My vocation in instruction as instructor, mentor, and executive, in different sorts of schools, has given me huge and far reaching involvement with the scholarly, athletic, and business field. I know about parochial, public, Quaker, and nonsectarian single sex and coed schools. These incorporate minuscule schools of 100+ understudies to huge schools of more than 900 understudies.

Through these encounters, I have increased a gratefulness for various ways to deal with the instructive cycle and the administration of instructive organizations. A few schools zeroed in on discipline, others on scholastics, while still others on games or expressions of the human experience. A few schools were plentifully supplied and in a solid position financially while others were battling to meet expenses and raise reserves. Others had a reasonable mission and vision while some were attempting to figure out what sort of establishment they needed to be.