For academic deans and instructional leaders
Gather representative student work and curriculum evidence across the program. Distinguish what was taught, practiced, and demonstrated, and explain gaps. Use the findings to guide development and program decisions rather than selecting only the strongest examples for a public report.
This month’s action: Review one intended outcome across grade levels and identify the next instructional decision.
Review the promises you made
An annual review should begin with the commitments leadership made to students, families, employees, donors, and the board. Gather evidence of educational progress, enrollment experience, financial health, staffing, and strategic execution. Ask whether the school delivered its promise and where the evidence remains incomplete.
Activity counts can explain effort, but they do not by themselves establish an outcome. A training attendance total is different from classroom application; a campaign total is different from the work it supported. Select evidence that addresses the actual commitment, and avoid making a larger claim than the record can support.
Distinguish actual results from assumptions
Use consistent reporting periods and definitions. Separate collected funds from pledges, completed work from planned work, and actual enrollment from projections. Include enough context for the reader to understand changes without exposing confidential student, family, employee, or donor information.
When evidence is missing, say so and name the work needed to obtain it. A fictional teaching example should remain labeled as such. Reconcile financial reports with authorized records and professional support, and secure appropriate permission before sharing a personal story. Honest limits help a community evaluate progress more responsibly.
Let the review shape the next year
Bring the annual review to a decision meeting. Identify what the school should continue, improve, pause, or stop, then assign owners and review dates. Celebrate progress with accurate language while giving unfinished commitments the attention they need. A report becomes useful when it changes leadership’s priorities.
Arete’s own commitment to devote 10% of Arete Advisory Group revenue to promoting sustainable Christian schools also requires actual records and reconciliation. A future financial report must follow the approved reporting policy; this article is not that report and contains no claimed contribution total. The same discipline applies to the school’s stewardship: explain what happened, what remains, and what comes next.
Academic deans: monthly action worksheet
Use this template in your next leadership meeting. Add your school’s evidence, responsible person, and review date. The page can be printed or saved as a PDF using your browser.
| Step | Work to record | Responsible person / next date |
|---|---|---|
| Your role | Gather representative student work and curriculum evidence across the program. Distinguish what was taught, practiced, and demonstrated, and explain gaps. Use the findings to guide development and program decisions rather than selecting only the strongest examples for a public report. | Clarify responsibility |
| This month’s action | Review one intended outcome across grade levels and identify the next instructional decision. | Choose a date |
| Evidence to review | What does our evidence reveal about the difference between the intended and learned curriculum? | Record what is known and missing |
| Next conversation | Bring the evidence and any decision beyond your role to the appropriate person. | Arrange follow-up |
One question to put into practice
What does our evidence reveal about the difference between the intended and learned curriculum?
Continue in Solomon
An original Arete briefing adapted from the linked field notes. Guidance must be interpreted in the school’s context by its responsible leaders and qualified advisors.
Review Arete’s impact reporting approach →