hamlin 2017: be extraordinary
S T R AT E G IC PL A N Ü E X E C U T I V E S U M M A RY
HAMLIN 2017: BE EXTR AORDINARY C OM PA S S I O N | C O U R AG E | H O N ES T Y | R E S P E C T | RE S PON S I B I L I T Y
MESSAGE TO THE COMMUNITY From Head of School Wanda M. Holland Greene March 2012 Dear Hamlin Community, As the Head of School, it is my joy to inspire people and my responsibility to mobilize the institution as a whole to rise to higher levels of progress. Societal changes have been unfolding rapidly and have demanded the planting of new roots and the charting of new territory, and there has been nothing more exhilarating for me than harnessing our best critical and creative thinking to ensure a strong future for our School. Hamlin girls—current students, alumnae, and future generations—deserve nothing less than our best efforts on their behalf. As we prepare girls and young women for the opportunities and challenges of the future, we also recognize and respect Hamlin’s distinguished past. Our new strategic plan provides forward momentum while building upon the best aspects of our School’s academic excellence, history, culture, and core values. Our past successes lay a secure foundation for the work ahead and inform our strategic vision. We need to do two things extraordinarily well in order to make our strategic vision a reality: 1) continue to examine our current beliefs and behaviors to determine what remains essential to success 2) innovate in ways that enhance those essentials By committing ourselves to these processes, we will ensure excellence for years to come. I believe that the strategic planning process has reinforced in our School and in its leadership the commitment to introspection and adaptability. As you learn more about the four strategic imperatives of the new plan (Academic and Ethical Excellence; A Vibrant and Inclusive Community; Financial Strength; Alumnae Engagement), I hope that you will join me and the Board of Trustees as we envision an exciting future for Hamlin. The plan will come to life if we all make the commitment to being extraordinary. Over a century ago, our founder Sarah Dix Hamlin called us to action, asserting that the School should educate girls and young women to meet the challenges of their time. I am thrilled to present our new strategic plan to the entire Hamlin community because it represents a clear pathway toward fulfilling our longstanding mission and compels us to remain faithful stewards of our dearly loved School. Sincerely Yours,
Wanda M. Holland Greene Head of School
NEW MISSION & VALUES As part of our strategic planning process, the Head of School, Faculty and Staff, Board of Trustees, and Strategic Planning and Steering Committee determined that it was important to update our mission statement and values to reflect today’s reality and our strategic intent for the future. Here are the new mission statement and values: OUR PROFILE
W
O U R E D U C AT I O N A L P H I L O S O P H Y
ith a history of excellence that dates back to 1863, The
Our K–8 educational program aims to develop the intellect,
Hamlin School in San Francisco is the oldest non-sectarian
character and citizenship of each girl to its highest potential.
school for girls in the western United States, serving 400 students
Passionate educators—architects of the student experience at
throughout the Bay Area.
Hamlin—design units of inquiry and study that inspire our girls to be innovative thinkers, collaborators, and leaders who demon-
OUR MISSION (Approved by The Hamlin Board of Trustees; December 2011)
The Hamlin School educates girls to meet the challenges of their time and inspires them to become extraordinary thinkers and innovators, courageous leaders, and women of integrity.
strate compassion, courage, and integrity. Hamlin girls are proud of their individual and collective achievements and embrace their failures as opportunities to deepen learning. The girls value hard work and accept struggle and ambiguity as necessary parts of the learning process. Over the course of their years at Hamlin, girls build confidence, tenacity, and resilience by engaging in an intellectually demanding and stimulating academic program.
OUR COMMUNIT Y We are a vibrant, inclusive community where diversity of thought and experience is respected and viewed as essential to excellence. We welcome and benefit from the perspectives of people who differ in culture, ethnicity, family structure, financial capability, learning style, physical ability, race, religion, and sexual orientation. At Hamlin, myriad voices speak and are heard; active engagement of all is expected and important for the strength of the School community. Our shared values bind us together. Our interdependence and our individual differences are worthy of celebration. O U R VA L U E S — T H E H A M L I N C R E E D
L ea r ning at Ha m lin is pur posef ul, joyf ul, a nd expa nsive. Hamlin girls learn inside the classrooms of our urban campus and outside in the greater Bay Area: in national parks, museums, and online. Through service learning and community partnerships, our girls are taught that learning at school has immediate relevance in real-life. We believe that success in the 21st century requires an intentional focus on critical thinking and problem solving, effective oral and written communication, collaboration, and creativity. While we embrace the importance of content knowledge in our program, we also are ignited by the words of our founder Sarah Dix Hamlin, who asserted that “the mere knowledge of the facts
Compassion Courage Honesty Respect Responsibility
would be insufficient” to prepare the girls to meet the challenges of their time. Thus, our educational program emphasizes the acquisition of k nowledge a nd its application in new a nd unfamiliar contexts. We strive for breadth and depth. We value engagement as well as ref lection.
KEY ELEMENTS OF OUR STR ATEGIC PL AN The Hamlin School educates girls to meet the challenges of their time and inspires them to become extraordinary thinkers and innovators, courageous leaders, and women of integrity. S T R AT E G I C I M P E R AT I V E S Our strategic plan is built on four strategic imperatives:
1. Academic and Ethical Excellence 2. Financial Strength S T R AT E G I C I M P E R AT I V E # 1 :
AC A DE M IC A N D E T H IC A L E XC E L L E N C E
3. A Vibrant and Inclusive Community 4. Alumnae Engagement OBJEC T I V E S
G OA L : Deliver an extraordinary educational program, character-
I. Ensure high standards of excellence and clarity of goals across all areas of the academic program
ized by innovative and interdisciplinary approaches to teaching and
As educators who are called to action to educate girls to meet the
learning, a strong commitment to physical education and athletics,
challenges of their time, we will work vigorously to ensure that all
and an intentional focus on ethics and 21st century skills.
academic disciplines that are taught at Hamlin meet the highest
CONTEXT: The administration and faculty of The Hamlin
levels of excellence and are aligned clearly with best practices for
School believe that successful leadership and active citizenship in
girls and K-8 schools.
the 21st century require multiple essential capacities: critical thinking and problem solving; proficiency in Science, Technology, Engineering, and Mathematics (STEM) skills; effective oral and written communication; collaboration; and creativity among
II. Enhance excellence in teaching through an increased focus on interdisciplinary approaches, innovation, and collaboration
them. We embrace the importance of content knowledge and skill
We are committed to making sure that our girls are “T-shaped”
development in the program and hold fast to the best practices
learners—able to think broadly and deeply. This requires teaching
that have always supported educational excellence at the School.
them so that they understand the connections between disciplines
We also recognize that challenging traditional ways of teaching
and develop in-depth knowledge in a single area of study. Teachers
and learning will be necessary to prepare Hamlin girls for their
at Hamlin will be strengthened and inspired by their collaboration
futures. The rapid and complex changes in our world lead us to
across grade levels, departments, and divisions.
the belief that excellence in the 21st century demands re-envisioning daily instruction, curriculum planning, assessment tools, student grouping, school schedules, the length of the school year,
III. Grow the commitment to physical education and athletics
the role of professional development, and the design of student
Physical education and athletics build a variety of important life-
learning spaces.
long skills, including teamwork, goal setting, hard work, healthy
Now and in the future, the highest priorities for the Hamlin
competition, self-discipline, and sportsmanship. At Hamlin, we
community are to ensure academic and ethical excellence. The School also seeks to create and maintain sustainable systems that attract, support, and reward faculty and staff excellence. The following objectives are offered as a road map for the journey toward academic and ethical excellence:
are committed to providing and sustaining a positive, joyful, and character-building physical education and athletics experience. We believe our program should provide ample opportunities for girls to learn and excel in competitive athletics, and become a greater source of school spirit and pride. We believe our physical
education program should teach the girls key concepts in fitness and health and encourage them to take pride in and responsibility for their personal fitness and physical strength. There is a welldocumented relationship between exercise and improved ability to learn; therefore, we believe that this focus will also yield benefits to our academic program and enhance student achievement.
IV. Strengthen the girls’ daily practice of kindness and courage As we move forward on the path of excellence in education, we will model ethical values for the girls and teach them to behave with compassion and moral courage. Learning to live a life of integrity matters a great deal at Hamlin; it is our fervent desire that the K-8 experience has a lasting impact on the girls’ lives. Our updated Creed and designation as a School of Ethical Literacy will be the cornerstone of our work.
V. Extend and deepen the girls’ engagement in learning through new and creative uses of time and space To accomplish our goals, we must be creative about how we use the precious resources of time and space. More time— and better use of time— will be important to Hamlin’s success, as will a careful re-examination of our urban campus and exploration of the use of off-site facilities.
VI. Ensure faculty and staff excellence A strong academic program placed into the hands of excellent teachers is a powerful and important combination of forces. While strengthening the program, Hamlin will also work to build and maintain a world-class faculty and staff. We will seek to create sustainable systems that attract, support, and reward faculty and staff excellence.
VII. Reaffirm a sense of play in the culture of the School
S T R AT E G I C I M P E R AT I V E # 2 :
FINANCI AL ST R ENGTH GOAL: A solid financial base is crucial to fulfilling Hamlin’s mission and strategic plan while ensuring long-term financial stability. We are committed to taking prudent and innovative steps to grow the endowment and annual revenues, while maintaining a disciplined approach to f inancial planning, annual budgeting, tuition setting, and debt management. CONTEXT: Financial Strength refers to the overall financial health and ongoing sustainability of an organization. This is a critically important goal for schools, as it requires considerable financial resources to invest in the right programs, faculty, staff, facilities, and students. In addition, financial strength allows schools to moderate tuition increases and provide sufficient financial support to applicants in need of assistance. Many of the best universities in the world also set the standard for financial
Sarah Dix Hamlin established clearly the School’s commitment to
strength. These first-rate institutions leverage their financial
substantive work (the circle) as well as a sense of play (the trian-
strength to achieve their strategic objectives and to maintain
gle)— thus, an appreciation of childhood should always be a part of
their leadership. The same is true for grade schools and high
Hamlin’s ethos. We want to ensure that our message to the girls and
schools — financial strength can have a direct impact on the over-
our actions convey that academic excellence should not come at the
all quality of the program delivered and on the ability to deliver on
expense of health and joy.
strategic objectives.
OBJEC T I V E S
I. Grow our capital
Moreover, we seek to create an inclusive community where all adults and families can be authentically themselves, yet feel closely connected to others. We want every person to know that
Grow the endowment from $11 million to $21 million by 2017,
his or her opinions and contributions matter greatly, and that our
through aggressive capital fundraising, implementation of a robust
diversity makes us a stronger School community.
planned giving program, and disciplined investment management.
OBJEC T I V E S
II. Create new revenue streams Enhance existing non-tuition revenue and create a task force to
I. Ensure effective communication A School’s culture, the complex manner in which people develop
develop alternative revenue streams. Attain 100% parent participa-
shared identity, values, and customs, is largely dependent on
tion in the Annual Fund, and drive further revenue growth through
effective communication. Ensuring that all communication
an increased focus on alumnae, parent of alumnae, grandparent,
is clear, reliable, and accurate increases good will and contributes
and other non-parent giving.
to a vibrant, cohesive, and well-informed community. Moreover,
III. Manage debt
we affirm the critical importance of the parent-teacher partnership and will work toward increasing transparency about
Strategically manage the School’s debt obligations to achieve a
the Hamlin program. We believe that the girls are the direct
favorable endowment-to-debt ratio and on-time debt repayment.
benef ic i a r ies when pa rent s a nd educ ator s sh a re goa l s ,
We have met every single debt obligation to date, and we remain
expectations, and information.
committed to doing so in the future.
IV. Measure, monitor, and track financial health
II. Re-envision community events A School’s culture is also dependent upon how and why it comes
Continue to refine metrics to evaluate the financial health of the
together. In order to strengthen the ways in which members of the
School. Establish a framework to evaluate the financial, operating,
Hamlin community socialize, volunteer, and otherwise serve the
environmental, and community impact of any major curricular
School, we will continue to create meaningful opportunities for
and non-curricular project(s) under consideration, thereby ensur-
members of the Hamlin community to come together across a
ing the allocation of financial resources to the most strategic and
spectrum of events that reflect the community’s many interests
beneficial programs.
and differing schedules.
S T R AT E G I C I M P E R AT I V E # 3 :
III. Offer meaningful volunteer opportunities
A V I BR A N T A N D I N C L U S I V E COM MU N IT Y
Simply put, the School could not function at an optimal level
G OA L: To research, design, and implement a comprehensive plan
without the dedicated support of volunteers. We are committed
for effective communication, inclusive community building, and
to establishing multiple pathways for various constituencies—
meaningful volunteer engagement at Hamlin. CONTEXT: At the heart of the Hamlin experience is a genuine commitment to building upon the existing strength of the community and nurturing the bonds that tie its girls, parents (past and current), grandparents, faculty, staff, administrators, alumnae, and residential neighbors together. The Hamlin communit y feels joyous and “alive” when adults feel both informed and inspired by a common vision of the future.
parents (current and past), grandparents, and alumnae—to give their time and energy to the School. From once a year to once a week opportunities, and all points in between, we want all adults to find a way to support the School’s mission.
S T R AT E G I C I M P E R AT I V E # 4 :
A LU M N A E ENG AGEM EN T GOAL: To continue to strengthen Hamlin’s relationship with its alumnae by initiating purposeful communication, encouraging enduring relationships, facilitating leadership opportunities, and focusing on increased f inancial support. A lumnae are “Hamlin Girls for Life.” CONTEXT: Alumnae are important custodians of Hamlin’s history, invaluable contributors to the School’s sustainable future, dedicated mentors to Hamlin students and each other, and essential ambassadors to the world at large. Hamlin’s Board of Trustees, Alumnae Board, faculty, and staff are committed to further enhancing the School’s relationship with its alumnae, facilitating
maintain alumnae representation on the Board of Trustees at 25%,
networking amongst alumnae, and engaging their many talents
and broaden alumnae involvement in School events.
in service of the School’s future.
Encourage increased alumnae giving. Focus on alumnae partici-
In a continued effort to engage alumnae meaningfully in the life
pation in Hamlin’s fundraising initiatives, including the Annual
of the School, Hamlin is committed to delivering on the theme of
Fund and capital campaigns. Increase alumnae annual giving to
“Hamlin Girls for Life” via three guiding principles: Reconnection,
15% of annual fund revenues. Launch a planned giving program
Relevancy, and Resources. OBJEC T I V E S
I. Foster reconnection to the School
that honors the contributions of alumnae, encourages new commitments, and further cultivates existing donors. Establish a “Hamlin A lumnae Networking Program” which facilitates personal and professional connections and supports
Continue to build on the work that has already been done commu-
mentoring among Hamlin alumnae. Research best practices at
nicating and connecting with Hamlin’s entire alumnae body.
peer schools as models.
Initiate a comprehensive effort to gather contact, demographic, and
Establish a “Young Alumnae Employment Program” in 2011-2012
professional information for all Hamlin alumnae in order to reach
through which Hamlin girls, in the first few years after gradua-
and engage the entire alumnae body. Update the School’s database
tion, are encouraged to stay connected by being offered work in
of physical and e-mail addresses accordingly.
various, meaningful capacities at the School (i.e. mentoring
II. Increase School’s life-long relevancy Cultivate lifelong relationships with alumnae via the continued creation of compelling programs, broad interaction with the
younger students during the summer, acting as counselors in outdoor leadership programs).
IV. Develop metrics to assess progress and priorities
Ha m lin com munit y, on line socia l net work ing tools, a nd
Develop an assessment process with guiding metrics that evaluate
tailored events. Connect Hamlin alumnae with each other and
the effectiveness of alumnae engagement and prioritize alumnae
current students.
events at the School.
III. Recognize and involve alumnae Promote alumnae leadership by encouraging alumnae participation in Hamlin’s voluntary leadership positions at the School. Continue broad community support of the Alumnae Board,
STRATEGIC PLAN | EXECUTIVE SUMMARY | 2012-2017
© 2012 The H a mlin School
The Hamlin School Strategic Plan Status Report: Fall 2016 The 201617 school year marks the fifth and final year of implementation of Hamlin’s current strategic plan, entitled “Be Extraordinary.” The word extraordinary was chosen deliberately to communicate to our constituencies that we have set the bar high for our work as a school. We are holding ourselves accountable for the development and delivery of an outstanding educational program, which is focused on both academic and ethical excellence. We are also focused intently on strengthening Hamlin’s financial position, both in terms of its endowment and investments, as this is the primary way to ensure that Hamlin’s legacy is preserved for years to come. We seek to celebrate and enhance the vibrant and inclusive spirit that is the hallmark of the Hamlin community. Finally, we are committed to keeping our loyal and distinguished alumnae community engaged in the life of the school. They are key to Hamlin’s future. A few highlights of our recent strategic work: 1. Strategic Imperative #1: Academic and Ethical Excellence Performance Evaluation: Ensuring excellence in the workforce is a key component to realizing our goals for students and for the school as a whole. We have implemented a thorough and engaging process of annual evaluation for all faculty, staff, and administrators. Most independent schools evaluate teachers every two or three years, but we have chosen a more ambitious model for Hamlin. Beginning in 201516, the FOLIO Collaborative professional growth tool provided a software platform for the evaluation model that Hamlin adopted. FOLIO offers a place for individual goalsetting and goalsharing, spotlighting excellence in the classroom, and collecting evidence of strengths and growth areas as seen in formal observations of teaching. STEM (Science, Technology, Engineering, and Mathematics): a. Construction and opening of the Rosie the Riveter Lab in the Coreen Ruiz Hester Library b. Numerous accolades for students: Winners of the San Francisco Science Fair; Winners of NASA’s Cubes in Space program; CBS Bay Area Spelling Bee; Engineer Girl Essay Contest c. Grades K8 teachers’ consistent use of technology tools to enhance instruction and to measure mathematical thinking and procedural knowledge d. Grades 68 teachers’ refinement of course offerings and the placement process for performancebased math groups e. Projectbased learning framework used to inspire creative mathematical thinking; Understanding By Design model used to inspire critical thinking f. Computer programming (“coding”) strand that includes Robotics developed for K8 students g. Adoption of the updated and accelerated Bridges Math curriculum for Kindergarten through Grade 5, which is tied to national Common Core standards h. 1:1 iPad program Grades 28 i. Longitudinal data from CTPIV (“ERB’s”) in Middle School demonstrate strong growth in girls’ core competencies and overall mastery of content
Health and Wellness/Athletics a. The Toolbox Project is in year four as the core socialemotional learning curriculum for K5 students b. Goals of the Grades 68 advisory program and Health and Wellness curriculum enhanced and aligned c. Continued pursuit of excellence in the lunch and snack programs d. Robust participation in Middle School sports during all three seasons e. Common Sense Media Supporter School; Digital Citizenship is taught Grades 28 f. Media Literacy course taught in Grade 7 g. Regulationsized gymnasium being studied and modeled as a part of the design development phase Campus Master Planning and Campus Renovation The Board of Trustees, working in close partnership with the administration, faculty, and architectural team from Mark Cavagnero Associates, approved a thoughtful campus master plan that effectively addresses the facilities needs for the school. Priorities include larger, more flexible Lower School classrooms in McKinne Hall, separate spaces to better support the athletics/physical education and performing arts programs, a panoramic dining room and expanded kitchen to support healthy eating and meal preparation, and a relocation of stairs and elevators with the goal of unifying the three campus buildings. The ensuing concept design phase has also been finalized and approved, moving through the schematic design phase in 2016, and starting design development during the 2016 17 school year. Herrero Builders have been retained as contractors on the project. 2. Strategic Imperative #2: Financial Strength For the fifth consecutive year, the Annual Fund surpassed the $1M dollar mark, raising over $1.5 million and achieving 100% parent, employee, trustee, and alumnae board participation. The Parents Association raised $650,000 for the school, resulting in another strong year. Improving the school’s financial position remains an important focus of the Board and Administration; a strong financial position allows us to better compensate our talented faculty and staff, deliver on the academic programs that will define Hamlin going forward, mitigate tuition increases, and support financial assistance. Since the launch of the Strategic Plan, we have seen growth in our Endowment thereby making a more significant contribution to Hamlin’s operating budget each year. Growth in the endowment is essential to the long term financial strength. The Board and Administration remain committed to growing the endowment through extraordinary fundraising. The nucleus (leadership) phase of the Capital Campaign is underway, and there is tremendous enthusiasm and momentum in fundraising for the endowment and a renovated campus. 3. Strategic Imperative #3: A Vibrant and Inclusive Community The Committee on Community of the Board of Trustees administers and reviews an annual parent survey. The 201516 survey provided feedback on several important topics, such as school events, building security, and rising tuition, and we are extremely pleased to see consistently high satisfaction with the overall Hamlin experience. (Approximately 98% of parents rate their daughter’s overall experience at Hamlin as Excellent or Good.) Parent support of community events, attendance at Parent Education presentations, and active volunteer participation in the Parent Association demonstrate how deeply invested Hamlin parents are in our school and community. We
continue to add to and refine our online student information systems, with the goal of increasing the ease and efficiency of homeschool communication. The role of the Room Parent has been reconceived in order to give parents what they need in terms of effective communication and gradelevel event planning. 4. Strategic Imperative #4: Alumnae Engagement A new Director of Alumnae Engagement completed a stellar first year in 201516, thereby deepening the alumnae connection to Hamlin and growing the level of alumnae participation in the Alumnae Fund. Using social media, regular electronic and print communications, innovative and content driven events, meaningful volunteer engagement, and personal outreach the Alumnae Association has fostered deep alumnae engagement this year. Alumnae events have been refreshed with an awareness for multigenerational engagement and deep appreciation of presentday Hamlin. The coming year brings great opportunity for building on the revitalized program.
HAMLIN 2017: BE EXTR AORDINARY C OM PA S S I O N | C O U R AG E | H O N ES T Y | R E S P E C T | RE S PON S I B I L I T Y
MESSAGE TO THE COMMUNITY From Head of School Wanda M. Holland Greene March 2012 Dear Hamlin Community, As the Head of School, it is my joy to inspire people and my responsibility to mobilize the institution as a whole to rise to higher levels of progress. Societal changes have been unfolding rapidly and have demanded the planting of new roots and the charting of new territory, and there has been nothing more exhilarating for me than harnessing our best critical and creative thinking to ensure a strong future for our School. Hamlin girls—current students, alumnae, and future generations—deserve nothing less than our best efforts on their behalf. As we prepare girls and young women for the opportunities and challenges of the future, we also recognize and respect Hamlin’s distinguished past. Our new strategic plan provides forward momentum while building upon the best aspects of our School’s academic excellence, history, culture, and core values. Our past successes lay a secure foundation for the work ahead and inform our strategic vision. We need to do two things extraordinarily well in order to make our strategic vision a reality: 1) continue to examine our current beliefs and behaviors to determine what remains essential to success 2) innovate in ways that enhance those essentials By committing ourselves to these processes, we will ensure excellence for years to come. I believe that the strategic planning process has reinforced in our School and in its leadership the commitment to introspection and adaptability. As you learn more about the four strategic imperatives of the new plan (Academic and Ethical Excellence; A Vibrant and Inclusive Community; Financial Strength; Alumnae Engagement), I hope that you will join me and the Board of Trustees as we envision an exciting future for Hamlin. The plan will come to life if we all make the commitment to being extraordinary. Over a century ago, our founder Sarah Dix Hamlin called us to action, asserting that the School should educate girls and young women to meet the challenges of their time. I am thrilled to present our new strategic plan to the entire Hamlin community because it represents a clear pathway toward fulfilling our longstanding mission and compels us to remain faithful stewards of our dearly loved School. Sincerely Yours,
Wanda M. Holland Greene Head of School
NEW MISSION & VALUES As part of our strategic planning process, the Head of School, Faculty and Staff, Board of Trustees, and Strategic Planning and Steering Committee determined that it was important to update our mission statement and values to reflect today’s reality and our strategic intent for the future. Here are the new mission statement and values: OUR PROFILE
W
O U R E D U C AT I O N A L P H I L O S O P H Y
ith a history of excellence that dates back to 1863, The
Our K–8 educational program aims to develop the intellect,
Hamlin School in San Francisco is the oldest non-sectarian
character and citizenship of each girl to its highest potential.
school for girls in the western United States, serving 400 students
Passionate educators—architects of the student experience at
throughout the Bay Area.
Hamlin—design units of inquiry and study that inspire our girls to be innovative thinkers, collaborators, and leaders who demon-
OUR MISSION (Approved by The Hamlin Board of Trustees; December 2011)
The Hamlin School educates girls to meet the challenges of their time and inspires them to become extraordinary thinkers and innovators, courageous leaders, and women of integrity.
strate compassion, courage, and integrity. Hamlin girls are proud of their individual and collective achievements and embrace their failures as opportunities to deepen learning. The girls value hard work and accept struggle and ambiguity as necessary parts of the learning process. Over the course of their years at Hamlin, girls build confidence, tenacity, and resilience by engaging in an intellectually demanding and stimulating academic program.
OUR COMMUNIT Y We are a vibrant, inclusive community where diversity of thought and experience is respected and viewed as essential to excellence. We welcome and benefit from the perspectives of people who differ in culture, ethnicity, family structure, financial capability, learning style, physical ability, race, religion, and sexual orientation. At Hamlin, myriad voices speak and are heard; active engagement of all is expected and important for the strength of the School community. Our shared values bind us together. Our interdependence and our individual differences are worthy of celebration. O U R VA L U E S — T H E H A M L I N C R E E D
L ea r ning at Ha m lin is pur posef ul, joyf ul, a nd expa nsive. Hamlin girls learn inside the classrooms of our urban campus and outside in the greater Bay Area: in national parks, museums, and online. Through service learning and community partnerships, our girls are taught that learning at school has immediate relevance in real-life. We believe that success in the 21st century requires an intentional focus on critical thinking and problem solving, effective oral and written communication, collaboration, and creativity. While we embrace the importance of content knowledge in our program, we also are ignited by the words of our founder Sarah Dix Hamlin, who asserted that “the mere knowledge of the facts
Compassion Courage Honesty Respect Responsibility
would be insufficient” to prepare the girls to meet the challenges of their time. Thus, our educational program emphasizes the acquisition of k nowledge a nd its application in new a nd unfamiliar contexts. We strive for breadth and depth. We value engagement as well as ref lection.
KEY ELEMENTS OF OUR STR ATEGIC PL AN The Hamlin School educates girls to meet the challenges of their time and inspires them to become extraordinary thinkers and innovators, courageous leaders, and women of integrity. S T R AT E G I C I M P E R AT I V E S Our strategic plan is built on four strategic imperatives:
1. Academic and Ethical Excellence 2. Financial Strength S T R AT E G I C I M P E R AT I V E # 1 :
AC A DE M IC A N D E T H IC A L E XC E L L E N C E
3. A Vibrant and Inclusive Community 4. Alumnae Engagement OBJEC T I V E S
G OA L : Deliver an extraordinary educational program, character-
I. Ensure high standards of excellence and clarity of goals across all areas of the academic program
ized by innovative and interdisciplinary approaches to teaching and
As educators who are called to action to educate girls to meet the
learning, a strong commitment to physical education and athletics,
challenges of their time, we will work vigorously to ensure that all
and an intentional focus on ethics and 21st century skills.
academic disciplines that are taught at Hamlin meet the highest
CONTEXT: The administration and faculty of The Hamlin
levels of excellence and are aligned clearly with best practices for
School believe that successful leadership and active citizenship in
girls and K-8 schools.
the 21st century require multiple essential capacities: critical thinking and problem solving; proficiency in Science, Technology, Engineering, and Mathematics (STEM) skills; effective oral and written communication; collaboration; and creativity among
II. Enhance excellence in teaching through an increased focus on interdisciplinary approaches, innovation, and collaboration
them. We embrace the importance of content knowledge and skill
We are committed to making sure that our girls are “T-shaped”
development in the program and hold fast to the best practices
learners—able to think broadly and deeply. This requires teaching
that have always supported educational excellence at the School.
them so that they understand the connections between disciplines
We also recognize that challenging traditional ways of teaching
and develop in-depth knowledge in a single area of study. Teachers
and learning will be necessary to prepare Hamlin girls for their
at Hamlin will be strengthened and inspired by their collaboration
futures. The rapid and complex changes in our world lead us to
across grade levels, departments, and divisions.
the belief that excellence in the 21st century demands re-envisioning daily instruction, curriculum planning, assessment tools, student grouping, school schedules, the length of the school year,
III. Grow the commitment to physical education and athletics
the role of professional development, and the design of student
Physical education and athletics build a variety of important life-
learning spaces.
long skills, including teamwork, goal setting, hard work, healthy
Now and in the future, the highest priorities for the Hamlin
competition, self-discipline, and sportsmanship. At Hamlin, we
community are to ensure academic and ethical excellence. The School also seeks to create and maintain sustainable systems that attract, support, and reward faculty and staff excellence. The following objectives are offered as a road map for the journey toward academic and ethical excellence:
are committed to providing and sustaining a positive, joyful, and character-building physical education and athletics experience. We believe our program should provide ample opportunities for girls to learn and excel in competitive athletics, and become a greater source of school spirit and pride. We believe our physical
education program should teach the girls key concepts in fitness and health and encourage them to take pride in and responsibility for their personal fitness and physical strength. There is a welldocumented relationship between exercise and improved ability to learn; therefore, we believe that this focus will also yield benefits to our academic program and enhance student achievement.
IV. Strengthen the girls’ daily practice of kindness and courage As we move forward on the path of excellence in education, we will model ethical values for the girls and teach them to behave with compassion and moral courage. Learning to live a life of integrity matters a great deal at Hamlin; it is our fervent desire that the K-8 experience has a lasting impact on the girls’ lives. Our updated Creed and designation as a School of Ethical Literacy will be the cornerstone of our work.
V. Extend and deepen the girls’ engagement in learning through new and creative uses of time and space To accomplish our goals, we must be creative about how we use the precious resources of time and space. More time— and better use of time— will be important to Hamlin’s success, as will a careful re-examination of our urban campus and exploration of the use of off-site facilities.
VI. Ensure faculty and staff excellence A strong academic program placed into the hands of excellent teachers is a powerful and important combination of forces. While strengthening the program, Hamlin will also work to build and maintain a world-class faculty and staff. We will seek to create sustainable systems that attract, support, and reward faculty and staff excellence.
VII. Reaffirm a sense of play in the culture of the School
S T R AT E G I C I M P E R AT I V E # 2 :
FINANCI AL ST R ENGTH GOAL: A solid financial base is crucial to fulfilling Hamlin’s mission and strategic plan while ensuring long-term financial stability. We are committed to taking prudent and innovative steps to grow the endowment and annual revenues, while maintaining a disciplined approach to f inancial planning, annual budgeting, tuition setting, and debt management. CONTEXT: Financial Strength refers to the overall financial health and ongoing sustainability of an organization. This is a critically important goal for schools, as it requires considerable financial resources to invest in the right programs, faculty, staff, facilities, and students. In addition, financial strength allows schools to moderate tuition increases and provide sufficient financial support to applicants in need of assistance. Many of the best universities in the world also set the standard for financial
Sarah Dix Hamlin established clearly the School’s commitment to
strength. These first-rate institutions leverage their financial
substantive work (the circle) as well as a sense of play (the trian-
strength to achieve their strategic objectives and to maintain
gle)— thus, an appreciation of childhood should always be a part of
their leadership. The same is true for grade schools and high
Hamlin’s ethos. We want to ensure that our message to the girls and
schools — financial strength can have a direct impact on the over-
our actions convey that academic excellence should not come at the
all quality of the program delivered and on the ability to deliver on
expense of health and joy.
strategic objectives.
OBJEC T I V E S
I. Grow our capital
Moreover, we seek to create an inclusive community where all adults and families can be authentically themselves, yet feel closely connected to others. We want every person to know that
Grow the endowment from $11 million to $21 million by 2017,
his or her opinions and contributions matter greatly, and that our
through aggressive capital fundraising, implementation of a robust
diversity makes us a stronger School community.
planned giving program, and disciplined investment management.
OBJEC T I V E S
II. Create new revenue streams Enhance existing non-tuition revenue and create a task force to
I. Ensure effective communication A School’s culture, the complex manner in which people develop
develop alternative revenue streams. Attain 100% parent participa-
shared identity, values, and customs, is largely dependent on
tion in the Annual Fund, and drive further revenue growth through
effective communication. Ensuring that all communication
an increased focus on alumnae, parent of alumnae, grandparent,
is clear, reliable, and accurate increases good will and contributes
and other non-parent giving.
to a vibrant, cohesive, and well-informed community. Moreover,
III. Manage debt
we affirm the critical importance of the parent-teacher partnership and will work toward increasing transparency about
Strategically manage the School’s debt obligations to achieve a
the Hamlin program. We believe that the girls are the direct
favorable endowment-to-debt ratio and on-time debt repayment.
benef ic i a r ies when pa rent s a nd educ ator s sh a re goa l s ,
We have met every single debt obligation to date, and we remain
expectations, and information.
committed to doing so in the future.
IV. Measure, monitor, and track financial health
II. Re-envision community events A School’s culture is also dependent upon how and why it comes
Continue to refine metrics to evaluate the financial health of the
together. In order to strengthen the ways in which members of the
School. Establish a framework to evaluate the financial, operating,
Hamlin community socialize, volunteer, and otherwise serve the
environmental, and community impact of any major curricular
School, we will continue to create meaningful opportunities for
and non-curricular project(s) under consideration, thereby ensur-
members of the Hamlin community to come together across a
ing the allocation of financial resources to the most strategic and
spectrum of events that reflect the community’s many interests
beneficial programs.
and differing schedules.
S T R AT E G I C I M P E R AT I V E # 3 :
III. Offer meaningful volunteer opportunities
A V I BR A N T A N D I N C L U S I V E COM MU N IT Y
Simply put, the School could not function at an optimal level
G OA L: To research, design, and implement a comprehensive plan
without the dedicated support of volunteers. We are committed
for effective communication, inclusive community building, and
to establishing multiple pathways for various constituencies—
meaningful volunteer engagement at Hamlin. CONTEXT: At the heart of the Hamlin experience is a genuine commitment to building upon the existing strength of the community and nurturing the bonds that tie its girls, parents (past and current), grandparents, faculty, staff, administrators, alumnae, and residential neighbors together. The Hamlin communit y feels joyous and “alive” when adults feel both informed and inspired by a common vision of the future.
parents (current and past), grandparents, and alumnae—to give their time and energy to the School. From once a year to once a week opportunities, and all points in between, we want all adults to find a way to support the School’s mission.
S T R AT E G I C I M P E R AT I V E # 4 :
A LU M N A E ENG AGEM EN T GOAL: To continue to strengthen Hamlin’s relationship with its alumnae by initiating purposeful communication, encouraging enduring relationships, facilitating leadership opportunities, and focusing on increased f inancial support. A lumnae are “Hamlin Girls for Life.” CONTEXT: Alumnae are important custodians of Hamlin’s history, invaluable contributors to the School’s sustainable future, dedicated mentors to Hamlin students and each other, and essential ambassadors to the world at large. Hamlin’s Board of Trustees, Alumnae Board, faculty, and staff are committed to further enhancing the School’s relationship with its alumnae, facilitating
maintain alumnae representation on the Board of Trustees at 25%,
networking amongst alumnae, and engaging their many talents
and broaden alumnae involvement in School events.
in service of the School’s future.
Encourage increased alumnae giving. Focus on alumnae partici-
In a continued effort to engage alumnae meaningfully in the life
pation in Hamlin’s fundraising initiatives, including the Annual
of the School, Hamlin is committed to delivering on the theme of
Fund and capital campaigns. Increase alumnae annual giving to
“Hamlin Girls for Life” via three guiding principles: Reconnection,
15% of annual fund revenues. Launch a planned giving program
Relevancy, and Resources. OBJEC T I V E S
I. Foster reconnection to the School
that honors the contributions of alumnae, encourages new commitments, and further cultivates existing donors. Establish a “Hamlin A lumnae Networking Program” which facilitates personal and professional connections and supports
Continue to build on the work that has already been done commu-
mentoring among Hamlin alumnae. Research best practices at
nicating and connecting with Hamlin’s entire alumnae body.
peer schools as models.
Initiate a comprehensive effort to gather contact, demographic, and
Establish a “Young Alumnae Employment Program” in 2011-2012
professional information for all Hamlin alumnae in order to reach
through which Hamlin girls, in the first few years after gradua-
and engage the entire alumnae body. Update the School’s database
tion, are encouraged to stay connected by being offered work in
of physical and e-mail addresses accordingly.
various, meaningful capacities at the School (i.e. mentoring
II. Increase School’s life-long relevancy Cultivate lifelong relationships with alumnae via the continued creation of compelling programs, broad interaction with the
younger students during the summer, acting as counselors in outdoor leadership programs).
IV. Develop metrics to assess progress and priorities
Ha m lin com munit y, on line socia l net work ing tools, a nd
Develop an assessment process with guiding metrics that evaluate
tailored events. Connect Hamlin alumnae with each other and
the effectiveness of alumnae engagement and prioritize alumnae
current students.
events at the School.
III. Recognize and involve alumnae Promote alumnae leadership by encouraging alumnae participation in Hamlin’s voluntary leadership positions at the School. Continue broad community support of the Alumnae Board,
STRATEGIC PLAN | EXECUTIVE SUMMARY | 2012-2017
© 2012 The H a mlin School
The Hamlin School Strategic Plan Status Report: Fall 2016 The 201617 school year marks the fifth and final year of implementation of Hamlin’s current strategic plan, entitled “Be Extraordinary.” The word extraordinary was chosen deliberately to communicate to our constituencies that we have set the bar high for our work as a school. We are holding ourselves accountable for the development and delivery of an outstanding educational program, which is focused on both academic and ethical excellence. We are also focused intently on strengthening Hamlin’s financial position, both in terms of its endowment and investments, as this is the primary way to ensure that Hamlin’s legacy is preserved for years to come. We seek to celebrate and enhance the vibrant and inclusive spirit that is the hallmark of the Hamlin community. Finally, we are committed to keeping our loyal and distinguished alumnae community engaged in the life of the school. They are key to Hamlin’s future. A few highlights of our recent strategic work: 1. Strategic Imperative #1: Academic and Ethical Excellence Performance Evaluation: Ensuring excellence in the workforce is a key component to realizing our goals for students and for the school as a whole. We have implemented a thorough and engaging process of annual evaluation for all faculty, staff, and administrators. Most independent schools evaluate teachers every two or three years, but we have chosen a more ambitious model for Hamlin. Beginning in 201516, the FOLIO Collaborative professional growth tool provided a software platform for the evaluation model that Hamlin adopted. FOLIO offers a place for individual goalsetting and goalsharing, spotlighting excellence in the classroom, and collecting evidence of strengths and growth areas as seen in formal observations of teaching. STEM (Science, Technology, Engineering, and Mathematics): a. Construction and opening of the Rosie the Riveter Lab in the Coreen Ruiz Hester Library b. Numerous accolades for students: Winners of the San Francisco Science Fair; Winners of NASA’s Cubes in Space program; CBS Bay Area Spelling Bee; Engineer Girl Essay Contest c. Grades K8 teachers’ consistent use of technology tools to enhance instruction and to measure mathematical thinking and procedural knowledge d. Grades 68 teachers’ refinement of course offerings and the placement process for performancebased math groups e. Projectbased learning framework used to inspire creative mathematical thinking; Understanding By Design model used to inspire critical thinking f. Computer programming (“coding”) strand that includes Robotics developed for K8 students g. Adoption of the updated and accelerated Bridges Math curriculum for Kindergarten through Grade 5, which is tied to national Common Core standards h. 1:1 iPad program Grades 28 i. Longitudinal data from CTPIV (“ERB’s”) in Middle School demonstrate strong growth in girls’ core competencies and overall mastery of content
Health and Wellness/Athletics a. The Toolbox Project is in year four as the core socialemotional learning curriculum for K5 students b. Goals of the Grades 68 advisory program and Health and Wellness curriculum enhanced and aligned c. Continued pursuit of excellence in the lunch and snack programs d. Robust participation in Middle School sports during all three seasons e. Common Sense Media Supporter School; Digital Citizenship is taught Grades 28 f. Media Literacy course taught in Grade 7 g. Regulationsized gymnasium being studied and modeled as a part of the design development phase Campus Master Planning and Campus Renovation The Board of Trustees, working in close partnership with the administration, faculty, and architectural team from Mark Cavagnero Associates, approved a thoughtful campus master plan that effectively addresses the facilities needs for the school. Priorities include larger, more flexible Lower School classrooms in McKinne Hall, separate spaces to better support the athletics/physical education and performing arts programs, a panoramic dining room and expanded kitchen to support healthy eating and meal preparation, and a relocation of stairs and elevators with the goal of unifying the three campus buildings. The ensuing concept design phase has also been finalized and approved, moving through the schematic design phase in 2016, and starting design development during the 2016 17 school year. Herrero Builders have been retained as contractors on the project. 2. Strategic Imperative #2: Financial Strength For the fifth consecutive year, the Annual Fund surpassed the $1M dollar mark, raising over $1.5 million and achieving 100% parent, employee, trustee, and alumnae board participation. The Parents Association raised $650,000 for the school, resulting in another strong year. Improving the school’s financial position remains an important focus of the Board and Administration; a strong financial position allows us to better compensate our talented faculty and staff, deliver on the academic programs that will define Hamlin going forward, mitigate tuition increases, and support financial assistance. Since the launch of the Strategic Plan, we have seen growth in our Endowment thereby making a more significant contribution to Hamlin’s operating budget each year. Growth in the endowment is essential to the long term financial strength. The Board and Administration remain committed to growing the endowment through extraordinary fundraising. The nucleus (leadership) phase of the Capital Campaign is underway, and there is tremendous enthusiasm and momentum in fundraising for the endowment and a renovated campus. 3. Strategic Imperative #3: A Vibrant and Inclusive Community The Committee on Community of the Board of Trustees administers and reviews an annual parent survey. The 201516 survey provided feedback on several important topics, such as school events, building security, and rising tuition, and we are extremely pleased to see consistently high satisfaction with the overall Hamlin experience. (Approximately 98% of parents rate their daughter’s overall experience at Hamlin as Excellent or Good.) Parent support of community events, attendance at Parent Education presentations, and active volunteer participation in the Parent Association demonstrate how deeply invested Hamlin parents are in our school and community. We
continue to add to and refine our online student information systems, with the goal of increasing the ease and efficiency of homeschool communication. The role of the Room Parent has been reconceived in order to give parents what they need in terms of effective communication and gradelevel event planning. 4. Strategic Imperative #4: Alumnae Engagement A new Director of Alumnae Engagement completed a stellar first year in 201516, thereby deepening the alumnae connection to Hamlin and growing the level of alumnae participation in the Alumnae Fund. Using social media, regular electronic and print communications, innovative and content driven events, meaningful volunteer engagement, and personal outreach the Alumnae Association has fostered deep alumnae engagement this year. Alumnae events have been refreshed with an awareness for multigenerational engagement and deep appreciation of presentday Hamlin. The coming year brings great opportunity for building on the revitalized program.
