Differentiate with Culture → OS → Programs (in that order)
Be different on purpose. Not with a building or brochure, but with the way you work when no one’s watching. That’s culture you can see, and differentiation you can keep.
tl;dr: During a conversation this week with one Head of School and Board Chair, I found myself reflecting further on how schools truly differentiate themselves from one another. It’s unfortunate how often missions, visions, values, and strategies appear similar, making it challenging for schools to stand out to their families. This differentiation, however, isn’t about striving for benchmarks or bigger campuses. Rather, it’s about identifying and articulating the unique ways in which an institution delivers on its promises and demonstrates its impact.
I wanted to share this addendum to my original post to refine my perspective and encourage school leaders to think critically about what truly sets their organizations apart in the long term.
Differentiate with Culture → OS → Programs (in that order)
When everyone seems to sell the same thing, the temptation is to add a shiny new program. That’s the arms race. Real differentiation starts upstream—with culture made concrete—then flows into programs.
The stack (and why the order matters)
Culture (who we are): Shared beliefs and standards. Plain English, not adjectives. Example: “We teach poise under pressure and dignity in how we work.”
Operating System / House Rules (how we behave): The codified, enforceable ways of working that make culture visible on a Tuesday. Examples:
“Every major assessment includes face-to-face feedback within 24 hours.”
“One assessment calendar; no fourth test added after three exist.”
“Admissions uses a fit rubric; borderline cases go to a standing review.”
“Advisors use a shared ‘know-the-child’ protocol before recommending stretch goals.”
Programs (where it shows up): Classes, ensembles, teams, labs, trips. These are containers. They are not the differentiation; they carry it—if the house rules live inside them.
Flip the order and you get drift: programs drive behavior, behavior edits the culture, and suddenly you’re promising one thing and delivering another.
Floor vs. ceiling—without the arms race
Floor (expected): Safety, dignity, baseline clarity, competent instruction—for everyone, every day. The OS protects the floor (e.g., homework/assessment guardrails; consistent accommodations processes).
Ceiling (chosen excellence): A few places you go further because it expresses who you are. The OS empowers the ceiling by giving it time, talent, and attention.
Programs aren’t the ceiling; they’re where the ceiling is expressed. If a program can’t or won’t carry the house rules, fix it—or subtract it.
Boundaries, therefore, are part of the brand. Differentiation requires the courage to say, “We’re not the right fit for this need,” and to stop admitting or designing for cases that dilute the promise. That’s stewardship, not exclusion.
Three questions for your team / trustee meetings:
Which two behaviors—delivered consistently—would make a skeptical parent see our promise?
Where are we over-serving outside our boundaries and under-serving inside it?
What will we stop doing this semester so our culture rituals (your OS) have time and talent to breathe?