In his book "Five Minds for the Future," Howard Gardner argues that schools should teach students to think in the manners specific to particular disciplines. Teaching students these ways of thinking--these conceptual frameworks so that they are able to gain deep insight into a topic and use the skills to solve other complex problems--should be, according to Gardner, the backbone of secondary and collegiate education. However, more often than not, memorization trumps disciplined thinking in the classroom. "Mission," "identity," and "vision" are the backbone of thinking creatively and systematically about a school. This template asks that heads understand these dimensions of their respective schools and thoughtfully connect these understandings. This "macro-thinking," combined with a rudimentary knowledge of the virtuous cycle, has the power to unleash the potential of a school, often producing results far greater than heads and trustees could have imagined. Striving to generate or reinforce a school's virtuous cycle should be a primary goal of any head. Utilizing the virtuous cycle requires the head to research and analyze her school's mission and identity, and from that research and analysis create a compelling vision. Once this vision is established, the school is poised for unleashing the power of the virtuous cycle.