Charlotte Latin School develops courageous, honorable leaders, fueled by intellectual curiosity and guided by a commitment to excellence, who can navigate, thrive, and lead in a complex global society.
Chuck Baldecchi Head of School
Five years. Five priorities.
Presenting Latin Leads, Charlotte Latin School’s Strategic Plan. The plan launches our school into five years of compelling work. It is the result of significant, thoughtful, and intentional community input. An unprecedented number of community members in the history of our school came together over the past year to create Latin Leads.
It is truly a plan by the Latin community for the Latin community.
Latin Leads focuses with precision on five critical yet intersecting areas. Its lens is both inward and outward facing.
• Extending Latin’s Leadership program to all grades
• Teaching and Learning that promotes intellectual curiosity
• Defining Community Wellness and implementing structures and supports for our students and employees to thrive
• Fostering a Community of Purpose and Belonging
• Removing barriers to Access and Affordability
Latin Leads identifies the skills our graduates need to continue as leaders in their lives after Latin. It defines what leadership and belonging look like on our campus today — for every student — and how these aspects will look for our community, city, and world moving forward.
This Plan sets our priorities for the future and challenges us, as a Mission-driven school, not to rest on our laurels (of which there are many) but rather to extend and refine what we call excellence. In classrooms and across campus, every hour of every school day, you see leadership in action. Latin Leads ensures that our school remains on the cutting edge of academic excellence, teaching — and learning — foundational academics, and crucial soft skills that are components of healthy, lifelong leadership.
Together, we will implement this visionary, courageous plan for Latin’s future.
Chuck Baldecchi Head of School
Latin Leads is a bold challenge that was created with input and self-assessment from a broad group of Latin community members. It asks the entire community to look to the future and ask, “how can we best prepare our children for their adult lives?” While the future is inherently uncertain, we have more than 50 years of experience and hundreds of graduates demonstrating Latin’s success. Our graduates are the best examples of the countless ways students can lead and succeed after graduation.
Latin Leads is our vision for the future of Charlotte Latin School. It builds upon our strong belief that our role is to both educate and develop the whole child while preparing them for a future beyond graduation. In addition, the Strategic Plan emphasizes our belief that all students have the ability to lead.
Latin Leads is ambitious and will be accomplished in collaboration with all stakeholders in the Latin community. We recognize that executing many of this plan’s initiatives will require the Latin community’s collective hard work and generous financial support. While this will be challenging, I know we are up to the task.
Finally, I am grateful for the dedication of the members of the Strategic Planning Team and the Steering Committee, who gave their time and talents to create Latin Leads. Moreover, I’d like to thank the many members of our community, including current and past students, faculty, and parents and grandparents of students, who provided invaluable and candid insights and viewpoints that were critical in the creation of the Plan. The Plan provides the path for educating our children today and for future generations of Hawks. It will help guide us to a future in which we will continue to develop graduates who are prepared to lead in an ever-changing world while ensuring we remain aligned with our Core Values and the vision of our founders.
I am excited about this next phase in Charlotte Latin School’s history and invite you to join us on this journey.
Mike Freno Chair of the Board of Trustees
Mike
Over the 2021–22 school year, Charlotte Latin embarked on a year-long strategic planning process that engaged voices from our community of students, faculty and staff, parents and guardians, and alumni. The process was led by a Strategic Planning Team made up of a diverse group of stakeholders. Our exploration began with a comprehensive community-wide survey and expanded to include several activities to capture stakeholder ideas and perspectives. We conducted 124 personal interviews, held a three-day Administrative Team retreat and a dedicated visioning session with the Board of Trustees, hosted on-campus think tanks with parents, faculty, and staff, completed a competitive analysis of Latin in our market, organized a school-wide community design day, and tasked committee members with research projects to study specific areas of school life. Our process was a thorough and deep dive into the Latin community and the many external trends and forces — locally, regionally, nationally, and globally — facing our school, our students, our families, and the world in which we live.
This plan was built for the Latin community by the community and will serve as a compass for the Board of Trustees and school leadership both in the present and into the future.
The Mission of Charlotte Latin School is to encourage individual development and civility in our students by inspiring them to learn, by encouraging them to serve others, and by offering them growthpromoting opportunities.
Charlotte Latin School develops courageous, honorable leaders, fueled by intellectual curiosity and guided by a commitment to excellence, who can navigate, thrive, and lead in a complex global society.
Latin is an extraordinary place to learn and work. While we must continue to evolve as an institution to meet the everchanging needs of our students, the school’s Mission and Core Values remain central to our identity, planning, and actions. Knowing that future graduates will emerge into a significantly different world relative to the experiences of past Latin graduates, we are guided by our beliefs about both the current moment and the future of teaching and learning.
We believe in whole-child education, where every student’s emotional, physical, and social well-being is as important as their intellectual progress. We recognize that academic achievement is inextricably linked to the emotional, physical, and social factors that shape each student’s ability to fully engage and thrive in school.
We believe that our talented and dedicated employees are a treasured resource and that we must remain committed to their success, growth, and well-being.
We believe that all students can lead. Leadership is a state of mind that is not tied to position or perceived status. It is reflected by one’s commitment to act in a manner that empowers and celebrates others and improves our world.
The future of Latin provides practical, experiential opportunities that allow students to apply content knowledge through investigation, engage in perspective-taking, think critically, and learn from their successes and failures. What students can do and how they respond to challenges are as important as what they know.
The future of our world is increasingly diverse and driven by a global innovation economy. Our students must be prepared for cross-cultural interactions in academic, social, and professional settings with people whose lived experiences inform differing perspectives.
A school community with the resources of Charlotte Latin has a responsibility to produce conscientious citizens who can contribute to the world with purpose and passion and, as an institution, model that commitment to the community.
Building on our belief that every student can lead, we will leverage our signature leadership program to develop the leadership potential in every student in a curricular thread that begins in transitional kindergarten and continues through the twelfth grade.
A key differentiator for Charlotte Latin is its commitment to leadership. For more than 50 years, Latin has led in academics, athletics, and the arts. Latin’s dedicated leadership program is the only one of its kind in Charlotte schools. In addition, the school believes deeply that every student can lead in both formal and informal ways — in their schools, their communities, and the world.
1.1 THE PORTRAIT OF THE LATIN LEADER: Latin will create a description of the skills, attributes, and mindsets that will empower each Latin graduate to lead effectively throughout life. This will serve as a road map for our curriculum, pedagogy, and extracurricular offerings.
1.2 THE LEADERSHIP CURRICULUM: Latin will leverage its student leadership program by developing a K–12 leadership curriculum that touches every student along their journey and is embedded at every grade level with opportunities to develop the skills, attributes, and mindsets of the Latin Leader.
1.3 BEYOND THE LATIN CAMPUS: Latin will build on its service-learning program to develop a plan for community engagement and social impact that ensures both the school’s commitment and student involvement in the greater Charlotte community.
Latin will promote a teaching and learning culture of intellectual curiosity that centers on student choice and voice, develops future-ready competencies, and connects learning to the real world.
Latin has earned its reputation as an academic leader by honoring tried-and-true instructional practices, hiring talented faculty, and prioritizing teaching and learning above all else. These positive attributes will always be a part of Latin’s identity. As the school looks to the future, its commitment to academic excellence requires a thoughtful interplay between traditional and future-oriented curricula, keeping current with pedagogical approaches that best equip students to thrive in a 21st-century world.
2.1 CURRICULUM REVIEW AND DESIGN: Latin will engage in a comprehensive review of its curriculum, specifically seeking interdisciplinary learning opportunities, avenues for promoting broader and more global courses of study, social and emotional learning, and building cultural competency, and possibilities to create new and relevant courses that address advanced topics and move students beyond the singular AP pathway.
2.2 INTERNAL STRUCTURE: Latin will establish an internal K–12 structure that allows for ongoing professional growth and collaboration for faculty across all divisions and disciplines.
2.3 COMMUNITY CONNECTION: Latin will bolster practical, relevant learning opportunities through external experiences and community partnerships.
2.4 A MODIFIED SCHEDULE: Latin will partner with an external consultant to evaluate the effectiveness of its current schedule and make adjustments where appropriate to implement the above curriculum, connection, and structure goals. This process will include soliciting stakeholder feedback and researching peer school schedules.
Guided by our commitment to wholechild education, Latin will develop a comprehensive plan to address wellness and empower students and employees with the tools and resources they need to thrive.
Latin has always demonstrated a solid commitment to fostering a positive working and learning environment for its students and employees. The school has consistently dedicated personnel and curricular resources to address physical, mental, and emotional health needs. Over time, as our awareness of community health and wellness concerns has increased, we recognize that a comprehensive response is needed to ensure all Latin community members are empowered to achieve their goals and lead balanced, productive lives.
3.1 DEFINING WELLNESS: Latin will develop a common language that defines wellness, both individually and institutionally, and create intentional plans to prevent and appropriately respond to issues concerning mental, emotional, and physical well-being.
3.2 RESPONDING TO COMMUNITY WELLNESS NEEDS: Latin will partner with reputable, research-driven organizations to consistently assess the well-being of our students and employees. Using these findings, Latin will track key wellness metrics and respond with appropriate personnel, programmatic, and curricular interventions to address identified growth opportunities.
3.3 Latin will create a Community Wellness Team, composed of various stakeholders, including students, to develop an initial plan and implement and evaluate strategic priorities supporting community wellness goals.
Latin will foster an environment where each community member finds a sense of purpose and belonging.
All students deserve to attend school in an environment where they can reach their full potential without sacrificing their well-being and sense of identity. As members of the Latin community, we all play a vital role in creating a positive campus climate where each person feels connected, experiences joy, and is optimistic about the future. Our ability to attract, retain, and support a diverse community of families and employees requires consistent investment in ongoing learning opportunities, programming, and metrics that enable the school to measure progress.
4.1 GROWING AND LEARNING TOGETHER: Latin will articulate expectations for students, employees, and parents that support and build diversity, equity, inclusion, and belonging awareness, skills, and best practices in each area of school life.
4.2 ACCOUNTABILITY AND REPORTING: Latin will develop a dashboard to track key metrics over time. These metrics, which include qualitative and quantitative measures of progress, will be used to set and modify goals, determine professional development, programming, and community education needs, and create layers of support that enable Latin to honor its commitment to an inclusive community.
4.3 Latin will dedicate resources to student transition to our school and success initiatives that increase retention rates and a sense of belonging for historically underrepresented and new-to-independent school students.
4.4 Guided by our commitment to civility and respect for oneself and others, Latin will create opportunities to engage in critical conversations about challenges affecting our world and to build the skills needed to design solutions to address complex issues.
Latin will work towards eliminating the barriers to accessing a full Charlotte Latin experience for prospective and current families.
Independent schools are a costly investment for any family. Charlotte Latin has a generous financial aid program, with 14% of students receiving some funding. In 2021–22 Latin offered $3.125M in financial aid. Still, for many families seeking a private school education, our posted tuition is a barrier to entry — and for some, the financial aid process can feel intimidating and stigmatizing. Many families who hurdle that obstacle often arrive with tuition assistance but are unprepared for the additional costs associated with our program and not included in tuition, including the costs of athletics, arts, school trips, and other activities. We believe that all students, regardless of the ability to pay tuition, should have equal access to all that goes into the full experience of a Charlotte Latin education. Tuition assistance is an important first step to attracting qualified candidates who otherwise could not afford an independent school education. Broadening the reach to include the cost of the experience and support to families with need fosters a greater sense of belonging and community for all families.
5.1 Latin will assess and address the full costs of a Latin education. Latin will conduct a comprehensive audit of the full costs of a Latin education, including tuition, trips, extracurricular programs, and out-of-school experiences common to most Latin students, to ensure all students have equitable access to the full program.
5.2 Latin will explore the articulation of its financial assistance program to better communicate its comprehensive nature and remove any potential stigma associated with the program.
5.3 Latin will seek to generate the funds to meet the needs of its families. Through both annual fundraising and increasing endowment dollars, Latin will provide the necessary budgets to meet the demand for financial assistance and to fund the ever-growing cost of attendance.
5.4 Latin will explore ways to reduce the barrier of distance for families living far from the school through transportation options and other strategies to be more accessible both during the admissions process and once a family has joined the community.
Denny O’Leary ,90, Chair, Board of Trustees, P ,19, ,22
Chuck Baldecchi, Head of School, P ,21, ,23, ,25
Mike Freno, Vice Chair, Board of Trustees, P ,23, ,25, ,28
Phil Colaco, Board of Trustees, P ,19, ,22
Sonja Taylor, EdD, Assistant Head for Academic Affairs
Todd Ballaban, Head of Middle School, P ,32
Ann Brock ,81, Director of Leadership Development, P ,13
Abigail Cudabac, Upper School Academic Dean
Topher Gee, Upper School Teacher, P ,22, ,29
Lauran Godwin, P ,21, ,24, ,26
Fletcher Gregory, Associate Head and Chief Financial Officer, P ,04, ,06
Elyse Lesley, P ,26, ,28
Gene Lowe, P ,25, ,27
Andria Quintero, Assistant Head of Lower School
Patrick Rivenbark ,02
Christian Robinson, P ,32, ,34
Maggie Shamblin, Lower School Faculty, P ,25, ,27
Jason Strife, P ,28, ,30
Charles Thies ,90, P ,32
Malai Walker-Moorman ,08
Julia Walthall-Eisman, Middle School Faculty, P ’35
NB: P denotes Parent. GP denotes Grandparent.
As a result of the self-study process, two special task forces were formed to address identified needs. Each task force is chaired by one member of the school’s Senior Administrative Team and one Trustee.
Erica Moore, Co-Chair, Director of Diversity, Equity, and Inclusion
Christian Robinson, Co-Chair, CLS Trustee, P ,32, ,34
Katrina Burton-Nichols, P ,22, ,24
Hugo Caraballo, Upper School Faculty
Don Gately, CLS Trustee, P ,98, ’04, GP ’30, ’32, ’33, ’35
Kate Hughey, Middle School Faculty, P ,34
Justin Lay, P ,29, ,32
Karim Lokas, CLS Trustee, P ,24, ,26
Tamara McFarland, P ,33
Vernette Rucker, Assistant Director of Diversity, Equity, and Inclusion, P ,23
Lisa Seaton, Admissions, P ,11, ,14
David Stedman ,82
Avery Teichman, Lower School Faculty, P ,31, ,28
Sonja Taylor, EdD, Co-Chair, Assistant Head for Academic Affairs
Israel (Rael) Gorelick, Co-Chair, CLS Trustee, P ,24, ,26, ,27, ,29
Mary Katherine DuBose, CLS Trustee, P ,24
Jean Asinger, Head Nurse, P ,14, ’17
Irm Bellavia, MD, CLS Trustee, P ,19, ,20, ,22, ,25
Karla Claytor, Upper School Counselor, P ,20, ’22
Charryse Johnson, EdD, P ’20
Beth Lucas, Director of Human Resources, P ,34
Uma O’Brien, MD, CLS Trustee, P ,28, ,30, ,33
David Paige, Director of the Strength Center, P ,28
Powell Paguibitan, Upper School Faculty
Margaret Sigmon, Director of Learning Resources, P ,96, 01, ,06, GP ,30
Laura Thomsen, Director of Physical Education, P ’15, ’19
Jane Tune, P ,16, ,26
Michael D. Freno, Chair
Israel K. Gorelick (Rael), Vice Chair
Phil C. Colaco, Treasurer
Debbie S. Frail ’88, Secretary
Irm R. Bellavia
John D. Comly
Mary Katherine DuBose
Adaora A. Eruchalu
Paige K. Ford ‘06
Donald S. Gately
Karim Lokas
John T. McCoy
Kristin M. Middendorf
Uma N. O’Brien
Denny S. O’Leary ’90
Christian M. Robinson
David A. Shuford
Charles R. Thies ‘90 Michelle A. Thornhill
Charles D. Baldecchi, Head of School
Robert McArthur, Chief Financial and Operations Officer
Lauran S. Godwin, 2022–23 Parents’ Council President
Effe S. Gibson ’10, 2022–23 Alumni Governing Board President
Chuck D. Baldecchi, Head of School
Sonja L. Taylor, EdD, Assistant Head for Academic Affairs
Todd Ballaban, Head of Middle School
Joanne Beam, Director of Philanthropy
Susan Carpenter, Director of Marketing and Communications
David Gatoux, Director of Athletics
Jim Huffaker, Chief Technology Officer
Beth Lucas, Director of Human Resources
Rob McArthur, Chief Financial and Operations Officer
Erica Moore, Director of Diversity, Equity, and Inclusion
Mary Yorke Oates ,83, Director of Admissions
Mark Tayloe, Head of Lower School
Lawrence Wall, Head of Upper School
