9 EdS Middle Tennessee State University PhD Vanderbilt University
BS George Peabody College of 75. Joe Sharbel Vanderbilt University Caucasian 23 1 MA Marine Corps University BA West Point 76. Stephen Shone MA Caucasian 7 First Year 77. Frank Simpson BS Middle Tennessee State University Caucasian 23 11
BA Purdue University 78. Chris Spiegl Caucasian 24 17 MA Columbia University
BA Florida Presbyterian College MAT Vanderbilt University 79. Alice Springer Caucasian 35 27 MA Vanderbilt University PhD Vanderbilt University
BS Middle Tennessee State University 80. Carol Steele BS University of Tennessee-Nashville Caucasian 26 21 MEd Tennessee State University
BA University of Alabama 81. Billy Tate Caucasian 38 23 MA University of Montevallo
BA Vanderbilt University 82. Peter Thurmond Caucasian 13 8 MEd Tennessee State University BA Emory University 83. Mildred Tilley MS Emory University Caucasian 15 11
BA George Peabody College 84. Jamie Tillman Caucasian 27 17 MA George Peabody College
85. Jeffrey Trembley BAA University of Tennessee Caucasian First Year First Year
BA Universidad Rafael Landivar Claudia Guatemala 86. Hispanic 8 4 Villavicencio BA American College for the Applied Arts
Annie B. BA Rhodes College 87. Caucasian First Year First Year Williams JD Columbia University
MBA Self-Study 2006 - 47 88. Thomas Wims BBA Belmont University Caucasian 14 14
BA Davidson College 89. Jim Womack Caucasian 29 27 MA Virginia Commonwealth University
BA University of Tennessee- Chattanooga 90. Pat Woolsey Caucasian 33 16 MEd University of Tennessee- Chattanooga
Teaching Faculty Addendum: • 70 Full-time faculty • 19 Part-time faculty (Includes Administrators Teaching) • 67 Male faculty • 22 Female faculty • 69 % have a graduate degree • 14 faculty have a doctorate degree • Average years of teaching = 17 • Average years of teaching at MBA = 11 • 10 Faculty are alumni • 8 Faculty have children attending MBA
MBA Self-Study 2006 - 48 Directors:
Directors Date of Hire Qualifications Job Description
Black, Robert 7/1/2002 BA University of the Director of Admissions South, MA University of Texas at San Antonio
Coverstone, Alan 8/21/2995 BA Wake Forest Academic Dean University MAEd University of Phoenix
Giffen, Terence 7/1/2002 MA Allegheny College Director of College BA Allegheny College Counseling BA University of the Gioia, Bradford 7/1/1994 South Headmaster MA Middlebury College BS Tennessee Hiett, Jason 7/1/1997 Director of Technology Technological Institute
Jackson, Samuel 3/1/1993 BS Auburn University Director of Plant and Operations BA Tennessee State Norton, David 5/13/1996 Director of Plant University
O’Neal, Scott 5/29/2001 BA Vanderbilt University Director of Development
Rutledge, Jeffrey 7/1/2002 BS University of Alabama Director of Athletics 8/15/1993 - 8/31/1994 BA Vanderbilt University Director of the Junior Thurmond, Peter 6/1/1999 MEd Tennessee State School University 9/1/1966-9/1/1973 BA George Peabody Director of the High Tillman, James 7/1/1996 College School MA George Peabody College
MBA Self-Study 2006 - 49 Staff
Staff Member Degree Diversity Staff Position
Ardisson, Marc BA University of Kentucky Caucasian Technology
Breedlove, Chad BS Samford University Caucasian Athletics
Brown, Joe HS Diploma Caucasian Maintenance
Counter, Todd BA University of Georgia Caucasian Development
Cheevers, Giles University Degree Equivalent; Caucasian Maintenance Ireland
Delk, Cooper BA Caucasian Maintenance
Dismang, Sammy High School Diploma Caucasian Maintenance
Ekiss, Gretchen BA Auburn University Caucasian Development
Giffen, Terry BA Allegheny College Caucasian College Counseling MA Allegheny College
Guye, Sherie High School Diploma Caucasian Administrative
Hiett, Jason BS Tennessee Technological Caucasian Technology University
Howell, Jennifer BA Belmont University Caucasian Administrative Hood, Zac BA Vanderbilt Caucasian Administrative Intern
Jackson, Samuel BS Auburn University Caucasian Administrative
Khader, Sami High School Diploma Middle Eastern Maintenance Caucasian
Kirby, Peggy BS Vanderbilt University Caucasian Administrative
Lechleiter, Kit High School Diploma Caucasian Administrative
Mayhew, Vicki High School Diploma Caucasian Administrative
Mario, George HS Diploma African Maintenance
Matthews, Vicki BS Jacksonville State University Caucasian Administrative
Mattison, Jody BA Vanderbilt University Caucasian Registrar
MBA Self-Study 2006 - 50
McMahan, Ron BA Vanderbilt University African American Administrative
Mitchell, Nancy High School Diploma Caucasian Administrative
Morrissey, Carmen High School Diploma Caucasian Athletics
Mosley, Kate BA Belmont University Caucasian Development
Norton, David BA Tennessee State University Caucasian Maintenance
Nutkis, Rosanne AS St. Peters College Caucasian Counseling
O’Neal, Scott BA Vanderbilt University Caucasian Development
Petit, Yorgan High School Diploma Hispanic Maintenance
Power, Angela BS University of Alabama Caucasian Administrative
Redmond, Jamie BS Middle Tennessee State African American Athletics University
Smith, Chris BA Boston College Caucasian Admission
Snow, Nita High School Diploma Caucasian Administrative
Sowell, Janice High School Diploma Caucasian Administrative
Sutton, Mark MS Middle Tennessee State Caucasian Athletics University
Thompson, David High School Diploma Caucasian Maintenance
Vernacchio, John BS West Chester University Caucasian Athletics
BA Mississippi University for Warner, Beth Caucasian Administrative/ Women Counseling
Wiek, Malith High School Diploma African Maintenance
Support Staff Addendum: · 37 full time staff employees · 15 Female · 22 Male · 29 Caucasian, 1 Hispanic, 1 Middle Eastern Caucasian, 3 African American, 2 African · 2 with a graduate degree · 4 with children attending Montgomery Bell Academy
MBA Self-Study 2006 - 51 Benefits to All Employees by MBA ~ 100% premium for comprehensive medical insurance and 25% of premium provided for family coverage ~100% premium provided for long-term disability ~ 100% paid to Standard Life Insurance to provide life insurance policy for twice the employee’s annual salary to maximum of $300,000 ~100% paid to Blue Cross Blue Shield to provide $15,000 life insurance policy ~100% provided defined pension plan after five years to be vested ~ 403(b) Fidelity Investments plan to receive employer matching funds equal to: 6% for first 2% of salary contributed by employee 7% for first 2% of salary contributed by employee with between 10 and 19 years at MBA 8% for first 2% of salary contributed by employee with between 20 and 29 years at MBA 9% for first 2% of salary contributed by employee with 30 years or more ~ employees may choose to use before-tax dollars to enter a Health Care Flexible Spending plan up to $3000.00 per year ~ employees may choose to use before-tax dollars to enter a Dependent Care Flexible Spending plan up to $5000.00 per year ~ sons of employees receive 100% tuition remission, except for $100 enrollment fee; daughters admitted to Harpeth Hall receive 50% tuition remission
MBA Self-Study 2006 - 52 2. STUDENT PROFILE
MBA enrolls approximately 660 students each year, including approximately 135 new students. We welcome about 100 new students in the 7th grade and 25 in the ninth grade. Over the last two years due to the quality of applications, we have increased our numbers entering the 7th grade and will decrease the numbers in the 9th grade in coming years to keep our average class size of 13.
Admissions Overview: Our requirements for admission are based on our mission statement: gentlemen, scholar, athlete emphasizing character, conduct, and scholarship. Our admission committee is comprised of five teachers including the headmaster, the junior school head, the upper school head, the academic dean, and the director of admission.
The standards for admission are based upon the student’s academic record, course of study and strength of program, two teacher recommendations, a personal interview, and the Independent School Entrance Examination (ISEE) test provided by the Education Research Bureau.
Feeder Schools:
We have enjoyed an increase in the number of feeder schools over the last five years and especially over the last two years. On average, our new students enter from about 34 different public and private schools equally. Of the new students, 46% will enter from local private schools, 38% from local public schools, 15% from schools out of area, and 1% will be home-schooled students. A recent trend reveals that 41 % of our students are entering from the local public schools over the last three years.
New trends can be attributed to two major dynamics in Nashville and the surrounding area. With the emergence of several new high schools in Williamson County both private and public coupled with our Metro Davidson County schools changing their structure from K-4th / 5th-6th / 7th-8th to K-4th / 5th-8th has led MBA to pursue more applications for our 7th grade so that we can rely on our own junior school to prepare boys coming from so many different schools and backgrounds.
Minority Enrollment:
Our minority enrollment has climbed slowly from 7% to 8% over the last five years. While our percentage has only grown slowly, the quality of our minority students remains strong. Sixty percent of our minority population is represented by the African American population.
We have attracted and retained minority families by accepting quality candidates and making them and their families feel welcome during the admission process and during their school career. We have created more opportunities to be on campus throughout the admission year and have developed parent groups to help welcome new minority parents into the MBA community when they enroll. We have also increased our financial aid budget by 60% over the last two years to assure access and retention of students from economically diverse backgrounds.
We continue to host non-profit groups on campus in the summer as well as work to develop good relations with these groups, including Time to Rise (YMCA), Backfield in Motion, 100 Black Men, and the Nashville Boys and Girls Club.
MBA Self-Study 2006 - 53 Attrition:
Our attrition rate of less than 4% over the last five years versus a national average for independent schools of more than 12%, a number provided by NAIS, reveals a very nurturing community within a very rigorous program. We believe that this number also reveals that our admission process does a good job of matching the prospective students with MBA’s mission.
Applications:
Over the last five years, our total applications have averaged 237, with an average of 213 during the last three years, despite the larger number of private schools available to students Our applications for 2006-2007 are up 40% as of December 2005 with an overall 84 % yield over the last 5 years, including a 91% yield at our largest entry point of 7th grade.
*#'s from Opening Day Reports apps/gr 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 7 113 142 118 147 120 142 144 178 153 126 128 141 8 15 12 19 19 12 15 19 17 23 18 7 12 9 54 74 66 66 68 71 88 74 78 66 53 51 10 7 6 10 13 5 6 9 7 7 12 6 5 11 2 2 10 6 4 7 4 5 6 3 3 4 12 0 2 1 1 0 1 1 0 0 2 0 1 tot app 191 238 224 252 209 242 265 281 267 227 197 214 public apps no 70 52 80 49 61 no 73 63 58 50 65 stats stats public % 29 23 32 23 25 26 24 26 25 30 private app 143 137 148 144 163 189 182 155 138 134 private % 60 61 59 69 67 67 68 68 70 63 accepted 140 191 171170 156 182 154 149 168 162 160 171 WL 19 22 614 15 18 13 6 11 30 6 9 denied 33 25 2933 32 42 98 126 86 35 31 26 attending 118 152 129 134 133 150 135 132 135 137 129 144 declined offer 22 39 42 36 23 32 19 17 33 25 31 27 public attending 36 40 30 36 29 38 24 30 27 28 31 37 public % 31 26 23 27 22 25 18 23 20 20 24 26 private attending 79 97 86 90 96 100 103 95 96 107 94 96 priv % 67 64 67 67 72 67 76 72 71 78 73 67 homeschool 0 2 1 1 2 5 0 0 2 01 1 hs % 0 8 1 1 2 3 0 0 1 01 1 other 3 13 12 7 6 7 8 7 10 23 10 other % 2 8 9 5 5 5 6 5 7 12 7
MBA Self-Study 2006 - 54 SUMMARY ENROLLMENT AND APPLICATION INFORMATION School Year 01-02 02-03 03-04 04-05 05-06 Total Enrollment 657 660 665 663 661 New Enrollment Grade 7 94 94 95 101 110 New Enrollment Grade 9 30 31 30 20 20
Total # Students Applying for All Grades 281 267 227 197 214 # Local Schools with Students Applying 48 59 47 51 52 # Local Schools with Students Enrolling 26 35 29 39 34
# New Enrollments 132 135 137 129 144 % New Students from Local Private Schools 42% 47% 52% 40% 47% from Local Public Schools 36% 30% 42% 50% 30% Home Schooled 0% 5% 0% 2% 2% from Schools Out of the Area 21% 19% 6% 7% 21%
MBA Self-Study 2006 - 55 3. Student Performance PSAT National Merit Results
Since 2000 MBA has averaged 15.3 Semifinalists, and 19.2 Commended Scholars per year in the National Merit Competition. On average, 33% of each of those six classes were named either semifinalists or commended scholars. Since the PSAT is the only standardized test that our school uses to measure academic progress, the table below shows how 8th through 11th graders have performed. NB: the percentiles for each grade denote how MBA students have done relative to the national set of 11th grade students in each of those years.
National Merit Results 2005 2004 2003 2002 2001 # NMSQT Semi-finalists 11 12 21 16 17 % Semi-finalists 10% 10% 19% 14% 17% # NMSQT Commended 21 25 16 26 27 % Commended 19% 21% 14% 23% 26% % Commended or Higher 30% 31% 33% 38% 43%
2001 2002 2003 2004 2005
11th Gr. Index Score 11th Gr. Index Score 11th Gr. Index Score 11th Gr. Index Score 11th Gr. Index Score 188 (91%) 188 (92%) 185 (89%) 190 (92%) Math 89% Math 90% Math 89% Math 91% Math Verbal 86% Verbal 88% Verbal 88% Verbal 90% Verbal Writing 90% Writing 89% Writing 83% Writing 87% Writing
10th Gr. Index Score 10th Gr. Index Score 10th Gr. Index Score 10th Gr. Index Score 10th Gr. Index Score 175 (83%) 188 (92%) 177 (85%) 175 (82%) Math 88% Math 84% Math 82% Math 82% Math % Verbal 85% Verbal 81% Verbal 80% Verbal 82% Verbal % Writing 88% Writing 80% Writing 75% Writing 74% Writing %
9th Gr. Index Score 9th Gr. Index Score 9th Gr. Index Score 9th Gr. Index Score 9th Gr. Index Score 162 (70%) 163 (72%) 159 (67%) 158 (66%) Math 76% Math 70% Math 69% Math 69% Math % Verbal 76% Verbal 65% Verbal 67% Verbal 62% Verbal % Writing 79% Writing 72% Writing 56% Writing 59% Writing %
8th Gr. Index Score 8th Gr. Index Score 8th Gr. Index Score 8th Gr. Index Score 8th Gr. Index Score 152 (58%) 153 (59%) 148 (53%) 147 (52%) Math 62% Math 61% Math 59% Math 58% Math % Verbal 55% Verbal 58% Verbal 49% Verbal 49% Verbal % Writing 74% Writing 53% Writing 46% Writing 47% Writing %
College Enrollment Data
Students in the past five graduating classes have matriculated at 148 different colleges and universities, with students attending an average of more than 53 different schools each year.
Year 2005 2004 2003 2002 2001 Class Size 119 113 112 102 107 Colleges Attended 50 63 62 53 53
MBA Self-Study 2006 - 56 College Enrollments The following is a listing by college or university of the number of students who chose to enroll in those schools over the last five years. College Enrollments 2001 - 2005 Albertson College 1 Rhode Island School of Design 1 Allegheny College 2 Rhodes College 5 Arizona State University 2 Rice University 2 Auburn University 14 Rochester Institute of Technology 1 Baylor University 3 Rollins College 1 Belmont University 6 Rose-Hulman Institute of Tech 1 Berklee College of Music 2 SAE Institute of Technology 1 Birm ingham -Southern College 1 Santa Clara University 1 Boston College 1 Southern Illinois University 1 Boston University 3 Southern M ethodist University 16 Bowdoin College 1 St. Louis University 1 Brown University 5 Stanford University 1 Carnegie Mellon University 1 Tennessee Tech University 1 C entre C ollege 4 Texas A & M U niversity 1 Clemson University 6 Texas A & M University 1 Cleveland Institute of Music 1 The Citadel 1 College of Charleston 8 The Pennsylvania State University 2 College of W illiam and M ary 2 Trevecca Nazarene University 1 College of W ooster 1 Trinity College 1 Colorado State University 1 Trinity University 4 C o lu m b ia U n iv e rs ity 4 T u fts U n iv e rs ity 2 Connecticut College 1 Tulane University 13 Cornell University 3 Tuskegee University 1 Dartmouth College 4 United States Air Force Academ y 1 David Lipscom b University 3 United States M ilitary Academ y 6 Davidson College 4 United States M ilitary Prep School 1 De Paul University 3 United States Naval Academ y 1 Denison University 1 University of Alabam a 10 Duke University 2 University of Chicago 2 Elon University 1 University of Colorado at Boulder 10 Em erson College 2 University of Dayton 2 Em ory University 2 University of Delaware 2 Fairfield University 1 University of Evansville 1 Fisk University 2 University of Florida 5 Franklin and M arshall College 1 University of Georgia 17 F . W . O lin C o ll. o f E n g in e e rin g 1 U n iv e rs ity o f Illin o is 2 Furm an University 7 University of Kansas 2 G eorge W ashington University 3 University of Kentucky 2 G eorgetown University 4 University of Maryland 1 G eorgia Institute of Technology 3 University of Mem phis 1 Ham pden-Sydney College 1 University of Michigan 1 Harvard College 3 University of Mississippi 23 Hendrix College 2 University of Missouri 1 High Point University 1 University of New M exico 1 Hiram College 1 University of NC at Chapel Hill 12 Indiana University Bloom ington 4 University of Notre Dam e 3 Jam es M adison University 1 University of Oklahom a 2 Johns Hopkins University 1 University of Oxford 1 Kenyon College 2 University of Pennsylvania 7 Lehigh University 2 University of Pittsburgh 1 Lewis & Clark College 1 University of Richm ond 1 Loyola M arym ount University 3 University of Rochester 1 Loyola University New O rleans 4 University of South Carolina 1 M aryland Institute College of Art 1 University of Southern California 1 M iami University - O xford Cam pus 4 University of TN - Chattanooga 1 M iddle Tennessee State University 2 University of TN - Knoxville 30 M iddlebury College 1 University of Texas at Austin 6 M ississippi State University 3 University of the South 9 M orehouse College 2 University of Virginia 17 M uhlenberg College 1 Vanderbilt University 50 Naval Academ y Prep School 1 Vassar College 1 New York University 2 Villanova University 1 North Carolina State University 3 W ake Forest University 14 Northwestern University 4 W ashington and Lee University 10 O akwood College 1 W ashington University in St. Louis 3 O ccidental College 1 W estern Kentucky University 2 O h io S ta te U n iv e rs ity 4 W illia m s C o lle g e 1 Pepperdine University 1 Xavier University 1 Princeton University 6 Yale University 3 Reed College 2
MBA Self-Study 2006 - 57 Advanced Placement Results
Since 2001, 831 students at MBA have taken a total of 2010 AP exams and scored 3 or better on 1801 (90%). The school offers 23 Advanced Placement courses.
Advanced Placement Results 2005 2004 2003 2002 2001 # of Students Tested 206 175 154 150 146 # of Exams Taken 507 444 385 356 318 # of Exam Scors of 3 or better 461 377 354 320 289 % AP Scores 4 or 5 70 62 69 70 66 % AP Scores 3, 4, or 5 91 85 92 90 91
SAT Middle 50% Ranges
The following chart shows the middle 50% ranges of SAT results for the senior classes from 2001 to 2005. The mean composite SAT score for the class of 2005 was 1320.
SAT Ranges of Middle 50% 2005 2004 2003 2002 2001 25th Percentile Verbal 600 600 600 590 650 75th Percentile Verbal 720 710 700 700 700
25th Percentile 620 610 620 600 640 Mathematical 75th Percentile 720 690 720 710 700 Mathematical
GPA Distribution The following chart shows the distribution of cumulative grades for the senior class in each of the last five years.
GPA 2005 2004 2003 2002 2001 Distribution 3.5 and above 39 32 33 36 24 3.0 to 3.49 41 44 34 25 22 2.5 to 2.99 32 21 30 30 33 2.0 to 2.49 5 13 15 14 26 1.5 to 1.99 0 4 1 2 4 Median Grade 3.29 3.17 3.16 3.09 2.88
National Scholarship Award Winners
2003 Jay Howell – University of Georgia Foundation Fellowship
2005 Andy Alsentzer – Vanderbilt University Ingram Scholarship Brock Baker – UNC Chapel Hill Morehead Scholarship Will DeLoache – UVA Jefferson Scholar Alternate Chad Hume -- University of Georgia Foundation Fellowship
MBA Self-Study 2006 - 58 4. Student Activities and Services Clubs
The students at MBA have the opportunity to choose from approximately 43 clubs or organizations to provide service and leadership both on campus and in the Nashville community. Furthermore, with the school's exchange programs and alternative service-oriented Spring Break trips, the outreach extends abroad.
The opportunities mentioned above range from on-campus peer tutoring, recycling, student government, publications, fine arts, admission hosts, International and Philosophy Clubs to community outreach programs such as Soup Kitchen, Special Olympics, Time to Rise, Habitat for Humanity, Preston Taylor Homes, and 2nd Harvest Food Drive to name a few.
Although the school does not have a mandatory participation policy, a majority of the members of the student body volunteers for at least one project during the school year. For example, the Service Club has 80 high school members; membership gained by a participatory point system.
Attendance
Attendance concerns are not a problem at the school. This statement is based on the fact that there is an established system of accountability monitored by the faculty and staff, but enhanced by the responsibility borne by the students to account for individual absences through organized check-in and check-out procedures. Morning attendance is obtained through reports from morning advisory period. These reports are submitted by electronic mail. Furthermore, the staff member in charge of attendance meets with members of the administration on a daily basis to circumvent any potential problems. Likewise, an absentee list is posted for faculty reference and updated throughout the day.
Demerit System Discipline concerns are, at times, handled by the issuance of demerits. A demerit is served by the offending student on Saturday morning at the rate of 30 minutes per demerit. The time served is dedicated to extra study or possibly campus clean-up if necessary.
Severe discipline concerns are addressed by the Discipline Committee. This committee is composed of both faculty members and selected members of the student body. The committee investigates individual cases and submits to the Headmaster recommendations for consideration. The final decision for punishment is made by the Headmaster. Follow-up communication is discretely made to the faculty and staff. In addition, a letter is sent home to the family to outline the decisions of the committee.
Assemblies
MBA students, faculty, and staff gather together weekly for assembly. One week may feature a conservative politician, followed by a controversial author, or a Buddhist monk. A variety of topics and talents provide students with a broad range of perspectives which inspire lively debate among the school community. In addition to outside speakers, MBA students, faculty, and alumni are invited to the podium or stage. The entire school community comes together to appreciate a student’s talents outside the classroom, see another side of a faculty member, or learn how an alumnus has fared in the world beyond this campus. Every fall, for over a century and a half, MBA has opened the school year with an assembly. For new students, this will be the first time they experience their entire school coming together: the esprit de corps is almost palpable.
MBA Self-Study 2006 - 59 Recent MBA assembly speakers:
Writers Artists & Musicians Michael Crichton author, producer, ER, Jurassic Park Paul Harmon (’57) John Hiatt Buzz Bissinger Michael McDonald Pulitzer Prize-winning author, John Prine Friday Night Lights Amy Grant Kenny Chesney Frank DeFord CeCe Winans commentator, National Public Radio Barbara Mandrell senior writer, Sports Illustrated Suzy Boggess author, Alex: The Life of a Child, Lee Ann Womack The Heart of a Champion Matraca Berg Kevin Welch Ann Patchett John Kay author, Bel Canto, Truth & Beauty Gary Nicholson
Katie Koestner Richard Speight, Jr. (’88) speaker, writer, women’s advocacy actor, Band of Brothers, Alias IBM commercials James Steyer author, The Other Parent, Harrison Schull founder, Common Sense Media photographer Citadel Chorus Jeffrey Marx Pulitzer Prize-winning author, Fisk Jubilee Singers A Season of Life with Joe Ehrmann Nashville Symphony NFL professional Nashville Shakespeare Festival John Badalament author, All Men Are Sons MBA Ellington Jazz Band
Scott Simon Yale Circle Players host, National Public Radio Athletes Bill Mooney author Hunter Hillenmeyer (’99) Green Bay Packers, Chicago Bears Academicians R.A. Dickey (’93) Pedro Garcia Texas Rangers Director, Metro schools Olympic gold medal winner
Kent Syverud Mike Reid Dean, Vanderbilt Law School Cincinnati Bengals singer/songwriter David Williams II father of Matt (’02) Vice Chancellor, Vanderbilt University Steve Spurrier college football coach
MBA Self-Study 2006 - 60
Politicians & Military Officers David Tune (’81) speaker, Buddhism Bill Frist (’70) U.S. Senate Majority Leader Morgan Entrekin (’73) President, Grove/Atlantic Publishing J. Wilson Prueher (’60) Four-star Navy Admiral Thomas F. Frist, Jr. (’56) former ambassador to China Hospital Corporation of America
Joe Wood (’77) Martha Ingram Office of the Vice President of the United States, CEO, Ingram Industries NASA mother of John (’79) and David (’81)
Bill Purcell Y.S. Chi Mayor, Nashville President, Random House Asia
Michael Durant Jim Neal Chief Warrant Officer former White House counsel pilot, Black Hawk Down Watergate prosecutor
Joe Thompson (W ’37) Karl van Davender World War II pilot Community leader, doctor Religious Leaders Ronal W. Serpas Nashville Metropolitan Chief of Police Ken Kanter Rabbi, Congregation Micah Entrepreneurs Kenneth Swanson Ted Turner Dean, Christ Church Cathedral founder, CNN, WTBS, TNT
MBA Self-Study 2006 - 61 Honor Council Created by students for students in 1945, the MBA Honor Council is a judicial body comprised of twelve students - 4 seniors, 3 juniors, 2 sophomores, 2 freshmen, and 1 eighth grader - elected annually by their peers. The purpose of the Honor Council is to promote a strong sense of honor among the students and to discourage lying, cheating, stealing, and the falsification of information. The Council’s charge is to consider cases where the honor of a student has been brought into question by a faculty member or fellow students. At meetings, the student in question is accompanied by his faculty advisor, and the faculty advisor to the Honor Council is always present. The student in question is given the opportunity to explain what transpired and to admit his fault. After the case is presented, the Honor Council members deliberate and come to a decision. The degree and means of censure vary based on the case. The Council makes recommendations to the Headmaster, who makes the final decision on the student’s case. After the Headmaster approves the Honor Council’s decision, the president of the Council sends a letter home to the parents of the accused. A copy of the signed letter must be returned to the school. Honor Council violations are recorded on the student’s file at school. If a student is censured only once during his MBA career, the violation must not be reported to outside bodies such as universities. If, however, a second violation occurs, the file must be reported to any party requesting such information. A copy of the Honor Council Constitution is on file in the main office of the school. This document explains the levels and means of punishment.
Sports (interscholastic and intramurals) MBA students have the opportunity to participate in 14 interscholastic sports, 2 non-interscholastic sports and 1 club sport. All students in the Junior School are required to participate in sports each of four sports season annually and High School student are required to participate in some form of sports during at least two of three High School sports seasons. Students in the 7th and 8th grades compete in the Harpeth Valley Athletic Conference (HVAC). MBA is a member of the Tennessee Secondary School Athletic Association (TSSAA) and participates in Division II sports, regularly competing for state titles. MBA has won 3 state titles since 2001.
Intramurals The intramural program at MBA was reconstructed in 2001 when Pat Woolsey became the Intramural Director. The high school program was renamed the "FAST" program. The name stands for Fitness And Sports Together. The young men split their week between competitive sport games for two days and weight lifting and conditioning for two days. One faculty member is usually assigned to monitor this part of the program per season. The junior school program is operated differently because of the massive number of participants. Each young man is placed randomly on a team and a schedule of competition is set up for league play. Usually 5-6 faculty members oversee this part of the program per season. A MVP is selected for each game and the results are published daily in the announcements and on message boards. Standings are released bi-weekly and much enthusiasm and interest is generated. The entire MBA intramural program involves approximately 200 students throughout the school year.
Guidance Student counseling and guidance are facilitated through five levels of guidance: class sponsors, discipline supervisors, individual faculty advisors, a guidance counselor, and college counseling (Appendix A, Figure A7). Each class at MBA has a set of class sponsors who work with student leaders to formulate agendas for the monthly class meetings. The Discipline Committee, composed of Grade Discipline Supervisors, Directors of the High School and Junior School, and one At-Large
MBA Self-Study 2006 - 62 member, hears cases as necessary to deal with rules infractions and concerns. Every student has a faculty/staff member who serves as his advisor. In the Junior School, the advisor is also the homeroom teacher; in the High School, a student is assigned an advisor with whom he will normally work all four years in the High School, although students are afforded the opportunity each year to request a new advisor. The Director of Guidance Counseling meets with students who are having difficulty, either on a referral or volunteer basis; he is assisted by the Director of the Junior School and the 9th-10th Grade and 11th-12th Grade Deans. The College Counseling Office sends staff to Parent Luncheon meetings in the fall and begins work in earnest with formal programs beginning in the 10th Grade and increasing in scope in the 11th and 12th Grade years.
Student Assistance Personal Faculty Advisor: Each student has one member of the faculty who acts as his advisor. This advisor acts as a “sounding board” for students to discuss topics in a confidential atmosphere. Each faculty/staff advisor has anywhere from 3 to 10 advisees. The advisory group meets every day to take attendance, read announcements and discuss school issues and other topics of interest. Furthermore, in the second semester, the advisor aids each advisee in the proper selection of the following year's course of study. Coordinator of Counseling Services: Students in need of guidance counseling are referred to the Coordinator of Counseling Services for assessment and support. A counseling team, including a full- time professional counselor, is available to assist students in need during the school day. In addition, the office maintains a list of professional counselors and makes referrals as necessary.
Student Affairs and Discipline Student Affairs and Discipline Committee
One third of the MBA creed refers to being a gentleman.
The Student Affairs Committee strives to achieve this goal. The committee consists of seven members. The Directors of the High School, and Junior School, the Chair of the Discipline Committee, the Director of Guidance Counseling, the Athletics Director, and both Associate Deans of the High School are all members. One goal of the committee is to discuss ways to improve student’s relations on campus. Some of the issues that are addressed are leadership opportunities, extracurricular activities, community service, social issues and family issues.
The Discipline Committee hears cases concerning student behavior that range from excessive demerits to serious infractions of school policies including off-campus behavior that brings discredit to MBA. The Committee counsels students and makes recommendations to the Headmaster. The Discipline Committee consists of the Committee Chair, At-large Faculty members, six discipline supervisors, Directors of the High School and Junior School, and two Senior and two Junior Student Counsel Members. For High School cases, the Director of the High School must be present as well as four of the six class supervisors.
Student Speech Instruction Speech instruction, like other essential skills, is integrated into the total education of students at MBA. In addition to a nationally competitive speech and debate program, a freshman speech contest, and annual events highlighting the significance of public speaking skills, students in classes across the curriculum are expected to engage in class presentations as well as other presentations that will improve their public speaking skills and experiences.
MBA Self-Study 2006 - 63 Wellness The sports medicine program has changed greatly in the past year since MBA decided to hire a full time athletic trainer. The goal of the program is to provide quality care on campus. That goal brought forth many changes which are listed below.
• Previous sports medicine hours were from 2pm to 7pm. To meet the needs of more patients those hours were changed to 7am to 7pm. • The hours of operation change made possible care throughout the day for students and faculty. Injury evaluations, treatments, and rehabilitation now take place before school and during lunch hours. Athletes now receive up to four treatments per day thus speeding their recovery. • Equipment additions further contributed to quality care. Storage space and rehab equipment were lacking. Storage was addressed with the purchase of a new taping deck. This offered a stable surface for athletes to be taped on as well as giving sufficient cabinet space to store supplies. Two new rehabilitation devices were also added to address lower and upper body injuries. • Communication with athletes, coaches, and doctors was improved. Each morning each coach is sent an email detailing the injury status of their team. Coaches know by 8:30 who is practicing, who is on limited practice, and who is going to the doctor. • MBA established a more comprehensive relationship with Tennessee Orthopedic Alliance. This gave MBA two team physicians, a physical therapist, an assistant athletic trainer, and financial support to the sports medicine program. • Organization was improved by adding a filing system to accompany the sports injury tracking software. Each injured athlete has a file containing doctors’ notes. At the end of each season, an injury summary injury report is produced. This information is given to the Strength and Conditioning coaches so as to find any possible areas for improvement. • Educating students is the final change. The Medical Careers Club was created to expose students to different fields of medicine. The club is co-sponsored by the athletic trainer and a pediatric doctor. So far, students have been exposed to cardiology, pediatric injuries, wilderness medicine, casting, suturing, and medical examination.
Web Site Since the 2001 School Improvement Plan was written, the MBA website has undergone two major revisions. The first revision in 2003 (the second since the inception of our site) provided a more unified appearance through the use of php programming and made it easier to incorporate a wide variety of pages and photos. Content increased exponentially in number of pages and made it possible to rely on the website as one of the main sources of information, if not the main source, about the school. Grants have allowed the training of faculty to produce their own web pages, which a number of faculty use as an extension of their courses, and almost all aspects of the school have a presence on the web. In 2005 the website underwent its third major revision since its inception in 1995 by contracting with WhippleHill, a company specializing in independent school websites. A major benefit from this revision is the fact that more individuals in the MBA community will take greater control of the individual pages and sections of the website, allowing content to be updated more rapidly. Equally important is the possibility now to create Push Pages, which can target specific audiences, such as admission inquirers, or alumni, or parents. This version of the website will, in the next year or two, allow the majority of our academic tasks, such as registration, scheduling, and grading/grade reporting, to be incorporated so that students and faculty can work via any computer connected to the internet.
MBA Self-Study 2006 - 64 Special Programs
International Exchange Program - Recognizing the responsibility to prepare students for an increasingly globally-minded world, MBA offers international exchange opportunities for both students and faculty at peer institutions in England, South Africa, New Zealand and Australia. In addition, MBA participates in the international exchange program, ASSIST (American Secondary Schools for International Students and Teachers). Our ASSIST students have come from such countries as Germany, Spain, Sweden, Slovakia, and the Czech Republic and stayed with MBA families while attending the school. (Page 2)
Over the past nine years, MBA has developed a regular program of exchanges with peer institutions overseas in England (Eton College and Winchester College), South Africa (Michaelhouse), New Zealand (Lindisfarne College) and Australia (King’s School and The Southport School), under the auspices of which MBA students may spend from four to twelve weeks abroad and students from the overseas hosting institutions come to MBA for periods of two to ten weeks. There has also been a regular exchange of faculty for brief periods each year. Global experiences are further provided to MBA students the Sister Cities program, the ASSIST summer programs and through a wide variety of school-sponsored trips abroad to Europe, South America, and Hawaii. Evening Classes @ MBA
The Evening School program at Montgomery Bell Academy encompasses a variety of course offerings. In the past five years, we have had approximately 100 participants in each session of Evening School. The classes are open to the public and everyone is welcome. Our hope is that Evening School is a marketing piece where people who may not know about our campus will come and gain interest in MBA. There have been approximately twenty to twenty-five different offerings in a session of Evening School. Currently, there are two sessions of Evening School: fall and spring. The fall session runs from October through December and the spring session from February through May. The most popular classes offered in the Evening School are the cooking classes, ballroom dancing, and the technology. We also offer other courses in foreign language, literature, and creative writing which are also popular
Calendar and Scheduling:
MBA utilizes both a public and private calendar system. Faculty, parents and students access our public calendar via our website to acquire information about any MBA activity - athletic, academic, alumni, etc. Our website calendar enables to user to view either all events or specific events (athletic, alumni, etc.) occurring on any given day in a daily, weekly or monthly format. The information on this calendar is input from two sources. All athletic schedules are sent via email to the Assistant to the Athletic Director, who adds this information to the website directly. All other MBA event information is sent via email to the Main Office, which adds this information to the website directly. In addition to this public website calendar, the Main and Athletic Offices maintain a shared WebEvent calendar which tracks the individual location of all events held on campus to ensure there will be no scheduling conflicts for events, meetings or athletics. Any student, parent or faculty member desiring to schedule an event on campus will email either the Athletic Office or the Main Office to check on the availability of a specific space on campus and, if available, the event will then be entered on both the private and public calendars. The public calendar is further utilized to generate a monthly calendar for publication and distribution to the parents, student body, and faculty.
MBA Self-Study 2006 - 65 5. School Facilities:
Montgomery Bell Academy has focused on upgrading existing spaces during the last five years after a period of new construction during the previous five years. The Art Rooms in the Joe C. Davis building were completely renovated in 2004 and new furniture was installed. The Frist Dining Hall received new tables and chairs in the summer of 2003. The old tables and chairs were donated to East Academy. In 2002 the Tune Room, a state of the art audio/video studio, was relocated to be more visible and accessible. It was refurbished with new equipment provided by David Tune. The Massey building received new carpet in the Massey Commons in 2003 and was completely repainted in the summer of 2005. The Beaman faculty room in the Ball building was renovated in the summer of 2003. The Wilson Library received new furniture in the summer of 2005. The Roberts Room in the Currey Gym was renovated in the summer of 2005. Larger projects at MBA have included reworking the baseball field in 2002 with new dugouts and backstop along with new bleachers. A new baseball batting cage was built in 2004. The football stadium press box was demolished and a new larger press box was built in the summer of 2005. At the same time an erosion control project and new storage platforms were completed underneath the stadium. All of the Best lock system cores were recombinated in the summer of 2005 to upgrade security on the campus and maintain in-house key control. Existing keys were recut to fit the new system. In 2003 MBA purchased and developed an off-site athletic facility, with field space for baseball, football, lacrosse, and soccer. A building was constructed to house restrooms, concessions, and maintenance storage. The site is lighted and is available for use by the community. MBA has purchased and demolished several houses adjacent to the campus on Brighton Road. Salvageable items from these houses were donated to the Habitat Home Store for resell to benefit Habitat for Humanity projects in the Nashville area. This land will eventually become the next phase of the master plan with tennis courts and additional parking as well as a landscaped buffer at the property line. Climate controls continue to be monitored by a central computer system which allows for nightly setback and maximum efficiency. HVAC and much of the lighting are scheduled through this system.
MBA Self-Study 2006 - 66 Technology Resources at MBA
Infrastructure and Internet Access
Nine Buildings on campus are interconnected via multi-mode fiber optic cable, and copper cabling within each building connects every classroom and office. The cabling is Lucent Systimax certified and warranteed. All cable is CAT7 level except Wilson Library (CAT5).
MBA has a T1 data internet connection provided by XO Communications. The following core network devices are in use.
Cisco 2500 Router Nortel Passport 8003 Fiber Switch Nokia Checkpoint Barracuda Spam Firewall 26 Nortel Baystack 450-24T Switches 12 Nortel Baystack 450-12T Switches 2 Cisco Wireless Access Points
MBA Self-Study 2006 - 67 Servers
MBA currently employs 13 network servers.
3 Dell PowerEedge 2550 Server running Windows 2000 Server 2 Dell PowerEdge 2650 Servers running Windows 2000 Server 1 Dell PowerEdge 2650 Server running Windows 2003 Server 1 Sun Ultra 10 Servers running Solaris (Unix) 1 x86 running Solaris (UNIX) 2 Compaq Proliant 800 Servers running Windows 2000 Server 1 Dell PowerEdge 2500SC Server running Windows 2000 Server 1 Dell PowerEdge 4400 Server running Windows 2000 Server 1 Apple MacServe running OS X
MBA Self-Study 2006 - 68 Computers and Printers 1 IBM NetVista Desktop 1 Ricoh Aficio ISO1 Scanner Wilson Library 1 Micron Pentium III Desktop Computer Lab 26 IBM ThinkCentre Desktops West Basement 2 Dell GX 400 Desktops 4 Dell GX 260 Desktops 1 HP ScanJet 3670 1 HP DeskJet 6840 Printer 1 HP 4100N Network Printer 1 HP DeskJet 3820 Printer 1 HP DeskJet 6122 Printer Computer Classroom 1 IBM NetVista Desktop 17 Dell GX 280 Desktops 1 Dell GX 260 Desktop 1 Dell 1700N Network Printer 1 Dell Dimension XPS H226 Desktop 1 Wireless Mobile Cart with 1 Epson 1660 Scanner 15 Dell C840 Laptops 1 Epson 1670 Scanner 1 Mitsubishi LCD Projector. 1 Epson ScanJet 5370C 1 7x10' Screen 1 HP LaserJet 6MP Printer 1 IBM ThinkCentre Desktop Technology Office 1 HP LaserJet 2200D Printer 1 Dell GX 260 Desktop 1 Compaq Proliant 800 Server 1 Dell 3000CN Color Network Printer 2 HP LaserJet 1100 Printers 1 CanonScan 500F 3 Dell GX 400 Desktop 2 Micron Pentium III Desktops 1 Electrosonic Video Wall System Math Computer Classroom 3 43” Plasma Screens 12 Micron Pentium III Desktops THE CLOSET… 4 IBM ThinkCentre Desktops 1 LaserJet 4M Printer Library 10 Dell GX 270 Desktops Alumni 2 Dell 1700N Network Printers 2 IBM NetVista Desktop 1 Epson Stylus CX3200 2 Dell GX 280 Desktops 1 Dell GX 520 1 Dell GX 260 Desktop 1 Micron Pentium III Desktop 1 Macintosh G5 Foreign Language Lab 1 HP LaserJet 4250 Printer 1 Dell GX 260 Desktop 1 HP LaserJet 2200 Printer 1 Nikon Slide Scanner 5000 1 HP LaserJet 4Mplus Printer 1 Polaroid Slide Scanner 35 1HP LaserJet 5M Printer 1 HP DeskJet 722C 1 HP 5490C Scanner 1 IBM ThinkPad Laptop 1 HP 990 CSE Color Printer 1 Visioneer 7600 Scanner 1 Epson 2450 Scanner 1 DVD Duplicator 1 HP DesignJet 20 Printer 1 Macintosh LC 520 1 HP 2000 network printer 2 HP LaserJet 1100's Tech Room 1 HP LaserJet 5L printer 2 Dell GX 270 Desktops 1 HP DeskJet 612C printer 2 Dell GX 400 Desktops 1 Logitech FreeScan Scanner 1 Dell 8100 Desktop Davis 1 Micron Pentium III Desktop Art 1 Compaq Presario 4800M Desktop 1 Dell GX 400 Desktop 1 Macintosh G4 Desktop 1 iMac Desktop 1 HP Color InkJet CP1700 Ball 1 HP LaserJet 4plus Printer Main Office 1 HP DeskJet 812C Printer 1 Dell GX260 Desktop 1 Richo Affico 2022SP Network Printer 2 Dell GX270 Desktop 1 HP ScanJet TMA Scanner 2 Dell M5200 Laser Printer 1 HP ScanJet 4570C Scanner 1 HP LaserJet 2200D 1 UMAX Astra 2200 Scanner 2 IBM NetVista Desktops 1 Dell X Laptop Music 1 HP LaserJet 6L 1 IBM ThinkCentre Desktop 1 HP LaserJet 4 1 HP LaserJet 4P Printer 1 Ricoh Aficio 1022 Copier (Networked) 1 Dell GX 240 Desktop Faculty Room 1 HP DeskJet 810C 4 IBM Desktops 1 Dell 3100cn Color Laser Printer Debate 1 HP LaserJet 4200N 3 Dell Latitude 100 Laptops 1 Canon ImageRunner 105 Copier (Networked) 2 Dell Latitude D510 Laptops 1 Dell GX 400 Desktop 1 Dell M5200 Network Printer Finance 1 HP DeskJet 842C Printer 2 Dell GX 280 Desktops 1 HP LaserJet 4plus Printer 1 Dell GX 240 Desktop 1 HP LaserJet 4100 Printer 1 Micron ClientPro Pentium III Desktop 1 HP ScanJet 8290 Scanner 1 IBM ThinkPad Pentium laptop 1 Dell 3000CN Color Laser Printer (Networked) Carter 1 HP ScanJet 5200C 1 HP LaserJet 4050 Network Printer College Counseling 1 HP LaserJet 2200DN Network Printer 1 Dell 2400 Desktop
MBA Self-Study 2006 - 69 1 Dell GX 270 Desktop 1 HP DeskJet 5550 Printer Faculty Room 1 HP LaserJet 4000TN Network Printer 1 Dell Optiplex GX240 Desktop 1 HP DeskJet 5650 Printer 1 Dell 1700n laser printer 1 Lexmark Z53 Printer
Classrooms Other 4 HP DeskJet 842C Printers 1 HP Pavilion Pentium Desktop 1 HP DeskJet 5150 Printer 2 HP DeskJet Printers 1 HP DeskJet 648 Printer 1 Lexmark Printer 1 HP DeskJet 712C Printer 1 HP DeskJet 820CSE Printer Ingram 1 HP OfficeJet D135 Printer 29 Dell GX 270 Desktops Counseling 10 Dell GX 260 Desktops 1 Dell GX 270 Desktop 8 Dell GX 400 Desktops 1 Dell GX 280 Desktop 4 Generic IBM Desktops 1 HP LaserJet 2300L 1 Dell GX 240 Desktop 1 HP LaserJet 1100 Printer 1 HP Pavillion 7055 Desktop 1 Micron Pentium III Desktop Academic Dean / Registrar 2 IBM ThinkPad Laptops 1 Dell GX 280 Desktop 1 HP DeskJet 812C Printer 1 HP LaserJet 4050 Printer 1 HP PhotoSmart 1215 Printer 1 HP ScanJet 4400C Scanner 1 HP LaserJet 2300L Printer Currey 1 UMAX Astra 610S Scanner 2 Dell GX 400 Desktops 1 Macintosh G3 Desktop 5 Dell GX 270 Desktops 2 PowerMac 5400 Desktops 1 Dell 8400 Desktop 1 PowerMac 7300 Desktop 1 Micron Pentium III Desktop 1 iMac Desktop 1 HP LaserJet 4050 Printer 1 eMac Desktop 1 HP LaserJet 932C Printer 1 HP PSC 950 Printer 1 HP DeskJet 810C Printer 1 HP LaserJet 2300DN 1 HP DeskJet 5650 Printer 1 HP DeskJet 672C 1 HP DeskJet 648C Printer 1 HP OfficeJet 5510 Printer 1 HP DeskJet 5850 Printer 1 HP DeskJet 610CL Printer 1 HP PSC 950 Printer 1 HP LaserJet 4000 Printer 1 HP LaserJet 1100 Printer 1 HP DeskJet 5150 Printer
Massey Wallace Junior School Computer Classroom 2 Dell GX 260 Desktops 1 Dell Optiplex GX270 4 HP DeskJet 3820 Printers 1 HP DeskJet 842C Printer 14 IBM ThinkCentre 8183-32U Desktops 1 HP LaserJet 1100 Printer 1 Dell 1700n Network Printer 1 HP DeskJet 612C Printer 1 HP ScanJet 4300C Scanner Main Office 2 Epson CX5400 Printer 1 IBM ThinkCentre 8305-d1u Desktop 1 HP DeskJet 520 Printer 1 HP LaserJet 4050 1 Dell Color Laser 3000cn Maintenance 1 Dell GX 270 Desktop Publications 1 HP OfficeJet 5510 Printer
1 HP Pavilion a300n Desktop 1 HP PSC 2410 all-in-one printer
MBA Self-Study 2006 - 70 Resources in the Ingram Science Building Ingram 11: of kinematics, dynamics, optics, waves, and electrical phenomena. Computers 2 Mac Power PC's ( received -1994) 5400/120 Ingram 14: 4 Dell Optiplex GX270 computers; Windows XP operating Computers: system 5 Dell GX270 PC’s 2 IBM Thinkpads 1 Gateway 800 MHz PC 1 television (Toshiba) Printer: 1 LaserDisc player (Pioneer CLV-D2600) HP OfficeJet 5510 (on network) 1 VCR (Sony) Additional Multimedia: 1 CTX projector (EzPro) 4’ x 6’ SMARTboard w/ stand 1 Slide Projector (Kodak) 1 ceiling mounted LCD projector 1 “ibid” Whiteboard interactive display board Equipment: 1 “Interwrite” Schoolpad interactive display device 8 Triple beam balances (4 more than 2001) 2 polarizing microscopes 2 Electronic balances 1 HP 5100 printer 4 hot plates (1 with stirrer) 1 Raytech SW and LW ultraviolet light fixture 1 dishwasher Ingram 15: 6 Dissecting microscopes Computers: 1 Standard microscope 3 1.3 GHz PC’s 7 Triple beam balances Additional Multimedia: 4 Hot plates 1 TV/DVD/VCR combo Learning Services Equipment: 7 Carousel collection of Earth Science slides 8 pc. 18 V Power tool set 1 collection of 12 (20 slides ea) folios of Earth Science slides 1 10” Table saw from JLM Productions 2 Dremel Tool kits 1 collection of 24 videos from the Earth Revealed series. Several other individual hand tools. 40 Volume library of ES books Learning Services: 1 Wards Standard N. American Rocks collection A Science Resource Library 1 aquarium/terrarium 80+ Chemistry texts 1 stand of grow light bulbs 1 Collection of mineral samples (100 samples) 80+ Physics Texts 20 Earth Science concept learning posters 70+ Junior School Science Texts 1 collection NA Mammals - pelts 45+ Science competition prep texts 1 collection NA Mammals – skulls 30+ Science Fiction Texts 6 CD-ROM titles for computer-assisted learning Several instructional DVD’s and VHS tapes
Ingram 12: Ingram 21: Computers: 8 Dell Optiplex GX400 computers (1.7 GHz, Computers: Pentium 4, 128 MB RAM, 20 GB hard drive, CD-ROM, 4 – Dell Optiplex GX270 w/ Microsoft Windows XP Windows Windows 98) connected to the Internet 2002 1 HP Pavilion 7055 (120 MHz, Pentium, 16 MB RAM, 1.6 GB 4 - Dell Optiplex GX260 w/Microsoft Windows XP Windows hard drive, CD-ROM, Windows 95) 2002 Interfacing Hardware: 8 Universal Lab Interface boxes that allow Printer: data acquisition directly into computer, 16 photogate sensors 1 – HP Laserjet 2300L VCRs: 1 VCR (JVC model # HR-VP674U, 4 head) VCR: Computer Software: Microsoft Office; Logger Pro (site license) DVD/VCR Samsung for analysis of data acquired directly into computer, Videopoint (8 Hitachi (old) copies) for analysis of Quicktime movie files; video capture TV: 1 TV/VCR combo (Magnavox 21" screen) software (JLIP VideoCapture) for capturing images from video Other: Smartboard - electronic whiteboard interfaced to… camera into JPEG format LCD Projector: LCD projector: Mitsubishi LVP-X70UX Mitsubishi LVP-X7OUX TV: 1 RCA 36 inch color tv (Colortrax 2000) Dishwasher – Kitchen Aid Lab equipment (big ticket items): 8 ramps with low friction carts Hood – Fisher Hamilton SafeAire and smart pulleys (PASCO) that allow interfacing with photogate Microscopes: detectors and computer data acquisition hardware and software; 8 19 - Wolfe Student Light Microscopes Helium Neon lasers (Uniphase); dual trace oscilloscope; 2 - Wolfe Student Dissecting Microscopes modulated He-Ne laser for speed of light experiment; 8 1 – Motic Mounted Camera Wheatstone Bridges; 8 Electric Field Mapping Boards Electronic Balances: 2 – Ohaus Scout Pro Ingram 13: 1 – Flinn Scientific 1 overhead projector Incubator: 1 video projector QL 10-140 – Desk Top 1 video player Microwave: 1 36” TV Whirlpool 8 functioning computers with analog to digital conversion Water Bath interfaces Hotplate: A Laserjet printer is locally networked. 1 – Corning Stirrer Software: 1 - Corning WordPerfect is available as a word processor Microcentrifuge: Microsoft Excel is used a spreed sheet. Labnet Spectrafuge C1301 Internet access with Internet Explorer Electrophoresis Unit: DataStudio data acquisition software Procell Other major instructional equipment consists of numerous probes, Water Bath: sensors and track system that interface with DataStudio for study OakTon StableTemp
MBA Self-Study 2006 - 71 Aquaria: Dishwasher: KUDG KitchenAid 2 – 10 Gallon Refrigerator: Dorm size Sanyo 1 – 30+ Gallon Electrophoresis Kits Sanyo Dorm Size Refrigerator Modern Biology ProCell Modern Biology 4 cell- horizontal Ingram 22: Power Suppy: Modern Biology MB 170 Books 1 30 gal aquarium with accoutrements 70 Texts & Teacher resource 1 Incubator 15 Lab books 1 Hot water bath Videos 1 Mitsubishi LCD projector 25 Cycles of life 1 large, chest type freezer (-5 C) 6 The Secret of life 2 Garmin GPS units 6 Evolution 8 assorted Vernier Probes 14 Assorted 4 TI 83+ graphing calculators 6 Laserdisks 1 3M overhead projector (ancient) 4 NIH CD Modules 1 Kodak Carousel Slide Projector Computers Reference books: 8 Dell desktops-Optiplex GX260/270 130 college and high school texts (10 added since 2001) 8 Analog/Digital computer interface (4 added since 2001) 8 pH probes for above (4 added since 2001) 25 college and high school lab manuals 8 pressure sensors for above (4 added since 2001) 1 Microcentrifuge Ingram 31: 2 Clinical centrifuges Computers: 4 (Dell Pentium 4, 2.66 GHZ 256 MB RAM, CD- 1 whisperfuge ROM, Windows XP) connected to the Internet Micropipeters Printer: 1 BW Laser printer (Hewlett Packard LaserJet 2300) 7 2-20 microliters VCRs: 1 (Broksonic model # VHSA-6687TSLC serial # 311- 6 20-200 0Z21318) 1 200-1000 Overhead Projector: 1 (ELMO HP-L35505 serial# 154262) 4 1-10 Laser Disk player: 1 (Pioneer CLD-V2600, 1998, serial # 1 UV Spectrophometer SAPP074595UC) Electrophoresis equipment TV: 1 (Toshiba 32 inch color 1996, Model # CF32F40) 1 250 V Power supply 1 Ceiling Mounted LCD projector 1 4-chamber horizontal box Major Lab Equipment: 2 single box 10 triple beam balances with .01 readability (Ohaus 700 series with 2 Vertical boxes 2610 g capacity) 2 vertical plates, combs, stands 8 electronic balances with .01 readability (3 are Acculab V1-200 Aquaria 1 55 gal marine with 200 g capacity, one is a Flinn Scientific OB2059 with 150 g 1 Water bath capacity) (4 added since 2001) 2 Hot plate/stirrers (1 added since 2001) AV equipment Ingram 32: 1 Toshiba 32" TV 1 overhead projector 1 Sanyo VCR 1 EZ Pro computer projector 1 Ez-Pro LCD projector 2-Mettler semi-analytical electronic balances (+/- 0.1 mg) Microscopes 10- Acculab VI-200 electronic balances (+/- 0.01 g) (2 added 16 Wolfe compound scopes since 2001) 4 Wolfe stereo scopes 1-Lab Oven, Model 30 (2 cubic feet) 1 Microwave 1-Kitchen Aid dishwasher 1 Dishwasher 2-Fume hoods (not portable equipment) 1 Refrigerator 2-Stirrer/hot plates Models 8-Hot plates (4 added since 2001) 2 Human upper torso 1 disarticulated skeleton Ingram 33: 1 fish skeleton 8-Spectronic Educator Spectrophotometers 1 chicken skeleton 3-Spectronic 20 Spectrophotometers Posters 1-Spectronic 20 Spectrometer (out of order) 10 mounted 5 – Spectronic 20D+ Spectrophotometers 1 Incubator 1-Mettler semi-analytical electronic balance (+/- 0.1 mg) Handtools 1-Sergent Welch semi-analytical electronic balance (+/- 0.1 mg) 10 fire-rakes (8 added since 2001) 1-Sartorius semi-analytical mechanical balance (+/- 0.1 mg) 8 sling blades (3 added since 2001) 8-Acculab VI-200 electronic balances (+/- 0.01 g) (1 added since 2 bush axes 2001) 1-O'Haus Scout electronic balance (+/- 0.01 g) Ingram 23: 1-Lab Oven, Model 30 (2 cubic feet) Television: Quasar 32" 1-Lab Oven, Model 10 (smaller) VCR: Sony DA pro 1-Kitchen Aid dishwasher Computers: 1-Barnstead Millipore Water Still IBM Thinkpad (2 years old) 2-Fume hoods 8 Dell Desktops (1- 3yo, 7- 2yo) 2-Adams type centrifuges 16 Wolfe Compound microscopes (4/10/40/100) 6-Stirrer/hot plates 1 VideoLab Flex camera 4-Hot plates Printers 4-Magnetic stirrers Apple LaserWriter 12/640 PS 1-iMac G4 computer HP DeskJet 812c 1-eMac G4 computer Microwave: 4 cu. Ft. Whirlpool
MBA Self-Study 2006 - 72
All 80 faculty members are equipped with laptops. 38 – Dell D505 Laptops 22 – Dell D510 Laptops 20 - IBM ThinkPad Laptops.
All MBA computers are networked and connected to the Internet.
MBA computers utilize both Corel and Microsoft Office Suites and MS Windows 98 and XP operating systems. Of all the PC's in the buildings listed above, 168 computers are available for student use.
MBA Self-Study 2006 - 73 Library There have been no additions to school facilities in the library since 2001, but several spaces have been remodeled to meet student and faculty needs. Old magazine stacks were removed to create space for two listening rooms where students work on oral foreign language assignments using tape recorders and CD players as well as view DVD's on TV/DVD machines. An Archives Room and storage area has also been created to house approximately 100 boxes of archival material and display memorabilia, photos, etc. about MBA's history. In 2004 the patio outside of the Library was made into a Shakespeare Garden.
Current media statistics and additions since 2001:
1. Addition of 10 online databases since 2001 to total 17 online databases for MBA students' school and home access 2. Library web page has been reworked to include the school's online catalog, more databases, links to frequently used sites such as the Vanderbilt University Library's catalg. 3. 90 periodical subscriptions (up from @ 80 in 2001) 4. 19, 297 books, 1380 videos, 252 Audio Books total 5. 6732 books and videos added since 2001
MBA Language Lab MBA’s Language Lab is a state of the art facility that will greatly enhance the language learning experience of the students and provide many benefits for both students and teachers. The language Lab will become more of a multimedia learning center featuring the Sony Virtuoso Major Digital Language Learning System, paired with the Soloist software on student and teacher PCs. The lab in the Patrick Wilson Library will feature 25 computer work stations installed in new student furniture, with 17" flat screen monitors, and mini towers, plus headphones for all machines in the room. In addition, the office area will house the multimedia server and encoding station, with standard PC equipment, as well as a Sony VCR/DVD Combo Video Player, a color video monitor for use with a Time Base Corrector, a SANS cassette player for digitizing analog material, a PC Digital Audio Comparative Recorder/Media Player, Optibase MPEG Movimaker Plus with Composer Software and appropriate UPS, and OMNI 6' Work Station to house the electronics. To handle streaming video, the Lab will also utilize SANS Webspace software. A direct feed from a satellite dish will provide access to a host of sources of television programming from around the world.
The student work stations with Soloist software work in tandem with the Virtuoso Instructional Control Software, the teacher’s digital interface and control panel. Lessons will come in a multimedia format, with students being able to interactively view, listen, record, write, and read all in the same lesson. With the added Concurrent Teacher software, students and teachers who share the facility and equipment now have direct access, because each teacher will have his/her own headset with microphone to talk simultaneously with his/her own class.
This equipment will enable the teachers to make better use of the audio/video materials now published with all current texts, as well as generate their own material from Internet sources, radio and television programming from around the world, and DVD/CD materials they have from other sources. In addition, with the encoding station, teachers, as they are playing it to students in the lab, can digitize analog material that they currently have and use. Teachers will have full control of all student machines and can access any activity in which the student is engaged at his work station. Basically the new lab will provide all of the functions of the equipment that we currently have, but will add the multimedia component that makes so much of the new material attractive to students today and that engages them actively in the learning process
MBA Self-Study 2006 - 74 6. Financial Data: Financial Operations The financial operations of the school are audited every year. MBA consistently receives a “clean report” and is considered financially sound. Day to day operations is managed by the Headmaster and Director of Finance and Operations with over site provided by the Board of Trust’s Finance Committee.
Operating Budget
School operations are funded from three primary sources: Tuition and Fees 71% Annual Fund 12% Endowment Earnings 16% Auxiliary 1%
Currently, the operating budget is $14,600,000. The Director of Finance and Operations conducts meetings each fall with all faculty and staff responsible for department budgets. These meetings assist in the preparation for the next fiscal year. Major items funded by the operating budget in addition to salaries and benefits include provisions for a maintenance reserve, replacement and upkeep, and smaller yet equally important budgets such as professional development for faculty and staff, and summer programs for students.
Annual Fund MBA’s Annual Fund is one of the school’s highest fund-raising priorities as it provides significant support for the operating budget; in fact, every student’s tuition is supplemented. The actual cost to educate each student is approximately $22,000 with 28% of the cost subsidized by annual fund gifts and endowment earnings. A classical curriculum, devoted and gifted teachers, state of the art facilities, and a balanced environment for the students, are the high standards supported through this program.
ANNUAL FUND YEAR AMOUNT 2005/2006 2,137,554 2004/2005 2,002,054 2003/2004 1,783,909 2002/2003 1,630,135 2001/2002 1,523,972 2000/2001 1,413,139
MBA Self-Study 2006 - 75 Endowment The school’s Investment Committee oversees the endowed funds investment activity with the assistance of Consulting Services Group. Defined investment policies and procedures were written by this committee with assistance from the consulting firm. This policy is reviewed annually in order to ensure all funds are being properly invested, and investment targets and guidelines are appropriate for existing financial environments. The Headmaster and Director of Finance facilitate the withdrawal and use of the funds in the day-to-day operations.
ENDOWMENT YEAR AMOUNT 2005/2006 54,000,000 2004/2005 49,331,647 2003/2004 45,624,444 2002/2003 37,447,387 ;2001/2002 34,332,470 2000/2001 39,657,710
Over the next five years, MBA will embark on an ambitious Capital Campaign to raise endowment, capital, and annual fund dollars. The purpose of this effort is cited in the following: • Fund improvements identified in the Strategic Plan • Keep a competitive edge and set the standards in the marketplace • Ensure long-term financial stability • Produce non-monetary benefits such as improved perceptions of the institution, brand building, enhanced relationships, increased volunteerism, sharpened institutional priorities and improved communications with the school’s various constituents.
MBA Self-Study 2006 - 76 Financial Aid Montgomery Bell Academy is committed to a strong financial aid program that provides tuition assistance to families attending who otherwise could not afford an MBA education. Approximately 6% of the school’s total operating budget has been dedicated to financial aid over the last five years, a percentage that has remained relatively constant since 1995.
The total number of students applying for Financial Aid has increased during the last five years along with the number of awards given. Also, the budget for assistance has increased by 68%. Approximately 16% of our students receive financial aid, 22% represent minority families. The average financial aid award is approximately 49% of annual tuition making an MBA education accessible to most students that qualify for admission.
YEAR Students # Applicants # Award # of Min. App Total Awards Avg. Award % of Awards (% of SB) Min. (% of SB) Tuition Apps
2001-2002 657 103 93 14.16% 30 4.57% $506,685.00 $ 5,448.00 49% 2002-2003 660 105 94 14.40% 31 4.75% $548,932.00 $ 5,840.00 48% 2003-2004 665 129 103 15.49% 27 4.01% $583,761.00 $ 5,668.00 42% 2004-2005 663 113 101 15.00% 26 3.90% $704,289.00 $ 6,781.00 47% 2005-2006 661 122 108 16.00% 24 3.60% $850,850.00 $ 7,769.00 49%
Financial Aid Application History
140
120
100
80 # Applicants # Awards 60 # of Min. FA Apps
40
20
0 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006
Financial Aid Awards as a Percentage of the Student Body
18.00%
16.00%
14.00%
12.00%
10.00% Award Rec. % of SB
8.00% Min. App % of SB
6.00%
4.00%
2.00%
0.00% 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006
MBA Self-Study 2006 - 77 Compensation and Benefits Currently, the average faculty salary ranks in the top 15% of independent schools nationwide. A comprehensive benefits package includes group health, long term disability, term life insurance, a defined pension plan, a defined contribution plan (403(b)), flexible spending account, workers compensation, and tuition remission. It is the goal of the school to maintain the most comprehensive and competitive benefits package possible. The Compensations and Benefits Committee, along with the assistance of the Headmaster and Director of Finance, conduct an annual review of existing benefits and consider possible improvements.
MBA Self-Study 2006 - 78 7. The MBA Community
Montgomery Bell Academy was established in 1867 and has roots dating back to 1785. MBA maintains a strong relationship with its alumni, as well as current students, parents, and grandparents. Regular events for alumni keep them in close contact with the school. Mothers and Fathers Clubs involve parents with various activities including our annual Spaghetti Supper. In the past few years, MBA has made strides with strengthening our relationships with minority groups in the Nashville community.
PARENTS AND GRANDPARENTS
Grandparents are an integral part of the MBA community. They are included by invitation to attend numerous events on campus for all activities, whether it be sports, theater productions, evening class opportunities, or various dedications. The Development Office also asks them to support the school’s fund-raising efforts. In the spring, grandparents of the junior school students are recognized during a Grandparents Day.
Parents are involved with many aspects of school life. The Mothers Club and Fathers Club provide opportunities for all parents to participate in various activities. Through many efforts they raise significant funds for the school, which are allocated after faculty and staff make requests for specific items to support programs across the school.
The Mothers Club arranges receptions for art, music, and theater events throughout the year, as well as for the New Families Orientation Picnic, Mother Breakfast, the Admission Open House, Commencement, and other functions. Class mothers organize fall luncheons and lunch discussions for parents in each class through the year, as well as helping set up student service projects and social activities. The Mothers Club also sponsors the Faculty/Staff Appreciation Luncheon, Mother-Son Breakfast, Senior Mother-Son Luncheon, Holiday Decorations, Used Book Sale, and Blazer Sales. They prepare a scrapbook for the archives of all school events and coordinate help for MBA families with sickness or deaths. The mothers also provide volunteers for the Library and the Big Red School Store and publish and sell the Fall Football Program. Their major fund-raising is the Spaghetti Supper during Homecoming Weekend, which raises more than $30,000 to support school programs.
The Fathers Club manages the concession stands during all sports events, assists with parking for school events, sponsors or assists with several class functions, and hosts a Fall Fathers Meeting and Spring Father-Son Banquet. They coordinate with the Mothers Club to provide Holiday gifts for the Faculty and Staff and to allocate funds to support school programs and projects.
What Parents do for MBA:
Mother’s Club: • Spaghetti Supper • Faculty Appreciation Breakfast • Faculty Appreciation Luncheon • Mother/Son Breakfast • Senior Mother’s Luncheon • Numerous receptions for art, theater, Open House, Commencement, etc.
Father’s Club: • Operate Concession Stands
MBA Self-Study 2006 - 79 • Assist with event parking • Father/Son Banquet • Father/Son Golf Tournament
What MBA does for Parents & Grandparents: • New Parent Information Meeting (Spring) • Junior School Grandparents Day • New Family Orientation Picnic (Fall) • Junior School and High School Parents Night • Junior School Parent Teacher Conferences • College Night for Junior Parents • High School Curriculum Information Night • High School College Introduction for sophomores and parents • MBA/HH Collaboration – Parent Awareness Meetings • MBA/HH Collaboration – Legal Panel • MBA/HH Media Day Speaker • John Badalament Father/Son Event
Alumni: MBA alumni are active and involved in the life and activities of the school. Over 49 percent of alumni made contributions during the 2004-2005 school year. Alumni participate in Career Day, the Junior Ring Ceremony, reunion planning, and fund-raising activities. They also serve the school on the Alumni Board, the Board of Trustees, the Young Alumni Board, and the Advisory Board. Numerous alumni events are held in Nashville each year as well as alumni events held in other cities around the country. These events are a way to remain connected with classmates, the school, and also provide networking opportunities. Alumni are informed of school activities through the MBA web page, the MBA Magazine, letters, the monthly alumni calendar, and the e-mail publication eNews.
Neighborhood: MBA’S campus consists of 37 acres in a residential neighborhood on the west side of Nashville. We also have additional athletic fields 2 miles from campus on 42nd Avenue.
Communication: MBA communicates with our surrounding neighborhood through newsletters. The neighborhood is invited to our annual Spaghetti Supper and Homecoming as well music events, art exhibits and other school events.
Campus access: Our campus is an open part of the neighborhood. The tennis courts and track are open and available for the neighbors use. Frequently, neighbors walk through the campus.
Traffic/parking: The surrounding streets are marked by orange traffic cones during football games and other heavily to prevent parking in our neighbors yards. MBA contracts with Vine Street Christian Church for use of their adjacent parking lot for our Junior Class parking and special events. The Dominican School campus across West End Avenue has also cooperated with MBA regarding parking for special events.
Community Service: Each year we hold a food drive for Nashville’s Second Harvest Food Bank during our Homecoming Week. The community is encouraged to participate. We held a clothing drive this year for the Hurricane Katrina victims. The news media promoted this event and we received donations from our neighborhood community as well as the MBA community.
MBA Self-Study 2006 - 80
Minority Awareness: Over the past five years MBA has brought about minority awareness through several different activities, programs, and opportunities, including involvement in several community organizations: Time to Rise, Backfield in Motion, Hispanic Achievers, and 100 Kings. Through faculty and student leadership there are several campus based organizations that also bring about minority awareness. Those clubs are the King Society, JAG, and the African American studies club.
During the Admission season, we hold an informal gathering open to all prospective families at Swett’s restaurant, a minority owned business, to specifically target minorities outside of the MBA community.
• King Society • Swett’s Event • 100 Black Men • 100 Kings • Time to Rise - YMCA • Backfield in Motion • Hispanic Achievers • JAG • African American Studies Club
Publications: Since the 2001 School Improvement Plan, MBA’s publications, marketing and public relations efforts have all undergone significant changes resulting from an internal focus on enhanced communications. Communication is developed with each constituency in mind: the wide-ranging ages of alumni, the current parents, and prospective parents are taken into consideration in choice of all marketing and public relations efforts.
External communications, which encompass the school’s marketing, PR and publications, have become significantly more efficient through multiple uses including: web-based electronic newsletters sent to more than 3,000 constituents on a bi-monthly basis; enhanced communications with local media outlets; targeted advertising; an expanded school magazine which reaches 6,000 constituents bi-annually; and an admissions viewbook which is updated annually. These communication efforts were augmented by the addition of an in-house graphic designer who has assisted in solidifying the school’s identity through consistent and creative branding of the MBA. Additionally, a dedicated writer has focused on external projects such as the admission brochure, alumni magazine, web site copy, radio ads, and evening class brochure and has produced a clear picture of the life of the school--consistent with MBA's mission and vision.
Based on the discriminating communications, the school continues to be viewed as a strong and important member of the Nashville community.
MBA Self-Study 2006 - 81 8. Profile: NSSE Faculty, Support Staff, Student, Parent, and Community Opinion Inventories
Stakeholder Perspectives: In December of 2005, the NSSE’s Opinion Inventories were administered to all faculty, and support staff and a statistically valid sampling of students, parents, and community groups. The complete results of these inventories is found in Appendix-----. Ratings are based on a scale from 1-5, with 5 being “strongly agree” and 1 being “strongly disagree”.
Results from the Analysis Reports of the five Opinion Inventories are presented in the following table (numbers in parentheses = standard deviation).
Analysis of Opinion Inventory Responses Teacher Parent Student Staff Response Community Category Response Response Response Response
Quality of the Instructional Program 4.20 (.89) 4.52 (.81) 4.12 (.90) 4.40 (.72) 4.74 (.55) Support for Student Learning 4.59 (.68) 4.63 (.65) 4.27 (.79) 4.58 (.67) 4.66 (.71) School Climate/Environment 4.05 (1.11) 4.41 (.90) 4.02 (1.00) 3.77 (1.14) 4.38 (.93) School Organization and Admin. 4.23 (.95) 3.89 (.91) Parent/Student/Community School Relationships 4.51 (.77) 4.18 (.84) 4.43 (.74) Resource Management 4.59 (.79) 4.67 (.69) Composite 4.23 (.95) 4.53 (.80) 4.15 (.89) 4.08 (.99) 4.55 (.77)
Of 106 different items contained in the five surveys, only 3 had any responses lower than 3.00. All three of these items help to inform the vision behind the Action Plan compiled in this self-study:
Item 38: “Substance abuse (Drug/Alcohol) is not a problem at MBA.” Teachers and support staff rated this item the lowest at 2.34 and 2.42 respectively. The parent, student, and community perceptions were considerably higher but were still somewhat low. This item is addressed in the School Improvement Plan.
Item 11: “MBA is doing a good job of teaching career/vocational courses.” This item received a 2.55 from teachers and a 3.40 from parents. This is due in part to the terminology of the statement: MBA, as a college-preparatory institution, does not offer career/vocational programs as that term is often used in public education. Seniors annually participate in a Career Day and several assemblies are devoted to presenting careers as a topic. This item does remind us however, that there is room for making students more aware of the relationship between their education and career opportunities.
Item 39: “There are no problems with bullies at MBA.” Teachers and support staff rated this the lowest at 3.00 and 2.96 respectively while parents and students had more favorable ratings of 3.87 and 3.68. While the topic of bullying is emphasized in the Junior School and themes such at “taking care of each other” are parts of the school agenda, it reminds us that we must continue to work on this perceived problem in a variety of ways.
An additional 27 items had one or more average response that fell within the range of 3.00-3.99:
Item 8: “MBA is doing a good job teaching PE.” A 3.71 rating from the faculty reflects some concern from our teachers that we need to improve our program or eliminate redundancies. This item will be addressed in the School Improvement Plan.
MBA Self-Study 2006 - 82 Item 9: “MBA is doing a good job teaching health education.” This item was only rated below 4.00 by the teachers. Even though MBA does not offer courses in Health Education, students in the high school have benefited from class-wide sessions held periodically throughout the year to discuss health-related issues. Also, the Health Fair has become a tremendous success.
Item 12: “MBA prepares students to deal with issues and problems the students will face in the future.” A 3.83 rating from the faculty reflects a slight concern that we could do more to address the future needs of the students. More programs could evolve from our increased coordination of counseling services as well as the expanded role of the Associate Deans.
Item 13: “Students see a relationship between what they are studying and their everyday lives.” While this item was rated above 4.00 by the parents and community, teachers, students and staff rated this as 3.59, 3.44, and 3.52 respectively. This is a reminder that teachers should always try to show relationships between courses and ‘the real world’.
Item 14: “My teachers use a variety of teaching strategies and learning activities to help me learn.” This item was contained in the teacher, parent, and student surveys, and the students rated it 3.93. This is another strong rating that nonetheless can be improved. Technology could also provide a key to improvement in this area. Educational software and other computer-related activities could provide benefits in this area. Myriad other opportunities, such as group study or group projects, should be explored by teachers to evaluate their effectiveness.
Item 16: “Teachers collaboratively develop instructional activities to help students learn across subject areas.” Teachers rated this at 3.59 and while this is better than a neutral response, it shows that many teachers would like to institute more collaborative activities across subject areas. With the institution of new Senior Seminar courses, hopefully this can be achieved.
Item 18: “Students are motivated to do their best work.” This item was contained in the teacher, parent, and student surveys, and the students rated it 3.81. This rating indicates that the majority of students at MBA agree that they give their best effort, but there is room for improvement.
Item 20: “In addition to written tests, I am provided with a variety of ways to show my learning.” This item was contained in the teacher and student surveys, and the students rated it 3.84. Again, this rating indicates that the majority of students agree with this item, but there is room for improvement. Technological resources provide the potential to allow creative teachers to design new methods to access student learning.
Item 24: “MBA offers learning opportunities that support the full range of student abilities.” The faculty rated this item at 3.71 and the staff rated it at 3.81, while the community and parents both had responses over 4.00. Based on these findings, it appears that those involved with MBA in an off- campus capacity find that the variety of opportunities afforded our students is more than satisfactory. This is in slight contrast to those groups that have direct contact with students on campus. In general, we all agree that students are provided a broad range of favorable conditions in which to express themselves, however the on-campus community may need to be better informed as to the variety of expression afforded our students. It is noteworthy that this question was not asked of the students; their opinion on the matter would be most relevant.
Item 29: “ MBA provides textbooks and supplies that are up to date.” This item was contained in the teacher, parent, and student surveys, and the students rated it 3.94. MBA has a used book sale every year to help students defray their educational costs. As a result teachers at MBA balance the benefits of having the latest edition of textbooks with the benefits of making the MBA education less costly. A
MBA Self-Study 2006 - 83 general guideline is that teachers should use textbooks for 3-5 years before changing them. Nevertheless, teachers should be diligent with respect to updating textbooks and other supplies to make sure that they do not become outdated.
Item 33: “Students are respectful of school and community property.” The faculty rated this item at 3.77 and the staff rated it 3.88, while the community average was over 4.00. All groups questioned as a whole and individually responded positively to this statement. The difference that arises is more due to the nature of the relationship the group has with the students. Those groups closest to them on a day to day basis are more prone to observe less respectful behavior than the group off-campus where the concentration of our students is diluted in the population.
Item 35: “Adequate security measures are in place at MBA.” The staff scored this item at 3.12 and this neutral score from the staff (in contrast to the rest of those polled) is probably due to the fact that many staff members are much more aware of safety issues. Ignorance of the faculty, parents, students and community may give a false sense of security.
Item 36: “School rules apply equally to all students.” Faculty – 3.76, Staff – 3.62, Parents – 4.17, Students – 4.07: Students and parents, the two groups most directly affected by the enforcement of the rules of conduct agree that its application is fair across the entire student body. Those that enforce the rules in general agree that equality is preserved. It does appear though that they feel less strongly about their ability to apply it uniformly. This may be due to their closeness to the immediate situation versus the obvious trust placed in them by the other two groups.
Item 40: “School discipline is appropriately maintained at MBA.” Faculty – 3.79, Community – 4.54: Both groups questioned as a whole and individually responded positively to this statement. The difference that arises is more due to the nature of the relationship the group has with the students. Those groups closest to them on a day to day basis are more prone to observe less respectful behavior than the group off-campus where the concentration of our students is diluted in the population.
Item 46: “MBA uses data and research to make informed decisions.” Faculty – 3.79: The generally positive response to this statement is very encouraging. With increased efforts and improved means of communications coming on-line on campus, this response average will hopefully improve.
Item 47: The expenditure of funds is aligned with MBA’s goals and priorities. A faculty rating of 3.97 and a staff rating of 3.96 reflects a very slight concern of the school’s fiscal responsibility. The concern indicates a faculty and staff that is concerned with using funds wisely.
Item 48: “ Opinions of Parents/Teachers/Students/Support Staff are considered when decisions are made that affect them.” With an overall neutral to favorable average, teachers, parents, students, and support staff all indicated that they feel that their opinions are given consideration when important school decisions are made. The support staff gave the lowest overall rating of 3.20, and parents gave the highest overall rating of 3.93.
Item 49: “Positive working relationships between teachers and administrators are supported at MBA through mutual respect and effective communication.” A 3.89 rating from the faculty suggests a slight concern that more communication is needed between teachers and administrators.
Item 70: “Teachers provide reasonable/appropriate amount of homework to help students succeed in studies.” This item was contained in the teacher, parent, and student surveys, and the students rated it 3.31. The wording of this item allows the student to disagree whether he thinks that there is too little
MBA Self-Study 2006 - 84 homework or too much. A similar item from the 2001 surveys, “Students are given a sufficient amount of homework to help them succeed at their studies,” rated 4.75 by the students, which leads one to suspect that the low rating in the current survey was due to their thinking that MBA assigns too much homework. This probably means that the amount of homework assigned by MBA is just about right.
Item 76: “I look forward to going to school each day.” A 3.31 rating from students proves low enough to make sure the school looks at ways to maintain a rigorous college preparatory program while seeking ways to ease the self imposed student pressure- workload, extra-curricular activities and making the desired grades.
Item 80: “Training in managing student behaviors is offered to support staff who have contact with students.” Staff score 3.00: Staff members were the only ones asked this question. The neutral scores may be due to the little contact staff members have with students.
Item 81: “Students respect all adults at MBA regardless of their role.” Staff score 3.35: This question was asked only of staff members and again may be due to many staff members not having much contact with students. This item should remind teachers to emphasize with students that they should respect all of those who work at MBA regardless of their role.
Item 87: “Communication between supervisors and staff regarding job responsibilities is clear.” While not unsatisfactory, the score of 3.72 for this statement shows that school staff members believe that the communication between supervisors and staff regarding job responsibilities could be better than it is currently.
Item 88: “Evaluations of support staff are fair.” Staff score 3.35: This neutral score indicates that perhaps with our diverse staff, making evaluations clear and regular is necessary.
Item 89: “Evaluations of support staff are conducted on a regular basis.” Staff score 3.15: Like item 88, this score indicates that staff evaluations should be an important part of the school’s improvement process.
Item 90: “Opportunities exist to upgrade my skills when appropriate to my job.” While the response to this statement (3.62) was not unsatisfactory as a whole, some staff members obviously feel that there could be more opportunities to upgrade their skills when appropriate to their jobs.
Item 99: “School staff members reflect the diversity of the community.” When surveyed, the majority of the members of the community indicated that they agree with this statement. Apparently a few members of the community feel that the diversity of the school staff is not in line with that of the community, however.
Based on the responses to the surveys and their analysis, in which all of the composite scores of the five groups of stakeholders were higher than 4.00 on the scale of 5.00, stakeholders are satisfied with the quality of the instructional program, the level of support for student learning, the school learning environment, and other aspects of the school.
MBA Self-Study 2006 - 85 Figure---: Responses to the Parent, Student, Teacher, Staff, and Community Opinion Inventories Opinion Inventory Results Key: T = Teacher, P = Parent, S = Student, SS = Support Staff, and C = Community.
Item Teacher Parent Student Support Community Statements # Staff The education offered to students 1 4.93 4.91 4.83 4.96 4.90 T1, P1, S1, SS1, at our school is of high quality. C1 2 4.42 T2, The curriculum at our school is based on clearly defined learning standards. 3 4.63 4.86 T3, P2, Our school is doing a good job teaching language arts (reading, writing, speaking, listening). 4 4.69 4.75 T4, P3, Our school is doing a good job teaching mathematics. 5 4.74 4.75 T5, P4, Our school is doing a good job teaching science. 6 4.31 4.72 T6, P5, Our school is doing a good job teaching social studies. 7 4.63 4.68 T7, P6, Our school is doing a good job teaching fine arts (music, visual arts, dance, and drama). 8 3.81 4.68 T8, P7, Our school is doing a good job teaching physical education. 9 3.19 4.01 T9, P8, Our school is doing a good job teaching health education. 10 4.36 4.40 T10, P9, Our school is doing a good job teaching foreign languages. 11 2.55 3.40 T11, P10, Our school is doing a good job teaching career/vocational education. 12 3.83 4.17 4.11 4.16 4.47 T12, P11, S3, Our school is preparing students SS3, C6 to deal with issues and problems they will face in the future. 13 3.59 4.04 3.44 3.52 4.28 T13, P12, S4, Students see a relationship SS4, C7 between what they are studying and their everyday lives. 14 4.33 4.46 3.93 T14, P13, S5, Teachers use a variety of teaching strategies and learning activities to help students learn. 15 4.35 T15, Teachers provide instructional activities that involve students in their learning. 16 3.59 T16, Teachers collaboratively develop instructional activities to help students learn across different subject areas. 17 4.73 4.81 4.58 4.83 4.78 T17, P16, S7, Teachers hold high expectations SS5, C8 for student learning. 18 4.13 3.81 4.04 T18, S8, SS6, Students are motivated to do their best work. 19 4.03 4.19 T19, P15, Teachers provide a reasonable and appropriate amount of homework to help students succeed in their studies. 20 4.16 3.84 T20, S14, In addition to written tests, students are provided with a variety of ways to show their learning (e.g., projects, presentations, portfolios). 21 4.89 4.72 4.63 4.65 T21, P18, S11, Teachers are willing give SS7, students individual help outside of class time. 22 4.69 4.58 T22, SS8, Students who are struggling receive additional support.
MBA Self-Study 2006 - 86 23 4.54 T23, Our school encourages the use of school and community resources (library, Internet, and service organizations) to help students with their school work. 24 3.71 4.34 3.81 4.64 T24, P19, SS9, Our school offers learning C9 opportunities that support the full range of student abilities. 25 4.73 4.47 4.32 4.58 4.59 T25, P20, S12, Our school recognizes the SS10, C10 achievements of students for all types of accomplishments. 26 4.67 4.60 T26, P24, Effective procedures are in place to support my communication with parents/teachers. 27 4.80 4.74 4.69 4.92 4.78 T27, P25, S18, In our school, students have SS11, C12 access to a variety of resources to help them succeed in their learning, such as technology, media centers, and libraries. 28 4.70 4.67 4.52 4.67 T28, P28, S19, Up-to-date computers and other C13 technologies are used in our school to help students learn. 29 4.76 4.67 3.94 4.73 T29, P27, S20, Our school provides teaching SS12, materials and supplies that are current and in good condition. 30 4.79 4.85 4.56 4.81 4.84 T30, P26, S21, Our school’s facilities are SS13, C14 adequate to support students’ learning needs. 31 4.89 4.87 4.73 T31, P30, SS14, Class sizes at our school are appropriate for effective learning. 32 4.49 4.61 4.15 4.46 4.70 T32, P31, S25, All students and staff at our SS15, C18 school are treated with respect, regardless of race, religion, or gender. 33 3.77 3.88 4.65 T33, SS16, C17 Students are respectful of school and community property. 34 4.64 4.87 4.77 4.69 T34, P33, S26, Cheating is strongly discouraged SS17, at our school. 35 4.01 4.35 4.07 3.12 4.23 T35, P32, S30, Adequate security measures are SS18, C23 in place at our school. 36 3.76 4.17 4.07 3.62 T36, P43, S27, School rules apply equally to all SS19, students. 37 4.75 4.70 4.51 4.50 4.84 T37, P36, S29, Our school provides a safe and SS20, C21 orderly environment for learning. 38 3.34 3.39 3.30 2.42 3.56 T38, P35, S28, Substance abuse (e.g., SS22, C20 drug/alcohol) is not a problem at our school. 39 3.00 3.87 3.68 2.96 4.03 T39, P38, S31, There are no problems with SS21, C24 bullies at our school. 40 3.79 4.54 T40, C25 School discipline is appropriately maintained at our school. 41 4.50 4.23 T41, SS23, Our students’ family members feel welcome in our school. 42 4.60 4.73 4.17 4.84 T42, P39, S33, For the most part, I am satisfied C26 with our school. 43 4.34 T43, Our school has a clear mission and goals that provide our staff with a common purpose and sense of direction. 44 4.41 T44, Our school is committed to continuous improvement focused on improving student learning. 45 4.09 T45, A culture of accountability is evident in our school. 46 3.79 T46, Our school uses data and research to make informed decisions. 47 3.97 3.96 T47, SS29 The expenditure of funds is aligned with our school’s goals
MBA Self-Study 2006 - 87 and priorities. 48 3.86 3.93 3.36 4.24 T48, P40, S34, Teachers/Parents/Students/Com- C29 munity members are involved in making important decisions that impact the quality of the teaching and learning process. 49 3.89 T49, Positive working relationships between teachers and administrators are supported in our school through mutual respect and effective communication. 50 4.24 T50, The administration of our school provides teachers with adequate support. 51 4.69 P14, Teachers challenge my student to do his/her best work. 52 4.69 4.34 P17, S10, Teachers give students extra help in class when it is needed. 53 4.48 4.17 P21, S15, The grading and evaluation of my/my child’s schoolwork is fair. 54 4.67 P22, Reports of my child’s progress are clear and easy to understand. 55 4.65 4.20 P23, S16, A counselor/advisor is available to help me/my child select classes and provide guidance in planning for the future. 56 4.54 P29, Teachers at our school treat my child fairly. 57 4.22 4.03 P37, C22 Safety measures are in place to protect students traveling to and from school. 58 4.63 4.33 P41, S37, I am satisfied with the quality of our school’s student activities. 59 4.65 4.21 P42, S38, School rules are clearly communicated to parents/students. 60 4.65 P43, Our school provides sufficient opportunities for parent involvement. 61 4.81 4.37 P44, S39 Our school uses technology to provide parents/students with information about our school. 62 4.47 4.24 4.36 P45, S40, C27 Parents/ Community members feel welcome at our school. 63 4.57 4.74 P46, C38 Our school makes effective use of the financial resources available. 64 4.00 4.20 P47, C40 The quality of schools influenced my decision to live in this community. 65 4.87 4.92 P48, C36 Our school and grounds are clean and well maintained. 66 4.75 P49, Adequate time, space, and facilities are provided for student activities (e.g., extracurricular, sports). 67 4.58 4.84 P50, C37 Our school has a positive impact on the community’s property values. 68 4.55 S2, Students are provided with opportunities to learn important knowledge and skills in each subject. 69 4.47 S6, My teachers challenge me to do my best work.
70 3.31 S9, The amount of homework I am given helps me succeed in my
MBA Self-Study 2006 - 88 studies. 71 4.08 S13, I receive feedback from my teachers that helps me improve my learning. 72 4.09 S17, If I have a personal problem, I can talk with a staff member (e.g., counselor, teacher) at school. 73 4.16 S22, I am encouraged to use school and community resources (e.g., library, Internet) to help me with my schoolwork. 74 4.23 S23, My teachers treat me fairly. 75 4.12 S24, Staff in our school display a caring attitude toward students. 76 3.13 S32, I look forward to going to school each day. 77 4.11 S35, Student help plan our school activities. 78 4.58 S36, I have an opportunity to participate in the activities that interest me (e.g., clubs, sports, music). 79 4.73 SS2, Our school is doing a good job teaching students. 80 3.00 SS24, Training in managing student behaviors is offered to support staff who have contact with students. 81 3.35 SS25, Students respect all adults in our school regardless of their role. 82 4.52 SS26, Our school has a clear mission and goals that provide our staff with a common purpose and sense of direction. 83 4.69 SS27 Our school is committed to improving student learning. 84 3.20 SS28 The opinions of support staff are considered when decisions are made that affect them. 85 4.32 C40 Tax dollars spent on this school are a wise investment for our community. 86 4.00 SS30 There are positive working relationships among teachers, administrators, and support staff. 87 3.72 SS31 Communication between supervisors and staff regarding job responsibilities is clear. 88 3.57 SS32 Evaluations of support staff are fair. 89 3.15 SS33 Evaluations of support staff are conducted on a regular basis. 90 3.62 SS34 Opportunities exist to upgrade my skills when appropriate to my job. 91 4.33 SS35 Salaries in our school are comparable with other similar schools in our state. 92 4.89 C2 Students are provided with opportunities to learn important knowledge and skills in each subject. 93 4.95 C3 Our school offers students a comprehensive program that includes music, art, and foreign language, as well as English, math, science, and social studies. 94 4.62 C4 Citizenship is effectively taught
MBA Self-Study 2006 - 89 in our school. 95 4.95 C5 Our school ranks well academically when compared to other schools. 96 4.81 C11 All students in our school have equal access to quality education. 97 4.22 C15 Our school uses community resources to help students with their schoolwork. 98 4.64 C16 The community respects teachers in our school, 99 3.89 C19 School staff members reflect the diversity of the community. 100 4.41 C28 The school board is responsive to community; 101 4.57 C30 The goals of the school are consistent with local values held by the community. 102 4.57 C31 Our school uses technology to provide community members with information about our school. 103 4.47 C32 The school keeps local media current on events at the school. 104 4.33 C33 Our school provides sufficient opportunities for community involvement. 105 4.48 C34 School-sponsored activities are open to members of the community. 106 4.44 C35 Community members are supportive of our school.
MBA Self-Study 2006 - 90 Part II: Mission and Beliefs
Narrative Description of the Process of Defining the Mission and Beliefs
The process of defining mission and beliefs began with Steering Committee review of the strategic plan, the 2001 School Improvement Plan, and the Report of the 2001 Visiting Committee. Following this review, a rough version of the Mission and Beliefs Inventory was distributed and discussed in groups of faculty members at the 2005 fall faculty in-service meetings.
Following some initial observations and relying on the preliminary responses of the faculty at the fall in-services, the Mission and Beliefs Committee discussed and revised the Mission and Beliefs Inventory and administered it to a representative sample of six different stakeholder groups.
The results produced strong agreement within and across groups concerning the basic mission and beliefs of Montgomery Bell Academy (See data charts below).
Using the results of the Mission and Beliefs Inventory, the Committee then turned to a thorough evaluation and review of the school’s mission statement. This review produced the following conclusions:
Mission Statement:
Montgomery Bell Academy offers boys an exemplary college preparatory experience which teaches them to be young men of integrity who will serve their communities, well-rounded students of traditional academics and the fine arts, and athletes dedicated to the spirit of good sportsmanship and healthful living.
Sub-statements:
1. The MBA motto, “gentleman, scholar, athlete,” accurately reflects the school’s philosophy of the well-rounded young man who balances the virtues of traditional academics, the fine arts, sports, service, and leadership.
2. Each student is a valued individual. • Each student has unique physical, social, emotional, and intellectual needs. • A student’s self-esteem is enhanced by positive relationships and mutual respect among and between students and staff. • Each student plays a special role in creating high goals for himself and in serving the greater community.
3. Student learning is the chief priority of the school. • Students need to demonstrate their understanding of essential knowledge and skills and to be actively involved in solving problems and producing quality work. • They need to apply their learning in meaningful contexts. • They learn best when they are actively engaged in the learning process. • They learn best when taught with a variety of methods and given appropriate opportunities for success. • A safe and nurturing environment promotes student learning.
MBA Self-Study 2006 - 91 4. Curriculum and instructional practices should insure challenging courses to accommodate students with a variety of interests and aptitudes. • The various disciplines should regularly assess and appropriately revise their curricula. • Traditional methods and new teaching techniques, including the use of technology, should be used wherever appropriate. • The fine arts should continue to grow as an integral part of our curriculum. • While preserving the strengths of our classical curriculum, the commitment to innovation is imperative for our school to continue guiding students to become confident, self- directed, lifelong learners.
The definition of the school’s mission and beliefs significantly supports the vision of the school at the root of efforts directed towards continual improvement. As such, the widespread unity among stakeholders regarding the mission and beliefs of the school displays a strong and clear vision of the school, and that vision directs all review and planning as the school moves forward.
MBA Self-Study 2006 - 92 School Beliefs Inventory Directions: On a scale of 1 to 5 (5 = Strongly Agree, 4 = Agree, 3 = Neutral, 2 = Disagree, 1 = Strongly Disagree) record your opinion adjacent to each of the statements below. Consider that the statements represent what M.B.A. is currently doing. ______1. Student learning is the chief priority of the school. ______2. Student learning should be the primary focus of all decisions impacting the work of the school. ______3. All students can learn at or near the level that the school envisions for its best students. ______4. Students not only need to demonstrate their understanding of essential knowledge and skills, but also need to be actively involved in solving problems and producing quality work. ______5. Students learn in different ways and should be provided with a variety of instructional approaches to support their learning. ______6. Challenging expectations increase individual student performance. ______7. Curriculum and instructional practices should incorporate a variety of learning activities to accommodate differences in learning styles. ______8. Each student is a valued individual with unique physical, social, emotional and intellectual needs. ______9. Assessments of student learning should provide students with a variety of opportunities to demonstrate their achievement of expectations for their learning. ______10. Curriculum and instructional practices should insure a variety of challenging courses to accommodate students with exceptional motivation and interest. ______11. A student’s self-esteem is enhanced by positive relationships and mutual respect among and between students and staff. ______12. A safe and physically comfortable environment promotes student learning. ______13. Students learn to make appropriate decisions given a supportive and challenging learning environment. ______14. Cultural diversity opens students’ minds to other views and thoughts, leading to a richer and more complex learning environment. ______15. Teachers, administrators, parents and the community share the responsibility for advancing the school’s mission. ______16. Schools need to function as a learning organization and promote opportunities for all those who have a stake in the success of the school to work together as a community of learners. ______17. The commitment to continuous improvement is imperative if our school is going to enable students to become confident, self-directed and life-long learners. ______18. Schools should regularly assess and appropriately revise their curricula. ______19. Extracurricular activities, including athletics, service projects, clubs, etc., serve to supplement rather than detract from student learning. ______20. Single gender institutions provide valuable learning environments for their students. ______21. Faculty support students and engage them in the subject matter in ways that foster a love of learning. ______22. Technology is an integral part of the communication among parents, students, and faculty, and is used appropriately in the classroom to improve teaching methods. ______23. The fine arts program plays an important role in the school’s identity. ______24. The fine arts program has been integrated into the academic curriculum. ______25. The MBA motto, “Gentleman, Scholar, Athlete,” accurately reflects the school’s mission.
MBA Self-Study 2006 - 93 Mission and Beliefs Inventory (Q 1-4)
6
5 MAJ.CONTRIB 4 ALUMNI FACULTY 3 STUDENTS 2 FEEDERS
Response Rating Response 1 PARENTS
0 1234 Question Number
1. Student learning is the chief priority of the school. 2. Student learning should be the primary focus of all decisions impacting the work of the school. 3. All students can learn at or near the level that the school envisions for its best students. 4. Students not only need to demonstrate their understanding of essential knowledge and skills, but also need to be actively involved in solving problems and producing quality work.
Mission and Beliefs Inventory (Q 5-8)
6
5 MAJ.CONTRIB 4 ALUMNI FACULTY 3 STUDENTS 2 FEEDERS 1 PARENTS
0 5678 Question
5. Students learn in different ways and should be provided with a variety of instructional approaches to support their learning. 6. Challenging expectations increase individual student performance. 7. Curriculum and instructional practices should incorporate a variety of learning activities to accommodate differences in learning styles. 8. Each student is a valued individual with unique physical, social, emotional and intellectual needs.
Mission and Beliefs Inventory (Q9-12)
6 5 MAJ.CONTRIB 4 ALUMNI FACULTY 3 STUDENTS 2 FEEDERS 1 PARENTS 0 9101112 Question
9. Assessments of student learning should provide students with a variety of opportunities to demonstrate their achievement of expectations for their learning. 10. Curriculum and instructional practices should insure a variety of challenging courses to accommodate students with exceptional motivation and interest. 11. A student’s self-esteem is enhanced by positive relationships and mutual respect among and between students and staff. 12. A safe and physically comfortable environment promotes student learning.
MBA Self-Study 2006 - 94 Mission and Beliefs Inventory (Q 13-16)
6
5 MAJ.CONTRIB 4 ALUMNI FACULTY 3 STUDENTS 2 FEEDERS 1 PARENTS
0 13 14 15 16 Question
13. Students learn to make appropriate decisions given a supportive and challenging learning environment. 14. Cultural diversity opens students’ minds to other views and thoughts, leading to a richer and more complex learning environment. 15. Teachers, administrators, parents and the community share the responsibility for advancing the school’s mission. 16. Schools need to function as a learning organization and promote opportunities for all those who have a stake in the success of the school to work together as a community of learners.
Mission and Beliefs Inventory (Q 17-20)
6
5 MAJ.CONTRIB 4 ALUMNI FACULTY 3 STUDENTS 2 FEEDERS 1 PARENTS
0 17 18 19 20 Question
17. The commitment to continuous improvement is imperative if our school is going to enable students to become confident, self-directed and life-long learners. 18. Schools should regularly assess and appropriately revise their curricula. 19. Extracurricular activities, including athletics, service projects, clubs, etc., serve to supplement rather than detract from student learning. 20. Single gender institutions provide valuable learning environments for their students.
Mission and Beliefs Inventory (Q 21-25)
6 5 4 3 2 1 0 21 22 23 24 25 Question
MAJ.CONTRIB ALUMNI FACULTY STUDENTS FEEDERS PARENTS
21. Faculty support students and engage them in the subject matter in ways that foster a love of learning. 22. Technology is an integral part of the communication among parents, students, and faculty, and is used appropriately in the classroom to improve teaching methods. 23. The fine arts program plays an important role in the school’s identity. 24. The fine arts program has been integrated into the academic curriculum. 25. The MBA motto, “Gentleman, Scholar, Athlete,” accurately reflects the school’s mission.
MBA Self-Study 2006 - 95
QUESTION # MAJ.CONTRIB ALUMNI FACULTY STUDENTS FEEDERS PARENTS AVERAGES
1 4.9 4.8 4.8 3.9 4.8 4.7 4.65 2 4.7 4.6 4.7 3.9 4.4 4.2 4.42 3 3.2 3.8 3.5 3.4 4.2 3.5 3.60 4 4.8 4.7 4.6 4.3 4.8 4.8 4.67 5 4.4 4.1 4 3.4 4.4 4.3 4.10 6 4.7 4.7 4.5 4 4.8 4.3 4.50 7 4.1 4.4 4 4.2 4.4 4.3 4.23 8 4.6 4.7 4.6 3.8 4.4 4.6 4.45 9 4.3 4.5 4.2 4.1 4.4 4 4.25 10 4.7 4.7 4.5 4.2 5 4.9 4.67 11 4.8 4.9 4.7 4.2 4.6 4.8 4.67 12 4.7 4.8 4.8 4.4 4.8 4.7 4.70 13 4.4 4.5 4.4 3.9 4.6 4.2 4.33 14 4.1 4.7 4.3 3.6 4.4 3.9 4.17 15 4.5 4.8 4.7 3.8 5 4.3 4.52 16 4.4 4.7 4.4 4.2 4.4 4.2 4.38 17 4.7 4.9 4.6 4.2 4.6 4.4 4.57 18 4.6 4.7 4 3.9 5 4.3 4.42 19 4.7 4.8 4.1 4.1 5 4.7 4.57 20 4.1 4.9 4.6 3.4 4.6 4.7 4.38 21 4.4 4.9 4.3 3.7 4.4 3.9 4.27 22 4.3 4.7 4.3 4.2 4.2 4.4 4.35 23 4.4 4.7 4.4 3.6 4.2 4.5 4.30 24 4.3 4.7 4 3.6 4 3.9 4.08 25 4.7 4.9 4.3 3.9 4.4 4.6 4.47
MBA Self-Study 2006 - 96 Part III: Desired Results for Student Learning
Montgomery Bell Academy’s mission is to prepare young men for an exemplary college experience. MBA students regularly attend a variety of challenging colleges and universities. Over the past five years, MBA students have matriculated at an average of 56 colleges annually (up from an average of 42 in 2001). In addition, the school works hard to insure that students gain strong values so that they become individuals who will provide significant contributions to society and to the leadership of the Nashville area and beyond.
Our focus educationally has been traditional, with an emphasis on classical studies. Students typically take English, math, history, science and a foreign language each year. They also fulfill requirements in fine arts and physical education. All of our students take two years of Latin as part of the traditionally-oriented classical curriculum. The principles of self- discipline and preparation in the fundamentals are central to the curriculum. All students are taught the disciplines of preparing homework, taking good notes, ordering their responsibilities clearly, and maintaining strong self-discipline. We reinforce those principles through grade 12, with an emphasis on increasing self-reliance as the students mature.
Regular accountability, hard work, and thorough preparation, however, are expected at every level. MBA students read texts that are demanding and tested by time and experience. They are expected to write frequently, with emphasis on sound principles of structure and composition, fundamentals of grammar, and proper spelling and punctuation. Our students are also expected to participate regularly in after-school athletic, artistic and service-oriented activities. Since the early 1990’s, MBA has developed a comprehensive fine arts program and now offers the students improved opportunities in service, debate, theater, music, and fitness.
One of the school’s greatest strengths is the school-wide support for the varied activities of the students. It is not unusual to see the entire student body give a standing ovation as enthusiastic for an exceptional performance on the cello as for the state championship trophy in football. Our students who participate in debate cheer at our athletic events, and our athletes regularly attend plays and concerts featuring their fellow students. The school consciously strives to educate young men who will have a kind of renaissance spirit.
The Gentleman, Scholar, Athlete ideal is clearly one of MBA’s greatest strengths. The focus and clarity exemplified in this mission statement allows MBA an unequivocal sense of the school’s priorities. The desired outcomes for our students are reflected in the following summary of ideals:
Based on the results of the surveys and discussions (see graphs and statistical/narrative report), three major areas of desired outcomes for students appear:
• MBA graduates will be gentlemen who contribute to society and exhibit concern for others • MBA graduates will appreciate scholarship and possess the requisite tools to be life-long learners • MBA graduates will be active contributors to the society in which they live
MBA Self-Study 2006 - 97 The first of these areas reflects the “Gentleman” aspect of the school’s mission and encompass the ideals of honor, good behavior, and responsible living. This term is difficult to define in a simple phrase but the strength of its meaning affords our community the advantage of discussing these kinds of virtues and qualities which make our boys better individuals. We believe that placing this term at the forefront of our motto explicitly states the importance of demonstrating this kind of behavior and integrity. As a gentleman, an MBA graduate will be guided by principles of honor (as lived daily in the school’s emphasis on its Honor Code and respect for others), characterized by good behavior (as promoted in the classroom and emphasized by discussions in assembly and in advisory meetings), and respect for his own well-being and the well-being of others (as promoted in the high-school Wellness sessions held each quarter).
The second of these areas reflects the “scholar” aspect of the school’s mission and underscores the importance of the curriculum of the school and the manner in which education is conducted in the school. The MBA graduate will possess thinking and reasoning skills which will enable him to pursue a successful post-secondary course of formal studies and will stand him in good stead throughout his professional career. He will know how to gather and use information effectively, classify and organize information, support inferences, and justify conclusions appropriate to context and audience. He will utilize, evaluate, and refine the use of multiple strategies to solve a variety of problems. The MBA graduate will also possess skills to enable him to communicate with clarity, purpose and understanding of audience. He will be able to integrate a variety of communication forms and to use a wide range of communication skills. He will recognize, analyze, and evaluate various forms of communication. He will also be in position to expand and integrate knowledge by connecting knowledge, develop new skills, and expand and integrate knowledge by connecting knowledge and experiences from different subject areas; by using what he already knows to acquire new knowledge, develop new skills, and expand understanding.; and by demonstrating integrated knowledge and skills in applying multi-disciplinary approaches to solving problems or completing tasks. The classical focus and preparation in the curriculum has also allowed for some innovation and expansion in the kinds of books, studies, and approaches we provide our students.
The third of these areas reflects the “Athlete” aspect of the school’s mission in the broadest sense, understanding that an athlete is a “contender” not only in the strict sense of competitive sports but also in the sense “of one who strives,” whether in non-competitive sports or other extracurricular activities. Our athletic endeavors work in concert with all of our expectations at the school, and we demonstrate regularly how important it is for an individual to be well-rounded and have a larger perspective about himself and his participation. The goal is that the MBA graduate learn the virtues of discipline, hard work, competition, and success in his athletic endeavors, and he will be a concerned citizen, exercise initiative where required, and know how to function as a member of a team when and where appropriate.
Narrative description of the Process of Defining the Desired Results for Student Learning
Committee Three of Montgomery Bell Academy’s SACS school improvement team worked with students, faculty, administrators, parents and recent graduates to develop a shared vision for student learning. The committee adopted school-wide goals and performance indicators that will define successful student achievement at the school. These goals will be incorporated into the School Improvement Plan.
Our work was guided by “School Improvement: Focusing on Student Performance,” a resource provided by the National Study of School Evaluation (NSSE). The committee was composed of eleven members from all academic departments and the administration. The committee began by
MBA Self-Study 2006 - 98 adopting NSSE’s list of desired results for student learning as our initial draft list of goals for student learning and performance indicators. These goals define the knowledge, skills and experiences that the well-educated student from Montgomery Bell Academy should acquire during his middle-school and high school careers. NSSE surveys were sent to randomly selected parents, teachers and students. Completed surveys were then sent to NSEE for scoring. Additionally, a brief e-mail survey generated by the committee was sent to recent MBA graduates currently enrolled in college. Department heads were also asked to submit departmental goals to this committee for examination. Finally, committee members submitted articles gleaned from current educational literature about best practices in their field of study.
The results of the NSSE Survey of Goals for Student Learning were generally consistent across the four respondent groups. However, the scores that parents gave the school in Part 1-Level of Achievement were generally higher than those provided by students and teachers. Interestingly, recent MBA graduates provided scores via e-mail that were higher than those provided by parents, teachers or current students.
The composite results of the survey, scored from 0 (for no evidence of achievement/no priority) to 4 (exemplary level of achievement/essential priority) indicated that Thinking and Reasoning Skills was ranked lowest in level of achievement (2.99) and highest in level of priority for improvement (3.20). “Expanding and Integrating Knowledge” was ranked next to lowest in level of achievement (3.00) and next to highest in level of priority for improvement (3.12) Communication Skills and Interpersonal Skills were ranked the same in level of student achievement (3.01) but Communication Skills was ranked as a higher priority for improvement than Interpersonal Skills (CS: 3.00, IS: 2.72).
It is of note that specific performance indicators for Student Achievement grouped under Interpersonal Skills and Personal and Social Responsibility received significantly higher scores than in 2001.
Recommendations in support of the desired outcomes:
1. Continue to examine the vitality of the current curriculum by looking at what and how we teach our students. 2. Encourage considered risk-taking by students so they can learn how to generate new and creative ideas. 3. Encourage meaningful understanding among students about what they study, why they study it, and how their courses complement one another. 4. Look at how technology is used by our students. Continue to improve technological opportunities for students remembering that technology is a teaching tool. 5. Continue to emphasize the importance of honor through formal and informal discussions in a variety of settings.
MBA Self-Study 2006 - 99 Part IV: Instructional and Organizational Effectiveness
The tradition, the culture, and the structures of Montgomery Bell Academy expect and cause effective instruction and administration. In fact, excellence in every school endeavor is encouraged and anticipated.
Since the last SACS evaluation in 2001, this goal of excellence has caused continual improvement and development in all aspects of the school experience, curricular and extracurricular, in its quest to be among the best preparatory schools in the country. All parts of the school community share this goal and work to realize this vision.
The success of the students in various local, state, and regional competitions attests to the instructional effectiveness of a talented and dedicated faculty to meet the needs of a talented and energetic student body. In all departments such success may be found. M.B.A.’s Envirothon team has gained second place in the state the past two years, and this year’s Science Olympiad team won third place in the state. The math department annually sends students to the state math contest, four or five of whom generally finish in the top ten of all such students. The foreign language department finds its students enjoying the same level of success on state and national language examinations.
Instructional excellence is evident as well in the Fine Arts department. This year one of our M.B.A. theater productions won the state competition and went to Orlando for the national competition. Last year the department took a play to a festival in Scotland, as one of fifty superior productions chosen from throughout the country. One of our seniors finished second this year at the state level of the annual Shakespeare competition. M.B.A. art students took about one-half of the prizes this year at the Cheekwood Art Show.
Such consistent success does not occur without motivated students responding to dedicated and well-trained teachers in whom they have great confidence. The teachers are able to give of themselves so completely because of the sincere and conscious support of the school’s administration and its organizational effectiveness.
Narrative Description of the Process of Defining the Instructional and Organizational Effectiveness
In order to assess the effectiveness of the instructional program and the organization of the school, the committee studied results of the previous three committees’ reports and administered the NSSE survey to faculty, staff, and administration. Survey results were then compared with school profile data, the beliefs and the mission of the school, and desired results for student learning. The final step involved analysis of perceived strengths and weaknesses and prioritization of improvement goals.
Results of the survey and analysis are given below, following a synopsis of the findings. Numbers in parentheses represent the average of the responses on a scale of 0 - 4, with 0 indicating no evidence of the indicators of quality, 1 indicating a low level of development and/or implementation, 2 indicating evidence of progress, but not fully operational, 3 indicating fully functioning and operational, and 4 indicating an exemplary level of effectiveness.
MBA Self-Study 2006 - 100 Synopsis of the Findings
Instructional Strengths Instructional Limitations 1. Expands instructional support for 1. Evaluates and renews curriculum (2.90) student learning (3.53) 2. Employs data-driven instructional 2. Actively engages the students in their decision making (2.75) learning (3.44) 3. Develops fair assessment and avoids bias and distortion (3.35) 4. Develops quality curriculum (3.31) 5. Aligns instruction with goals (3.28)
Organizational Strengths Organizational Limitations 1. Promotes quality instruction and 1. Employs effective decision making (2.63) an academic learning climate (3.57) 2. Supports productive change and 2. Provides skillful stewardship (3.39) improvement (3.00) 3. Establishes collaborative networks 3. Facilitates a collaborative process to across the community to support student develop a shared vision (3.01) learning (3.39) 4. Commitment to professional development and capacity building (3.36) 5. Develops a shared vision, beliefs, and mission (3.30)
Discussion and Recommendations
Instructional Strengths
As the survey indicates, instructional support for student learning and the active engagement of the students in their learning are perceived, rightfully, as exemplary. Very small classes in several upper division courses are offered at great expense to the school. Many extra-curricular activities have been developed to complement classroom instruction, such as for science students the Envirothon and the Science Olympiad competitions. For math students, one teacher’s role is to work frequently with the students outside of class to allow them to reach the highest level of skill and to demonstrate that skill in various interscholastic competitions. M.B.A. has four art teachers, unusual for any school, but especially unusual for a school of the size of M.B.A. Annually at least one trip and usually two trips abroad take students to widen their view of the world and bring more understanding to their academic work. Teachers are in their rooms no later than thirty minutes prior to the start of school to answer questions by their students, and all students are encouraged to attend. A peer-tutoring program has been in place for several years to assist the students finding areas of their work difficult, and for those in real danger of failing or who are failing an after-school program is in place, and attendance is required. Quarterly comments for each student and daily advisory groups provide continual feedback and encouragement to students concerning academic and social progress. Experienced teachers act as mentors for new teachers to minimize the chances of any diminution of instructional quality. Each teacher has considerable autonomy within the parameters set by the department.
Seen also as strong is the school’s development of fair assessment procedures and the ability to avoid bias and distortion. The school very carefully places students in classes which are suitable, whether an honors course, AP course, or a regular class, and the student may move up or down in the first few weeks of the school year, depending on the quality of the student’s work and the approval of the department. Written class expectations are distributed by each teacher at the start
MBA Self-Study 2006 - 101 of the school year, and the students are encouraged to discuss the meaning of each aspect of the expectations. Usually once a month teachers of similar courses (e.g. Latin teachers or geometry teachers) meet to discuss progress, problem areas, pacing, etc. Departmental exams are being used more and more by teachers of the same subject to ensure fair and equitable grading. The use of numerical grading rather than letter grades offers a more exact measure of the student’s progress. Teachers at M.B.A. have attended seminars stressing the importance of trying to accommodate various learning styles, within the constraints of the pace of the course and the culture of the school.
The survey reveals that respondents believe strongly that M.B.A. develops a quality curriculum. The curriculum is a “classical curriculum”, with most courses required. New courses have been added in the past few years, such as a senior seminar, an astronomy course, and an A.P. physics course. Two years of Latin are required for all students who start before their sophomore year. The inclusion of Latin in the curriculum reflects the school’s determination that it is very important for students to learn and appreciate the basic structure of language, not only for enhancing their reading skills in English, but also for the ability to articulate their own thoughts. All courses at M.B.A. are rigorous, with regular homework in all courses. The success of this strong curriculum may be seen in the superior results our students earn on local and national academic competitions and on the ACT, SAT, and AP examinations.
Organizational Strengths
The survey reveals that the school community believes strongly that the administration and organization of M.B.A. promote quality instruction and an academic learning climate. Such a conclusion is almost inescapable when considering the new buildings, the increase in classrooms, the luxury of almost every teacher having his own classroom, and all the supplies a teacher will need. No teacher has more than four academic classes a day. Classes are almost never interrupted by either the administration or other teachers. The time a teacher is allotted with his students is considered precious, and detractions from this time are actively discouraged. A new language lab will be completed in June of 2006. In the past three or four years all teachers who want one have been given a “smart board”, and just this past year all teachers have had the opportunity to have a “smart pad”. New teachers are assigned a mentor, who will help the new teacher adjust as well as monitor his/her progress in the classroom. A low student-teacher ratio in all classes, the decision by the administration to support very small enrollments in some upper-level courses, providing space during the day for music tutors for our students, and not hesitating to alter the order of the school day for students to take national or state examinations (e.g. National Latin Examination) all indicate that academic promotion is the goal of this school and its administration. Energetic and scholarly teachers engaging the students in small numbers can have a very positive impact on students. Rigorous course loads, conduct expectations, and an emphasis on results create a climate in which the students know they are in school to learn and achieve.
According to the survey, the school community also strongly believes that collaborative networks have been established to support student learning. In 2005 the Director of Academics established the Center for Teaching Excellence, an opportunity for teachers to meet during lunch once every five or six weeks to discuss a topic pertinent to teaching. This gathering occurs during all three lunch periods, lunch is provided, and a different academic department acts as host. Team teaching occurs often, as, for instance, a history teacher will visit an English class to discuss the historical/social background for a book being studied. The I.T. staff holds periodic meetings to teach teachers new technological devices and programs. Via the school’s internet, teachers share sites found on the web which are pertinent to various courses.
MBA Self-Study 2006 - 102 Receiving the same solid score on the survey was acknowledgement of the careful stewardship by the administration. Faculty salaries and benefits are as generous as anywhere in the state. The salaries are compared with pay packages at schools around the country to determine appropriate levels. The endowment continues to grow, property around the campus is being purchased for future expansion, alumni groups have been re-vitalized around the country, and the headmaster travels frequently to keep M.B.A. in the minds of the alumni. The school has been very aggressive in obtaining gifts for various technological items such as the “smart boards” and the “smart pads.” Large television screens are available for each teacher for video presentations, and each teacher has his/her own laptop computer because of such gifts. The faculty evidently recognizes the efforts put forth on their behalf, both for their personal pay and for the money necessary to enhance their classroom work.
The school’s commitment to professional development remains at a very high level. Each teacher can receive $500 for professional development. There are Davis Departmental Grants ($8,300 annually to three departments), the Davis Individual Faculty Grants ($2,500 to $5,000 annually to individual faculty members up to a total of $25,000), and the Davis Interdisciplinary Grants ($2,000 to pairs of teachers in different departments). The E.E. Ford Grants (up to $2,000 per teacher) encourage teachers to visit other schools throughout the country to investigate new techniques, programs, and styles. Faculty exchange programs with Eton College, Winchester College, Michaelhouse, and Southport School have enriched professional development as well. Up to eight teachers yearly attend the International Boys School Coalition meetings that focus on the education of boys.
Instructional Weaknesses
The same two perceived weaknesses which are reported here were also reported in the last SACS review, but steps have been taken to improve this perception.
The survey respondents gave a relatively low score to the idea that we employ data-driven instructional decision making. Those on this committee initially found the question ambiguous. The same ambiguity confounded the committee five years ago at the last SACS evaluation, and apparently little has been done to enlighten the faculty. To address this, though, upon reflection many of this committee found that we make quite a few decisions based on data. Not only do the grades of tests and homework dictate what is taught and the pace of instruction, but also students are placed in honors or regular classes based on such scores. Perhaps most significantly, a summer project by two teachers, begun in 2005, is using the PSAT results to determine what types of questions and concepts our students find most troublesome. The results of their study each year are posted on the web site for all to see, the faculty is informed at the fall in-service, and the English and math departments specifically are given special sessions to learn in what areas their students have weaknesses. These departments work with this information to change the focus of their courses somewhat.
The next low item in the evaluation indicates that M.B.A. does not do an exemplary job of evaluating and renewing the curriculum. This is not an unforeseen perception since M.B.A. believes strongly in a classical curriculum with a mostly prescribed set of courses. Teachers have, however, visited various schools to discover differing curricula. This information is brought back and shared with the members of that teacher’s department and with the headmaster. Some on the committee quipped that we review the curriculum frequently but never change. There have been, though, quite a few changes to the curriculum or within individual courses. A new astronomy course, relocation of the American History A.P. course to coincide with American literature in English, the rejuvenation of the senior seminar, and four options for senior English students in the
MBA Self-Study 2006 - 103 second semester are just a few examples of the curriculum renewal. Some members of the committee suggested that it is the business of each department to look for change within its survey of courses and within the number of course slots it has within the overall curriculum. The introduction of technology to the classroom has brought changes in teaching styles and new looks from internet sites into each class. Pictures can be as valuable as a thousand words. Some members of the committee recommended that all teachers could do a better job of reflecting upon and discussing what we teach, how we teach, and how we might improve.
Organizational Weaknesses
As was the case five years ago, those surveyed felt that the weakest area is that the decision- making process here is not effective. One could argue that in almost every organization those below the top feel that their voices are not heard and that their ideas should be employed. Still, whether perception or reality, this weakness needs to be addressed, especially since it a recurring concern. Ultimately the headmaster makes the decisions. At M.B.A. he has many active committees to help with his decisions: the discipline committee, the honor council, Directors’ meetings, Heads of Department meetings, curriculum committee, various parents’ groups, etc. Both tradition and current exigencies affect decisions, but, again, ultimately the decision lies with the headmaster.
The survey pointed out that the school is just slightly weak in supporting productive change and improvement. This strikes the committee as odd, since for some time the school has had grants to pay for laptop computers for each teacher, smart boards are available for each teacher, smart pads are available, each teacher is annually shown his booklist and asked either to approve it or to write in changes freely, each teacher has the opportunity to visit other schools to watch new techniques and to see other situations, most teachers have their own classrooms, and several other innovations have occurred. The rating of this section was not really low, but only relatively lower.
Again, not really low, but just relatively so, is the score given by those surveyed for the school’s facilitation of a collaborative process to develop a shared vision. Those asked said that they do not feel that the uniqueness and advantages of a boys’ school are discussed and demonstrated to a point of clarity and to a position of distinction. M.B.A. is a member of the Boys’ School Coalition, and every year seven or eight from the school go to the convention. It would be helpful if more is returned to the rest of the faculty from these conventions.
It would be helpful if more input concerning programs, curriculum, and experiences from recently graduated alumni were solicited, perhaps from alumni at five- or six-year intervals, like two years out, six years out, etc. This should be done in a formal and organized manner, with the school seeking truly helpful information which would be presented to and discussed by a group of teachers of all departments.
MBA Self-Study 2006 - 104 Recommendations
1. The school should continue to support research into the areas of instructional weakness, much like the PSAT project mentioned above. 2. Input from alumni, both those in their second or third year of college and those in professional life, should be gathered in a regular and organized manner to confirm current practices or to discover areas needed for change. 3. Curriculum changes should be considered in a most thoughtful manner and consistent with the classical curriculum. For instance, the junior school curriculum could be integrated more completely with that of the high school. To address the fact that many students finish at least four of their five credit requirements in the junior year, it might be considered not to begin at least one sequence of courses until the sophomore year. For instance, the sequence of history courses might start in the tenth grade, allowing a little more flexibility for the freshman schedule and still leave room for course options in the senior year. 4. Serious consideration should be given to the pace of all subjects, especially A.P. and honors courses. The teachers of these courses often have too little time for thoughtful discussions within the course. 5. The promotion of quality instruction and establishing collaborative networks should continue to be a priority, with such programs as the Center for Teaching Excellence luncheons or the dinners with various departments being offered to and perhaps even required of all faculty members. 6. The head of school should be even more imaginative in trying to dispel the pervasive thinking that decisions are not effectively made. 7. The school hosts many events for parents, and at these events the perceptions of the parents and the students and their adherence to the school’s beliefs and missions should be strengthened. 8. Support for the professional development of faculty members should remain a high priority. 9. More scientific or sociological information should be gathered to support the superior educational model of the boys’ school, and this should be used both to enhance instructional techniques and to make clear the advantages of attending a boys’ school. 10. To augment collaboration among the teachers: on those occasions when department meetings are held, two departments could meet together, since many items on the agenda are common to all departments. This would provide another opportunity for teachers to gather in a relatively small group for fresh discussions and shared perceptions. 11. Changes within the school should be based on the soundest educational principles, and the rationale for changes should be made explicitly clear to all.
MBA Self-Study 2006 - 105 Part V: Action Plan
The School Improvement Process identified three goals for improvement which Montgomery Bell Academy should strive to achieve:
1. Promote responsible decision-making and wellness. 2. Promote personal value and individual responsibility within the context of a broader community. 3. Promote students’ awareness of the relevance of the MBA experience to their everyday lives.
The School Improvement Plan Committee developed for each goal an action plan that includes desired results, indicators of need, current status, target areas for growth, strategies for implementation, and evaluation methods. The plan also identifies the individuals responsible for implementation of these action plans, and their efforts will be monitored and evaluated annually by the SIP Implementation Committee.
Goal One: Promote responsible decision-making and wellness Related Theme: Enhance the students’ understanding that decisions they make help determine the type of person that they will become.
Desired Result: Montgomery Bell Academy weaves into the tapestry of the school a culture in which students understand and embrace good decisions not only because they are following the rules but also because they want to become healthy, honorable people.
Action Principle: The school will continually define and promote the ideal of “Gentleman, Scholar, Athlete” as a component of the boys school environment, and as a way to promote good decision making and personal wellness.
Indicators: • The school ideal is operationally defined through constant repetition and application of its principles. • Informal discussions as well as specific applications of the terms often inform but sometimes confuse general understanding and support for the mission. • Indicators of student respect for staff [Item 81], faculty [Item 49], and school property/facilities [Item 33] were all rated lower by school employees than student and community stakeholders.
Current Status: • The school communicates the values behind its ideal in multiple fora, including school publications, advertisements, assemblies, handbooks, parent meetings, student orientation programs, and various campus icons. • The school regularly reviews and discusses its mission statement in faculty in-service meetings and other formal and informal gatherings of the faculty. • Although support staff are respected by the faculty, surveys indicate a need for more consistent show of respect for support staff at the school [Item 33].
MBA Self-Study 2006 - 106 Target Growth: • Bridge the gap between traditional and contemporary definitions of the terms in the ideal. • Improve involvement of parents and families in the promotion of the school’s ideal. • Expand the sense of personal responsibility for living the ideals among students. • Develop a broader sense of the importance of showing respect to all people regardless of their position or status.
Strategies: • Continue to expand leadership training to showcase the virtues of gentlemanly behavior. • Include “What is a Gentleman?” into weekly advisory topics and assemblies. • Develop an intentional effort to expand respect for support staff including addressing each member using formal titles such as Mr., Mrs., Ms. • Convene a group composed of a cross-section of stakeholders to research, discuss, and develop a working definition of “Gentleman.” • Foster a school-wide discussion of the conclusions of the study group through panel discussions, assembly presentations, and other forms of communication. • Create a “What is a Gentleman?” section on the web page to index the work of the study group. Review and update that page each year. • Connect the ideal explicitly to the school rules in the student handbook and as part of the student orientation program. • Develop a greater commitment by faculty and staff to modeling the principles expected of students.
Evaluation: • Complete an annual survey to evaluate student perceptions of the relevance of the terms in the ideal. • Improvements in indicators related to student respect for staff, faculty, and property should be apparent at the next five-year self-study. • Reflective assessment and frank discussion of the significance of the terms in the ideal as well as their potential for different interpretations by different generations will become a regular part of school activities.
Persons Responsible and Time Line for Strategies: • Headmaster appoints study group. • Junior School Head and High School Head construct advisory topics, adapt leadership training, and update student handbook and orientation activities. • Web page coordinator and study group will develop and post web page content. • Administrators, teachers, and advisors will actively promote and reinforce equal respect for staff.
MBA Self-Study 2006 - 107 Goal Two: Promote personal value and individual responsibility within the context of a broader community Related Theme: Create responsible students who display a positive self- image.
Desired Result: Montgomery Bell Academy provides experiences that allow students to develop a positive sense of self and apply that identity as a gentleman in the MBA community and beyond.
Action Principle 1: There is a school- wide focus on the negative effects of verbal, physical, and emotional bullying, and MBA raises this awareness through both curricular and experiential means.
Indicators: • Bullying in all its forms – verbal, physical, and emotional – is a nationally recognized problem in schools and directly contradicts Montgomery Bell Academy’s most succinct statement of its mission (“Gentleman, Scholar, Athlete”). • The MBA 2006-7 Student Handbook addresses the topic of “harassment” but fails to deal with the topic of “bullying” directly. [Page 21, 2006-7 Student Handbook and Directory] • On the school’s NSSE Opinion Inventory, teachers and support staff indicated that there are problems with bullying at MBA. [Item 39]
Current Status: • MBA’s Director of the Junior School holds regularly scheduled meetings with 7th and 8th graders and addresses issues of bullying throughout the school year. • The high school’s chosen theme for the 2005-6 school year was “Taking Care of Each Other.” • Grade-level social awareness meetings are held in the high school throughout the year and address issues such as bullying. • The Student Affairs Committee, made up of seven faculty and staff members, meets two hours each week to discuss academic problems, social problems (boy-to-boy, boy-to-girl, boy-to-family, and boy-to-teacher). Both boys who bully and boys who are bullied receive guidance and counseling from this committee. • Multiple guest speakers have addressed the student body on topics dealing with bullying. They have spoken in Monday assemblies, social-awareness meetings, and freshmen orientation.
Target Growth: • Explore the concept of what it means to be a victim as well as a bully in order to understand both sides of the issue. • Stay current with educational trends on eradicating bullying. • Submit topics for discussion to advisors on issues of bullying and harassment in addition to other current topics. • Develop awareness throughout the school community of the fine line between bullying and camaraderie. • Decrease incidences of bullying both in the high school and in the junior school.
MBA Self-Study 2006 - 108 Strategies: • Each week the Student Affairs Committee will submit topics for advisory discussion. The topic of bullying will be addressed on a regular basis. At the conclusion of each school year, a survey will be administered by the counseling department to both students and staff. This instrument (as both pre- and post-test) will gather data on the effectiveness of the program. • MBA will invite professionals in fields such as psychology, law, social services, and education to discuss with our student body normal parameters of adolescent development in arenas such as Monday assemblies, social awareness meetings, and freshman orientation. • Faculty and staff in-service will utilize the services of these same and/or similar experts to enhance professional development in the field of adolescent psychology. • MBA will continue to offer opportunities for boys to develop a positive sense of self and a sense of belonging to a group through activities such as Camp Laney, the 8th Grade trip, the Freshman Retreat, and high school service projects, class trips, and retreats. • There will be a thorough review and revision of the MBA Student Handbook section on harassment to include concerns about bullying and to reflect best practices on the topic.
Evaluation: • The year-end survey will indicate the effectiveness of the weekly advisory topics. • Each year for five years, the Student Affairs Committee, the Discipline Committee, and the directors of the high school and the junior school will see fewer cases of bullying. • On the “Stakeholder Opinion Survey” published by NSSE, we will see measurable improvement in this area on the next five-year review. • The School Improvement Committee will conduct an annual evaluation and report on continuity of strategies for this item.
Persons Responsible and Time Line for Strategies: • The Headmaster will coordinate yearly in-service and weekly assemblies. • The Director of the High School is responsible for an annual handbook revision, the Student Affairs Committee (weekly advisory topics), and class trips. • The Academic Dean works with the Headmaster on the yearly in-service and weekly assemblies. • The Director of the Junior School works with the Director of the High School on the annual handbook revision, weekly advisory topics, and class trips. • The Student Affairs Committee helps with weekly advisory topics and student counseling.. • The Discipline Committee documents cases of bullying. • The Office of Guidance and Counseling creates the end-of-year survey and helps coordinate the speaker program. • Advisors hold small-group discussions and conduct individual counseling. • Class Sponsors organize class trips, retreats, and service projects. • The Service Club institutes service projects to benefit the community.
MBA Self-Study 2006 - 109 Action Principle 2: Students demonstrate what they have learned in multiple areas and disciplines by modeling positive leadership in the community.
Indicators: • Violations of the school’s honor code are on the rise and may predict that MBA students will leave the school with a lessened sense of personal ethics than has been the case in prior generations of students. • Honor is frequently misperceived by students to include protecting friends who violate the honor code. Many recent, serious cases before the Honor Council have revealed this attitude as prevalent among our students. • The sensibilities of our nation to adhere to high standards of honesty and integrity have lessened dramatically over the past decade as witnessed by increased incidences of corporate, athletic, and personal scandal.
Current Status: • Because of increased violations against the school’s honor code and the severity of the problems, the school’s chosen theme for the 2006-07 year is honor. • There is positive movement among academic departments to use the resources of the Honor Council at the first sign of an infraction rather than to use the incident as a “teaching moment.” • Class meetings and student lunchtime discussion groups are placing much more emphasis on honorable behavior.
Target Growth: • Discuss the concept of honor as it applies to self and community in multiple arenas throughout the school year. • Expand our annual Leadership Conference so that it becomes a major school event for those involved. • Develop an awareness of positive role models by highlighting significant contributions of teachers, administrators, alumni, and community leaders. • Increase opportunities for positive leadership both in the high school and in the junior school and increase the depth of responsibility in these opportunities. • Document fewer incidences of honor-code violations each year. • Create strong alumni who have an innate sense of personal ethics and integrity.
Strategies: • The school will continue student exchanges about the importance of honor in informal settings such as lunchtime meetings and advisory groups. The first discussions will focus on defining honor within the context of the school. As an understanding of the importance of honor becomes once again more fully engrained into the school’s overall fabric, these discussions will tackle more complex issues of honor and integrity. • The school will search out and actively recruit speakers who personify its concept of “honor.” In assemblies, class meetings, and individual classes, these speakers will specifically address why honor and ethics are so intrinsic to what constitutes a well-lived life. • The Leadership Conference will reinforce its current mission of planning for the school year as a dynamic event in which leadership styles, leadership protocol, team-building skills, leadership opportunities, and the ethics of leadership are explored in both general and break- out sessions. • A junior school Leadership Conference will help develop leaders in the 7th and 8th grades.
MBA Self-Study 2006 - 110 • Through training and trust, the students will take on more responsibility in planning and executing school events. Students will assume more responsibility both for the successes and for the failures of these events and will learn strategies to evaluate why events turn out a specific way. • The Honor Council will create a yearly report for the faculty and staff on numbers of cases brought before it and convictions made. Each year, there will be a comparison of numbers to those in previous years. • There will be regular reports to the student body during assemblies in which infractions will be discussed although names will not be used in the reporting. • The alumni magazine will frequently feature and extol alumni who represent the best in practices of honor.
Evaluation: • The number of honor-code violations will decrease each year for the next five years and will be documented by the Honor Council’s faculty sponsor. • There will be an increase in participation in leadership discussion groups. • At the conclusion of each Leadership Conference (both high school and junior school), a formal evaluation will be made to assess the effectiveness of the events and sessions at that year’s conference. Successful programs will be used in subsequent years, and less successful programs will be either more refined or dropped in subsequent years. • MBA will see an increase in both the quantity and the quality of student leaders over the next five years. Quality will be measured by such means as the effectiveness of programs instituted and monitored by these leaders and by community feedback on the school’s programs.
Persons Responsible and Time Line for Strategies: • The Headmaster oversees the yearly in-service program and weekly assemblies. • The Director of the High School develops weekly advisory topics and oversees class trips, the Leadership Conference, and lunchtime meetings. • The Academic Dean assists the Headmaster with the yearly in-service program and weekly assemblies. • The Director of the Junior School coordinates the Junior School Leadership Conference, and assists with weekly advisory topics. • The Honor Council holds regular meetings and reports to the student-body. • The Honor Council sponsor makes yearly reports to the faculty and staff and maintains indepth and accurate records of all Honor Council procedings. • Advisors hold small-group discussions and conduct individual counseling. • The Alumni and Development Office spotlights alumni in its semi-yearly magazine. • Student leaders plan projects and assume responsibility for these projects.
MBA Self-Study 2006 - 111 Goal Three: Promote students’ awareness of the relevance of the MBA experience to their everyday lives Related Theme: Expand global awareness and authenticity of student experiences.
Desired Result: Montgomery Bell Academy fosters authentic experiences, including active student engagement and relevant lessons that highlight connections to issues, events, and persons in the global community.
Action Principle 1: The school makes continuing efforts to cultivate awareness and understanding of global issues and trends.
Indicators: • Dialogue with young alumni reveals a need for more thorough preparation to deal with global issues in the college setting. • Student opinion inventories reveal less awareness of the connections between classroom lessons and broader issues. [Items 12, 13, 14] • Globalization is broadening the scope of trends and issues about which students must be aware.
Current Status: • Numerous annual short-term exchanges for faculty and students exist with schools in Great Britain, Australia, New Zealand, South Africa, and other countries. • An international student selected annually by the ASSIST program is fully integrated into the school community. • The school strives to ensure full integration of foreign-born faculty and staff into the school family including intentional education through assemblies, the school newspaper, and other outlets. • Courses in world history, cultural geography, comparative government, and four foreign languages through the AP level are part of the school’s curriculum. • Assembly programs, lecture series, public debates, and evening school offerings strive to broaden global awareness for all school stakeholders. • The school continually evaluates and upgrades its technology plan to ensure that appropriate and useful technology tools for students and faculty are integrated into the school’s curriculum.
Target Growth: • Promote greater ownership of global issues and trends by current students. • Broaden faculty and alumni involvement in integrating global awareness into all aspects of the curriculum. • Improve preparation of graduates to confront global issues in college and beyond. • Expand student and faculty awareness of non-western cultures and issues
MBA Self-Study 2006 - 112 Strategies: • Implement the “Beyond the Hill” Initiative, focusing on a significant world issue each quarter, coordinating assembly speakers, public debates, and other public presentations. • Use the all-school read to promote awareness of a non-western culture as a school year theme. • Reinstate Cultural Awareness Week activities throughout the year as student-led events. • Increase exposure to world art through efforts to link exhibitions and performances with quarterly themes. • The Language Department will take the lead in using and promoting the new language lab capabilities as a campus-wide center for global awareness.
Evaluation: • Quarterly themes will be implemented and evaluated for their effectiveness as organizing themes. • Awareness of non-western culture(s) at the heart of the all-school read will be evaluated before and after the read and after the subsequent year-long focus. • Effectiveness of each cultural awareness event will be assessed and the results of the assessment used to improve the next event. • Student perceptions of connections between learning and the world around them, as measured on the student opinion survey during the next self-study, will improve.
Action Principle 2: There is a systematic process for monitoring, evaluating, and developing instructional practices that promote authentic experience and assessment.
Indicators: • Evaluation of instruction is guided by published timelines and criteria [See Employee Handbook, section 7.5], but more could be done to include measures of authentic instructional strategies • Recommendations for faculty professional development are made by department heads, the Academic Dean, and the Headmaster, but should be broadened to include assessment of students’ perceptions of connections between their lessons and the world in which they live. • Student stakeholders display less awareness of the relevance of the MBA curriculum than do non-student stakeholders [Items 12, 13, 14, 16, 20]
Current Status: • New teachers are introduced to concepts of authentic instruction through an orientation and mentoring program. • Faculty in-service, departmental in-service, departmental meeting, and faculty meeting times are devoted to training in instruction. • A technology subcommittee of the Curriculum Committee considers and promotes integration of technology into classroom practice. • Events like Career Day, the “Leadership, Choices, and Character” lecture series, and other Assembly speakers highlight the connections between the foundational elements of the MBA curriculum and future opportunities and careers. • Curriculum is annually reviewed by Department Heads with attention to the relevance of study and concepts. • EE Ford grants facilitate visiting and learning from peer schools. • Instructional practices of individual teachers are reviewed and critiqued annually by Department Heads.
MBA Self-Study 2006 - 113 Target Growth: • Fully invest and train faculty to employ classroom strategies centered on authentic experiences and assessments. • Maintain and even invigorate current classroom instructional strategies through appropriate modifications that maintain a mission-centered integration of contemporary relevance with a classical foundation.
Strategies: • Develop a plan to describe and develop appropriate types of lessons and assessments. • Provide professional development for the Academic Dean and Department Heads in evaluation and authentic assessment. • Provide training for Department Heads in faculty evaluation to include assessment of student engagement and establishment of authentic experiences in class. • Conduct in-service meetings by department on approaches to authentic instruction and assessment. • Implement a regular schedule of faculty visits of teachers within and across disciplines. • Establish annual expectations for teachers to survey students about the relevance of their educational experiences in each class. • Promote departmental investigation and training in uses of technology appropriate to each discipline.
Evaluation: • Survey students to discover improvements in their awareness of the connections between what they are taught and their everyday lives. • Add to annual evaluations an assessment of faculty skill in effectively communicating connections. • Student perceptions of connections between learning and the world around them, as measured on the student opinion survey during the next self-study, will improve.
MBA Self-Study 2006 - 114 Strategies and Evaluation Responsibilities and Time Lines
Goal Strategy Person Responsible Timeline Head of High School, Summer 1 Continue to expand leadership training to include the virtues of gentlemanly behavior. Head of Junior School 2007 Head of High School, Include “What is a Gentleman?” into weekly advisory topics and assemblies. Head of Junior School Fall 2007 Develop an intentional effort to expand respect for support staff including addressing Directors, Class them using formal titles (Mr., Mrs., Ms.). Sponsors Fall 2007 Convene a group composed of a cross-section of stakeholders to research, discuss, and develop a working definition of “Gentleman.” Headmaster Spring 2007 Foster a school-wide discussion of the conclusions of the study group through panel Directors, Associate discussions, assembly presentations, and other forms of communication. Deans Fall 2007 Web Page Coordinator, Create a “What is a Gentleman?” section on the web page to index the work of the Head of High School, study group. Review and update that page each year. Head of Junior School Spring 2008 Head of High School, Connect the ideal explicitly to the school rules in the student handbook and as part of Orientation Planning Summer the student orientation program. Committee 2007 Academic Dean, Head Develop a greater commitment by faculty and staff to modeling of the principles of High School, Head of Fall 2007 - expected of students. Junior School Ongoing Complete an annual survey to evaluate student perceptions of the relevance of the terms in the ideal. SIP Implementation Team Annual Improvements in indicators related to student respect for staff, faculty, and property should be apparent at the next five-year self-study. SIP Review Team 2011 Reflective assessment and frank discussion of the significance of the terms in the ideal Headmaster, Head of as well as their potential for different interpretations by different generations will High School, Head of Fall 2007 - become a regular part of school activities. Junior School Ongoing Each week the Student Affairs Committee will submit topics for advisory discussion. The topic of bullying will be addressed on a regular basis. At the conclusion of each school year, a survey will be administered by the counseling department to both Student Affairs students and staff. This instrument (as both pre- and post-test) will gather data on the Committee, Coordinator 2.1 effectiveness of the program. of Counseling Services Fall 2007 MBA will invite professionals in fields such as psychology, law, social services, and Headmaster, Head of education to discuss with our student body normal parameters of adolescent High School, Head of development in fora such as Monday assemblies, social awareness meetings, and Junior School, Director Fall 2007- freshman orientation. of Counseling Services Ongoing Faculty and staff in-service will utilize the services of these same and/or similar Headmaster, Academic experts to enhance professional development in the field of adolescent psychology. Dean Fall 2007 Head of High School, MBA will continue to offer opportunities for boys to develop a positive sense of self Head of Junior School, and a sense of belonging to a group through activities such as Camp Laney, the 8th Student Affairs Grade trip, the Freshman Retreat, and high school service projects, class trips, and Committee, Class Fall 2007- retreats. Sponsors Ongoing Headmaster, Head of There will be a thorough review and revision of the MBA Student Handbook section High School, Head of on harassment to include concerns about bullying and to reflect best practices on the Junior School, Director topic. of Counseling Services 2007-2008
Each year for five years, the Student Affairs Committee, the Discipline Committee, and the directors of the high school and the junior school will see fewer cases of bullying. SIP Review Team Annual
On the “Stakeholder Opinion Survey” published by NSSE, we will see measurable improvement in this area on the next five-year review. SIP Review Team 2011
The School Improvement Committee will conduct an annual evaluation and report on SIP Implementation continuity of strategies for this item. Team Annual
MBA Self-Study 2006 - 115 The school will continue student exchanges about the importance of honor in informal settings such as lunchtime meetings and advisory groups. The first discussions will Head of High School, focus on defining honor within the context of the school. As an understanding of the Head of Junior School, importance of honor becomes once again more fully engrained into the school’s overall Academic Dean, 2007 - 2.2 fabric, these discussions will tackle more complex issues of honor and integrity. Associate Deans Ongoing The school will search out and actively recruit speakers who personify its concept of “honor.” In assemblies, class meetings, and individual classes, these speakers will Headmaster, Driector of specifically address why honor and ethics are so intrinsic to what constitutes a well- Alumni and lived life. Development The Leadership Conference will reinforce its current mission of planning for the school Head of High School, year as a dynamic event in which leadership styles, leadership protocol, team-building Associate Deans, Class skills, leadership opportunities, and the ethics of leadership are explored in both Sponsors, Student Summer general and break-out sessions. Affairs Committee 2007 A Junior School Leadership Conference will help develop leaders in the 7th and 8th Summer grades. Head of Junior School 2008 Through training and trust, the students will take on more responsibility in planning Class Sposors, Student and executing school events. Students will assume more responsibility both for the Council, Honor Council, successes and for the failures of these events and will learn strategies to evaluate why and Service Club 2007 - events turn out a specific way. Sponsors Ongoing The Honor Council will create a yearly report for the faculty and staff on numbers of cases brought before it and convictions made. Each year, there will be a comparison of Spring 2008 numbers to those in previous years. Honor Council Sponsor - Ongoing There will be regular reports to the student body during assemblies in which infractions Headmaster, Honor 2007 - will be discussed although names will not be used in the reporting. Council Sonsor Ongoing
The alumni magazine will frequently feature and extol alumni who represent the best Director of Alumni and 2007 - in practices of honor. Development Ongoing The number of honor-code violations will decrease each year for the next five years and will be documented by the Honor Council’s faculty sponsor. Honor Council Sponsor Annual Head of the High School, Head of the July 2007 - There will be an increase in participation in leadership discussion groups. Junior School Ongoing At the conclusion of each Leadership Conference (both high school and junior school), a formal evaluation will be made to assess the effectiveness of the events and sessions Head of the High at that year’s conference. Successful programs will be used in subsequent years, and School, Head of the July 2007 - less successful programs will be either more refined or dropped in subsequent years. Junior School Ongoing MBA will see an increase in both the quantity and the quality of student leaders over the next five years. Quality will be measured by such means as the effectiveness of programs instituted and monitored by these leaders and by community feedback on the SIP Implementation school’s programs. Team Annual Headmaster, Academic Implement the “Beyond the Hill” Initiative, focusing on a significant world issue each Dean, Director of quarter, coordinating assembly speakers, public debates, and other public Alumni and 2007 - 3.1 presentations. Development Ongoing Use the all-school read to promote awareness of a non-western culture as a school year Academic Dean, Summer theme. Headmaster 2007 Reinstate Cultural Awareness Week activities throughout the year as student-led events. Class Sponsors Spring 2008
Increase exposure to world art through efforts to link exhibitions and performances Academic Dean, Art Fall 2007 - with quarterly themes. Department Chair Ongoing Headmaster, Head of High School, Head of Quarterly themes will be implemented and evaluated for their effectiveness as Junior School, Fall 2006 - organizing themes. Academic Dean Quarterly
Awareness of non-western culture(s) at the heart of the all-school read will be Academic Dean, SIP Summer evaluated before and after the read and after the subsequent year-long focus. Implementation Team 2008 Head of High School, Class Sponsors, Student Effectiveness of each cultural awareness event will be assessed and the results of the Council Sponsor, assessment used to improve the next event. Service Club Sponsor Spring 2008 Student perceptions of connections between learning and the world around them, as measured on the student opinion survey during the next self-study, will improve. SIP Review Team 2011 Academic Dean, The Language Department will take the lead in using and promoting the new language Foreign Language 2007 - lab capabilities as a campus-wide center for global awareness. Department Chair Ongoing
MBA Self-Study 2006 - 116 Academic Dean, Curriculum Committee, Summer 3.2 Develop a plan to describe and develop appropriate types of lessons and assessments. Department Heads 2008 Headmaster, Academic Provide professional development for the Academic Dean and Department Heads in Dean, Department Summer evaluation and authentic assessment. Heads 2008 Provide training for Department Heads in faculty evaluation to include assessment of Headmaster, Academic student engagement and establishment of authentic experiences in class. Dean Fall 2008 Conduct in-service meetings by department on approaches to authentic instruction and Department Heads, Fall 2008 - assessment. Academic Dean Ongoing Academic Dean, Fall 2008 - Implement a regular schedule of faculty visits of teachers within and across disciplines. Department Heads Ongoing
Establish annual expectations for teachers to survey students about the relevance of Academic Dean, Fall 2007 - their educational experiences in each class. Department Heads Ongoing Academic Dean, Director of Technology, Technology Subcommittee of Promote departmental investigation and training in uses of technology appropriate to Curriculum Committee, Fall 2007 - each discipline. Department Heads Ongoing Academic Dean, Survey students to discover improvements in their awareness of the connections Curriculum Committee, Spring 2008 between what they are taught and their everyday lives. Department Heads - Annual
Add to annual evaluations an assessment of faculty skill in effectively communicating Academic Dean, connections. Department Heads Spring 2008 Student perceptions of connections between learning and the world around them, as measured on the student opinion survey during the next self-study, will improve. SIP Review Team 2011
MBA Self-Study 2006 - 117