State of the School Report 2014 Dear Summit School Family and Friends, The state of Summit School can be captured in a single word: Vibrant! Academics, fiscal health, enrollment, parent partnership, development, athletics, auxiliary programs, technology, and the Center for Excellence and Innovation—the strands of this report—come together in the service of our mission: Summit School provides a challenging curriculum in a caring environment to help students develop their full potential. Ours is a community that strives to live this mission and to embody a collective vision: • for students to develop curious minds, healthy bodies, ethical values, and a commitment to service; • for parents to be completely confident in the intellectual, creative, and social education of their children; and • for educators to lead their fields in preparing students to succeed in a rapidly changing world. We educate leaders and innovators who embrace the present and who will shape the future--with competence, confidence, joy, and vision. As educators we face this question each day: How do we prepare our children for a future we can’t predict?
Our answer: Through Inspiring Learning.
Every member of this community—students, teachers, parents, administrators, and staff alike—engages in inspiring learning each day. The pages of this report reflect that fact—and with it Summit’s enduring commitment to the aspiration of founding head of school Louise Futrell: “I had a dream school in mind where everybody could be a somebody.”
Inspiring learning at Summit reveals the distinctive potential of each child. In cherishing students’ individuality and discovering their gifts, our educators cultivate core competencies in all of our students, positioning each child to be: PREPARED Having acquired a strong academic, athletic, artistic, and technological foundation HONORABLE Operating from an ethical compass, guided by character, competence, and confidence CURIOUS Exhibiting intellectual curiosity, including critical and creative thinking with a commitment to lifelong learning ACCEPTING Demonstrating global awareness, embracing diversity, and working collaboratively within and beyond the school community SOCIALLY RESPONSIBLE Committing to civic responsibility, service and stewardship—both locally and globally
The teachers, administrators, and Board of Trustees join me in thanking you for all that you do to support our students’ pursuit of their dreams—and the lifetime of learning that makes achieving those dreams possible.
Michael Ebeling Head of School
Fiscal Health Summit School remains committed to sound financial practices. The 2012-13 school year closed with a small operating budget surplus and a positive report issued by the school’s outside independent auditors. The Board of Trustees approved a $14 million operating budget for the 2013-14 school year, and current projections also anticipate a small surplus at year-end. Summit’s budget is a reflection of the school’s values, and one can readily see how the school’s strategic plan is reflected in the allocation of the school’s resources: Revenue Sources: 2013-2014 Budget $14.1 million 5%
4% 1% Other
5%
Auxiliary Programs
85%
Endowment Income Annual Giving Tuition & Fees
Effective Communication • The implementation of Veracross as the school-wide database and portal was truly a monumental effort. While Summit did shift some short-term spending and resources toward this effort, we anticipate that the long-term benefits will far outweigh the initial monetary investment. We are already realizing many of the benefits, and know that the Veracross platform will greatly enhance communications. We are happy to report that the success of the Learning That Lasts Forever capital campaign allows Summit to avoid burdening the operating budget with debt-service expense. The proceeds of the campaign are currently invested and generating returns in excess of the school’s cost of capital. Debt service on the school’s tax-exempt bond issue will be a little over $900,000 in 2013-14. This is comprised of a $500,000 principal payment and $400,000 in interest and associated fees. The outstanding balance on the bond debt will be $14.6 million at the end of this fiscal year. Carter Sturkie Director of Finance and Operations
Expenses: 2013-2014 Budget $14.1 million 7% 9% Admin/Other
9% 65% 10%
Development
Financial Aid Plant & Operations Instructional
Summit’s tradition of philanthropy continues to be reflected in our growing numbers of donors and gifts supporting our facilities, people, and programs.
Salaries & Benefits
Exceptional Educators • The quality of the classroom teacher is the single-most important variable impacting student success. It comes as no surprise, then, that salaries and benefits represent the single largest item in the school’s budget. • The investment in the Center for Excellence and Innovation in Teaching and Learning (CEI) demonstrates the school’s commitment to providing more opportunities for continuous, well-defined professional development. To follow through on this commitment, the school plans to allocate 20% more dollars toward professional development. Inspiring Learning • Summit places great emphasis on what happens in the classroom. Apart from emphasizing teacher salaries and benefits, this commitment is readily evidenced by a shift in budgeted resources toward classroom instructional and technology support. Summit plans to allocate an additional $65,000 to these priorities in 2013-14. • The growth and development of auxiliary programs is an opportunity for Summit. This past summer witnessed fantastic returns on the summer camp program, with revenue growth of over $80,000 compared to the prior year. 2
Fifty-five donors joined the Bridge the Gap team in 2012-2013. These donors chose to give at least the gap between tuition and true cost per student ($2,300). We have already surpassed that number of members for 2013-2014. Total philanthropic support in 2012-2013 was $1,008,391. Significant new gifts this year will help us exceed that figure, including a $250,000 anonymous gift toward the Center for Excellence and Innovation and a $200,000 corporate gift for the Triad Academy division financial aid. In November, the Triad Academy division hosted a successful fundraising luncheon featuring Kinko’s founder, Paul Orfalea, who shared his experience growing up with dyslexia. Over $50,000 was raised to support scholarships for students in the Triad Academy division. One newly named memorial fund, in honor of Sylvia Holt Cebeci ’56, has been established this year. One new anonymous bequest was committed this fall, adding to the generous legacy gifts planned by over 70 Patrons for Tomorrow. Jeanne Sayers Director of Development
Admissions
Technology
Admissions continues to work toward engaging current and prospective Summit parents in a variety of ways to enhance the Summit experience. The Parent Admission Network, comprised of a small and dedicated group of parents who articulate the mission and value of a Summit education, continues to work as strong advocates for our school. The New Families Committee helped to make spring, summer and fall of 2013 a joyful transition to Summit for our new families. Two cocktail events, a table at Back to School Bash, and summer playdates made for fun and fellowship. Approximately 35 local real estate agents enjoyed a coffee hosted by the Admissions Office and a tour led by parent volunteers. Summit’s presence at the Imprints School Connections fair was positive and engaging, with over 200 community parents in attendance. An online application system through Veracross opened in November. Online re-enrollment also powered through Veracross began in February 2014. On opening day 583 students were enrolled at Summit. As of January 6, that number increased to 593 students. Enrollment has remained steady with 83 students in the Early Childhood division, 276 students in the Lower School, and 234 students in the Upper School. Within the Lower School and Upper School, 106 students are enrolled full time in Triad Academy. Our families come from 22 different zip codes and students of color comprise 17% of the school.
A Ninth Grade STEAM class, offering 1 full high school credit, was introduced in fall 2013. Nine students are enrolled currently, developing their math, science, technology, art, and engineering skills by working on hands-on solutions. Seventy-two students in Eighth Grade now have Google Chromebook computers as a one-to-one solution. Students use these computers throughout the day in all of their classes. Chromebooks are also being used with Fifth Grade Triad students. The implementation of Veracross as the school’s centralized database is complete across campus. This is the first time Summit has had all of its offices connected with one live database, while providing portals for families to access student information. Benefits include updated email communication group lists, online grade access for parents, online re-enrollment, online giving, student health management for our nursing staff, and online availability of policies, forms, and behavior-tracking systems. A campus-wide, single sign-on WIFI system was installed this year. Additionally, an upgraded firewall improves network security and content filtering, enhancing overall performance. We have also fulfilled our plan to place a mobile device in the hands of all full-time teachers. Chris Culp Director of Technology
Nancy Tuohy Director of Admissions
Auxiliary Programs Summit’s Auxiliary Programs continue to grow in number, participation, and quality. Students and community members benefit from a diverse selection of enriching activities through participation in programs such as SOAR (Summit Outdoor Adventure and Recreation) and Afternoon Academy. Summit Summer 2013 was tremendously successful with 1,218 registrations in 67 camps. Our attendance from other schools was very high. The chart below illustrates the remarkable change in participation over 10 years. We continue to serve our Summit families, and our programs and teachers are reaching out far into the community. Summit Summer
Number of camps
Number of registrations
Percent Summit Students
Percent non-Summit Students
2013
67
1,218
35%
65%
2003
30
759
63%
37%
The Summit Afternoon Academy has become a well-established program with strong enrollment and a wider variety of classes for all Lower School grades. Classes range from writing to knitting to 3D printing. This year we have seen our highest enrollment of students outside of Summit. The expansion of our music lessons has also been impressive. Afternoon Academy Music
Range of instruments
Number of teachers
Number of participants
2013
guitar, voice, violin, piano
4
45
2012
piano, violin
2
24
2011
piano, violin
1
16
Jeff Turner Director of Auxiliary Programs
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Center for Excellence and Innovation Knowing that research shows that the quality of the classroom teacher has the most impact on student success, Summit School launched the Center for Excellence and Innovation (CEI) in 2012 to provide professional development opportunities throughout the year. The CEI’s aim is to use the latest research, science, and best practices to develop the talents, skills, and passion for teaching among faculty, staff, and administrators. The center also helps Summit School fulfill one of its Six Promises: It aims to support “A Sturdy Confidence” in teachers. To have a positive and lasting impact on classroom instruction and teacher performance, professional development needs to be sustained, intensive, and content-focused. To lead these efforts, I have been named the CEI’s inaugural director. My expertise and experience in teacher development will move the CEI’s goal forward, establish a program of professional learning, and will connect Summit to other forward thinking educational partners. For the 2013-14 school year, I have worked with division directors to develop a range of offerings that meet Summit’s professional learning goals– everything from informal Coffee & Conversation breakfast sessions, to full-day workshops on curriculum and peer observation. Having large cohorts of the faculty working on the same concepts means that they are all learning the same lessons, working through problems together, and speaking the same language in the classroom. Having a director of the CEI also means there is now a point person for teachers to work with in obtaining their personal professional goals, maintaining their teacher licensure, and developing innovative classroom methods. I meet with teachers on an individual or small team basis to help identify their goals and to create a plan for reaching them. Examples of some of these plans include observing Summit teachers, visiting other schools, attending conferences, and one-on-one work with me. The CEI’s mission also includes working with educational partners to bring innovative professional learning to our school and for Summit educators to contribute to the professional learning of others.
Curriculum
Students
Professional Development
Teacher Evaluation
In February, Summit worked with the North Carolina Association of Independent Schools’ (NCAIS) Director of Professional Development, Laura Blackburn, to host a full day workshop, “Standards with Authentic Assessment.” Summit’s teachers presented at this workshop along with participants from many of the state’s independent schools. In March, Triad Academy will host the national conference for the Association of Orton-Gillingham Practitioners and Educators (AOGPE). The conference, titled “The Power of OrtonGillingham: Inclusive, Effective, and Universal,” will bring together educators from around the country to attend sessions hosted by leaders in the field of dyslexia education, including some of Summit’s exceptional educators. As the CEI becomes part of the institutional fabric at Summit, it is evolving beyond its singular role of leading professional development activities to becoming a context for curriculum design, professional development, and teacher evaluation all in one. This year I have worked closely with the division directors and Pat Capps, curriculum coordinator, to shape a community of professional learning that brings together elements that have traditionally been separate. In bringing these elements together, we place our Summit Student at the center of all we do. Kristin Bennett Director of the Center for Excellence and Innovation
Physical Education/Athletics Physical Education classes have placed an emphasis on outdoor physical education. Units include track and field, lacrosse, and softball. Additionally, Fifth Grade takes an annual spring trip to Pilot Mountain State Park and Fourth Grade visits Hanging Rock State Park in September. For the 2013-2014 school year, we fielded 14 sports and 27 teams, with 88% of Upper School students playing a Summit team sport. We offered a fall basketball league for Fifth through Eighth Grade, which saw an increase from 56 students in year one to 74 students in year two. We also held a summer basketball camp for upper schoolers that 62 students attended. 4
Our cross country team, coached by Second Grade teacher Christy Haulsee, hosted their first meet ever at SECCA in October 2012. In 2013, Cross Country hosted two meets at SECCA with great success. Our athletics program recognizes that character development and citizenship are equally important. Athletics at Summit reaches beyond the court and field in demonstrating dedication to our greater community. For instance, PE teacher Ryan Mihalko has led “Jump Rope for Heart” at Summit for the last 12 years. In 2013 students raised $3,646 with 44 students participating.
Upper School The Upper School spent the fall of the 2013-14 school year having discussions about the school’s Code of Conduct. The Upper School started the spring semester by having a signing ceremony. As you visit campus, please see the signed Code of Conduct poster by the entrance of the Loma Hopkins Theatre. All 234 Upper School students and all Upper School faculty signed the document as we all strive to “live the code” each and every day. A team of faculty spent 18 months researching and developing a teacher evaluation framework, which they are now implementing. Our teachers are taking time to observe themselves, reflect on best practices, and observe each other. A team of faculty serve as grade level coordinators, meeting with the counselor and division director each week to help with day-to-day communication as well as mapping out the next initiatives for the Upper School. The faculty culture in our Upper School is collegial and our commitment to the growth and development of students is clear. It is extremely beneficial for our school to have a Center for Excellence and Innovation (CEI). Our Upper School faculty has been able to focus their professional development and have “deep dives” into various topics with the help of CEI director Dr. Kristin Bennett. Science teachers continue to implement the new science curriculum in the Upper School. They are working with the Lower School science specialist to connect the curriculum across grade levels. STEAM offerings are incorporated into science classes in the Upper School and often in the Lower School. The science staff met in February with Professor Michelle Klosterman, science education specialist from the University of Missouri, to continue our work with her. Upper School science, social studies and language arts teachers are working on a literacy initiative in reading. Summer reading requirements will be rotated among the three disciplines, and classes in each area are targeting reading strategies. Language arts classes are building more non-fiction material into their courses as recommended by the research behind the Common Core Curriculum.
The Summit swim team held a Swim-A-Thon in February 2013 led by Fifth Grade teacher and alum Caitlin Folan. The team swam 2,530 laps raising more than $3,000 for Provision del Cielo. This deserving mission project helps families in the Dominican Republic receive clean and purified water throughout the year. In April 2013, the girls’ lacrosse team had the opportunity to host a clinic for local students from the community. The Winston-Salem U-11 Lightning and the YMCA U-9 team were invited to participate. Approximately 50 girls ranging in ages 7 to 11 took advantage of the 40 minute clinic.
Summit is conducting a review of our arts programs during the 2013-14 and 2014-15 school years. We will be discussing best practice in terms of integrating the arts into our curriculum and our arts organizational structure. Thanks to a generous donation, arts and technology specialists will visit other prominent schools and programs as part of our study in the spring of 2014. Our math department continues to meet and study the scope and sequence of our program. Summit added a new advanced Sixth Grade math class this year. Summit’s Upper School math department has met with several colleagues from other institutions to talk about the Common Core and how we best prepare our students for mathematical experiences after Summit. Our Upper School enjoyed the inaugural “Jan Term” this January. The headliner of that experience was the Ninth Grade trip to Costa Rica. Ninth Graders spent 9 days studying in the rain forests, the coast, and the cloud forests. The trip also included a visit to an orphanage where the universal language of love was on display as our group of travelers spent time with the beautiful children there. The travel experience provided many curricular tie-ins to the Ninth Grade and allowed students experience a bigger world. The reflections that Ninth Grade students have shared since returning have been incredible. At a recent leadership luncheon, as part of the Ninth Grade Life/SCALE course, our Ninth Graders learned that The Lovett Foundation is giving them $2,500 to distribute as a grant to a local organization. Staff will work with students to understand the grant process and to develop an application. The breadth and depth of the ninth grade curriculum truly makes it a capstone year. Gardner Barrier Assistant Head of School & Director of Upper School
Pat Capps Ninth Grade Dean & Curriculum Coordinator
The JV & Varsity Boys Soccer teams chose to incorporate a service project during their 2013 season benefiting the Banda Bola Sports Foundation and the Chituka Village Project. Athletes and coaches ran soccer camps, collected donations of clothing and sports equipment, as well as monetary donations. Ken Shaw Director of Athletics
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Lower School Love of learning and personal growth are at the center of the Summit experience. Students in the Lower School are surrounded by adults who love to learn and have amazing expertise in supporting the whole child. We believe children are born curious learners. Summit fuels curiosity each day- and develops it into deep learning.
Engaging Educators The Lower School continues to invest in the professional growth of our teachers. Knowledgeable, caring classroom teachers are the most important factor in long term student success. This year teachers have been involved in a variety of professional development opportunities both at Summit and through workshops throughout the region and across the country. The Orton-Gillingham Classroom Educators Training has allowed us to study and implement the best current research about the reading process. Teachers are also studying the Qualitative Reading Inventory designed to provide diagnostic information about students’ reading levels and needs. This is being undertaken in concert with a study focused on reading and writing through the content areas. Both enable teachers to support students who have begun reading more complicated texts to gather information- an essential life-long process. Teachers continue to study and refine our use of the Responsive Classroom Model (RC). As part of her leadership in this initiative, Bekah Sidden, Assistant Director of Lower School, attended a Responsive Classroom Leadership conference in Cambridge, MA focusing on how administrators best support teachers as they implement RC principles throughout the school. The goals of the RC approach are research-based and help children develop self control, autonomy, and empathy; all of which correlate strongly with academic success. Currently, several groups of teachers meet for ongoing discussions about the Responsive Classroom Approach. As always we seek to deepen our roots in the progressive education tradition embraced by our founder Louise Futrell. Teachers have attended workshops on Problem Based Learning, a student-centered pedagogy in which students learn about a subject through the experience of problem-solving. Several teachers continue to learn about Project Zero, a Harvard-based initiative reflecting the work of Howard Gardner. We have strengthened our efforts to support the individual needs of children in flexible ways, giving particular attention to giftedness. Barbara Scantland and Bebe Krewson, Lower School Learning Specialists, collaborate with classroom teachers to providing finely tuned challenge and support for all students in the classroom. They also teach smaller groups to provide extension, enrichment, and reinforcement; tailoring curriculum to the strengths and challenges of each child. Engaging Students As professionals we strive to share our love of learning with our students in meaningful ways to pique their curiosities. We are always adding, revamping, and re-imagining ways to engage our students. There are a number of new and interesting initiatives this year in the Lower School. 6
Kindergarten students will continue the Museum Partners project they began in Junior Kindergarten. Students took their parents into an art museum and guided their discussion about a painting using a technique from Project Zero called a Thinking Routine. After looking quietly at a work of art they ask, “What do you see? What do you think? What do you wonder?” First and Second Graders continue to enrich their classroom work with small group endeavors in the library, robotics studio, and design center. Each of these groups provides opportunities for classroom teachers to collaborate with studio teachers. Our teachers leverage our state of the art facilities that make these student experiences possible. Sally Meehan, a Summit alum, joined our faculty as the Third Grade Theatre Arts teacher. In October, the Third Grade classes created a staged adaptation of Chris van Allsburg’s book The Widow’s Broom. Students worked in small groups to write the scripts and stage the plays with simple props and costumes. The Fourth Grade is revamping its social studies program and is exploring the possibility of using the program Why America is Free as a cornerstone of the fall 2014 curriculum. Creators of the program presented its components to the Fourth Grade team and art, music, and science specialists. This program connects with the current curriculum and will be a way to build and deepen student learning. As part of their Social Studies curriculum, Fifth Grade extended their Immigration Unit this year. Students researched the hardships Chinese and Irish immigrants faced throughout their journey and upon arrival into the United States. While working in family groups, they created family names and a family story based on research completed in class. In addition to the compelling stories discovered in their research, students developed empathy for the immigrants’ difficult journeys by creating Empathy Boxes that contained items that would have been precious to the immigrants. Their journal entries wove family stories, empathy, and research to tell of their families’ journeys from Ireland or China to America. The project culminated in a presentation for parents in the theatre. An important aspect of progressive education at Summit is sharing what is learned with others. Fifth Graders are doing a new STEAM project to extend their knowledge of electricity. Science Specialist Libba Reynolds, and Director of Technology Chris Culp, are working with the Fifth Grade team to create a series of in-class experiments to teach the basics of electricity. The unit will culminate with a rocket project in which the students apply their knowledge of electricity.
Engaging Parents Summit has a deep and unique commitment to the parent partnership. In the Lower school this is demonstrated through opportunities for parents to learn and connect with school personnel and each other. Bekah Sidden and I continue to teach Mindful Parenting Classes. Monthly Lower School and Early Childhood coffees help parents connect with each other and ask questions. The Lower School web page is updated weekly with photographs of students engaged in learning and links to interesting articles for parents. Information sessions were held to help parents know what to expect from year to year in the Lower School. School-wide programs like the Inspiring Learning Series and Coffee and Conversation help Summit parents grow, learn, and stay connected to the learning community their children enjoy everyday. Collaboration and Personal Growth We work daily to collaborate with our colleagues in the Lower School, the Upper School, and the Triad Division. This dedication to ongoing professional growth fosters our educators’ love of learning and understanding of how best to teach our students. Creating faculty leadership is a hallmark of a healthy school. In addition to division-wide faculty meetings, teachers are gathering in subject area and other smaller groups that allow leadership and collaboration to flourish. We have been intentional and strategic in creating meaningful professional experiences and conversations. Grade Level Coordinators orchestrate communication throughout the division. Another team of teachers meets to look at how to address the needs of students working at different levels in each grade. A third team is looking at effective parent communication at each grade level. The studio teachers meet as a group to share information about how students learn in each of these unique classes. In October, Dr. Kristin Bennett, Director of the CEI, and I attended a leadership workshop hosted by NCAIS (North Carolina Association of Independent Schools) and led by Dr. Larry Coble, former Forsyth County School Board Chairman and former consultant at the Center for Creative Leadership in Greensboro. The two-day course offered ideas from Dr. Coble’s 35-year career about how to lead a vibrant organization. Pat Capps, Curriculum Coordinator, has observed and met with Lower School teachers to sustain our commitment to the 6+1 Traits of Writing as a critical component for developing competent writers. This is an important part of our school-wide curriculum.
Triad Academy at Summit School Triad Academy began its second year as a division of Summit School, serving 120 students in First through Ninth Grades. One hundred and five of these students are enrolled for the entire academic day. This is a 33% enrollment increase versus last year. To support growing enrollment, 10 new faculty members were brought on board, 7 of whom came to the Triad Academy division from other divisions of Summit. All new faculty completed the Orton-Gillingham Associate level 70-hour training course this past summer and are currently working on their 100 hour tutoring practicum under the direction of Triad Academy’s Teaching Fellow, Amy Lawrence and Fellow-InTraining, Carrie Malloy. Also during the summer, 120 students both from within the school and the greater Winston-Salem community, received Orton-Gillingham multisensory, structured language training from members of the Triad Academy teaching faculty; 65 through individual tutoring and an additional 55 participated in Orton-Gillingham summer camp programs. During the 2013-14 school year, 14 lead teachers in Summit’s Lower School are completing a 30 hour Orton-Gillingham Classroom Educator course taught by Triad Academy faculty, with support from several nationally recognized guest lecturers who are Orton-Gillingham Fellows. This coursework is designed to provide classroom teachers with foundational knowledge regarding literacy acquisition, English language structure, and early identification of students at-risk for reading difficulties. In March 2014, Triad Academy will host the national conference of the Academy of Orton-Gillingham Practitioners and Educators on our campus. The conference will feature keynote presentations and breakout sessions by nationally recognized experts, trainers, and researchers in the field of dyslexia and the Orton-Gillingham approach. Carrie Malloy Director of Triad Academy
Julie Smith Director of Lower School and Parent Learning
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Summit School Strategic Plan Developing our Full Potential Formally introduced to the community in October 2011, our strategic plan, Developing our Full Potential, continues to guide and inspire the work of the school, ensuring that learning at Summit evolves and expands to its fullest potential in this dynamic and changing world. Our Strategic Goals Three areas of emphasis frame the plan: Exceptional Educators, Inspiring Learning and Effective Communication. Our marked success and increasing capacity in these areas, as evidenced in this report, are enabling Summit to develop our full potential by fulfilling and sustaining our mission, realizing our vision and delivering on our Six Promises.
Inspiring Learning Inspiring learning at Summit is not limited to students. We cultivate a culture of learning that encompasses our parents, faculty, staff, board, administration and the community. Focusing on the developmental needs of children, current research, science and best practices, the professionals at Summit School will engage in collaborative, vigorous and structured professional learning geared toward excellence and innovation in all aspects of our program. Guided by our plan, Summit is: • Further developing and refining the process for curriculum development and program assessment. • Further developing and implementing theoretically sound, research based best practices in assessment of student learning.
Exceptional Educators For Summit to continue to grow, teachers, administrators, staff, board and parents alike must continue to demonstrate deep commitment to providing the passionate and innovative learning that develops both students’ and Summit’s full potential. Guided by our plan, Summit is:
• Pursuing collaborations and partnerships with missionaligned organizations, institutions and schools.
• Making continuous, well-defined, and strategic professional learning a central part of our culture and practice.
Effective Communication Safeguarding Summit’s viability for generations to come requires that we continue to share our unique and compelling narrative with all constituencies and to make the Summit experience accessible to a broad and diverse range of families. Guided by our plan, Summit is:
• Formalizing leadership opportunities for faculty in the areas of curriculum design, pedagogy and program development. • Further developing and refining the process for performance review, aligning feedback and assessment with published criteria that are grounded in current research. • Attracting and retaining the highest quality faculty, staff and administrators. • Better leveraging Summit’s membership in local, regional and national organizations as a source of professional development for teachers, administrators and board leadership.
• Developing incentives for excellence and innovation. Continuing to embrace inclusivity and diversity as critical components of the Summit community.
• Aggressively engaging in thought leadership to enhance the visibility of our expertise and to contribute to the greater public good. • Implementing an ongoing, data-driven integrated marketing plan that focuses on effective communication of the distinctive competencies delivered by a Summit education. • Better communicating our process for reviewing, refining, and developing institutional sustainability through financial stewardship.