As Episcopal schools, we are committed to creating communities that welcome, affirm, and sustain students and families from diverse backgrounds. As schools discern their paths forward, this resource offers guidance to heads of school, trustees, and other leaders in making thoughtful, mission-driven decisions. The article also includes a sample board agenda and a simple breakdown of key opportunities and challenges.
The NAES Culture and Climate Survey for Administrators, Faculty, and Staff is one of the resources developed by NAES in response to member schools requesting tools to support their efforts to strengthen and sustain their Episcopal identity and commitment to inclusion. This survey is designed to be one element of your school's ongoing reflective process by providing data from administrators, faculty, and staff about how Diversity, Equity, Inclusion, and Social Justice exist in the school's programs and practices and the respondents’ experiences.
This research delves into the experiences of heads of color in independent schools, uncovering the factors that support and hinder their success. By examining the unique challenges and triumphs at NAES member institutions, the study reveals how shared values can positively impact their leadership journeys. Key findings emphasize the critical need for holistic board training, robust support networks for educators of color, and targeted strategies for recruitment, transition, and integration of new leaders. These insights offer valuable guidance for schools and organizations seeking to create more inclusive and supportive environments that empower heads to thrive and lead with impact.
As the past months have clearly shown us, Episcopal schools need support in their efforts to grow as communities committed to the work of diversity, equity, inclusion and justice, and to be able to draw upon their very foundation as Episcopal schools in order to find inspiration, understanding, and courage for this work. The following statement hopefully serves as a reaffirmation, reminder, and recalling of our schools to the vital link between DEIJ work and our Episcopal identity. In essence, this is our playing field, what we are called to do and be, and we hope this statement from the staff and Governing Board of NAES will serve as a springboard for further initiatives and a deeper understanding of our very nature as Episcopal schools.
Read More »Three-to-five years is a typical timeline for school exploration and establishment. Here are some essential elements of such a process.
Read More » A sample list of typical duties and responsibilities of board members in a parish day school. This document reflects recommended best practices. It is intended as a draft document for discussion and for the creation of a list unique in each church and school.
In an Episcopal school, articulating the school's particular Episcopal identity, ethos, and traditions, as well as its relationship to any Episcopal Church entity such as a parish or diocese, are critical to a successful search for a new head of school. Here are some key questions that boards, search committees, and candidates can ask and answer as they embark upon the search process.
Approved by the NAES Governing Board in September 2009, this document offers best practices for all Episcopal schools when the search for a new head of school ensues, and for parishes and cathedrals that sponsor a school when the search for a new rector or dean ensues.
Read More » Approved by the NAES Governing Board in September 2008, this document offers best governance practices for parish school leaders: heads, rectors, vestry and board members.
Read More » This documents provides a rationale and process that schools and churches should adopt when determining and allocating shared expenses. It explores: revenue and expense sources in church and school budgets; the benefits of allocation as opposed to undifferentiated lump sum payments; optimal church and school governance structures necessary for the process; implementation suggestions and instructions; and lists of key budget areas for consideration.
