by Rick Branson, Ed.D., Executive Director, Connecticut Association of Independent Schools
Schools come in many shapes and sizes with terminology such as “public” or “charter” or “parochial.” Another familiar term, “private,” once described as “non-public” schools, has since become obsolete. Private doesn’t really describe this category of schools as well as the term “independent.” At Connecticut Association of Independent Schools (CAIS), we put the term “independent” right in our name and that is important. It has meaning.
Independent means a school has an independent board to govern the school, independent finances to operate the school, and an independent curriculum for teaching and learning.
Yes, the schools are private; as in, they are non-public: they do not, in most cases, receive federal funds. They are self-funded, often non-profit, institutions. But what distinguishes and differentiates the 90-plus member schools of CAIS is their independence. This allows them to chart their own path, designing the curriculum and programming that fit their mission, says Debra Wilson, president of the National Association of Independent Schools (NAIS). “It translates to more educational options, from which a family can find the right fit for their student.”
“The definition of an ‘independent school’ can be confusing,” says Bonnie Ricci, executive director of the International Council Advancing Independent School Accreditation (ICAISA), of which CAIS is a member. “The definition comes down to the governance structure. An independent school is governed by an independent group of volunteer trustees who govern the school to ensure long-term sustainability and fidelity to the mission.”
Independent school boards are the governance of the school, oriented to each unique and enduring mission. Boards evaluate their schools on the school’s performance based upon accomplishing that mission and not on financial bottom line or outcomes. Every school has its own mission, and parents, students, and prospective employees can find these on the school websites. It is the mission to which the school is beholden.
Prospective parents might peruse the mission statements, value statements, and other important aspects to see how they live in the daily life of the school. That mission ultimately shows up in the school’s academic and extra-curricular programming as well as its community service and other ancillary activities.
“The independent nature of our schools allows us to innovate by following the sciences of learning, emotions, human development, and the brain,” says Matthew J. Byrnes, head of school at Wooster School. “We can choose to evolve and improve autonomously, within the context of our own unique school communities, and always with a focus on what’s best for students.”
The ability for independent schools to innovate matters not just to their schools, but to education in general. “The educational sector benefits from the excellence and innovation independent schools model,” Wilson explains.
An independent school’s program differentiates it in the marketplace and is likely the most important aspect for a family making a decision. In Connecticut, families are fortunate to have a multitude of school choices. Independent schools have control of their program so they can be flexible and responsive to the needs of students. The program can inspire, challenge, support, and prepare students for whatever comes next.
According to Jeff Shields, FASAE, CAE, President and CEO of NBOA, Business Leadership for Independent Schools, “Independent PK-12 education plays a crucial role by fostering environments where students can thrive academically, socially, and emotionally. These schools are uniquely positioned to offer personalized learning experiences, innovative teaching methods, and a strong sense of community.”
CAIS schools develop programming based upon the mission, values, and philosophy of the school, and with this local control it can evolve, mature, and change with greater flexibility as a single entity. Independent schools can be responsive to changing needs and new opportunities. In addition, all CAIS member schools are accredited by either CAIS or the New England Association of Schools and Colleges (NEASC). This allows for detailed self-reflection as well as a peer response for the accrediting body. A school accredited by CAIS or NEASC is recognized by the Connecticut State Department of Education.
Cam Staples, CEO of NEASC says, “Independence affords schools the flexibility to innovate and create student-centered educational experiences that reflect the unique mission and goals of the school and its community.”
This allows for “decisions guided by values rather than mandates,” Staples explains. “We are proud to work with independent day and boarding schools that use this independence to develop a thoughtful culture of reflection and continuous improvement within schools, leading to educational environments where all students may thrive.”
The nature of independence means decisions are local with a volunteer board, often parents and alumni, who have a high commitment to the school and its students. These are not operational boards or shareholders, but stewards of the school, its mission and future.
“Independence also means no state or federal funding, so our programs, designs for learning, and culture must be
of value to the families who will have to make sacrifices to have their children learn and grow with us,” Byrnes says.
Ultimately, independent schools are funded privately by parents who pay tuition and that funding is the primary source of revenue, so providing value is essential for a school’s success.
“The value of independent school is our freedom to create strong learning communities where teachers can do what’s right for kids, both academically and socially,” said Sharon Lauer, head of school at Unquowa School.
Independent schools emphasize the value of independent decision making, independent curriculum and the flexibility to quickly and nimbly adapt.
“Being independent gives us the ability to do what is best for our students and families,” says Jay Briar, head of school at the Whitby School. “We make our own steady decisions with much-needed space from the unpredictable world around us. And we have the flexibility to meet challenges in a collaborative and mission-driven environment.”
This freedom also helps maintain a culture that supports all students.
“There has perhaps never been a better time to be independent in education,” says Amy Clemons, head of school at Forman School. “The distinct value of independence is demonstrated within our school’s environment, where students who learn differently are not just accepted but valued and empowered.”
Adds Shields, “In a rapidly changing world, the adaptability and resilience fostered within independent schools are more important than ever.”
“We all have to believe in what we are doing,” says Byrnes. “We do get to decide for ourselves and to act on what’s best, but at the same time, our decisions have real consequences. If our students do not emerge as better thinkers, problem-solvers and people, then our product has no value when compared to alternatives—and the market will hold us accountable. This is a good thing.”
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