This is the sixth blog post in our #SGInstitute series, led by our Strategic Advising practice on lessons learned from advising schools, networks, and districts on growth and expansion.
After all the excitement of growing your single-site charter school into a successful network subsides, the difficult questions start pouring in: how similar or different will the schools in your network be? How will you set up a network office to support these schools? How do you strike the right balance between building out the capacity of your network team versus using funding to better support your schools?
While these questions are common to every single-site school or network that is growing or expanding, there are no “easy answers.” To help school leaders navigate these tricky decisions, we caught up with Mia Howard, Founder and CEO of Intrepid College Prep in Nashville, TN. Mia founded Intrepid College Prep back in 2012, expanded to open a second school in 2017, and is currently laying the groundwork for a third campus. During our interview, Mia shared about her experience growing from a single school to a multi-school network and the challenges and opportunities that presented.
When did you first begin to think about building out your network office to support scaling?
In 2015-16 (our third year of operation, with grades 5-7 at the original campus), we started thinking actively about the launch of a potential high school. Our mission to get scholars to and through college drove us to add another campus so that our middle-schoolers would be able to continue on with us into high school, but we knew that growth would place a strain on our team. We were working with Bellwether to develop our five-year growth plan and knew that because our second campus wasn’t going to have the same grade span, we would be stretching ourselves to develop expertise on both middle school and high school.
Before scaling, we first thought about what functions we wanted the network office to have to support a strong team. We wanted our operations team to be oriented to serving our school leaders so that our principals could operate as instructional leaders without getting overrun by compliance and other day-to-day tasks that take away from supporting teachers.
We also wanted to create criteria for growth that would prioritize quality growth and not just rapid growth. While we had been invited to expand down to elementary school and open in other states, we didn’t want to pursue growth at all costs. I was impressed with the tools Bellwether provided around how to use data to clearly inform our growth plans. We decided we wouldn’t grow unless we had hit certain benchmarks. Continue reading