St. Anne’s-Belfield School Charlottesville, Virginia Head of the Learning Village (Pre-School - Grade 8) July 1, 2017 www.stab.org
The Position St. Anne’s-Belfield School in Charlottesville, Virginia, seeks its next Head of the Learning Village (Pre-School – Grade 8) to lead a community of 529 Pre-School through eighth grade students.
Mission Our mission is to prepare our students for life by inspiring in each individual an excitement for learning and the pursuit of academic excellence; to instill sound ethical standards of behavior; to foster understanding, tolerance, and respect for others, and to encourage active responsible citizenship.
Philosophy We at St. Anne’s-Belfield believe that the transmission of knowledge, the encouragement of curiosity, the development of rational thought, and the cultivation of responsible, honorable behavior are the great ends of education. In asking students to master a specific body of knowledge, we seek not to impart knowledge alone, but to instill the lifelong habit of learning. Although we expect our graduates to be prepared for the nation’s finest colleges and universities, our true purpose is to create a challenging yet charitable atmosphere where students gain skills necessary for both creative and disciplined thought, where they have opportunities to achieve in athletic and artistic endeavors, where they understand their responsibility as a member of a community, and where high expectations for both their personal and intellectual lives are complemented by the School’s commitment to nurturing students in the spiritual dimension of life.
The Head of the Learning Village reports directly to the Head of School and is a member of the Senior Administrative Team. This person is charged with ensuring the continuing excellence of all aspects of the Learning Village’s operation in the context of the School’s mission statement. St. Anne’s-Belfield has benefitted from a decade of remarkable growth and inspired leadership. This is an opportunity for the Learning Village to solidify and deepen its campus identity as a unified community in which students from age 2 through grade 8 can grow, thrive, explore their interests, and realize their gifts.
School History St. Anne’s-Belfield School is the product of the merging of several strong academic traditions and enjoys a rich heritage reaching back to the opening of The Albemarle Female Institute in 1856. St. Anne’s was founded in 1910 as a boarding school for girls under the Episcopal diocese. In 1970, it merged with Belfield, a co-ed day school, and in 1974 Saint Anne’s-Belfield graduated its first class. In 1985 the School became independent of the Diocese. The School has evolved into one of the region’s preeminent academic institutions. Following Reverend George Conway’s tenure as Headmaster for almost 25 years, David S. Lourie, a graduate of Roxbury Latin, Yale and Columbia, has served as Head of School since 2006.
The School St. Anne’s-Belfield is a coeducational day and boarding school for students in Pre-School (starting at age two) through grade 12. For more than 100 years, the School has provided students with a multi-dimensional education experience that encourages them to grow into compassionate, engaged citizens. With an enrollment of 900 students, the student body is diverse, represented by
The Search Group | Carney, Sandoe & Associates
1
search@carneysandoe.com | www.carneysandoe.com
17 countries and 25% students of color. More than 4,000 alumni are spread across the globe in a dynamic network, and every day they engage with and impact their local communities. The faculty are well-educated and experienced, with 82% possessing an advanced degree. A generous professional development budget and proximity to the University of Virginia allow the faculty to continue their own education—100% of faculty members participate in professional development activities each year. Once hired, faculty members stay at the School for an above-average tenure. Faculty members are encouraged to think of themselves as part of a pre-school through grade 12 school community, and to continue developing their curriculum and pedagogy with their colleagues. In addition to the rich offerings of the School’s academics, art, and athletic programs, two other sacred traditions remain essential to the School’s mission: the Chapel Program and the Honor Code. Chapel speakers include students, faculty, parents, alumni, and a multitude of guest speakers. In the midst of the busyness of the school week, the ecumenical chapel services provide a time and place to listen and reflect. The Honor Code preserves an environment in which honorable behavior is the standard for all conduct. The School is accredited by the Virginia Association of Independent Schools, whose accreditation process has been approved by the Virginia Council for Private Education as authorized by the Virginia State Board of Education.
Academics At St. Anne’s-Belfield, challenging academic curricula matched with unique and innovative learning opportunities create an environment in which curiosity and inquiry flourish at all levels. The School’s mission is to encourage curiosity and foster a love of learning in its students, inspiring them to be The Search Group | Carney, Sandoe & Associates
2
search@carneysandoe.com | www.carneysandoe.com
bold in the pursuit of their personal goals. While the School expects its graduates to be prepared for the nation’s finest colleges and universities, its true purpose is to create a challenging yet charitable environment in which students gain skills necessary for both creative and disciplined thought. Encouraging life-long learning, not simply imparting knowledge, is the foundation upon which its challenging curriculum is built and its myriad of classes developed. The Pre-School to grade 12 curricula maintain an intentional focus on the building blocks of all learning: reading, writing, and manipulation of numbers. Students at all levels study English, history, mathematics, science, and foreign language; instruction in the visual and performing arts, and in physical education, completes the required curriculum. As students move to the Upper School, there are various ways of completing the graduation requirements, each designed for students of varying abilities and experience in a given discipline. Essential questions guide each curricular unit in each discipline.
Learning Village Named as a nod to the School’s neighbor, the University of Virginia—Thomas Jefferson’s “academical village”—St. Anne’s-Belfield’s Learning Village provides a safe, warm, nurturing environment in which all students are known and supported in their individual interests and pursuits. The Learning Village includes three divisions: Pre-School (Age 2-Junior Kindergarten), Grades Kindergarten-4 (the West wing), and Grades 5-8 (the East wing).
Pre-School Serving as the first step on the educational journey through the School, the Pre-School (ages 2 4) and Junior Kindergarten programs are designed to emphasize emotional, social, physical, and
The Search Group | Carney, Sandoe & Associates
3
search@carneysandoe.com | www.carneysandoe.com
cognitive development. Class sizes are small, ensuring that faculty know each child well. The PreSchool program is designed for children to interact and learn in mixed age groups. Each day consists of independent play, teacher-directed group activities, and individual instruction. The teachers use a team-teaching approach—two teachers collaborate extensively to implement the program in a 10:1 student/teacher ratio. Junior Kindergarten creates a bridge between Pre-School and Kindergarten. Extended educational experiences prepare young learners for the exciting world of the Learning Village. The lead teacher creates a dynamic learning environment with opportunities for teacher-directed and self-directed learning activities. The classroom includes learning centers to foster creativity and support learning.
The Learning Village Grades K-4 (West wing) The Learning Village Grades K-4 creates an intimate educational environment which encourages students to explore and question their world. The program nurtures students’ natural curiosity while teaching basic skills and fostering social, creative, and academic development. Teachers are attentive to each child’s individual learning needs and know each student well. The curriculum includes reading/language arts, mathematics, and writing. In addition, students also study science, history/ geography, Spanish, visual and performing arts, library/media, and physical education. Students also apply mathematical knowledge from the Singapore Math program and basic coding into computer science. In a setting that teaches basic academic skills alongside project-based learning activities, students develop perseverance as they generate questions, solve problems, and collaborate with peers. A weekly Chapel service, assemblies, an assortment of after-school classes, and field trips complement the Learning Village K-4 schedule.
The Search Group | Carney, Sandoe & Associates
4
search@carneysandoe.com | www.carneysandoe.com
The Learning Village Grades 5-8 (East wing) In Grades 5-8, the Learning Village curriculum weaves together traditional content and skills with new forms of pedagogy and learning by reimagining the academic context in ways that provide students opportunities to learn through a variety of methods: collaboration, seminar discussions, student-centered activities, and real-life problem solving requiring critical and creative thinking. All students study English, history, mathematics, science, world languages (Spanish, French, or Latin), and fine arts, and participate in physical education or sports. The Quests program is a new component of the curriculum in which course options are shaped around questions, with classroom teachers facilitating group explorations rather than leading a set syllabus. Interdisciplinary study also begins here, as evidenced by the humanities program (combined English/history) commencing in fifth grade, or the Computer Science Initiative, which brings together mathematical reasoning gleaned from the K-6 Singapore Math program and basic coding. The FAB Lab is our own version of Google’s ‘20% Time,’ adapted to be developmentally appropriate for young children brimming with natural curiosity and plenty of questions. Teachers supplement curricular academics with the habits and skills of student-initiated learning. Away from the traditional classroom, students can challenge themselves through adventure education, such as backpacking, mountain biking, and rock climbing. In each of these curricular pursuits, the approach to learning is flexible in order to meet the learning needs of a diverse group of students.
Upper School The Upper School program for students in grades 9-12, designed specifically to shape young adolescents into mature students able to work at the collegiate level, offers both structure and freedom. The academic core curriculum recognizes the college preparatory mission of the Upper School, while elective offerings afford opportunities for self-expression and growth. By senior year, students are afforded a variety of academic options, including electives, senior seminars, and
The Search Group | Carney, Sandoe & Associates
5
search@carneysandoe.com | www.carneysandoe.com
independent study opportunities. Signature programs in the Upper School include Intensives, threeweek immersive small-group classes taken between Thanksgiving and Christmas breaks that often focus on a subject indirectly related to the curriculum; the senior Capstone Thesis, a yearlong fullcredit course designed by each student under the guidance of a faculty member; and Renaissance Reading, an extra-curricular opportunity that matches students with faculty sponsors to read and discuss literature outside of the classroom. A recently revised daily schedule provides longer class periods for deeper learning, as well as more community time for Advisory, faculty office hours, Chapel, and club meetings.
English Language Learner Program St. Anne’s–Belfield is among a select few schools in the continental United States that have successfully incorporated an English Language Learner (ELL) program into a college-preparatory curriculum. The program was established in the fall of 1995 to help diversify the student body and accommodate the first international students who needed a special curriculum in order to perfect their English skills. The program has been a tremendous success, both for the international students who are being accepted at some of the finest colleges and universities in the country, and for the American students who are hearing new perspectives in their classes.
Boarding Program and Diversity The boarding program has become the most visible means of including students and perspectives from areas outside of Virginia and the United States. Reopened in 1984, the boarding program now includes more than 80 students, the majority of whom are international students. In recent years, the program has attracted students from Azerbaijan, China, Germany, Jamaica, New Zealand, Serbia, South Korea, and Vietnam. In addition to the international students, the program also attracts applicants from Virginia and other areas of the United States.
The Search Group | Carney, Sandoe & Associates
6
search@carneysandoe.com | www.carneysandoe.com
Arts and Athletics St. Anne’s–Belfield’s students in Pre-School through grade 6 receive instruction in drama, music, and visual arts; in grades 7–12, students choose to take courses in a variety of art electives. Student artwork is displayed in all divisions of the School and testifies to the individuality and creativity of the student assignments in the visual arts program. Students in Kindergarten through fifth grade take part in the Orff-Schulwerk curriculum, which incorporates music, dance, and drama into performing arts education. The music program offers frequent opportunities to explore and expand on students’ creative and musical talents in the classroom and through performances. All fifth grade students are required to play a stringed instrument; starting in sixth grade, students can join orchestra or choir. The theatre arts program throughout the School is thriving, with numerous productions in each of the divisions, including a senior-directed play has become a traditional feature. A long-standing tradition of St. Anne’s-Belfield School is its large and inclusive sports program. With numerous levels in 15 sports, plus interscholastic and Junior Varsity options, St. Anne’s-Belfield’s athletic program has earned its outstanding reputation. Student/athletes are expected to value their academic pursuits as their highest priority, to set high personal standards for themselves and as members of teams, to learn from disappointment, to demonstrate responsibility and a cooperative spirit and, at all times, to exhibit good sportsmanship—to know how to win and lose graciously. The School’s athletic facilities rival those found at the collegiate level and include three gymnasiums, five athletic fields, five squash courts, six tennis courts, a 32,000 square-foot Athletic and Convocation Center, a Student Activity Center with locker rooms and indoor batting cages, a baseball field with locker rooms, a softball field with locker rooms, and two state-of-the-art turf fields.
The Search Group | Carney, Sandoe & Associates
7
search@carneysandoe.com | www.carneysandoe.com
School Life St. Anne’s-Belfield believes that learning can and does occur from the moment students set foot on campus. The whole student experience is as important to the School as classroom learning, and it takes great care to provide students with the best environment in which to work, play, learn, and grow. Community service is integrated throughout all divisions. As students mature, they are expected to identify and participate in worthwhile projects. In grades K-8, groups of students take on community projects, both within and outside of the School community. The Upper School requires 15 hours of community service for graduation, and a core required experience for all freshmen is the weeklong Doug’s Trip to an area of the country in need of assistance. A variety of extracurricular clubs, crossdivisional activities, and other school-wide events foster an attitude of service throughout. Clubs are offered to students in the Learning Village East wing and in the Upper School. Integral to students’ education, leadership development, and commitment to service, a variety of options allow students to explore passions and interests, get involved in their communities, or try a new activity. Some clubs are open to all interested students, while others require an invitation.
Charlottesville, Virginia Charlottesville is a thriving university town in the scenic foothills of Virginia’s Blue Ridge Mountains. Its cosmopolitan community offers a blend of distinguished history, distinctive architecture, Southern hospitality and urban sophistication that belies its size. Amidst a regional population of approximately 150,000, the community retains an intimate, friendly atmosphere. The Search Group | Carney, Sandoe & Associates
8
search@carneysandoe.com | www.carneysandoe.com
The University of Virginia provides strong intellectual, cultural, and athletic stimulus to the community, generating a continuous array of public events, speakers, performances, exhibits, lectures, and films. The University’s graduate business, law, education, architecture, and medical schools are similarly highly ranked. Central Virginia’s rich history as home to eight American Presidents and its beautiful scenery have attracted, for generations, a diverse group of academics, creative artists, investors, and retirees who are continuously adding to the community’s character. In recent years, regional commercial activity has grown in the software and biotech industries, and in the money management and private equity businesses. In the past 10 years, the city has been awarded more than 70 accolades, including Top 100 Best Places to Live in the U.S. in 2016 (#21, Livability.com), Happiest City in America (National Bureau for Economic Research), Healthiest Places to Live in America (#2, Kiplinger’s), Best Places to Work (Business Journals), and Top “Brainiest” Metropolitan Areas (The Atlantic).
Strengths of the School This is a remarkable opportunity for a new Head of the Learning Village to join a school with exceptional leadership, rich community, and passionate educational leaders. The strengths of the school include: • • • •
The school enjoys a close-knit community The PK-12 setting affords cross-divisional interaction and leadership opportunities The student experience is multi-faceted and produces well-rounded individuals With new Lower and Middle School buildings, the physical plant is in excellent shape
The Search Group | Carney, Sandoe & Associates
9
search@carneysandoe.com | www.carneysandoe.com
• • • •
Opportunities for professional development are generous The approach to investing in new technology is responsive and well-supported The progressive and innovative pedagogy is embraced, and the community is forward-looking The school remains committed to creating a diverse environment within the student body—over 40% of students are on financial aid • The Leadership Team is nimble, energetic, and collaborative • Positive momentum focusing on innovation and improvement over the past decade is celebrated and continuing.
Opportunities and Challenges The challenges and opportunities for the next Head of the Learning Village include: • The school size is large relative to the population of Charlottesville • Maintaining a familiar presence in the Learning Village of over 500 students can be a logistical challenge • The administrative structure of the Lower and Middle School divisions has experienced significant transition in past five years • Local public schools present a competitive and healthy alternative for prospective families • There is a desire to increase diversity in faculty and staff
The Search Group | Carney, Sandoe & Associates
10
search@carneysandoe.com | www.carneysandoe.com
Desired Qualities of the Next Head of the Learning Village Given the organizational and relational demands of the role, evidence of or demonstrative leadership experience in a school setting is sought. The successful candidate will inherit a healthy community with an engaging and enlightened faculty whose work in educating for the 21st century is intentional and ongoing. The new Head of the Learning Village will possess the skills to assess programmatic strength and appropriateness, to pace positive, lasting institutional change, when necessary, and to ensure the Learning Village operates smoothly, consistently and harmoniously. Candidates should possess the following skills and qualifications: • High emotional intelligence, with an ability to connect with a variety of different people and age groups • A willingness and ability to be a visible presence on campus and in classrooms • A decisive leadership style together with authentic listening skills • Excellent oral and written communication skills • A good sense of humor • A visionary and entrepreneurial spirit • Enthusiasm for progressive ideas and 21st-century innovation in pedagogy • Teaching and administrative experience focused in K-8 • Compassion • Humility, and a willingness to receive to feedback • An ability to engender inspiration and optimism • An advocate for unique developmental needs of Lower and Middle School children • A team-player approach to leadership
To Apply Interested and qualified candidates should submit electronically in one email and as separate documents (preferably PDFs) the following materials: • • • •
A cover letter expressing their interest in this particular position A current résumé A one-page statement of educational philosophy and practice A list of five (5) professional references with name, phone number, and email address of each to:
Marguerite Lloyd Senior Search Consultant marguerite.lloyd@carneysandoe.com Amanda Riegel Search Associate amanda.riegel@carneysandoe.com
The Search Group | Carney, Sandoe & Associates
11
search@carneysandoe.com | www.carneysandoe.com