This last system was an interesting one to find.\u00a0 As I’ve said in my “3 leads to 4 leads to 5” theory, the 3 elements of the system are easy to find, and the fourth is somehow related to all three.\u00a0 The previous article showed that TEACH, the 4th system, makes the school a learning institution, since all constituent groups that are connected to it are educated by it.\u00a0 Learning takes place in he school, so that learners can be SIGNS to the world, and educating alumni, businesses and community members about the achievements and successes of the school, continuing to deepen the engagement relationship between the school and these groups, is grounded in education.\u00a0 After all, marketing is education, and marketing ties all the other elements of Advancement together.<\/p>\n
TEACH can also be considered “the starting point” if you need a linear reference.\u00a0 You may have read Simon Sinek’s book, “Start With Why.”\u00a0 His contention is that we start from the wrong perspective because we like to start with “What” since it speaks to the mission of our institution, and then we get stuck at “How” we’re going to accomplish the mission.<\/p>\n
Philosophically, we would think that it’s through TEACH, but TEACH speaks to “Who” and not “How” (same letters; different question).\u00a0 “How” is actually answered by the ARMED Framework as a system – and if schools are missing one or more of the elements of the ARMED system, then it’s no wonder why schools continue to struggle, shrink, merge, shrink again, then close.\u00a0 Starting with “Why” should energize the mission.\u00a0 It’s what makes the mission meaningful.\u00a0 Starting with “Why” moves us through “How” to achieve the “What” we’re called to do.<\/p>\n
However, it’s been my long-held contention that “Who” precedes “Why.”\u00a0 Think of a parent who disagrees with a decision made by the school.\u00a0 They may ask for a meeting with school leaders to find out “why” the decision was made.\u00a0 If they understand, that’s great.\u00a0 If they don’t, their usual retort is, “Who made that decision?”\u00a0 Even in management consulting, there’s a technique known as “The Five Whys.”\u00a0 Usually, when issues arise and are investigated, if “Why” is the response to a statement, after five iterations of that discussion, the root of the problem usually comes down to a poor decision made by leadership.<\/p>\n
Further, “Who” is three-pronged.\u00a0 It speaks to leadership, customer, and staff.\u00a0 That is, who is in charge, who is the institution attempting to serve, and who is carrying out the actions of the organization.\u00a0 When it comes to the customer – that is, your parent community – are you looking to serve those families that can pay tuition (the private school mindset) or those who cannot pay tuition (the mission school mindset)?<\/p>\n
Most leaders I speak with say, “BOTH!”<\/p>\n
And that’s really the crux of the entire sustainability issue.\u00a0 Jesus said that no one can serve two masters;\u00a0 similarly, no company can have two target markets.\u00a0 Indeed, all are invited, but that doesn’t mean that all will attend – which is another example of the wedding feast Jesus spoke of in Scripture.<\/p>\n
To recap the other systems, TEACH refers to “who” makes up the school; FACTS refers to “what” the school does; SIGNS refers to “why” the school exists; and ARMED refers to “how” the school can advance its mission.\u00a0 The final element has to deal with the school’s vision, referring to “where” the school is going.\u00a0 Since vision figures prominently in creating the 5th system, I had considered SIGHT to be the acronym, finding 5 elements which comprised the system.\u00a0 But for faith-based schools, perhaps the acronym shouldn’t be SIGHT, since, as the song states, “We walk by faith, and not by sight.”<\/p>\n
Further, while “who” would seem like a great place to start (even “Good to Great” author Jim Collins has a chapter titled, “First Who, Then What”), “where” is a more appropriate question to begin with.\u00a0 Recall the conversation between Alice and the Cheshire Cat:<\/p>\n
\nAlice: Would you tell me, please, which way I ought to go from here?
\nThe Cheshire Cat: That depends a good deal on where you want to get to.
\nAlice: I don’t much care where.
\nThe Cheshire Cat: Then it doesn’t much matter which way you go.<\/p>\n<\/blockquote>\nKnowing where to go is all about vision, and as Proverbs 29:18 states, “Where there is no vision, the people perish.”<\/p>\n
Therefore, here are the elements that comprise this system, using the acronym FAITH:<\/p>\n
Formation of Community – <\/strong>The safe and caring community of the school is essential to the school’s continued existence.\u00a0 While that may be a little difficult to comprehend at first reading and sound a bit redundant, consider those schools which may be a community of students and teachers, such as higher education institutions, but do not have the engaged and active parent community that supports the school by cooking in the cafeteria, volunteering in the office, chaperoning the field trips or making the scenery and props for the school’s musical production.\u00a0 While community is essential to Retention as described in the ARMED Framework, it’s the “formation” of community that’s important here.\u00a0 Community doesn’t just happen; it takes specific actions to keep it together.<\/p>\n
Action – <\/strong>The school doesn’t just “happen” either.\u00a0 Education is not passive.\u00a0 If creative ideas are generated and not acted upon, then they\u00a0simply remain ideas rather than improvements or innovations.<\/p>\n
Integrity – <\/strong>Integrity has been defined as “Doing the right thing when nobody’s looking.”\u00a0 Others have said it’s “Saying what you mean, and meaning what you say.”\u00a0 It’s trusting and respecting every individual associated with the organization, since, especially in a faith-based school, we are all branches connected to the one\u00a0vine.<\/p>\n
Truth and Trust – <\/strong>A common phrase I’ve seen on bulletin boards in schools remind students to “THINK” before they speak.\u00a0 THINK are the first letters of the five qualities their words should have. Are they true, helpful, inspiring, necessary and kind?\u00a0 Also, recall the words of John 14:6 – “I am the way, the truth and the light.”\u00a0 Untruths have no place in our schools, which allows the fostering of a community of trust.<\/p>\n
Trust has also been added because of the type of trust that’s necessary.\u00a0 In the words of consultant Patrick Lencioni, it’s “Vulnerability-based trust,” and not “Predictive Trust.”\u00a0 We must all come to the table with a mindset that has the best of the organization in mind, rather than the individual agendas of what each individual expects will be beneficial for them.\u00a0 It’s why the board of the school needs to act as a singular unit rather than a group of people with as many agendas as there are individuals.<\/p>\n
Hope – <\/strong>It’s not just simply one of the three things that last.\u00a0 We are a people of hope.\u00a0 The vision for the school must be a hopeful one as it will then be inspiring to all constituent groups.\u00a0 But it also helps to remember while hope is a good thing (perhaps the best of things, with a nod to The Shawshank Redemption), it is not a strategy to facilitate improvement.<\/p>\n
The vision is community-oriented.\u00a0 It’s not just me.\u00a0 It’s not just you.\u00a0 It’s all of “us,” together.\u00a0 Bringing the vision to fruition requires acting as a community with integrity and honesty in a spirit of hopefulness.<\/p>\n
\u00a9 Michael V. Ziemski, STAFF Advancement, 2026<\/p>\n","protected":false},"excerpt":{"rendered":"
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