Ethical Culture Fieldston School Bronx, New York Middle School Principal July 2017 ecfs.org
The Position
MISSION “The ideal of the school is not the adaptation of the individual to the existing social environment; it is to develop individuals who are competent to change their environment to greater conformity with moral ideals.” - Felix Adler, philosopher, humanist, & founder.
FAST FACTS • • • • • • • • • • • • •
Founded: 1878 Grades Served: Pre-K - 12 Students: Approx. 1,700 Middle School: 390 Faculty: 325 Campuses: 2 Locations: Manhattan & the Bronx Divisions: 4 Mascot: Eagle School Colors: Orange & Blue Students of color: 34% Faculty of color: 15% Accreditations: NAIS, NYSAIS
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Situated on two stunning campuses in New York City, the tight-knit community at Ethical Culture Fieldston School is setting a model for progressive education in the 21st century. The ideals and values of ECFS founder, Felix Adler, continue to inspire and motivate a talented, engaged, and diverse school population of approximately 1,700 students and 325 faculty. The ECFS classroom functions as a laboratory, the city as an extended classroom. Passionate teachers guide students in becoming critical, creative thinkers who learn by doing. At the very core of ECFS is a commitment not only to academic rigor, but to ethical education. True to its name, Ethical Culture Fieldston School endeavors to instill a foundation in ethics beginning in its earliest grades. Ethics lessons are integrated into the ECFS curriculum, as well as taught as discrete courses. As students move through the School, their purpose gradually becomes clear: to be sharp and daring thinkers, upright citizens, and agents of positive change. The recent appointment of Jessica Bagby as Head of School has been met with excitement. Her deep leadership experience at highly respected schools in New York and Atlanta, and her delight at joining the ECFS community, ensures that the ECFS mission and vision will be further strengthened in coming years. Bagby’s educational philosophy is closely aligned with that of ECFS, and the Board is tremendously optimistic for the future of the School under her leadership. ECFS seeks a new Principal to lead the Fieldston Middle School effective July 2017. The youngest of the School’s four divisions, Fieldston Middle brings the student-centered, progressive approach that sets ECFS apart to the particular needs of adolescents. The Middle School is currently under strong interim leadership, but the School’s administrators and Board are eager to find a long-term leader who is deeply aligned with the progressive mission of ECFS and prepared to lead the middle school division for years to come.
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School History In 1878, under the direction of Felix Adler, the non-secular Ethical Culture Society established a free kindergarten called the Workingman’s School. At a time when educating children from poor communities was unconventional at best, the Workingman’s School grew with remarkable swiftness. The School’s initial enrollment of eight students surged to 51 in just two years, setting in motion a rich history of committed, progressive, and ethical education. Adler’s approach elevated the role of the creative and manual arts alongside rigorous academics. His emphasis on the development of students’ moral and psychological development, coupled with his commitment to serving a deeply integrated, coeducational, and diverse student community is still evident in the School’s programs today. The Workingman’s School changed its name to Ethical Culture School in 1895, establishing a secondary school program four years later. The entire School relocated to its landmark Manhattan site at 33 Central Park West in 1904. The Ethical Culture division, one of the School’s two elementary programs, still occupies this building today. ECFS continued to expand after the turn of the century. In 1928, the high school division moved to its current location on Fieldston Road in the Riverdale section of the Bronx, and was aptly named the Fieldston School. The second elementary division (Fieldston Lower) was established in Riverdale five years later. In 1995, the New York Society for Ethical Culture voted to approve a legal separation of the School from the society, but the School has retained the name and core principles that bound it to the society for so many years. The fourth and newest division of ECFS— Fieldston Middle—was founded in 2007. Today, ECFS continues to affirm the values of its founder, providing an ethics-based progressive education to a diverse population of students. The School’s current Strategic Plan seeks to embrace this mission and founding values more tightly, setting goals that will enable ECFS to promote its innovative and inspirational model of progressive education, revitalize Adler’s ethical imperative, and nurture and sustain all of its resources.
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The School Committed to academic excellence, ethical learning, and progressive education, ECFS offers a rich and challenging curriculum in the humanities, sciences, and arts. A coeducational, non-sectarian independent school, ECFS serves a broad range of students and families on two distinctive campuses: one in the Riverdale section of the Bronx, the other in Manhattan’s Upper West Side. ECFS prides itself as one of the most diverse independent schools of its size in the country, with 34% of its student body identifying as students of color. Fieldston’s committed, passionate teachers have created a student-centered community that is attentive to individual student interests and learning styles. Teachers and students enjoy relationships that are respectful, informal, and collaborative. In July 2016, ECFS welcomed Jessica Bagby as Head of School. Jessica brings with her a deep commitment to creating communities that are, as she describes, “defined by mutual respect and responsibility as well as shared learning and wisdom.” Before joining ECFS, Jessica served as the Upper School Head and Assistant Head of School at Trinity School in New York City. Previous to that, Jessica spent twenty-one years at The Westminster Schools in Atlanta, Georgia, where she was an English teacher, English Department Head, Dean, and Upper School Head. In her opening address to the community (full transcript can be viewed here), Jessica articulated her priorities for the year: assuring an exemplary and coordinated progressive educational program; attracting, supporting, and retaining excellent leadership; and cultivating a culture of care throughout the school community. With her deep and rich experience as a teacher and leader in independent schools, Jessica Jessica Bagby, Head of School is looking forward to fostering a collaborative learning community that will prepare students for “engaged citizenship and lives of conscience, purpose, and ethical action.”
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Fieldston Middle The newest division of ECFS, Fieldston Middle offers a bridge between the elementary and high school experiences that is both nurturing and confidencebuilding. Students are encouraged to take ownership of their educational journey and build a sense of intellectual independence alongside a moral and ethical sensibility. Teachers empower students to do their best work in an environment that is sensitive to the developmental needs of adolescents, one that fosters those moments of connection and collaboration that are so critical during the middle school years. The curriculum at Fieldston Middle comprises English, history, mathematics, science, and modern languages, in addition to robust programming in the arts, music, and physical education. All sixth graders participate in instructional and intramural P.E. classes, while seventh and eighth graders have the opportunity to compete in interscholastic sports. As of fall 2016, middle schoolers have additional opportunities to pursue areas of academic, artistic, or social interest via Fieldston’s new after-school program. Closely entwined with the overarching ECFS mission, the after-school program’s courses promote artistic expression and cultural literacy. The first set of courses cover topics ranging from digital music and photography to a maker’s club and an exploration of “Africans in the Diaspora.” Arts The arts comprise an important part of the middle school curriculum. The school’s strong dance, music, theatre, and visual arts programs reflect Felix Adler’s vision of studentcentered, hands-on learning brought to life across the disciplines. With a focus on physical materials and structured assignments, Fieldston Middle’s visual arts program encourages students to translate their life experiences and passions into artistic expression. In sixth grade, students meet twice a week with a talented art instructor to learn fundamentals and discover value in the artistic process, including mistakes, as they chart their own creative path. Seventh graders take several multi-week class series that focus on a specific artistic field and are taught by an expert in that particular craft, while eighth graders choose from a broad range of electives that include ceramics, sculpture, architecture, painting and drawing, printmaking, and film production.
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Similarly, the music program expands beyond general music instruction. In addition to learning music theory, history, and appreciation, every student is required to select a musical specialty—whether an instrument or voice—and pursue its study for a minimum of two years. Sixth and seventh graders build the essential skills to perform in a large ensemble, with the option to continue in eighth grade and beyond. Fieldston Middle’s theatre and dance program is versatile and student-centered, nurturing each student’s mind, body and spirit. The curriculum offers students introductions to drama and acting, technical theatre, and dance, as well as the opportunity to participate in at least one stage production each year. Ethics A critical component to every student’s experience at ECFS, the ethics program in the Middle School is designed to encourage students to reflect upon their experiences at each stage of development. The middle school curriculum responds to the moral issues and experiences specific to adolescence, expanding students’ understanding of their individual role and purpose in the world as well as the wider field of ethics. Through student-led discussions, peer-to-peer learning, and guidance from high school mentors, middle schoolers at Fieldston explore topics of eco-literacy and sustainability, the complexity of identity, and integrity in moments of conflict and decision-making.
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Global Learning The Strategic Plan at ECFS emphasizes the importance of preparing students to thrive in our increasingly global society. The Global Learning program at EFCS offers Middle and Upper School students the opportunity to enhance their classroom learning through international travel and study abroad. Seventh and eighth graders at Fieldston Middle have the opportunity to travel to Spain, Quebec, or Rome during their spring term, engaging in cultural and language immersion. Upon reaching high school, students’ global learning opportunities broaden further to include Japan, French Guiana, Japan, Germany, Poland, Czech Republic, and the Bahamas.
Ethical Culture, Fieldston Lower, & Fieldston Upper Ethical Culture Fieldston School’s commitment to an excellent and engaged education begins with its youngest students. At the Ethical Culture and Fieldston Lower campuses, students in Pre-K through Grade 5 learn to recognize and respect multiple perspectives. They develop a deep understanding of the world around them, engaging their creativity and imagination in the learning process. High quality academics combine with a pervasive respect for all people and points of view, as teachers foster values of justice, fairness, and empathy. Elementary education is viewed as an evolving journey for teachers as well as students at ECFS. Faculty members formulate each grade’s curriculum around an essential question; this question becomes the core of student learning for the year. Respect for the whole child is ubiquitous and each child’s learning style is honored. The classroom climate of the lower school divisions invites collaboration, thoughtful dialogue, and mutual respect. Fieldston Upper’s progressive program emphasizes intellectual curiosity, academic excellence, ethics, and community involvement. Teachers strive to help students achieve the optimal balance that characterizes progressive education: ethical learning, academic excellence, and independent thinking. Character and academics have equal billing at Fieldston Upper. Students become leaders who are compassionate and fearless; they hold themselves to high standards in both intellect and emotional intelligence.
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Physical Campuses The Ethical Culture School occupies a beautiful, historic, seven-floor building on the corner of 63rd Street and Central Park West in Manhattan. Its attractive classrooms, administrative offices, and rooftop playground overlook Central Park. The Tate Library plays a central role in student learning by creating and sustaining a culture of reading, helping children develop research skills, and introducing new technologies. As a part of the School’s Strategic Plan, a task force recently conducted extensive research and data collection prior to presenting a proposal for the improvement of the Tate Library’s physical space, curriculum, resources, and personnel. An architectural firm has been hired and renovations are underway to convert this emblematic part of campus into a 21st-century hub for learning, research, and collaboration. Fieldston Lower, Middle, and Upper Schools are housed in the Riverdale district of the Bronx, just a 15-minute drive from the Upper East Side and the Manhattan campus. Students enjoy the benefits of a small and comfortable campus environment in one of the greenest areas of New York City. The School also owns and maintains a recently renovated home just a few blocks from the Fieldston campus, which serves as a residence for the Head of School. The recent expansion of the Fieldston campus supports excellence at every level. The 48,000 square-foot academic building is LEED certified and incorporates many “green” features, such a vegetative roof garden frequently used by faculty and students in curricular activities. Other renovations include new performing arts and music spaces, dining hall and kitchen, student commons, and all-school admissions suite. Fieldston’s athletic facility, opened in 2007, supports an expansive physical education program for both Middle and Upper School students. Spanning 38,000 square feet, the facility includes a double gymnasium in which two fullcourt basketball games can be played simultaneously, as well as a fitness center, training rooms, and two physical education classrooms. The School’s sixlane, competitive-length pool is housed in an adjacent 12,000 square-foot building.
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New York, NY The most populous urban center in the United States, New York is a global power city with significant influence in nearly every sector. Divided into five boroughs—Brooklyn, Manhattan, Queens, the Bronx, and Staten Island—each section of the city exudes distinctive character as well as a collective pride for its famed NYC identity. New York City offers something for everyone. From its theatre houses to its music halls to its sports stadiums, New York City is known for producing some of the best arts and entertainment in the world. Several of the country’s most famous attractions are found in NYC—the Empire State Building, the Chrysler Building, Rockefeller Center, Broadway, and Times Square—while our national trade and commerce is steered from Wall Street’s Stock Exchange. Several distinguished colleges and universities call NYC home as well, including Columbia University, New York University, Cooper Union, Fordham University, and St. John’s University, as well as many highly regarded schools for art, fashion, and design. A bustling center for finance, tourism, retail, media, theater, and education during the day, “the city that never sleeps” remains vibrant at all hours, thanks to its vast array of worldclass restaurants and lively nightclub scene. The Riverdale section of the Bronx is an historic neighborhood of approximately three square miles in size. Much of this space is reserved for abundant green spaces and public parks. Riverdale’s high elevation affords residents stunning views of New York City’s landmarks, from the skyscrapers of Manhattan to the George Washington Bridge and the Hudson.
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Opportunities and Challenges The new Principal of Fieldston’s Middle will have the opportunity to join an outstanding school and partner with an established, dedicated, and collaborative faculty. The community is eager to find a permanent principal who shares the love of working with middle school aged students that is evident amongst the current faculty and staff, and who intends to lead the division for years to come. The ideal candidate will have extensive teaching experience at the middle school level, a proven track record as a leader, and background in progressive educational philosophy. S/he will have the opportunity to spearhead a process to alter the Middle School’s schedule to ensure that it is achieving the best possible environment for teaching and learning. S/he must feel a deep connection to the founding ideals of the School and demonstrate commitment to continuing the ECFS mission as defined by its founder Felix Adler. Further, the School is looking for someone in possession of character and presence who can connect with students, parents, and faculty alike and help to deepen and strengthen the division’s identity as a middle school. S/he will also be someone who leads by example, demonstrating commitment to the wellbeing of students and the entire Fieldston community and working to build consensus through collaboration with many different constituencies.
Qualifications and Qualities of the Next Middle School Principal The next Principal of Fieldston Middle School will ideally be:
• A seasoned educator and administrator with experience both teaching and • • • • • • • • •
leadership experience at the Middle School (Gr. 6-8) level; Committed to the School’s philosophy, and the vision and ideals of its founder, Felix Adler; Student-centered and progressive in educational philosophy; Someone who can help the division further establish its identity as a middle school division, while keeping in step with the broader, K-12 institution; Someone with a deep commitment to matters of diversity and inclusion; Someone with character and presence, who is approachable to all constituents A good listener who values process and can build consensus from the input of faculty and students; A thoughtful, reflective, and decisive leader; Someone with a sense of humor; An exceptional communicator.
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To Apply Interested candidates should submit the following materials as separate PDF attachments in one email:
• Cover letter expressing interest in the Ethical Culture Fieldston Middle School
position; • Current résumé; • Statement of educational philosophy and practice; • List of five references with name, phone number, and email address of each. (References will be contacted only with the candidate’s permission.) Please send all materials to Sherry Coleman and John Faubert of Carney, Sandoe & Associates: Sherry Coleman | John Faubert sherry.coleman@carneysandoe.com | john.faubert@carneysandoe.com Senior Search Consultants Carney, Sandoe & Associates 44 Bromfield Street, Boston, MA
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