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Annual Best Practices

2017

Admiral Farragut Academy

Best Practice Title: Live Streaming

Best Practice POC: Tom McGlinn, Assistant Head of School

POC Contact Information: tmcglinn@farragut.org

Summary of Best Practice

Admiral Farragut Academy continues to expand our technology program by sharing campus wide events with the world. The use of LIVE streaming (Twitter and Periscope) and subsequent recursive video storage will allow Admiral Farragut to share our Parades, Graduation, Sporting Events, and Classrooms securely with our community via live, and stored, web based streaming content. This new “captured by tablet-phablet-phone” content brings the costs down for this type of video sharing and archiving to a level that is unprecedented - quite literally pennies on the dollar - as compared to other shared and cataloged web based video content solutions. The digital era is always evolving, with students from all over the world, the Academy continuously creates ways for families to be involved with their child’s education from thousands of miles away.


Army and Navy Academy

Best Practice Title: ANA Cadet Leader Training Program

POC: COL Wayne Ward; wward@armyandnavyacademy.org

The Army and Navy Academy began a Cadet Leader Training program in 2010 which focused on preparing select Cadet leaders for the coming school year. It was an opportunity to prepare for the practical application of what they had learned in LET and other experiences during their time as a Cadet.

Who: Battalion Commander, Executive Officer, Command Sergeant Major, S-3, Company Commanders, Company First Sergeants, Platoon Leaders, Platoon Sergeants.

What: Prepare Cadet leaders for the challenges and opportunities they will experience as they assist Plebes transition from a typical high school setting to an all-male college preparatory military boarding school environment. Additionally, this training prepares them for the challenges they will experience within their leadership roles throughout the school year.

  • Build camaraderie within the Cadet leaders.
  • Assign leaders to Plebe training cadre and build a training plan.
  • Prepare for the Plebes arrival and ensure smooth orientation.
  • Instruct leaders on social/emotion issues and building relationships.
  • Share the Commandant’s vision with the leaders and empower them to plan / execute Plebe orientation with proper supervision.
  • Establish expectations for leading and mentoring the Corps of Cadets.
  • Model proper leadership techniques.

When: 5 days prior to Plebe registration day

Sample Schedule:

Friday, August 26 (Uniform: PT Gear)

0900 Registration

1300 Complete Room Assignments / Haircut / ID Photo

1600 Formation Expectations: What right looks like (Front Davis Hall) - JROTC

1700 Chow

1800 Do and Don’t Brief (Inside Davis Hall) – Dep Cmdt

“ Training Plan Brief w/ Top 4 and Commandant

1900 Commandant Welcome / Set the stage / Explain Morning Routine

2030 Free Time

Saturday, August 27 (Uniform: PT Gear)

0600 Reveille

0630 Formation (Davis Hall) / PT (Maffucci Field) - JROTC

0730 Chow

0830 Standby Room Inspection

0900 Colors

0915 President’s Welcome (Library) - JROTC

1000 Duty Description w/ SAI (Library) - JROTC

1100 Cadre Selection – Dep Cmdt

1200 Chow

1230 Plebe Training Planning w/ Cadre & SAI (Library) - JROTC

TBD As desired Top 4

1700 Chow

1830 Movie (Inside Davis Hall)

2030 Free time

Sunday, August 28 (Uniform: PT Gear)

0730 Reveille / Continental Breakfast

0830 Formation (Davis Hall) / PT (Maffucci Field) - JROTC

0915 Hygiene / Uniform J.O.B. prep time

1000 Standby Room Inspection / Uniform J.O.B. (Barracks) - TAC

1200 Chow

1230 Uniform J.O.B. AAR

1300 Team Building Activities TBD (Olympics) - JROTC

1500 Leadership Pitfalls and Best Practices: Previous Experiences – Cmdt & Dep Cmdt

Monday, August 29 (Uniform: PT Gear)

0600 Reveille

0630 Formation (Davis Hall) / PT (Maffucci Field) - JROTC

0730 Chow

0830 Standby Room Inspection

0900 Colors

0915 Counseling Brief (Dir of Counseling)

1000 Working with International Cadets w/ Mrs. Ramirez

1030 Break

1045 Drill - JROTC

1130 Chow

1230 Academics Brief w/Dean & ADean (Library)

1300 Drug Testing

1500 Guidebook Review w/Dep Cmdnt (Library) – This topic to be built on what top 4 want focus on

1730 Chow

1830 Free Time

Tuesday, August 30 (Uniform: PT Gear)

0600 Reveille

0630 Formation (Davis Hall) / PT (Maffucci Field) - JROTC

0730 Chow

0830 Standby Room Inspection

0900 Colors

0915 Building Relationships w/ Dep Cmdt (Library)

1000 Break

1015 Case Studies – groups discuss real life scenarios – Dep Cmdt

1130 Chow

1230 Leader Breakout Session w/ President, Commandant, Chief of Staff, Deputy Commandant

1330 Registration Planning / Task Assignments – Dep Cmdt

1445 TAC / Cadet Leader Company Set-up - TAC

1600 CLT Jeopardy

1700 Depart for Souplantation

1900 ETR – Dorm Prep with TAC Officers (name cards, room assignments)


Army and Navy Academy (Admission & Marketing)

Best Practice Title: Inspiring Your Admission Team

POC: Candace Heidenrich; cheidenrich@armyandnavyacademy.org

1. Human Resources: Contact HR for new hire requisition forms and requirements.

2. Job Description: Prepare an accurate job description. There are many templates in search engines to help you get started and customize.

3. Post Position: Work with HR for the best places to post the position.

4. Prior to Interview: Review resumes against your posting and criteria. Contact selected resumes and ask a few questions by email to assess their writing skills. Conduct a brief phone call to check verbal communication skills and then schedule an appointment (if selected for an interview).

5. Application: All applicants should complete an application and salary history. Check for legal issues, job history, reasons for leaving, and salary history.

6. Interview Questions: Prepare a list of questions and stick with the questions during the interview to compare candidates. Keep notes next to each question and the name of the applicant on each sheet.

7. Second Interview Process: Enlist your teammates to serve on a panel or meet with the candidates to ask assigned questions.

8.Second Interview Screening: Recommend a Typing Test, Outlook Exercise, and Tour (first 10 minutes). Provide tour script after first interview so they can prepare for the second interview.

9. Finalizing the Offer: Know salaries and key info before making an offer. Check references before beginning HR screening steps. Ensure the applicant understands an offer is not binding unless screenings and reference checks are cleared.

10. Human Resources: Drug Testing, Background Check, and all forms should be completed before employment begins.

11. Training: A strong training program can save countless hours and prepare a new staff member for easy adaptation to your team and campus. Training and manuals should include: Computer training (CRM or Database), communication methods with clients, phone scripts for inquiries, frequently asked questions, email process, academic profile info, tour script, parent consultation form, student interview process, questionnaire and test administration, how to prepare a file, committee process, admission criteria and disqualifiers, and admission/marketing as assigned (school and agent fairs, event representation, web admission pages, APP, social media, blogs, news, publicity, SEO, and SEM.

12. Motivation: weekly meetings, goal setting, lunches with key departments, celebrations of personal events, ask about their weekends, close connections with the team on a daily basis.

The Citadel

Title: Cadet Accountability System, “Enabling Leaders

POC: Kyle Herron, CIO

POC Contact Information: CIO, jherron@citadel.edu, 843-953-9888

As a military college, The Citadel has unique requirements to track student information that are not typically required in non-military college environments. Throughout its history, The Citadel's primary purpose has been to educate undergraduates as members of the South Carolina Corps of Cadets and to prepare them for post-graduate positions of leadership through academic programs of recognized excellence supported by the best features of a military environment. The cadet lifestyle provides a structured environment that supports growth and development of each student’s intellect, discipline, physical fitness, and moral and ethical values. The four pillars which define The Citadel experience for cadets consist of these four developmental dimensions.

Commercial off-the-shelf (COTS) student information systems (SIS) are not designed to track and report on the extensive information needed to develop cadets in a military style environment. Given this limitation, The Citadel developed a system called the Cadet Accountability System (CAS) to fill the gap left by these COTS systems. While The Citadel’s commercial SIS remains the source of record for all student information, CAS provides a unique interface for faculty, staff, and cadets to gather additional information in a manner that allows for continuous monitoring and alerting so that progress can be tracked and deficiencies can be addressed in a timely manner. CAS is essentially the portal to cadet life organized into the four pillars of Academics, Military, Physical Fitness, and Moral & Ethical Values.

As a best practice, The Citadel centralizes all information needed to support these pillars though the CAS interface. Freestanding applications that house data separately are either integrated into the roadmap for future CAS enhancements or connected with automated data flows between the applications. Most recently, The Citadel started an initiative to create an experiential transcript that documents the leadership roles, civic engagement, study abroad, undergraduate research and internships that are a critical part of a cadet’s leadership development. This information is currently being tracked through a commercial application and then imported into CAS as another way to continue the single portal into cadet life. This integration also allows faculty and staff to see a holistic view of a cadet which can provide greater insight into behavior and provide additional opportunities to increase their potential for success.

Culver Academies

Title: Performance Review

POC: Jim Power

POC Contact Information: jim.power@culver.org

We do a review, twice a year, on faculty and staff. We have the department chair and/or the immediate supervisor join the key administrators and we review the performance in 4 key areas:

  1. Classroom (or its equivalent)
  2. Advising
  3. Co-curriculars
  4. “teaming” – attitude, teamwork

After the meeting, the chair or immediate supervisor meets with the teacher or staff member to share this information – and this information is sent in the form of a letter to the colleague.

This letter becomes the baseline for the next term’s review.

There’s nothing earth-shattering about this, but it does take some institutional discipline to do this regularly and to do it well.

Fishburne Military School

Title: All School Assembly

POC: Mark Black; mblack@fishburne.org 540.946.7700 ext 105

We recently reinstituted the practice of conducting an all school (staff, faculty and cadets) assembly mid-week to discuss pertinent issues that affect all hands. Evidently this is something that had been done in the past, but the practice had waned in last couple of years. Upon coming on board it was evident to me that we needed to concentrate on some core values. I personally taught the first couple of sessions to start this off concentrating on duty, honor, integrity, commitment and courage. We have also incorporated guest speakers; primarily alumni that have gone on own their own businesses. Their messages have complemented our instruction exceptionally. It is difficult to convince current teenage boys the importance of adhering to the direction of leadership, whether it emanates from the staff or the Corps, and being good followers contributing to the achievement of school/Corps objectives. Almost universally each of the alumni speakers emphasized that the leadership principles learned while attending Fishburne have been instrumental in their endeavors as a business owner. We also brought some speakers in to speak on issues such as drug abuse and morality. Both of these speakers well exceptionally well received and their message resonated. Both received a standing ovation following their comments.

As we take this program forward I believe it will need to be more structured and developed to address the needs and concerns of the Corps. I also believe it is important to reserved slots for guest speakers, who based on our experience this year have amplified the intended messages.

Fork Union Millay Academy

Title: Cadet Mentor Alignment Program (CMAP)

POC:

Best Practices

Cadet Mentor Alignment Program (CMAP)

Fork Union Military Academy

One of the key aspects of successful integration into a military school environment is developing relationships with adult mentors who will help guide a young person, and help them align with the program’s structure and behavioral expectations. In most cases, this happens organically though interactions with teachers, coaches, TAC officers and other staff. In some cases students may find themselves in situations where they succumb to negative habits and have difficulty adjusting in a timely manner to certain expectations of the program.

Over the past three years, Fork Union Military Academy has developed a Cadet Mentor Alignment Program which is designed to intervene for any student who finds himself in what would otherwise be an uncontrolled slide and could result in the student’s enrollment being in jeopardy. This program establishes specific guidelines for interactions and tracks major components of a cadet’s performance in all areas, so he may find a path that will lead to success within the system we have in place.

Cadet Mentor Alignment Program (CMAP)

The Cadet Mentor Alignment Program (CMAP) is an early intervention program that (1) identifies struggling cadets, who are then (2) mentored, encouraged, motivated, and instructed (3) utilizing available and appropriate resources. This program is not punishment, but is a means of utilizing available resources to assist and encourage “struggling” cadets as soon as feasible. Communication is a priority.

Available Resources

  • TAC officers
  • Cadet’s Admission Counsellor
  • Current teachers of identified cadets
  • Director of Character and Leadership
  • Adult mentors
    • Appropriate faculty/ staff (mentors who have developed positive relationships with cadet)
    • Guidance and counselling personnel
    • Coaches of identified cadets
    • Advisors
    • Infirmary personnel
    • Chaplain
  • Peer mentors (as determined)
  • Cadet chain of command

Identification of struggling cadets

TAC Officers, faculty, staff, coaches, cadet chain of command identify struggling cadets through observation and demerit accumulation.

  • A Cadet may become a candidate for CMAP at any time based on observation, demerits, and input from cadet chain of command, the Commandant’s Department, and/or faculty staff (see Process of Induction below). As a general rule, a cadet may be considered a potential candidate when his conduct performance level is less than “Unsatisfactory” (24 or more demerits in one term).
  • When a cadet achieves and maintains a conduct performance level of “Acceptable” or better (15 or less demerits) in one term, and/or based on recommendations by the CMAP team to the Commandant and Academic Dean, he may be removed from the program.
    • Final determination of admission and removal from program will be determined by the Commandant and the Academic Dean.

Identification Categories

For simplicity sake, three categories have been identified in which cadets may have difficulties: academic, military, and attitude. TAC’s, cadet chain of command, faculty and staff are encouraged to monitor cadets, evaluating them regarding these areas in order to determine how specifically a cadet may be struggling. A cadet may struggle in one, two, or all areas. Identifying a cadet’s classification will facilitate determining appropriate assistance.

Academic:

  • Consistent failures in academic endeavors
  • Sleeping in class
  • Chronic tardiness
  • Failure to perform assignments/ homework
  • CQ violations
  • Disruptive behavior in class
  • AUP violations
  • Uniform infractions

Military:

  • Excessive Room infractions
  • repetitive uniform/ shoes, and or haircut infractions
  • Habitual tardiness to mandatory formations, chapel, Commandant-mandated events
  • Lack of military bearing, non-observance of military courtesies.
  • Inappropriate behavior (horseplay, creating disturbance, provoking incidents)
  • Vulgarity

Attitudinal:

  • Lackadaisical approach to academics and military details/ responsibilities
  • Belligerent attitude/ Disrespect
  • Disobedience/ noncompliance
  • Aggressive behavior/ Emotional outbursts
  • Chronic negative attitude
  • Mindlessness, lack of empathy

Important Terms:

Support group:

The support group consists of the Commandant, Deputy Commandant, Academic Dean, the VP of Operations and the Director of Character and Leadership. They are to serve the coordinators and teams, facilitating cooperation and coordination, as well as assist with remedies to situations as they arise.

Permanent Team Members:

Permanent members are to be included in all discussions. Their input should be solicited. They are: The Chaplain, Infirmary personnel, Admissions, and Guidance and Counselling.

Mentor Alignment team:

The mentor team is composed of individuals who have been identified, or who have volunteered to align and, work with a particular struggling cadet, (TAC officer, current teachers, advisor, coach, chaplain, guidance and counselling, cadet chain of command, and other staff and faculty members). Current teachers, coaches, and TAC officers are automatically considered to be members of the alignment-team.

Program Coordinator:

The Program Coordinator supervises the program (for one or several struggling cadets) and ensures that communication between the members is maintained. The coordinator makes recommendations and is the liaison between the cadet, the mentor-team and the support group.

Enrollment Process

Commandant’s Department:

  1. Based on observation, Conduct Performance Level, and input from cadet chain of command, TAC Officer discusses potential candidate and current situation with Commandant and/or Deputy Commandant.
  2. Commandant and Deputy Commandant approve or disapprove cadet participating in program.

Upon Commandant and/or Deputy Commandant approval of cadet for inclusion into program the Commandant notifies Director of Character and Leadership.

Academic Department:

  1. Based on observation, Conduct Performance Level, faculty member provides brief narrative outlining concerns to Academic Dean.
  2. Academic Dean confers with relevant personnel to determine if cadet should participate in program.

Upon determining inclusion is appropriate, the Academic Dean notifies the Director of Leadership.

Enrollment Process Flow Chart

Commandant’s Department, Chain of Command

Academic Dean, Faculty and Staff

Observations and/ or Conduct Performance Level during term is “Unsatisfactory”

Observations and/or Conduct Performance Level during term is “Unsatisfactory”

Commandant’s Department personnel recommends cadet for CMAP

Faculty/ staff recommend cadet for CMAP

Commandant or Deputy Commandant Approves enrollment and notifies Director of Leadership

Academic Dean Approves enrollment and notifies Director of Leadership

Director of Leadership solicits guidance, determines, Program Coordinator. Director of Leadership notifies TAC officer and Program Coordinator

CMAP Process

Once a cadet has been selected to participate in CMAP, the process includes the following:

  1. The TAC Officer notifies the cadet who is being inducted into program. He contacts the parents, informing them of cadet’s performance and subsequent participation in the program.
  2. Upon notification, Program Coordinator confers with TAC officer, Commandant/Deputy Commandant, Director of Leadership, and Academic Dean to determine program specifics (See “Elements of Program” and sample CMAP Form below).
  3. The Coordinator schedules and has initial meeting with cadet and TAC Officer to:
    1. Determine appropriate mentors (cadet chain, chaplain, coaches, etc.,), in order to form a mentor-team to support, encourage, and communicate with struggling cadet.
    2. Finalize plan
    3. Explain program and solicit cadet commitment
  4. The Coordinator and TAC Officer complete CMAP Forms and publish
  5. Communication among team members is maintained
    1. TAC Officer communicates demerit updates and barracks situations
    2. Teachers report academic issues (homework, uniform, behavior)
    3. Mentors (coaches, chaplain, etc.) and other members report observations and make recommendations
    4. Program Coordinator supervises exchange and schedules discussions w/ appropriate personnel (team members, Commandant Department, Academic Dean, and Director of Leadership).
    5. Coordinator and team members meet with cadet and report as necessary.
  6. When a cadet achieves and maintains a conduct performance level of “Acceptable” or better (15 or less demerits) in one term, and/or based on recommendations by the CMAP team, the cadet may be removed from the program.

Program Process Flow Chart

TAC Officer informs cadet and Parents of cadet

Program Coordinator confers with TAC, Dean, Commandant, teacher, and relevant personnel to determine appropriate plan

Program Coordinator and TAC

  • Meet with cadet
  • Determine appropriate mentors
  • Finalize plan
  • Explain program and solicit cadet commitment
  • Determine Mentor-team
  • Complete CMAP Form and publish

CMAP team members, Permanent members, and Support Group are notified

Program Coordinator publishes forms

Communication and support is established and maintained. All parties publish notes and meet as necessary

Responsibilities

TAC Officer:

  • Notifies cadet and parents of cadet
  • Assists Program Coordinator explaining program; soliciting commitment
  • Assists Program Coordinator and Support Group develop plan to meet cadets’ specific needs.
  • Works with Program Coordinator to complete and maintain CMAP Forms
  • Schedules daily mandatory meeting times and locations with cadet participant if applicable.
  • Communicates regularly with parents/ guardians, all adult participants, providing demerit sheets and occasional updates as needed (change in roommate, room, chain of command, etc.)
  • Publishes notes as needed

Program Coordinator:

  • Responsible for finalized CMAP plan.
  • Schedules and supervises meetings with TAC and cadet
  • Determines and contacts Mentor-team, communicates regularly with them.
  • Supervises completion of Initial CMAP forms and updates to reflect changes (planning period, teacher, etc.)
  • Provides updates and schedules and impromptu meetings as necessary.
  • Schedules and meets with participant as necessary to inspect uniform, discuss issues, and to provide encouragement. Coordinator keeps records of meets and brief narrative.
  • Ensures communication is maintained between all parties.
  • Based on periodic contact, Coordinator informs Director of Leadership and TAC officer of concerns and makes recommendations.
  • Communicates with parents of participant as necessary
  • Publishes notes as necessary

Director of Character of Leadership:

  • Director of Leadership solicits guidance
  • Director of Leadership notifies TAC officer and Program Coordinator
  • Serves as liaison between all parties and academy President, encouraging and maintaining lines of communication
  • Periodically reviews CMAP documentation and provides input as necessary
  • Makes recommendations
  • Serves TAC officer and Program Coordinator, providing courses of action to address concerns, and/or challenges

Elements of Program

Primarily Academic:

  • Cadet’s name is added to CQ watch list so OC’s can monitor and encourage CQ performance. Academic Dean maintains list, and provides list to faculty as it is updated.
    • OC provides brief narrative of cadet performance during CQ on form located in OC Book. TAC Officer communicates pertinent information to Program Coordinator. Coordinator contacts relevant personnel (teacher, Academic Dean, etc.) as needed.
  • Academic Dean meets with cadet as necessary
  • Current teacher inspects cadet on daily basis, ensuring correct, serviceable uniform, shoes. Teacher reports less than standard appearance to TAC Officer.
  • Cadet participates in planning period unless taking Religion or Leadership
    • If not taking Religion, cadet reports to one of the following once a week (to be approved by teacher and scheduled by Coordinator)
      • Resource
      • Adult alignment/ team-mentor
      • Dr. Grant or others in Admissions who have developed rapport with cadet(s)
      • Guidance and Counselling Department
      • TAC Officer or representative for Restricted Man’s Muster
  • Cadet participates in extra help
  • Upper School Cadets report to mandatory Character and Leadership seminars when scheduled
  • Communication maintained by all mentors and coordinator
  • Scheduled meets with pertinent adults (coaches, advisors, adult mentors)
  • Continual communication between team members

Primarily Military and/or Attitude:

  • TAC Officer meets w/ Director of Leadership and chain of command regularly
  • Director of Leadership meets with chain of command regularly
  • TAC Officer assigns cadet mentor, if applicable
  • Chain of command keeps notes and updates TAC
  • TAC Officer schedules mandatory meeting times
    • Tuesday and Thursday w/ TAC prior to chapel
    • Monday, Wednesday, Friday w/ assigned personnel
  • Cadet attends Monday (possibly Wednesday seminars)
  • Scheduled meets with pertinent adults (coaches, advisors, adult mentors)
  • Communication maintained by all mentors and coordinator

Cadet Mentor Alignment Program Form

CMAP Plan

Cadet Name: John L. Doe

Program Coordinator: MAJ Tom Blather

PLAN:

Program Coordinator: Contact all adult participants of plan; providing copy of initial form; keeps adequate notes, updating form as new information is provided, communicates with mentors as needed. Meets with cadet(s) briefly once per week to assess attitude and issues. Forwards information to Director of Leadership and TAC Officer.

Cadet Leadership: more personalized accountability (room/ uniform). Reports delinquencies to TAC.

TAC Officer: Reports behavior, infractions, changes to Coordinator; Meets w/ cadet regularly, keeping notes and forwarding to Coordinator with updates. Restricted Man’s Muster (every Tuesday and Thursday on ramp into Chapel). Provides updated demerit sheets to adult mentors

Teacher: special attention to uniform, posture, assignments. Reports below standard and positive performance to Coordinator. Keeps during extra help and planning period, allowing to attend

Nursing Staff: Provides relevant information to Coordinator; encourages and advises cadet as applicable.

Chaplain: Schedules initial meeting, then meets as necessary. Reports relevant information to Coordinator.

Guidance and Counselling: Schedules weekly informal meets with cadet, passing information/ updates to coordinator.

Dean of Academics: Schedules initial meeting with teacher and cadet. Adds cadet name to CQ list for additional monitoring during CQ. Makes recommendations and monitors progress. Schedules meetings as needed. Notifies Coordinator of pertinent information

Coach: Though not currently involved until basketball season, should proactively seek one-on-one to express concern and offer assistance.

Director of Leadership: Completes initial CMAP form; works with TAC Officer and cadet chain of command, providing specific guidance and tools to cadets. Monitors program and participants.

Adult Mentor 1:

Adult Mentor 2:

IT:

Cadet Mentor 1:

Cadet Mentor 2:

Georgia Military College Prep School

Best Practice Title: Summer Leader Training

Best Practice POC: LTC David F Lewis

POC Contact Information: SAI, GMC Prep School JROTC dlewis@gmc.edu 478-387-4780GMC Prep School Summer Leader Training

Each summer about a week prior to school starting, cadet leaders plan and execute a three day Leader Orientation and Training Program for the incoming cadets in a squad leader or above leadership position. Rising seniors start planning the event in the spring of their junior year in order to fully prepare for the training in late July. Topics taught to the rising leaders include:

  1. Cadet rules and regulations
  2. Formation & Inspection procedures
  3. Stationary Drill
  4. Platoon & Squad Drill
  5. Uniform inspections
  6. JROTC Unit Management System
  7. Cadet Boards
  8. JROTC Program for Accreditation

On the afternoon of the final day of training, cadets plan and conduct a cookout social to help build teamwork and esprit de corps among the cadet leadership, heading into the start of school.

Georgia Military College

Best Practice Title: Civic Leader Fellowship Program

Best Practice POC: COL (Ret) Steve Pitt

POC Contact Information: GMC Deputy Commandant, gpitt@gmc.edu (478) 387-4899

GMC Mission: to produce educated citizens and contributing members of society in an environment conducive to the development of the intellect and character of its students.

The Civic Leader Fellowship Program partners with community based organizations to allow qualified cadets to work 10-hours a week under the Federal Work Study Program. The intent of the program is to not only allow deserving cadets the ability to offset the cost of college but also be educated by our community partners on how their organizations function. They attend planning conferences, rotate through all departments, and become a contributing member of the organizations they work for.

GMC Civic Leader Cadet: GMC cadets that currently have no interest in serving in the military but plan to reenter their communities as productive members once they graduate.

Program Goals:

  • Develop future leader of America
  • Execute an intense and rigorous Cadet program
  • Emphasize Duty, Honor, Country
  • Embrace values and responsibility
  • Make a difference in their community

Strategic Approach: four-tiered process to help civic leaders evolve into engaged citizens.

  1. Engaged Citizenship
  2. Civic Leadership
  3. Civic Engagement
  4. Community Service

Educational Opportunities:

  • Principles of leadership
  • Importance of followership and ethics
  • Participate in organizational seminars/lectures
  • Engage community leaders

Community Partners:

  • Board of County Commissioners
  • Chamber of Commerce
  • Salvation Army
  • Georgia War Veterans Home

Georgia Military College (Admission & Marketing Best Practice)

Title: Use Cadets to educate potential students about GMC Corps of Cadets programs

POC: COL (Ret) Steve Pitt

POC Contact Information: GMC Deputy Commandant, gpitt@gmc.edu (478) 387-4899

GMC uses a cadet recruiting team (2nd year cadets) to talk to prospective students about cadet programs and what it is like to be a member of the Corps of Cadets.

Goals:

- Recruiting team becomes the first person to discuss GMC cadet programs.

- Build peer-to-peer relationship with prospective cadets.

- Explain cadet expectations and the day in the life of a GMC cadet.

- Highlight their experiences and why GMC is a good fit.

- Explain the classroom environment and facilities available to GMC students.

- Talk about what it is like to serve in the GA National Guard for those interested in the State Service Scholarship.

Job Functions:

- Call prospective cadets that fill out an information card during recruiting events to make sure cadet admissions know what programs they are interested in and anticipated graduation date.

- Discuss the five different GMC cadet programs and help them find information/documents on the GMC website.

- Mail out additional information to parents/prospective cadets on GMC cadet programs.

- Notify incoming cadets on any missing documents needed to admit/in process into the Corps of Cadets.

- Participate in recruiting events when class schedules permit…become face of the GMC Corps of Cadets.

Requirements:

- Good standing academically

- No disciplinary issues

- Sound communication skills

- Understand all GMC cadet programs

- Interviewed by Deputy Commandant

End State: Get cadet recruiting positions approved as part of the Federal Work Study Program. Helps cadets offset the costs of college as well as gain valuable work experience that can be applied once they graduate from GMC.

Howe Military Academy (Admission & Marketing)

Best Practice Title: Howe Military Academy Inquiry to Enrollment with School Admin

POC: Jodi Clouse; jclouse@howemilitary.org

  • Online inquiry initiates an automatic email response.
  • Phone call and personalized email within the business day by the Admissions Coordinator assigned to the family. This coordinator works with the family from Inquiry to Enrollment.
  • Email series sent with preset personalized templates
  • All notes and reminders visible to all members of the admissions team to allow for informed communication if the lead coordinator is unavailable.
  • Reminders scheduled in order dependent upon the needs or desires of the family.
  • Online scheduling for campus visits, open houses, monthly campus tours, and off campus receptions. Each scheduled event initiates an email response and a reminder the day prior to the event.
  • All tours of the campus are led by our HOWE cadets, and we try to match tour guides with potential cadets by age, gender, and interest.
  • Online application (merges with the inquiry) initiates automatic email response
  • Once the application is submitted and a parent portal is created. All application documents and the checklist are available to both parents and the admissions team. Parents can email the recommendation forms to teachers and can upload documents. The admissions team can also upload forms that are sent to us or completed on paper.
  • Our system is accessible by the Headmaster, Head of School, and Commandant who serve on the Admissions committee. When a child is ready for review, all members log on to the system to view application documents.
  • Once a student is accepted, all enrollment documents are available on the portal. The checklist is accessible to all admissions staff and to the departments whose forms are being completed. A personalized acceptance email is sent and phone contact is made.
  • The admissions contract is also signed electronically and payment plans are created.
  • The application fee and enrollment deposit can be remitted online.

Marine Military Academy

Best Practice Title: Teacher/Drill Instructor/Cadet Conferences

Best Practice POC: Dr. John Butler

POC Contact Information: butler@mma-tx.org

Brief Summary of Best Practice

Quarterly, cadets who have a “D” or lower in a subject are required to meet with the teacher of that course and his Drill Instructor. The purpose of the meeting is to ascertain why the cadet is not doing better and to construct an improvement plan to assist the cadet. Parents are notified of the meeting and of the improvement plan. Parents re provided periodic updates on how the cadet is doing and when there are any modifications to the plan.


North Valley Military Institute

Best Practice Title: Trauma Informed School

Best Practice POC: Gina Wilson

POC Contact Information: gwilson@novamil.org


Trauma Informed Schools are those that recognize many of our students come to us with traumatic experiences that shape the way they interact with peers and adults. Information about this concept can be found here: http://traumainformedcareproject.org/

NVMI partnered with a local counseling agency and has done a yearlong professional development program to train all staff (both classroom teachers and non-teaching personnel, including all classified staff) in ways to be trauma sensitive.

I highly recommend getting training for your entire staff on this important topic.


Norwich University

Best Practice Title: Cultivating Relationships with Applicants via Text Messaging

Best Practice POC: Tim Reardon, Director of Admissions

POC Contact Information: reardont@norwich.edu

Introduction: According to the Western Interstate Commission for Higher Education (WICHE), there will not be a growth in the number of graduating high school seniors until 2024-2025. This means that competition, amongst colleges, for the same students will increase. While many colleges will compete for the same student, the methods that the school chooses to use to convey their unique messaging will help students differentiate between the “maybe I’ll consider” and “I’d definitely attend.” Beginning with the entering class of 2015, we implemented the use of text messaging to complement our regular communications attempts with students and families.

Implementation: In summer 2014, we began adding checkboxes to our existing applications, inquiry forms, visit registration pages, etc., that asked students to indicate if they would be open to texting with their admissions counselor. While we asked students at each stage of the admissions funnel to “opt in,” students were hesitant. In year two, we changed texting providers, which enabled each admissions counselor to have his/her own 10-digit texting number, allowing students to see the messages coming from a “real” phone number, not a short-code. Our traditional method of communicating with students was based on a cycle of contacting the student/family at least once/month via phone (more times if different triggers had been pulled [i.e. accepted student, financial aid letter mailed]). As students became more comfortable with texting with their admissions counselor, some counselors used texting as their only method of communication.

Areas for Consideration:

  • Does texting, or any other method, fit with your current communications plan? And determine the way in which you currently communicate with students/families. For us, as relationship builders, it fit perfectly.
  • How will the admissions team adopt and use this service? At first, this was a challenge, as we only had one administrator who could send messages for the entire pool. With a new vendor, each counselor was able to text their applicants on their own.
  • What questions will you ask? You must ask a question. Do not use text messaging to replace other methods of communication; use it to complement your current tools.
  • Are you ready to have a conversation? Students do not want all-capitalized, impersonal texts. They want someone on the other end, ready to engage with them.

Conclusion: For the Fall 2016 class, 74% of our applicants opted-in for texting. Students completing their application texted with their admissions counselor three-times more than those students who did not complete their applications. The introduction of a tool that allowed for admissions staff to communicate with students in a media that the student is comfortable in, led to impressive successes for the fall class.

Randolph-Macon Academy

Best Practice Title: Cadre Selection

Best Practice POC: Col Frank Link

POC Contact Information: 540-636-5203 flink@rma.edu

Cadet Corps leadership positions are filled with select rising seniors and juniors. Throughout the year they are being assessed by all of our faculty and staff. During the selection process each cadet is assigned a leadership grade based on observations in the following areas: the classroom, formations, the dormitories, and at athletic events. Classroom demeanor is important. Teachers provide input throughout the year on a cadet’s behavior in class. At the end of each quarter they submit a list of their top five students based on behavior and class participation to the Senior Aerospace Science Instructor (SASI). Behavior in the dormitories is also important. Cadet Life Supervisors (CLS) provide input throughout the year on a cadet’s behavior on their respective halls. They provide quarterly reports which focus on room inspections, adherence to dorm rules, interaction with other cadets, uniform appearance, and leadership potential. Behavior in athletics is also considered. This includes conduct as an athlete, spectator, manager, etc. at both home and away contests, and in practices. Cadets should have an overall grade point cumulative average of at least 3.0 and cannot be on academic probation. This helps gauge/ensure that the extra responsibilities won’t hurt their academic standing.

In the spring each rising senior and junior that has a desire to be a Cadre member fills out an application indicating the positions they would like to be considered for and what attributes/ideas they will bring to those positions.

Once the pool of candidates is known, the cadet’s performance is evaluated and they are rank-ordered based on the inputs from the faculty and staff along with a personal interview with the SASI and his designated representatives. The rank ordered list is provided to the Selection Board which is chaired by the SASI and comprised of selected faculty. The board assesses all nominees and develops a list of cadets and their possible positions. After the Commandant, Academic Dean and the President have reviewed the selectees, alternates, and non-selects, the SASI will present an "Invitation to the Cadet Leadership Course" letter to the selected cadets. Should a primary candidate be unable to attend CLC, the SASI will extend an invitation to the first alternate on the list. Upon receipt of the formal invitation, parents or guardians must confirm with the SASI whether the invited cadet nominee accepts the invitation and plans to attend CLC. CLC is held two weeks prior to the start of school and prepares the Cadre for their selected leadership positions in the Corps for the upcoming year.

Randolph-Macon Academy (Admissions & marketing)

Title: Responsive Design Website

POC: Celeste Brooks; cbrooks@rma.edu

Our best practice this year has definitely been moving our website to a responsive design. Our web hits immediately increased by about 50%. If there are any schools that have not already made this change, they need to do so as soon as possible.


Robert Land Academy

Title: ENGAGING PARENTS AT A DISTANCE

POC: MAJOR ALLAN SPAAN

Contact Information: aspaan@rla.ca

All students at Robert Land Academy are boarding and have limited “immediate” contact with home. For some parents, this creates a level of anxiety as they are anxious to see their sons and the day-to-day happenings at the Academy. Every Tuesday, students who are promoted or receiving special awards are recognized in front of their peers and faculty at lunch time announcements. Photos of students being promoted or receiving awards for Citizen, Student, and Athlete of the week, among others awards, are posted to the Academy’s Facebook page. Parents look forward to this scheduled posting, and are pleased to interact and share the postings.

While the Academy shares other events and happenings through Facebook, we are careful not to over-utilize this medium and run the risk of posts being ignored, or setting an expectation that “all” happenings will be immediately shared. We also limit the number of staff who are able to post so that messaging is consistent.

We find this method to be appreciated by our parents and quells their anxiety. We also receive valuable feedback from others who are researching the Academy for the purposes of enrollment.St. John’s Northwestern Military Academy

In May of 2015 St. John’s Northwestern Military Academy, at the direction of President Jack H. Albert Jr, established a new position of Retention Officer. This new area of responsibility was introduced to the academy at large at the start of the 2015-2016 academic year. Housed within the Enrollment Department, the primary duty of the Retention Officer is to maximize the reenrollment, or retention, of current cadets.


An increased retention rate is achieved by working closely with three vital groups: adults within the academy; current cadets within the academy; and parents of current cadets. Adults within the academy include the academic, administrative, and resident life staffs. This adult group also includes three equally important sets of people who interact daily with cadets, i.e., food service staff, facilities and buildings and grounds crews, and infirmary personnel. The first step in the process is for each adult within the academy, regardless of assignment area, to claim ownership of reenrollment responsibility. A rapid electronic response system identifying any cadet who may be ‘at risk’ of early withdrawn, not returning after a major break, or not returning for the following academic year was introduced to the entire academy at the start of the 2015-2016 academic year. Any adult employed within the academy has access to this system.

Current cadets make up small focus discussion groups of five to seven members. Meeting with the Retention Officer on a regular basis, these groups give voice to cadet concerns and bring forward cadet ideas on how to improve overall conditions with the academy.

The Retention Officer attends all academy Parent Club meetings. Most of these parent meetings focus on the needs of boarding cadets. To meet the specific needs of day cadets, a Day Cadet Parent Group has also been established and a designated Day Cadet student serves as the on campus communication link to this parent group. There are also regularly scheduled meetings with day cadet parents. In addition to these meetings the Retention Officer begins a direct telephone campaign to all domestic parents at the beginning of the second semester with the express purpose of either gaining a commitment to return or discovering the reason(s) why a family has decided not to return. A similar campaign is conducted by the Retention Officer via email to all international families followed up by a direct contact from a designated foreign language speaker.

Wherever possible, an exit interview is conducted by the Retention Officer with a non-returning family to explore if there is any possible way for a young man to remain with our corps of cadets. This practice has revealed eight overall categories why a cadet elected not to return: 1) “Success Factor” – Parent thanked the academy for “fixing” their son and the elected to return him to his old school; 2) Family wants their son back home – they simply miss him too much. This is the major emotion from our international population; 3) Seeking more athletic exposure in larger school; 4) “Deal” was struck between parent /child as part of initial entry – IF/THEN – ‘If you improve your grades, then you can return to your old school; 5) Not my school – young man tried the academy to satisfy parents – just didn’t work; 6) Seeking more challenging setting, i.e., academic/military/fine arts; 7) Family financial needs too great for the academy to meet; 8) Medical/personal family issues prevented reenrolling.

Texas A&M University

Best Practice Title: Career Readiness

Best Practice POC: Col Kenneth Allison, USAF (retired)

POC Contact Information: kallison@corps.tamu.edu, 979-458-0436

The Commandant identified career readiness as an essential part of the Corps experience to help ensure cadets attained and demonstrated the skills required to help them successfully transition into the workplace. In the Fall 2013, the Corps of Cadets stood up the Career Readiness Program as a part of the Hollingsworth Leadership Excellence Program. Although the program primarily focuses on cadets who are not entering the military, it supports all cadets regardless of career plans or path. The key accomplishments and impacts of the program are shown below.

Key Accomplishments:

- Developed a strategic approach. Identified career readiness as a strategic imperative. Developed and incorporated career readiness goals, objectives, and metrics into the Corps of Cadets strategic plan.

- Committed resources. Hired a full-time Associate Director to implement the program

- Maximized use of campus resources.

-- Teamed with Texas A&M Career Center to provide career services to cadets

-- Incorporated aspects of programs from across the campus (such as internships programs)

- Created “Hire A Cadet” marketing strategy targeting cadets, parents, faculty/staff, employers and former cadets

-- Highlighted program in Commandant’s newsletter, the Corps of Cadets Assoc. magazine, and on social media

-- Briefed current cadets on the program. Also briefed prospective cadets and their parents during recruiting events and New Student Conferences

- Developed employment opportunities. Built relationships with employers for internship and job-assistance.

-- Attended career fairs, engaged the Aggie Network, reach out to former cadets who were recently employed

- Infused career readiness into Corps daily operations and training

-- Stood up cadet Career Readiness Officers (CROs) in all Corps outfits and on all staffs. Ensured CROs were all trained to effectively accomplish basic duties.

-- Established Corps and outfit-level goals and an recognition program (Career readiness is a component of the annual Commandant Award)

-- Devised a Career Readiness Point System to encourage participation and track performance

- Incorporated Career Readiness into all School of Military Science (SOMS) Leadership Courses

-- Ensured key career readiness was being addressed early and often. Showcased the importance and relevancy of leadership development and career readiness

- Stood up corporate mentoring program. Matched cadets with industry partners to focus on career readiness

- Developed cadet surveys to assess program impact, strengths, and opportunities

Impact:

- Creating a culture where cadets view career readiness as an essential part of the Corps from Day 1

- 92% of cadets graduating in May ‘16 who wanted a job were able to obtain one before graduation (21% nat’l avg)

- Over 500 internships and jobs for junior and seniors cadets in AY 2015-2016

- Forged partnership with 300+ companies to provide internships and job opportunities

- 100% of cadets have resumes in Spring of each academic year

- Over 60 Corporate Informational Sessions this academic year hosted by companies looking to hire cadets

University of North Georgia

Best Practice Title: Boar’s Head Weekend (Alumni Networking Weekend)

Best Practice POC: James T. Palmer, Commandant

The University of North Georgia identified the fact that many of our graduating senior cadets will need jobs after graduation. Although we will commission more than 80% of our current senior class this year, more than 50 seniors will need jobs. (This includes approximately 30 students who will commission into the Georgia Army National Guard or the U.S. Army Reserve.)

Therefore, in close collaboration with our military alumni group known as the North Georgia Corps of Cadets Association (NGCCA), we designed a program that focused on getting jobs for our graduating seniors.

Phase I of the program includes our alumni speaking to the new freshmen immediately after they finish their first week of military orientation in the freshman year. Alumni explain to them the importance of completing college, living by the Honor Code, and identifying with the institution over time. Distinguished alumni, including military commanders, war heroes, and successful business owners tell the freshmen how the Corps of Cadets affected their lives, leading to success in the Army or in the public and private sectors. Phase I merely “plants the seed,” causing the new freshmen to think about the future and put their current situation in context. The message is “hang on; don’t quit; the Corps experience will help you develop tangible skills that lead to a credible job after you graduate.”

Phase II of the program includes special, short talks from alumni to graduating seniors. These talks last no longer than 90 minutes, include a nice dinner, and take place in the Spring of each academic year. During the talks to seniors, distinguished UNG alumni, both military and civilian, answer questions, conduct networking sessions and make pledges to help seniors with job placement. In some cases, alumni will “adopt” several seniors and work with them in the short term to help them find jobs. Some alumni allow seniors to shadow them at work; others promise them at least one interview prior to graduation; a few alumni who own businesses may actually offer jobs to seniors (in cases where the alumni met the senior previously in Phase I talks or other professional settings)

Phase III of the program is known as Boar’s Head weekend, taking place on a fall weekend on the historic Dahlonega campus in the height of the leaf season. This weekend features food, a banquet for Distinguished Military Graduates, and 8-10 formal networking sessions between alumni and cadets of all classes and ranks. The NEWORKING sessions are the most important aspect of the program. Cadets are broken down into several groups: freshmen, sophomores, juniors, seniors, commissioning, not commissioning, academic majors (5-6 key ones) and special groups (graduates who seek law, medical, or dental degrees, etc). The bottom line is that 8-10 groups of cadets meet with alumni who have achieved success in their given fields of endeavor, both civilian and military. Finally, after the networking sessions take place, our alumni “adopt” 3-4 underclassmen and track them throughout their college experience. They will see them again next year during the Phase III/ Boar’s Head Weekend, and they will develop a rapport with them in the effort to help them enter their preferred career field.

Our program at UNG is brand new. We have completed only our first annual cycle. The after action surveys from our Phase I,II,and III events were very positive, and our UNG Office of Career Services is thrilled that we are taking specific steps to find jobs for our graduating cadets. Finally, a new member of the Commandant’s Staff has been assigned the task to improve the process for the next academic year

Virginia Tech Corps of Cadets #1/2

Best Practice Title: Student Involvement in Social Media

Best Practice POC: Maj Gen Randal Fullhart

POC Contact Information: randyf79@vt.edu

We have been steadily increasing our social media presence with the Virginia Tech Corps of Cadets, being intentional with adding platforms to best align with a prescribed target audience. To also ensure the content of these feeds is appropriate and engaging, we have empowered students with direct contribution as authors and through “take-over” opportunities.

The two primary examples of social media accounts in which cadets have direct author and administrative responsibilities are with our Citizen-Leader Track Facebook page and with Growley II’s Instagram feed. Both accounts have faculty/staff as administrators and advisors in use, but the majority of the content is published directly from students. The Citizen-Leader Track Facebook page provides a venue for not only advertising and event/photo sharing, but for students in a marketing or public relations field to have the valuable experience of managing a social media account. The Growley II Instagram feed allows for the cadet dog handlers to have a direct, informal line to building and maintaining public interest and awareness.

Virginia Tech has had an established “Twitter Take-over” account for several years in which a VT Twitter account is accessed every week by a different member of the VT community (student, faculty, staff, etc). Using the framework of this program, we started an Instagram account for the Virginia Tech Corps of Cadets and have implemented a partial take-over program for the account in which a cadet has access to the account for a weekend or during a specific event. The concept is to give a true first-hand, day in the life, perspective of cadet life. The program is new this semester. Our largest concern was the risk of inappropriate content being published, but it has quickly been found that the bigger issue is getting cadets to be confident enough in their own judgement to post more than one picture each day. As the program develops and there are more examples of what is quality content, we expect the program to florish.

To better empower cadets to most effectively contribute to these feeds without having to worry about stepping outside of the lines of what is and is not appropriate, we have given them clear and simple guidelines to follow. The guidelines for both the Growley II Instagram account and the Corps of Cadets Instagram Take-over are on the following pages for reference.

Virginia Tech Corps of Cadets #2/2

Best Practice Title: On-campus International Experience

Best Practice POC: Maj Gen Randal Fullhart

POC Contact Information: randyf79@vt.eduInternational travel can be a valuable contribution to a cadet’s leadership development in being immersed in a culture different from what they have experienced previously. Unfortunately, a relative very few students will have the opportunity to travel with CULP, Project GO, study abroad, or other overseas opportunities. We are tackling this hurdle by working to find ways to encourages culturally broadening experiences that do not require international travel. This fall, all cadets at Virginia Tech, as a part of their academic curriculum, were required to eat lunch and have a conversation with an international student.

Before the semester started, our Leadership Center Director coordinated with the university’s international center to ensure their office was both aware and supportive of the effort and that their students were not caught off guard by cadets inviting them to lunch. Cadets were given specific guidance in how to approach an unknown peer respectfully and a short list of questions to assist in the conversation. For reporting purposes, a follow-up assignment required their writing responses to these questions for submission. This was kept simple to hold focus on the conversation itself rather than a significant paper due afterward.

As was expected, cadets were generally nervous about the assignment, but had positive responses after their experiences. Being in a uniform emerged on a large, public university campus, cadets frequently self-isolate from the peers, so it is a particular challenge of one’s comfort zone to ask a stranger to a cup of coffee with a specific topic of conversation. There was a vast spread in the results of the meetings, but most cadets had a generally positive experience and were appreciative of the assignment.

The following page includes a compete excerpt of the assignment from the syllabus, tying to the course objective to “demonstrate curiosity towards other cultures.”


VA Tech Admissions & Marketing Best Practice

Best Practice: Use Instagram to Reach Potential Students

Best Practice POC: Shay Barnhart

POC Contact Information: shaybar@vt.edu

As part of an overall ramp-up of the Virginia Tech Corps of Cadets’ social media presence, we created an Instagram account (@vtcorpsofcadets) with the goal of providing a highly visual and real time look at student life in the Corps. To accomplish this, we want to give direct author administrative responsibilities to cadets, within some clear and simple rules. In short, we want cadets to tell the story of the Corps in their own language through “takeover” opportunities.

Virginia Tech has had an established “Twitter Takeover” account (@im_a_hokie) for several years. That account is available in one-week increments to any member of the university community. Our Instagram account uses this framework, and cadets have access to the account for a weekend or during a specific event.

The program is new this semester. Our largest concern was the risk of inappropriate content being published, but it has quickly been found that the bigger issue is getting cadets to be confident enough in their own judgement to post more than one picture each day. As the program develops and there are more examples of what is quality content, we expect the program to flourish.

Day-to-day, the account is managed by the Corps’ communications director and the regimental public affairs officers.

TAKEOVER DOCUMENTATION

@vtcorpsofcadets

The tone of the feed is positive, proud and informative. We want you to share your unique experience as a cadet.

Just remember, you are representing the Virginia Tech Corps of Cadets, and we expect you to protect our reputation, as well as your own. Double check your grammar and spelling. And think before you post. Be aware if your words and images can be taken out of context. If you have to question it, you probably shouldn’t post it.

Post often. We won't give you a minimum or a maximum, you should post in a few times a day.

Here are some ground rules:

1. You agree to not change or alter the account’s password, email account or user name.

2. No offensive language, slurs, taunting, references to or photos of drinking alcohol, drug use or any other illegal activity.

3. No promotions/sales for yourself or your friends.

4. Do not post about political or religious issues.

5. If a VT Alert is issued, please stop posting until the alert has been cancelled. We will be in touch ASAP with further instructions.

We will be monitoring and moderating posts. We reserve the right to delete anything inappropriate or revoke your access any time.

Feel free to respond to followers. If you find for any reason that someone seems hostile or asking questions you can't answer, please contact us about it.


Virginia Womens Institute for Leadership at Mary Baldwin University

Title:

POC: Allyson Umali; aumali@marybaldwin.edu


Wentworth #1 of 2

Title: High School Student Advisory Program (Success for All Students)

POC: Joe Aull, High School Principal

POC Contact Information: jaull@wma.edu

The Wentworth High School Student Advisory Program (Success for All Students), is designed to add a strong level of support in assuring that every high school cadet has the maximum opportunity to be successful academically, as well as in the different areas of cadet life.

During the 2015-2016 school year, Wentworth lost almost 40% of our high school student enrollment during the course of the school year. Most of those who left were either suspended from school, or they left because they were unhappy with at least one area of life at Wentworth.

At the end of the year, school officials realized that they were going to have to do something to reverse this negative trend. This is when we decided to begin our “Success for all Students” Student Advisory Program. In starting out, we assigned each student one teacher, who would be their Faculty Advisor. In addition to one teacher, we also assigned one Non Faculty Staff member, who worked somewhere on campus, other than the high school building, to be a part of each student’s Advisory Team. In other words, each student has two Advisors, one who is a teacher, and one who is a Non Faculty member.

Each Advisory Team meets with their student, at least one time each week. During the meeting, the team is to discuss the academic progress of their student, as well as determine if their student is following cadet rules, and is satisfied with the total “Wentworth Experience.” Each week, school officials are expected to furnish each Advisory Team with a list of students who are making unsatisfactory grades in any of their classes, as well as a list of students who have recently had disciplinary infractions. If a student is having serious disciplinary issues, we also involve a member of the Commandant’s Staff to meet with that student, and his or her Advisory Team.

The high school normally has an Advisory period once each week, where all students meet with their Advisors. Each Faculty member is the Advisor for 4 different students, and they are teamed with the same Non Faculty Advisor for all 4 of their students. During the Advisory periods, we place 2 Advisory Teams together in the same room, so we have 8 different students and their Advisors together in one classroom. During each period, one of the 2 person Advisory Teams will meet individually with their 4 students, while the other Advisory Team will have a group presentation on a topic such as: Character Development, Peer Pressure, Academic Integrity, Goal Setting, Proper Study Habits, etc.

If a student is having serious academic, disciplinary, or other problems, the Advisory Team will develop an Early Intervention Plan, which sets specific measurable Goals and Procedures that the student is required to follow, in order to meet the established Goals, and improve his or her overall performance. The Advisory Team will then daily monitor the progress with the student and, together, keep close tabs on the progress that the student is making.

The Advisors are also expected to stay in regular contact with the parents of their students, in keeping them appraised of the progress that their student is making.

It appears that the program is having a positive impact on many students because, for this current school year, we have only had 3 students suspended so far, and only 4 have left because they were not content in being at Wentworth.

Wentworth #2 of 2

Title: Career Day

Best Practice POC: Sherri Allred, Executive Assistant

POC Contact Information: sallred@wma.edu

Wentworth recently planned a Career Day event that was attended by all high school and college cadets.

Before Christmas break a survey was sent out to the President’s Cabinet as well as the cadet officers to choose what careers they would like to have represented on Career Day. From the top choices, alumni were contacted and asked to volunteer their time to return to campus and speak with cadets about their careers.

They were asked to speak about their time at Wentworth as well and how it impacted their lives and where they were as professionals in their fields. The alums were eager to return to campus and share their stories with the corps.

The morning began with a keynote speaker (also an alum) and a short introduction of all 10 career presenters.

Students were able to sign up previously by choosing the top four careers they would like to hear more about. Each student was assigned to three sessions from their choices.

The three sessions were 45 minutes in length allowing enough time for questions from the cadets. Upon conclusion of the event, the cadets were given a survey asking what they liked, disliked and took away from the presenters. A drawing for a small gift card was given as an incentive for filling out the survey.


Hans Mundahl Best Practice:

Your awesome video is done... now what?!

Congratulations! You've worked hard to plan, film, and edit your latest masterpiece. You've even given all the important stakeholders a chance to offer feedback. Which they did. At length.

The final file is happily sitting on your hard drive. So... now what should you do?

BACK IT UP

We're not saying anything is going to happen to your hard drive... but something is going to happen to your hard drive. First of all back up your completed gem to make sure that it isn't lost to the gods of the lightning strike. If your department has a shared drive or cloud storage drop the file there and make sure to tag or organize it properly according to whatever scheme you use.

GIVE IT A HOME

Now it's time to give the video a permanent home. The media gallery on your website is a perfect place. Don't have a media gallery? No worries, YouTube, Vimeo, and Wistia all make a perfectly fine home base.

GIVE IT A NAME & DESCRIPTION

The name of the video should be simple, easy to understand, and include the name of your school. Also include the full name of the school in the description along with a link to your homepage. Make sure your description also includes key words relating to your institution like if you are a boarding or day school and where you are located. YouTube lets you set your default description so all you need to do is tweak it every time you upload a video.

SHARE ON SOCIAL MEDIA

Now it's time to get the word out! Post a link to the video's home base on your social channels. If you'd like you could also include a few key people in the post. For example if a teacher appears in the video and they are also active on social media you could @mention them. After an initial round of posts wait a week or two and do it again.

SHARE IN AN EMAIL NEWSLETTER

Do you send out a weekly email newsletter? Place a link to the video in there! If you find it boring to use a simple text link you could take a screenshot from your video and make that into a link!

Not sure how to take a screenshot? Check out this helpful resource to help you get started.

Update: Some pro-tips for sending out videos in an email blast:

“Consider the best time to send out an email blast. You don’t want your message to get lost with other school communications. For example don’t send it out at the end of the day on Friday when people are heading home from work. Monday morning is better!

A good subject line also helps. Who is sending out the email? What is the audience? Often a video for a parent audience can also work for a alumni audience if the messaging around the email changes slightly.

Finally don’t forget about the user experience. How many times does a person have to click before they view your video? Why are you sending the video? What action do you want people who watch your video to take? Do you have a mechanism for tracking who opens the video... and what they do after they watch?

— Kristie Gonzales, Nashoba Brooks School

GIVE IT A SECOND HOME

Often video content supports other content on your website. Consider adding selected videos to key landing pages or program pages on your site. This should be pretty easy because the video already has a home base. Perhaps your site supports building pages with video from the media gallery. If not you can use the embed code from a third party video host.

BUILD A LIBRARY FOR STRATEGERY

Being strategic is cool... strategery is even cooler. If you build up a library of content you can selectively use it when it's needed. Perhaps you have a great prospect who is interested in a particular program and you want to pull out all the stops in recruiting them? Send them a school flash drive with a couple of carefully selected videos on it. Have a donor you're cultivating? Send them a personal email appeal with a video describing the program they love.

LEARN AND GROW

Odds are there is something pretty darn awesome about the video (I mean come on... you made it!). On the other hand there may be something about the process or product that didn't quite go as planned. Your next video will be even better because of everything you learned while making this one!

www.hansmundahl.com

hans@hansmundahl.com

2016

Admiral Farragut Academy

OPEN SOURCE/OPEN PLATFORM PHILOSOPHY:


Army and Navy Academy

PEER MENTOR PROGRAM


Carson Long Military Academy

COMMUNICATION ITEGRATION:




Culver

Handshaking Ceremony at Graduation


Georgia Military College

CIVIC LEADER POGRAM



Fork Union Military Academy

PIER CLUB

Lyman Ward Military Academy

RECORD KEEPING


Massanutten Military Academy

DEVELOPING A PARENT ADVISORY COUNCIL (PAC)


North Valley Military Institute #1/2

CITIZENSHIP TRACKING AND REPORTING


North Valley Military Institute #2/2

BEHAVIOR STAMPS


Norwich University

THERAPEUTIC FRAME



Randolph-Macon Academy

CRISIS PROCESS FOR SELF-DESTRUCTIVE IDEATIONS

St. John's Military School

MOMS PROGRAM


St. John's Northwestern Military Academy #1/2

BUILDING AN "ATHLETIC" PROGRAM TO INCLUDE ALL THE BOYS


St. John's Northwestern Military Academy #2/2

PEER TUTORING



Texas A&M

CORPS GLOBAL LEADERSHIP INITIATIVES PROGRAM

Texas Military Institute

ROTATING CADET NON-COMMISSIONED OFFICER POSITIONS


University of North Georgia

CORPS GLOBAL LEADERSHIP INITIATIVES PROGRAM


Valley Forge Military Academy and College

IDENTIFYING CADETS IN NEED OF ACADEMIC SUPPORT


Virginia Tech University

CREATING COMPELLING MESSAGING BY PRINTING TO ALUMINUM



Wentworth Military Academy and College

FUNDING CAMPUS TECHNOLOGY


ROBERT LAND ACADEMY

Best Practice Title: ENGAGING PARENTS AT A DISTANCE

Best Practice POC: MAJOR ALLAN SPAAN

POC Contact Information: aspaan@rla.ca




Summary of Best Practice


Describe your school’s Best Practice in this shaded box.

All students at Robert Land Academy are boarding and have limited “immediate” contact with home. For some parents, this creates a level of anxiety as they are anxious to see their sons and the day-to-day happenings at the Academy. Every Tuesday, students who are promoted or receiving special awards are recognized in front of their peers and faculty at lunch time announcements. Photos of students being promoted or receiving awards for Citizen, Student, and Athlete of the week, among others awards, are posted to the Academy’s Facebook page. Parents look forward to this scheduled posting, and are pleased to interact and share the postings.

While the Academy shares other events and happenings through Facebook, we are careful not to over-utilize this medium and run the risk of posts being ignored, or setting an expectation that “all” happenings will be immediately shared. We also limit the number of staff who are able to post so that messaging is consistent.

We find this method to be appreciated by our parents and quells their anxiety. We also receive valuable feedback from others who are researching the Academy for the purposes of enrollment.

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