by Sarah Brachman, Manager of Communications, IECA

We congratulate AdmissionsQuest on their 500th onBoarding Schools blog post! For their 500th post, IECA Executive Director Mark Sklarow wrote his reflections of onBoarding Schools‘ contributions to families and the boarding school communities.

by Mark Sklarow, Executive Director, Independent Educational Consultants Association

Sixteen years ago, my first day with IECA was at the start of the spring conference in Raleigh, North Carolina. I believe there were fewer than 250 attendees, including some 80 IECA members. There was no NATSAP back then, Small Boarding School Conferences were intimate events, and The Association of Boarding Schools, just separating from NAIS, was years away from hosting its own conference. Today with more school conferences, therapeutic conferences, college conferences, plus LDA, CHADD, and more, I contemplated the role of IECA gatherings. I wondered if we are we simply duplicating efforts, and more importantly, whether IECA makes a significant contribution to the welfare of students.

To be sure the IECA conferences have grown. Upwards of 1,200 people have attended our conferences, including as many as 300 consultants. There has been a surge in college participation, while attendance from schools and special purpose programs grew rapidly in the first half of the decade and has stabilized. Even as the economy turned sour and where other associations reported 25 to 30 to even 35% percent drops in attendance, IECA has exceeded expectations with only minor declines. As a friend of mine, the director of another educational association, said to me recently, “The rest of us feel lucky to be hanging on…IECA is doing great and YOU’RE the one wondering how to change, improve, and redesign conferences? People come because there’s value to attending.” But again I wonder, with so many other choices out there, what IS the value? What makes IECA conferences unique and valued?

I recently asked a representative of Wintergreen Orchard House, a veteran of trade shows from coast-to-coast, about our conference. “The IECA Conference is a must-attend,” she told me. “It goes on my calendar first.” When I asked why, I was told “No where else can I meet people across disciplines: those in college placements, boarding school administrators, LD experts…it allows me to connect with all of the communities we want to reach.”

I asked an IECA member who has been around for years, someone who I’ll see at NACAC or other regional gathering from time to time. Her view was that IECA conferences provide something no one else does: a holistic view of adolescents. “We see teens as far more than a commodity to be placed or a potential student at a small private college. We know that to understand placement you need to understand the entire child: hopes, fears, learning style, anxieties, traits, and flaws. No where else do I get workshops on so wide a range of topics.”

While attending NATSAP last month I sat down and spoke with the head of a small emotional growth boarding school. He indicated that a few events each year are “musts.” This includes the two IECA conferences, because “…no where else can I speak to educational consultants who directly deal with students and families who are desperate and emotionally spent, and need a real professional to help them through a crisis; and then, turn around and talk to wilderness programs that could feed into my school, then traditional schools that we may feed into, and even colleges who want to understand better who we serve. Where else could I find that?”

And one more: a dean of admission from a college who jokingly told me many years ago that he would “never” tell his admission colleagues about IECA because it was one of the best kept secrets: “The last thing I want is more colleges to come. No where else do I get this wonderful opportunity to talk about my school with professionals who are MUCH more likely to work with students considering private colleges and MUCH more likely to explore colleges out of state. Why would I want my competitors to know about IECA?”

What then does IECA offer? First of all, the unique crowd that assembles: colleges, traditional boarding schools, gap year programs, emotional growth schools, therapeutic programs, and summer opportunities—all who believe in a holistic view of the student. Also, a schedule of workshops that range from NCAA rules to Asperger’s, and from learning communities to parent advocates. And we have worked in recent years to strengthen the academic offerings, even while expanding opportunities for networking in both formal and informal settings. As I look toward Toronto, I can say with confidence that “No Where Else” will such a gathering be possible.

by Mark Sklarow, Executive Director, Independent Educational Consultants Association

Based on overwhelmingly positive feedback from consultants and school representatives, we are pleased to announce that the Speed Meetings test-run in 2009 will return as part of IECA’s upcoming Spring Conference, although a few key changes will make them even more valuable. Two sets of Speed Meetings have been planned: one for traditional boarding schools and the other for special purpose and therapeutic schools and programs. They will run simultaneously on Wednesday morning, May 12, just prior to the opening of the conference.

The Speed Meetings are designed to have a maximum of 40 consultants in each session, with a similar number of schools or programs. The event features a series of eight-minute private one-on-one meetings to give the consultant a feel for a school’s philosophy, approach, and unique offerings. The cost to schools is just $175, a very cost-effective way to get quiet networking time with more than 15 consultants. The $35 fee charged to consultants is refunded after they complete their full slate of “appointments.”

A few other changes are based on feedback. We’ve increased the time of the meetings from six to eight minutes, and schools may now have two representatives present. We urge only one of these to be an admissions representative with the other being an administrator, counselor, or other school professional.

Here are a few comments we heard after the trial Speed Meetings run in Charlotte:

from Dana Harbert, Eagle Hill: “Eagle Hill School participated in the consultant speed conferencing. I am grateful that we as a school were chosen for this venue. I think six minutes for conferencing proved to be a decent amount of time to start discussions (and in some cases to finish the discussions). I want to stress, however, that these speed conferencing sessions should always be in addition to the swap on Thursday morning. This was my eleventh IECA conference and it was by far the best.”

from Andrew Weller, Ridley College: Thanks for selecting Ridley College for the first of the speed meetings—it was great. You asked for feedback and I only have one thing really: It would have been great to have at my table a list not just of all the consultant attendees but a list of the ones I was seeing—in order. On the whole, I heard very positive comments from folks and imagine you did as well. Most people in the room were disappointed when it ended! That said, the one criticism I heard from others was that six minutes was not long enough. I respectfully disagree. I think these meetings function best when the goal is to assess whether or not the conversation needs to continue outside the scope of the event (meet later, visit someone in their office, have them to campus, etc.). I imagine those unhappy with the short time probably did not have a good game plan or were expecting too much in just a short time. My singular goal for each meeting was to simply determine if there was mutual interest in continuing the conversation—and the time allotted was sufficient for that.

from Maryline Deschamps Kruger, educational consultant: I had my doubts about the speed meeting format, but after participating in the therapeutic program Speed Meetings I’d like to report that I was pleasantly surprised. I found them extremely informative and believe that the information I gathered will prove to be helpful to my consulting practice. Thank you IECA!

From Brian Fisher, AdmissionsQuest: The speed meeting approach gives admission officers and educational consultants a quick, defined time to exchange substantive information. It could be a new introduction. It could be catching up on what’s new. This new approach represents a purposeful exchange. Schools & consultants agreed that it’s an excellent modification to the conference format.

(from an anonymous source in conference evaluation:) Overall, this was the best IECA conference I have attended in six years. It was so well attended, and I enjoyed all the opportunities to network. The speed conferencing was spectacular. I thought six minutes would be too little time. It was fine though. Probably ten minutes would be perfect.

(another evaluation comment) I participated in the Speed Meetings. These were GREAT! Made the IECA conference more valuable than any I have attended in years. The time flew by for me and the use of breaks during the morning was helpful and sufficient. I do hope more consultants sign up next year. I feel as though the information from Rachel about what to bring and what to prepare was helpful and accurate. I felt really ready for my meetings and the time with the consultants was really valuable. Only change (aside from two to three more minutes) I would suggest is making it longer so we can meet with more consultants!

Schools will be given the opportunity to apply to participate in the Speed Meetings AFTER they complete their conference registration. For consultants, the registration for Speed Meetings is part of the conference registration process. Those who may have already registered for the conference but wish to add participation in the Speed Meeting, may access their online registration by following the directions on their confirmation e-mail.

by Mark Sklarow, Executive Director, IECA

The typical student in the United States is awake for about 16 hours a day. School, including getting there and back, and the occasional after school activity, accounts for nearly half of those hours. The balance is meant for family, meals, volunteer commitments, part-time jobs, community sports leagues, church or synagogue, leisure reading and homework.

If that seems like a lot to squeeze into just eight waking hours a day, consider the following: adolescents are spending seven and a half of those hours connected to electronic media! This according to a new study released by the Kaiser Family Foundation. The explosion of multi-purpose cell phones (cameras, game-playing devices, Facebook interfaces), among other developments in the past decade, has dramatically increased such activities. Harry Potter and Twilight aside, these increases have come at the expense of leisure reading.

According to the Kaiser study, adolescents between the ages of eight and 18 average four and a half hours of television-watching daily and an additional two and a half hours listening to music. Of course unlike when we were teens, listening to music meant being holed up in our rooms with the stereo cranked up, today’s music listening often accompanies other activities like chores, reading, and homework.

Another two hours are dedicated to cell phones: text messaging now occupies nearly an hour and a half of each day, while talking on those phones just a half hour. Video games played either on their phone or on the computer accounts for over an hour a day, and at-home, non-school related computing another hour and a half.

Do the math: that amounts to 13 ½ hours, squeezed into less than eight hours thanks to multi-tasking that comes so easily to teenagers today. Back to that image of yourself as a teen, lying on your bed, eyes closed listening to albums through the headphones your parents made you wear rather than disturb the entire house. Today that scene—ear buds plugged into a phone, listening to music while texting friends, catching up on Facebook while finishing math homework. Don’t ask me how it’s possible…I still can’t concentrate on the reporter’s words while trying to read a chyron as it scrolls “breaking news” across the bottom of the TV screen.

I am not sure what message this really brings. I suspect I’m just the latest in 2,000 years worth of older folks worrying about how the newest generation can possibly keep up with the pace of life. But I do hope that college students (medical students in whose care I’ll someday be) are really able to learn their stuff, complete their assignments and retain everything, while connected to so many for so long in so many ways, while they meet the demands of schooling.

by Mark Sklarow, Executive Director, IECA

I had a brief e-mail exchange last week with Scott Jaschik, editor of Inside Higher Education. He called my attention to the Web site of a consulting firm that was meant to appeal to parents of one ethnic group. Scott was pretty sure that the owner of the site wasn’t an IECA member, and he was certainly correct. To me, everything about that site—and the approach taken by those charlatans—reflected the worst of private consulting.

What they were selling, versus what reputable, ethical consultants—those who are members of the Independent Educational Consultants Association (IECA)—provide to families is the difference between student success and parental failure.

The Web site Scott directed me to, and scores of others like it that I have seen in recent years, speak only to the narrow question of HOW TO GET IN. That is, no discussion of how to choose a school, what benefits come with a large vs. small school, public or private, urban or rural, cut throat or supportive, liberal-minded or conservative, diverse or not, close relationships with teaching staff or large lecture halls. None of that—or hundreds of other criteria—is ever mentioned. What is being sold: how to get into to a very exclusive school.

Whenever I explore such a site (knowing the services of a consultant are being offered to students, but with parents as the customer), I fear for the child. For the parent drawn in by such claims is seeking, I think, some level of prestige that they think they get for themselves when their child enrolls (or all too often is rejected from!). They are asking all the wrong questions: How do “we” get in? What do we have to do? What are the secrets?

Here are the questions I’d rather see parents asking:

What’s the best fit?

Where will my child thrive, mature, grow?

What will best suit her/his learning and motivational style?

Where will they be happy?

Where will my child be successful over the long haul?

What often makes this worse—and this was certainly true of the ad I was directed to last week: the admission process at elite schools was portrayed in an almost secretive, sinister light. The consultants promised that they knew the secrets, the language, the keys to use to fool the admission staff into accepting their child. How absurd! In this specific instance parents were warned that discrimination against their child’s ethnic group was rampant and only by using their secrets and their tricks could their child get in.

Once and for all let’s say what is the truth: admission staff members are hard-working, dedicated professionals seeking to create a freshman class reflective of the school’s overall mission and strategy in as fair a way as they can. They accept students who are the strongest candidates within that framework based on what they have achieved and their potential—both personally and what they’ll bring to campus. A good consultant succeeds when s/he understands a college, appreciate its strengths and weaknesses, and can pair this to what a student needs to thrive, succeed, and be happy.

The choice for parents is clear when they explore a consultant’s Web site or interview them by phone in order to determine if they are honest, capable, knowledgeable, and have your child—and your family’s—best interests at heart. What is the central focus of their “pitch”? The success of your child over the next four or five years at a school where he or she will grow and learn and mature—or just getting in? And which is it you really want for your child?

Or to be more stark, parents can ask themselves the following question: “Which is my priority: my child getting in, at all costs even to a school where they may not be happy or well-suited but will bring honor to me?” Or:  “Finding a great match where my child will shine and succeed?” And let’s again note: these firms promising to use smoke and mirrors are full of nonsense: they have no ability to “get your child in,” and despite their claims, no proven track record. Jacques Steinberg of the New York Times looked at the claims made by many of these companies and found them full of lies, distortions, and false claims. That’s why none of them can gain membership to a group like IECA.

I’m proud to represent the organization that has talked about and promoted the importance of the “match” for more than 20 years. We have fought the notion of tricks, gimmicks, and packaging of students. IECA believes that success is measured not by the thickness of the envelope but by the richness of the school experience. I hope you agree.

by Mark H. Sklarow, Executive Director, IECA

I needed to be in Boston earlier this week for 25 hours on IECA business. It was a hectic day, but I was able to join a group for dinner Tuesday. None were consultants or admission directors or educators of any stripe. Rather, each was related to the hospitality industry: a hotel manager, sales representative, a representative of the Boston Convention Bureau. Eventually I was asked to explain what members of the Independent Educational Consultants Association do. As I began my explanation, one person stopped me and said: “I just realized, I used a consultant when my parents decided I should go to a private high school.” Another noted that her sister just hired an educational consultant to help with their college search for her nephew. In both cases the consultant was a member of IECA.

The conversation was a great reminder of how far the profession has come. Not long ago, when I described what an educational consultant does, I was met with quizzical stares. “People PAY for that?” was often the question. Today those I meet are much more likely to immediately grasp the importance of hiring a knowledgeable, informed expert when exploring educational choices for their child. I’m heartened by how many people already know because they have either heard of the field from news reports or know someone in their own circle who has hired a consultant in their school, college, or therapeutic search.

As awareness and familiarity grows, the profession becomes more accepted and more appreciated. It is this that has led IECA to make use of as many outlets for promoting the profession as possible. We send out press releases and grant interviews with electronic and print media. Our goal is to do more of this in the coming year. Our Web site continues to attract tens of thousands of visitors, including parents looking to find a consultant to assist their family. Our Web presence has grown with greater commitment of resources, including paid advertising on behalf of our members, and the serious commitment we have made to using social networking and blogging has begun to have real impact on extending the awareness of the profession to new communities.

Of course awareness of the profession requires greater commitment to professional training and ethical values. As more people look at consulting, we want them to discover what we know: in a profession where anyone can hang out a shingle, IECA membership is the one way parents can rest assured that the individual they hire is knowledgeable, ethical, and competent in a way that assures the best possible outcomes for their student.

We continue to explore new ways to reach out and welcome ideas from members as to how we can extend our reach and awareness. Next year when I sit down with five hoteliers, I hope all five have their own IECA educational consultant story to share.

by Mark Sklarow, Executive Director, IECA

A number of important deadlines are approaching at week’s end that affect consultants, admission representatives, and exhibitors alike.

First, the deadline for regular IECA conference registration is this Friday, October 9. After this date, there will be a late fee, so those planning to attend should get their registrations in as soon as possible. Also those who register after this date will not be listed in the onsite conference guidebook, always a valuable resource for attendees. In addition, the deadline to reserve rooms at the conference hotel, using the discounted conference rate is fast approaching. Hotel information is provided at the conclusion of the online registration process.

The deadline is fast approaching for vendors: those who supply goods and services to consultants, schools, admission offices, etc. Vendors get a complete description in the conference guide, but must have their materials submitted by week’s end to be included. The deadline is upon us for advertising in the conference guide, space should be reserved immediately.

Those already registered should examine their schedules, as time to sign up for any of the pre-conference events is also drawing to a close. There are a limited number of spaces available for consultants to attend the speed meetings, with tremendous interest among traditional schools and programs (for Wednesday morning) and therapeutic schools and programs (for Thursday afternoon). With so much interest and excitement building over the speed meetings, pre-registration is required.

Additional pre-conference opportunities include: school tours (Monday and Tuesday), Colleges Tours (Monday-Wednesday), and pre-conference programs on testing, financial aid, and customer service remain open, but with limited seating. Those who already registered should use their confirmation information to access their online account and add a pre-conference event.

As of this morning, registration for the conference has topped 925, suggesting total attendance over 1,100 is possible. IECA conferences offer the unique opportunity to connect with not only educational consultants, but traditional day and boarding schools, college admission officers, and administrators of schools and programs for students with learning disabilities, and programs for students with emotional or behavioral issues.

We look forward to welcoming everyone to Charlotte, NC for an exceptional gathering next month!

by Mark Sklarow, Executive Director, IECA

From the SSATB Annual Conference, Washington DC

The nation’s leading independent schools have gathered here to discuss current

Jody Dobson, Mark Sklarow, and Georgia Irvin at the SSATB Conference

trends. The conference comes at an anxious time for the nation’s private day and boarding schools. With the economy continuing to struggle, nearly half of the schools have seen inquires and enrollments decline as compared to last year. Many of the others indicate that they maintained or increased enrollment only by providing increased financial aid—even on a temporary basis.

The key topics targeted at this gathering include marketing, data-driven admissions (from test scores to demographics), school leadership, recruitment of future students, assessment of applicants, use of technology and, of course, the impact of the economy.

I’ll be presenting a short piece later today that will explore how the world of secondary school educational consulting has changed in the last two decades, as well as how schools can best work with the consulting community today. Among other topics, I’ll explore how the traditional “admission funnel” does not apply to working with consultants and why messages about the school’s strengths and weaknesses need to be on point and far more specific than information readily available to the general public.

IECA’s roots began with the consultant/boarding school relationship, and this remains a central, core reason the profession exists. I hope in my presentation that I’m able to build on that history in the best interests of the schools and the students we serve.

by Mark Sklarow, Executive Director, IECA

Next Monday I’ll have the opportunity to be interviewed on L.A. Talk Radio on “Answers for the Family.” This will give me an opportunity to talk about educational consultants and the important role they play in a variety of placements, with an emphasis on serving the needs of students with emotional and/or behavioral issues. The broadcast can be accessed nationally at www.LATalkRadio.com at 2:00 p.m. Eastern, 11:00 a.m. Pacific on Monday, October 5, 2009, with host Allen Cardoza. Those who miss the broadcast will be be able to hear the interview on a podcast at www.answers4thefamily.com.

by Mark Sklarow, Executive Director, IECA

I’m blogging today from the back row of a pre-conference workshop in Baltimore, part of the NACAC Conference.  No, I’m not ignoring the speaker, I’m one of the faculty for the all-day training.  This sold-out workshop is on transitioning from work as a school-based college counselor or a college admission official to working as an educational consultant.

The attendees are a terrific group of professionals who are intent to absorb as much as possible.  They quickly caught on to the four pillars of consulting: (1) knowledge (of students, of colleges, of the process); (2) counseling (advising students and managing families); (3) personal & ethics matters; and (4) small business skills. While most of those in the room know colleges, the process, or counseling skills, they had real questions about being an entrepreneur in an ethical and successful way. This is the focus of this afternoon’s sessions.

For MANY entering the field, they come with a passion for students and genuine belief in the importance of finding a good match between student and college.They fear that by charging families, or selling themselves and their services, it violates their commitment to serve students.

During the workshop we emphasize the simple truth that everyone who does college advising is paid: by tuition-paying parents at a private school, by school district salary or, in the case of educational consultants, directly by client families. Serving students well: through hard work, commitment to excellence and staying current while putting the needs of students first does not conflict with providing for oneself and one’s family.

It’s that balance that serves as a challenge to all consultants and an emphasis that drives IECA: how to be a GREAT counselor, a good businessperson, and ethical throughout.