There is no strategy without vision. And schools that use a traditional strategic planning process with its notable absence of vision, are unwittingly constraining their capacities to thrive. The stakes could not be higher. Sure, there is a significant group of schools with waiting lists and robust fundraising, insulated from the unpredictability of a rapidly changing world. But the vast majority of independent schools do not enjoy this luxury. Even if the metrics indicate stability, many of these schools are subject to the proverbial boiling frog metaphor. The unwillingness to identify the chinks in the armor and begin to think strategically will only limit options for future heads and Boards. I have seen schools agonize over which “least attractive” choice they should make. It’s not pretty.

If the majority of independent schools continue to embrace traditional strategic planning with its focus on implicit comparisons with other schools, its mindless imitation of elite colleges and other independent schools, and its propensity to solve perceived problems, these schools may find themselves with an increasingly narrow set of options.

In my book, Leading Through Strategy, I devote a chapter to the development of vision. To be clear, in an independent school, this is extremely difficult. It requires research, truth-telling, analysis, understanding of the local educational landscape, and most importantly, a willingness to use imagination to reconcile mission, culture, school values, history, and market opportunities in order to discover what Roger Martin calls a “winning aspiration.” Vision is a school’s definition of winning, created by the head and endorsed by the Board. If this definition is realized, the bet is that stakeholder value will rise and the school’s capacity to better fulfill its mission will dramatically increase.

A vision also plays a critical role in management. It is one of the best tools to align faculty and staff behavior. These stakeholders are making daily decisions with the vision front and center. How many times have we heard, “This is the way we’ve always done it.” Or “This is the way we did it at my old school.” When a clear North Star exists, it gives faculty and staff a set of criteria for making decisions. They know the goal and act accordingly.

In Leading Through Strategy, I detail a process for developing a vision. Admittedly, it’s a messy, non-linear process as most creative initiatives are. It begins with a deep understanding of the school and in particular, its current position in the market. Does that position need to be strengthened, abandoned, or clarified? What is the school known for? What does it aspire to be? What will it be the best at? And does the market care? The best answers then have to go through the filters of the school history, mission, culture, capabilities, and the head’s own firmly-held educational believes. Once the head has settled on an inspiring dream to be realized, the hard work of building consensus begins. As I state in the book, the process of building a shared picture of success is most certainly not “painting by numbers.”

Only the head can create a winning aspiration. To be sure, the head should have a thought partner and use others to gather data and provide perspective, but the magnitude of the job demands that the leader be responsible. The temptation for new heads to solve problems, tackle challenges, or unthinkingly accept the Board’s established goals for the year make it difficult to carve out the time to create a vision. Despite these headwinds, new heads must convince Boards to allow them the time to complete this foundational step. Without vision, schools limit their capacity to thrive.

Vision is the starting point for strategy. It is the essence of leadership. In the independent school world, it is needed now, more than ever.