Greensboro Montessori School Greensboro, North Carolina Head of School July 1, 2017 www.thegms.org
Mission
We nurture children to be creative, eager learners as they discover their full potential and become responsible, global citizens.
The Position Greensboro Montessori School (GMS) is truly a unique place where children and their families learn and grow together in an atmosphere of respect, independence, and responsibility. A personalized and student-centered approach is at the core of the school’s mission to provide students with an exceptional educational experience. Following in the footsteps of Dr. Maria Montessori, a pioneer in early childhood development, the school is committed to nurturing creative and eager learners while teaching children when they are developmentally ready, understanding that each student’s path towards learning and mastery of a skill or concept is different. GMS seeks a leader for its faculty, administration, and 240 students and their families. This thriving and healthy school is looking forward to welcoming a new Head of School to respectfully honor its rich history, successfully build upon its recent progress, and effectively lead the School into the future. The new Head of School should be comfortable leaning on the existing faculty and administration to develop informed insights about the School while bringing his or her own professional leadership to the position and this exceptional school. Candidates will find GMS, and the Greensboro community, an ideal place to work, live, play, and raise a family.
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The School GMS was established in 1974 by three mothers of preschoolers who sought an alternative way to educate their children. Since its founding, the School maintains an outstanding reputation as the largest independent and preeminent Montessori school in the Greensboro area. The School draws from multiple cities throughout the Piedmont Triad Region of North Carolina. Currently, the School serves 240 students from 18 months to 14 years of age who span five divisions aligned with Dr. Montessori’s three-year cycles: Toddler, Primary, Lower Elementary, Upper Elementary, and Middle School. Twenty-five percent of the student body is comprised of students of color, and inside the School, it is not uncommon to hear parents talking in one of nearly 15 languages represented. In recent years, the School has grown its facilities, renovated the Lower Elementary and Toddler divisions, and established an endowment that is valued at $1.3 million. The School has also implemented year-round programming to ensure the community has consistent Montessori care outside the traditional school year. GMS is accredited by the American Montessori Society (AMS), the Southern Association of Independent Schools (SAIS), and the Southern Association of Colleges and Schools. GMS is also a member school of the Triad Association of Non-Public Schools and the North Carolina Association of Independent Schools (NCAIS). Parents are involved in multiple aspects of the school ranging from volunteering in classrooms to working in the gardens; attending parent education events to hosting annual galas; and cheering along sports teams to chaperoning field trips. Parent surveys reveal their collective appreciation for Montessori methodology, the School, and its faculty and administration. Engaged parents, grandparents, and friends of the School also lead the Greensboro Montessori School Community Association (GMSCA). GMSCA is a dynamic, inclusive organization that faithfully works to enrich the school experience for the GMS community. They serve to connect home and school while supporting The Search Group | Carney, Sandoe & Associates
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the School’s larger objectives. Some regular activities sponsored by GMSCA include: new family outreach, community service opportunities, the annual Fall Festival, community garden workdays, book fairs, the annual International Fair, and the School’s primary fundraising gala, the Green and White Bash.
Academics Greensboro Montessori School is different from conventional schools in that it educates students in an authentic Montessori fashion. Learning takes place not through pre-set methods and lessons laid out in textbooks, but rather it evolves from each child through a personal process of discovery. Students learn by doing, not through prescribed directives and rote repetition. They are at the center of the learning process, and are guided by teachers at appropriate times. Teamwork and collaboration among students are encouraged. At the same time, students are able to learn at their own pace and make decisions related to how learning takes place, removing any barriers to success that might be present in traditional classroom settings. Students are taught to manage their independent learning with a clear purpose, receiving ongoing feedback that builds confidence and allows them to self correct their work. Performance evaluation does not rest on test scores, but instead on assessment, portfolios, and authentic critique.
In a unique approach to learning, classrooms are mixed-age, grouping together students in three-year age spans. Students are more easily able to move onto advanced material and more complex learning strategies in this model, making continuous progress instead of waiting until the next school year. Older students serve as role models for younger ones and, in the spirit of community, everyone works together towards common goals. Learning this way helps students gain a deeper understanding of concepts and skills as they internalize what they have learned through guiding their younger peers. The Search Group | Carney, Sandoe & Associates
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The Montessori approach uses a “trio of teachers” for classroom learning. The trio includes the community of children in the multi-age group, the educational environment that is equipped with hands-on materials, and the adult teacher. The classroom teacher serves as an observer and guide, allowing students to be at the center of their learning and providing them with wisdom and consideration as they shape their own paths. The faculty are carefully selected and trained teachers who are certified for the ages they teach. A student-to-teacher ratio of 10:1 allows for the individualized attention that is at the heart of the School’s learning experience.
Toddler Children ages 18 months to three years are part of the Toddler program at GMS. These youngest learners are provided an environment that is safe and orderly and allows them the freedom to explore and learn independently. Child-sized shelves with specialized activities that are rotated based on a child’s changing developmental needs offer hand-on access to experiences in areas of the curriculum such as Practical Life, Sensorial, and Language Development. Children are encouraged to choose work freely and teachers observe students continuously ensuring their educational needs are being met.
Since children at this age are at a heightened period for learning languages, communication skills are an integral part of the curriculum. Teachers encourage students to express themselves to each other often, and assist them in understanding how to communicate appropriately and effectively. Believing that the outdoors is a natural extension of the classroom, students in the Toddler program spend time outside each day refining their large motor skills on the toddler playground that includes climbing apparatuses, a sandbox, and a track for riding scooters and tricycles. With teachers as guides, toddlers also have access to the gardens and wooded areas on campus in which to explore and discover nature. The Search Group | Carney, Sandoe & Associates
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Primary The academic program for students ages three to six is marked by a core curriculum of well-planned lessons paired with specificallydesigned age-appropriate materials. Students in the Primary program are encouraged to explore, cooperate, and gain academic and social independence while they acquire a breadth of skills over this three-year cycle. Teachers are highly skilled at creating opportunities that meet the developmental needs of each student in this mixed-age community. Practical Life exercises teach students about caring for themselves, for others, and for the environment. Skills in observation and descriptive learning are developed through Sensorial activities that also introduce Mathematical concepts through manipulating concrete materials. Language development continues in the Primary program, laying the foundations for reading and writing skills. As students are still in the prime period of language learning, Spanish lessons are also held by a native speaking teacher. The Primary classroom provides students with experiences in culture and history, music and art, science and the environment, and peace education. Ample time is given for children to enjoy unstructured play in the school’s wooded areas and gardens, enhancing their curiosity, allowing them to develop concentration and observation skills, and teaching them to protect and appreciate the natural world. Cultural activities, that might include learning about traditions or history, help children respect differences and understand our basic similarities. Children in the Primary program also learn how to work through conflict with their peers. When conflict arises, students gather at the “Peace Table� to share their stories about the situation and initiate ideas for resolution. This process is used though the Upper Elementary classes.
Lower Elementary Children ages six through nine in the Lower Elementary program study an integrated curriculum that builds skills in the core areas of reading, writing, and math as they explore cultural subjects such as physical science, biology, geography, history, social studies, the arts, and Spanish. These curious learners are supported by manipulative materials, as well as classes in physical education, art, and music, that allow them to develop and refine skills that will prepare them for this next stage in their learning journey.
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The Five Great Lessons form the foundation of the Lower Elementary curriculum: The Creation of the Universe, The Coming of Life, The Coming of Human Beings, The History of Writing, and The History of Numbers. These introductory lessons point students toward further learning through hands-on experiments, reading, writing, and presentation, and utilize and expand upon the skills they need to become independent learners. All subjects are integrated to give students an understanding of the interconnectedness of everything in the universe. Field trips augment lessons in history or science, and older students have the opportunity to participate on overnight trips. Use of the gardens further promotes understanding of the delicate balances with nature, and many outdoor activities are tied back to lessons in botany, physical science, and environmental science.
Upper Elementary Building and expanding upon Lower Elementary, the Upper Elementary curriculum for students ages nine to 11 allows for a further exploration of a range of topics and subjects. Students at this age are still curious and inquisitive, but they begin to use more abstract ways of reasoning and deeper research to solve their questions. Several key components make up the Upper Elementary curriculum. Language education consists of grammar, writing, and reading. Students complete an in-depth course in narrative research writing that prepares them for the intensive writing of Middle School. Mathematics instruction is taught depending on each student’s needs, pace, and learning style. Concrete materials continue to build on their math foundation while introducing the beginnings of algebra, base systems, and other advanced topics. History explores The Montessori Timeline of Life, and studies in physical science, chemistry, and geography are folded into the curriculum. Science and environmental studies are enhanced through use of the school’s gardens and the Land Lab campus for research and exploration. Students at this level learn to use MacBooks and iPads in a safe and responsible way, with easy access to these tools through a classroom technology cart. Each student has a Google Drive account, The Search Group | Carney, Sandoe & Associates
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making it easy to access projects at school or at home, and access to Google Classroom for weekly schedules and assignments. Smartboards are used in the classroom both as part of the interactive learning experience and for use during projects and presentations. Peace education continues in Upper Elementary, supporting children as they become effective communicators and work to resolve conflicts peacefully. Additionally, community service is an important aspect of this level. Students take responsibility for maintaining the environment through caring for classroom pets and plants, recycling and composting, and participating in service projects in the Greensboro community.
Middle School Middle School is an exciting time at Greensboro Montessori School. Students ages 11 to 14 are experiencing significant growth and change, and the curriculum is carefully crafted to meet the cognitive, social, emotional, and physiological needs of these students. A core team of teachers plan and implement a rigorous curriculum that is based on Montessori principles, incorporates state educational guidelines, and reflects current best-practices and research being done on adolescent development and learning. Teachers ensure the curriculum is integrated thematically across all subject areas and provides a culmination to the early childhood and elementary Montessori classroom experience. In addition to the core academic curriculum of humanities, science, and mathematics, students are offered a full range of performing and visual arts courses, computer skills, and continued studies in Spanish language and culture. Environmental education continues through gardening and permaculture on-campus activities and at the School’s 40-acre outdoor campus, the Land Laboratory (the “Land�) facility in Oak Ridge, North Carolina. This outdoor education program, now in its tenth year, emphasizes lessons in sustainability, creativity, and collaboration. Students camp for three The Search Group | Carney, Sandoe & Associates
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nights and four days, without electricity and transport water in jugs and student-made “chariots” made from old bicycles. Students spend their days in rotations linked to the curriculum and engaging in team problem-solving activities. The Land is one of few Middle School outdoor experiential programs in the southeast. Other multi-day field trips are available to Middle School students as well, including visits to Washington, D.C., Tucson, Arizona, and a trip to Costa Rica for eighth graders. Middle School also features numerous programs that support students’ transition into adolescence and focus on practical life skills, central to a Montessori education. A three-year Adolescent Transitions and Wellness Program meets the needs of young people as they undergo major life changes to adulthood. Community Meetings allow students to meet to achieve mutual goals while practicing democratic governance and leadership skills. Advisory Groups offer students the chance to meet with a faculty member for emotional and academic support. Community Service opportunities continue in Middle School as well.
Athletics Middle School students in grades six through eight are encouraged to participate in co-ed intramural team sports with the Independent School League that competes with other area independent schools. Emphasis is placed on positive, cooperative team play rather than competition. Boys and girls play on teams together and effort is made to give equal playing time. Middle School sports include volleyball, cross country, basketball, flag football and soccer. Upper Elementary students are also invited to participate in cross country.
Physical Campus The GMS campus includes three buildings with dedicated classrooms for each division, expansive permaculture gardens, multiple playgrounds, and a gymnasium that includes an athletic court, lateral climbing wall, performance stage, and commercial-grade teaching kitchen. The stage doubles as a
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music classroom, and the kitchen supports the School’s culinary arts program. The School also has a library filled with over 10,000 volumes ranging in content for every child in the School, as well as a professional library for faculty and parents. The outdoors are used as a natural extension of the classroom. Roughly 20% of the campus is devoted to a wooded natural area with paths, an amphitheatre, musical instruments, and shelters. More traditional playgrounds include gross motor equipment for all levels of development. The grounds also include a sport field which hosts the Middle School’s intramural sports program. Another large part of campus is dedicated to three permaculture gardens maintained by students and the faculty. One of the most exceptional aspects of campus life occurs at the School’s sister campus, the Land. Just 15 miles from the main campus, this 40-acre wooded retreat is home to the Middle School Land Program which has gained accolades from educators across the nation. Many graduates consider the Land Program the highlight of their Middle School experience.
Greensboro, North Carolina Greensboro is the third largest city in North Carolina with a population of nearly 280,000. In the mid-18th century, Quaker migrants from Pennsylvania settled in the area and soon it became the most important Quaker community in North Carolina. Greensboro was established near the center of Guilford County, located among the rolling hills of North Carolina’s Piedmont, situated midway between the state’s Blue Ridge and Great Smoky Mountains to the west and the Atlantic beaches and Outer Banks to the east. The International Civil Rights Center and Museum preserves the physical and symbolic role Greensboro played in the civil rights movement. On February 1, 1960, four students from North Carolina Agricultural and Technical (NC A&T) University sat at a whites-only counter at Woolworth’s and asked to be served. They remained seated despite being refused service and receiving The Search Group | Carney, Sandoe & Associates
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subsequent threats. Thus, the Sit-In Movement, part of Greensboro’s long and active history with the civil rights movement, was born. Downtown Greensboro has grown substantially in recent years, with an active nightlife with many restaurants, bars, and other attractions. The area features an award-winning, neo-traditional style that is walkable and full of amenities and services. It’s also home to an active and diverse arts community, and each year residents enjoy a variety of nationally-acclaimed events and performances. Theaters and museums are popular places for tourists and locals alike to enjoy ballet performances, symphonies, and other cultural events. The city is spotted with parks and gardens in which to enjoy the four distinct seasons Greensboro experiences. Numerous minor and amateur leagues play in the Greensboro area, and the city hosts many sports tournaments each year in its state-of-the-art facilities.
Opportunities and Challenges Greensboro Montessori School is a diverse school with a close-knit environment that is fully supportive and respectful of each individual student. The highly credentialed faculty is dedicated to the students and to the Montessori philosophy of educating students to be independent learners utilizing sensorial materials and hands-on activities. Outdoor education is at its best at the School, with gardens, the Land, beehives, and countless opportunities to experience the natural world in work and play. A well-balanced Montessori curriculum of arts, academics, and physical activity support the whole child and meet individual student needs. The School has a commitment to educating responsible global citizens, including instruction in Spanish and an integrated geography and world cultures program beginning in the Primary program. Students grow as respectful young learners through the School’s peace curriculum which fosters self-knowledge along with grace, courtesy, and skill at conflict resolution. The School is undoubtedly thriving and the next Head of School stands poised to join an exceptional educational institution. As with any school, GMS also presents the next Head with a number of opportunities and challenges: • Strengthening enrollment through recruitment and retention efforts, defining and promoting GMS’s unique place in the competitive Greensboro market place. • Providing teachers with meaningful, growth-focused evaluations and with professional development to enhance programs and instruction. • Organizing and developing a school-wide leadership team that in recent years has experienced several Head of School transitions. • Assessing and improving campus facilities to enhance the Montessori learning environment while satisfying parental expectations for outstanding facilities. • Enhancing financial sustainability through careful financial planning, enrollment growth, and fundraising efforts. • Working in partnership with the Board of Trustees to continue its work surrounding the stragetic vision of the School and the addition of a 9th-grade program.
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Qualifications and Qualities of the Next Head of School The new Head of School must be committed to the School, its students, and the Montessori approach. He or she will serve as the face of the School both internally and externally in the greater Greensboro community. Experience with both the academic and business side of leading a school is preferred, and candidates should have experience working with a highly motivated and talented faculty, an active Board of Trustees, and an engaged parent community. In addition, the following are preferred qualifications and qualities of the next Head of School: • An experienced educational leader who is an enthusiastic supporter of and knowledgeable of Montessori philosophy and pedagogy • Someone who truly enjoys working with children and desires to become fully engaged in their school experiences • A visionary who can lead strategically and encourage innovation and creativity in programs and pedagogy • Excellent communicator, capable of listening, public speaking, and promoting GMS in admissions and development • Decisive leader who will collaborate with administrators and faculty across division lines and inspire confidence • Someone who will work to ensure that the community retains its welcoming and caring culture • Financial acumen for budgeting and financial sustainability • Independent school educator experienced in working with boards
To Apply Interested and qualified candidates should submit electronically in one email and as separate documents (preferably as PDFs) the following materials: • • • •
A cover letter expressing your interest in this particular position A current resumé A statement of educational philosophy and practice List of five (5) professional references with name, phone number, and email address of each to:
Marlene Shaw Senior Search Consultant marlene.shaw@carneysandoe.com
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