H e a d o f L o w e r S c h o o l

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1 C A R E E R O P P O R T U N I T Y H e a d o f L o w e r S c h o o l C H A R L O T T E C O U N T R Y D A Y S C H O O L C H A R L O T T E, N C For a position to begin in July 2015, Charlotte Country Day School is seeking an experienced and dedicated lower school educator with excellent administrative and leadership skills. Country Day is the largest independent school in the Charlotte area with a Lower School of more than 600 students in grades junior kindergarten through four. This is an exceptional opportunity for a talented independent school administrator with a strong JK-12 vision who is eager to play a key role as a member of the senior leadership team at this first-rate independent school. Founded in 1941, Charlotte Country Day School is the largest independent coeducational college preparatory school in the Charlotte area and one of the 15 largest in the continental U.S. serving approximately 1,600 students in Junior Kindergarten through grade 12. Highly regarded for the rigor of its academic program and the breadth of its offerings in the arts, athletics, community service, and leadership, Country Day is noteworthy for a long tradition of positioning itself at the forefront of curricular innovation. In 1992, CCDS became the first school in North Carolina to offer the International Baccalaureate Diploma Program (IB) in the Upper School. Country Day also delivers a broad-based international studies curriculum that is integrated across disciplines and grade levels and English as a Second Language (ESL). With approximately 600 students in grades JK-4, the Lower School provides a nurturing environment and a challenging, inquiry-based program to children from junior kindergarten to fourth grade. With a focus on collaboration and experiential learning, the Middle School offers students in grades 5-8 an exciting educational program tailored to their needs. Upper School students participate in a rich and rigorous academic program with a full complement of honors and AP courses, and a distinguished IB diploma program. The school is located on 117 acres on two campuses. The Upper and Lower Schools are situated on the Cannon Campus. The Middle School occupies its own space, the Bissell campus, four miles away. CCDS is located in Charlotte, a lively city with a metropolitan population of 1.7 million residents that has been ranked as the nation s most livable community. With its highly educated workforce, Charlotte hosts more than 300 of the Fortune 500 companies. As the oldest major independent school in Charlotte, Country Day has a longstanding history of robust admissions demand. Nearly 70 percent of CCDS graduates join the school at the Lower School level, contributing to the creation of a caring and tight knit community. Head of School Mark Reed, now in his sixth year, is seeking to add to his leadership team a new Lower School Head with the experience and fresh vision necessary to lead this large and vibrant division. Candidates with an extensive independent school background and a deep knowledge of lower school best practices are encouraged to apply. On the web: A P P L I C A T I O N D E A D L I N E : S E P T E M B E R 2 5,

2 MISSION STATEMENT Through excellence in education, Charlotte Country Day School develops the potential of each student by fostering intellectual curiosity, principled character, ethical leadership, and a responsibility to serve. SIGNATURE STRENGTHS AND UNIQUE ATTRIBUTES Charlotte Country Day is a high-performance, high-expectations school that also sustains a healthy, positive spirit of community and common purpose. CCDS seeks to focus on the whole child and is dedicated to developing the full potential of each individual student. The esteem in which the school is widely held is reflected in exceptionally low attrition rates among families and faculty, as well as high indicators of constituent satisfaction in regularly administered surveys. Students at all levels are happily and successfully engaged in the learning process. The school s leadership team 10 senior administrators and the Board of Trustees is a stable and well-functioning group that continues to move the school forward with energy and resolve. THE STUDENT BODY CCDS students are an eager, able, diverse, friendly, and stable group that each year counts many lifers among the graduating class. Sixteen percent are persons of color, and the student body this year includes 166 students from 55 countries. Country Day graduates are regularly offered admission to the nation s most selective colleges and universities. VITAL STATISTICS Founded: 1941 Location: Two campuses totaling 117 acres in Charlotte, NC enrollment: 1,631 Lower: 606 Middle: 519 Upper: 506 Students belonging to ethnic minorities: School-wide: 16% Lower School: 5% Full-time faculty: School-wide: 151, 52% with advanced degrees Lower School: 80, 39% with advanced degrees Average faculty tenure: 11 years Endowment: $40 million Operating budget: $38 million Tuition: $14,975-$21,440 Financial aid awarded, : School-wide: $3.8 million to 17% of students Lower School: $1.3 million to 17% of students Accreditation: Southern Association of Colleges and Schools/Southern Association of Independent Schools Selected memberships: National Association of Independent Schools, North Carolina Association of Independent Schools, Cum Laude Society, International Baccalaureate Diploma program 2

3 THE FACULTY Among the signature strengths of the school is a faculty that is highly professional, deeply committed, and very experienced with an average tenure of 11 years at CCDS. Students and parents deeply appreciate both the expertise and the nurturing approach of the teachers. The faculty, in turn, speaks highly of a school culture that honors their professionalism and encourages innovation in pursuit of excellence. The faculty is engaged in a well-organized, continuous process of curriculum articulation, review, and development. A Director of Studies oversees the process in each division with the support of Academic Councils composed of representatives of the various disciplines in the Lower School and of department heads in the Middle and Upper Schools. A robust professional development program includes faculty participation in seminars and conferences, visits to other schools, visits by experts to CCDS, and competitive annual grants funding professional and personal growth experiences throughout the world. CAMPUS AND FACILITIES Both CCDS campuses are attractive and well maintained, with facilities that include three libraries, 13 science labs, eight computer labs, and many playgrounds. There is also the 400-seat Fine Arts Center. Students and faculty have high-speed wireless access to the Internet from all classrooms, computer labs, libraries, and administrative offices. Approximately 600 computers are in curricular use school wide, and faculty members have schoolsubsidized laptops. On the Cannon Campus, which is shared by the Lower and Upper Schools, five classroom buildings offer dedicated space to each Lower School grade level, and the Elizabeth Reddig Library has approximately 16,000 holdings for use by its youngest students. The Imagination Garden hosts classroom activities and recess; the Lower School Community Garden, tended during recess, provides organic vegetables served in the school dining hall. A distinctive Kiddie Café is used by Lower School students at lunch. ABOUT THE LOWER SCHOOL The Lower School is a warm and welcoming community with many beloved traditions. The dedicated faculty loves children and demonstrates an exceptional commitment to nurturing and challenging its students. The division has a longstanding commitment to collaboration and teamwork. The Lower School is integral to the larger CCDS community and benefits from the broad-based international studies curriculum. The school welcomes many international students and is proud to offer its well established English as a Second Language program. THE EDUCATIONAL PROGRAM The Lower School (grades JK-4) offers a program, schedule, and facilities tailored to the academic, social, and emotional developmental needs of young children. With its inquiry-based curriculum, CCDS offers its youngest students a balanced and multifaceted learning experience. A full description of the Lower School curriculum is available on the CCDS website, Highlights of the educational program include the following: Students have the attention of two full-time teachers, a lead and assistant, in every classroom, providing a 12:1 student teacher ratio. In addition, there are 18 special area teachers for subjects including guidance, computers, fine arts, learning center, foreign language, physical education, and science. 3

4 Units of Inquiry are components of the Lower School program. Units cross many disciplines, encouraging students to ask questions and investigate areas of history, geography, environmental science, literature and the arts, and technology. Every child in junior kindergarten, kindergarten, and grade one studies French and Spanish. Students in grades two through four specialize in either language, preparing them for Middle School. Native speaking language teachers enhance the overall program. Students visit two dedicated Lower School science laboratories for hands-on experiments with two full-time science teachers. Beginning in the first grade, Lower School students visit the Dowd Family Computer Lab for age-appropriate instruction from a dedicated computer teacher. Lesson plans are tied to the Units of Inquiry, building cross-curricular connections. The Lower School offers a vibrant arts program that involves music, drama, and the visual arts. The music curriculum is based on the Orff-Schulwerk process in which students use the voice, body, movement, and percussion instruments as tools to express their ideas and feelings. Each child in Lower School participates in a musical performance yearly. A special feature of the fourth grade experience is the presentation of a play by each class. Children participate in CCDS s award-winning daily physical education program. A Primary Prevention approach distinguishes the Lower School guidance program: Classroom guidance activities led by a guidance counselor aim to prevent minor problems from becoming major ones. ADDITIONAL FEATURES Community service projects engage the entire Lower School community with a range of outreach programs including food drives, visits to retirement homes, letter writing to buddies at a local elementary school, and book drives. Students also participate in supporting the Special Olympics, hosted annually at CCDS for the past 30 years. The Educational Resource Program assists with diagnosed learning disabilities, short-term learning needs, and study skills; the program is optional and available for a separate fee. CCDS offers a comprehensive Extended Day Program for students grades JK-8 with supervision provided until 6 pm. A range of enrichment classes are also offered, including art, chess, piano, violin, Girls on the Run, Yoga Kids, and Let Me Run for boys. Parents at Country Day have many opportunities for involvement in the school community. Whether helping out in the classroom, welcoming new families, or fundraising, parents are active partners in the education of their children. The Parents Association, Boosters Club, and newly established Friends of the Arts sponsor many events throughout the year. As Part of the Parents Association, the International Parents Board is made up of international parents and parents hosting international students. This group helps to provide support and social opportunities throughout the year, as well as oncampus international programs throughout the year. Parent Global Ambassadors work with the Office of International Studies to promote K-12 programs that promote global mindedness throughout the Country Day community. These parent volunteers take an active role in helping to welcome visiting student groups, particularly with regards to the Charlotte community. The parent ambassadors also help to provide feedback to and brainstorm new ideas with the Office of International Studies. People of Color in Independent Schools (POCIS) was established at CCDS in POCIS supports the diversity and multiculturalism of students, families, faculty, and administration and offers a platform for inclusive dialogue. 4

5 THE POSITION The Head of Lower School will join a senior administrative team that includes Head of School Mark Reed, Middle and Upper School Heads, the Chief Financial Officer, the Director of Admissions, the Director of Advancement, the Director of Athletics, the Director of Diversity Planning, and the Director of International Studies. The next Head of Lower School will lead a division team that includes the Director of Studies and Assistant to the Head of Lower School, the Early Childhood Director, and an Administrative Assistant. OPPORTUNITIES AND CHALLENGES AWAITING THE NEXT LOWER SCHOOL HEAD The Lower School is a large division that requires an experienced and capable leader. Candidates should have significant independent school experience and clear ideas regarding best practices in lower school education. Head of School Mark Reed is eager to focus the attention of the senior administrative team on creating a more seamless integration of the three divisions into a single institution with a common vision regarding curriculum and the care of students. The current structure, which includes three division-based Directors of Studies, presents certain challenges. The leader of the Lower School should expect to play a key role in promoting this school-wide priority and ensuring a smooth transition for students from the Lower to Middle School. Additional opportunities and challenges awaiting the next Head of Lower School are the following: CURRICULUM The next Lower School Head will embrace the challenge of continuing the school s history of innovation in curriculum, while also respecting the demanding workload facing faculty and students. The Lower School division has implemented many curricular changes in recent years and most Lower School community members hope the new Head will focus first on evaluating recent gains before proposing any major changes. An assessment of the current curriculum, which will include a consideration of the offerings for both gifted students and students in need of academic support, will be an important focus for the next Head. Faculty members have also expressed a desire for comprehensive training before any new initiatives are implemented, as well as providing professional development that supports the existing curriculum. FACULTY The Lower School is CCDS s largest division and as such has a sizable faculty cohort. Teachers work hard and look to their division leader for support, professional growth, empathy, and guidance. Continuing to offer exceptional opportunities for professional development will be a priority for the next Head of Lower School, as will a commitment to promoting lifelong learning. The hiring, mentoring, and evaluation of dedicated teachers will ensure a continued high standard of academic excellence. TECHNOLOGY In 2015, the Lower School will implement a 1:1 ipad program for grades three and four. Along with the school-wide Director of Technology, the next Head will oversee the rollout of this program. As a result, he or she will need to be technologically savvy and well versed in effective classroom integration of technology. Advancing and enhancing the technology at CCDS, while leading teachers and students through the transitions, will be a key component of the position. ADMISSIONS The independent school landscape in Charlotte is competitive, and families cite CCDS s admissions team as warm and welcoming a strong factor in their decision to attend. Because the Lower School is a primary entry point, the ability to welcome visitors and new families to the school community and to serve as the face of the Lower School is essential. The next Head will partner with a strong and vibrant Admissions Office as an ambassador for the Lower School. 5

6 WHO SHOULD APPLY: QUALITIES & QUALIFICATIONS The ideal candidate will offer most or all of the following qualifications and qualities: PROFESSIONAL QUALIFICATIONS Solid academic credentials, including an advanced degree, coupled with evidence of a commitment to lifelong learning. A strong record of success in, and commitment to, lower school teaching and school administration. Knowledgeable about best practices in JK-12 curriculum and curriculum planning. Ability and eagerness to play an important school-wide role as a member of the senior leadership team in a JK-12 school. Demonstrated skills in both leadership and administration of a large lower school faculty. Experience with hiring, mentoring, and evaluating faculty. Familiarity with classroom integration of technology, as well as experience with guiding a faculty to the best educational uses of technology. Commitment to international studies and its integration in Lower School curriculum. Exceptional communication skills. Professional commitment to diversity. LEADERSHIP STYLE A skilled and supportive leader of teachers who will respect and enhance their professionalism. A collaborative, consensus-building leader who actively solicits input; listens well; communicates with inspiration and clarity; and effectively delegates and empowers staff. A team-builder who will invigorate the Lower School, demonstrating a commitment to setting and maintaining a high academic standard. A proponent of thoughtful innovation who skillfully moderates the pace of change. PERSONAL QUALITIES Loves children and puts the best interests of the students first, focusing on the whole child. Intelligent, reflective, well spoken, and upholds the highest levels of integrity and impartiality. Warm, supportive, and consistent. Eager to engage actively with students and parents; committed to reinforcing the sense of the Lower School as a community of students, teachers, and parents. Appreciative of diversity and committed to the goal of maintaining an authentic, inclusive community. A broad view of the world based on experience, insight, and exploration. A sense of humor. 6

7 ANTICIPATED SEARCH CALENDAR Application deadline: September 25, 2014 Search Committee selects semifinalists: October 8, 2014 Semifinalist Interviews: October 25-26, 2014 Finalist Visits: Early November 2014 Appointment: November 2014 Start date: July 1, 2015 APPLICATION REQUIREMENTS AND PROCESS Acting on behalf of Charlotte Country Day School, Wickenden Associates is actively recruiting talented educational leaders who possess the skills, personal qualities, and experience necessary to meet the demands of this appealing leadership position. The lead consultant is Jo Butler She can be reached by telephone at Applicants should submit by Thursday, September 25, 2014, the following: A cover letter explaining why they are particularly interested in and qualified for this position. A current résumé. A statement of educational philosophy and/or other supporting material (e.g. articles or speeches) that would be useful to the Search Committee. The names, addresses, and telephone numbers of three references. (We will obtain permission from candidates before contacting references.) These materials should be sent via attachment to: searches@wickenden.com. Note: Candidates who are new to Wickenden Associates are particularly encouraged to initiate the application process as soon as possible and well before the deadline. After an initial review of applicants, the Search Committee will select semifinalists, who will be interviewed over the weekend of October 25-26, Finalists will then be invited to the school for a more comprehensive series of interviews with representatives of the school s constituencies. Ideally, a final selection will be made in November Wickenden Associates will keep all applicants informed of their status throughout the process Herrontown Road, Princeton, New Jersey Tel: Fax: Website: searches@wickenden.com 7