Head of School Search Prospectus

AS THE COMMUNITY CELEBRATES ITS

asthecommunitycelebratesits

157th anniversary, Oldfields School seeks a Head of School for July 2024 (may start sooner if feasible)

who will fully embrace the School’s history, mission, philosophy, and values, modeling the motto, Fortezza, ed Umilitade, e Largo Core (Courage, Humility, and Largeness of Heart). The next Head of School must be a strong yet caring presence, comfortable and engaged with all aspects of a small all-girls’ boarding and day school experience.

157th anniversary, Oldfields School seeks a Head of School for July 2024 (may start sooner if feasible) who will fully embrace the School’s history, mission,philosophy, andvalues,modelingthe motto, Fortezza, edUmilitade,eLargoCore(Courage, Humility, and Largeness of Heart). The next Head of School must bea strongyetcaringpresence,comfortable andengagedwithall aspects ofasmall allgirls’boarding and day school experience.

HISTORY OF OLDFIELDS SCHOOL

Anna Austen McCulloch established Oldfields in 1867, when she began educating her children, their cousins, and a few local children in her home, now known as Old House, the main administrative building. From the beginning, Anna McCulloch was described as a woman of “large humanity with the curiosity to know, an appreciation for excellence, sympathy for goodness, and charity for error.” Her curiosity and dedication to excellence led her to emphasize the sciences and physical vigor, long before many other girls’ schools. Oldfields has been ahead of its time since 1867. Mrs. McCulloch’s influence can be felt today in all aspects of life at Oldfields and is best expressed in the sense of family, mission, philosophy, and a culture of kindness. For more on the history of Oldfields, follow this link.

MISSION, PHILOSOPH Y , & GUIDING PRINCIPLES

MISSION, PHILOSOPHY, AND GUIDING PRINCIPLES

Oldfields School’s Mission is to embrace each student’s authentic self, educate through collaboration, empower the individual voice, and inspire confidence and continual growth, leading to a life of purpose. The mission of the School comes alive with each individual student. She is embraced as a unique individual with her own abilities and talents to be developed, guided, and nurtured so she may recognize and realize her potential and define what success means for her. Oldfields’ motto, Fortezza, ed Umilitade, e Largo Core—Courage, Humility, and Largeness of Heart, embodies the core values and beliefs that define the culture of our School. It is at the center of every decision we make, directs the actions we take, and provides the guiding principle for how we live our lives.

GO VERNANCE

Oldfields School is governed by a Board of Trustees’ , which consists of up to 26 elected alumni, parents, and friends of the School. The Head of School is an ex-officio member of the Board without voting rights. The Board provides financial oversight of the School and works in close partnership with the Head of School and the Senior Leadership Team to ensure academic excellence and the safety and well-being of the students and employees in their charge. The Board meets three times per year to review the School’s financial stability, policies and procedures, student welfare, and opportunities for progress. Nancy Palmer P’12 was Board Chair through June 2022 and currently is serving as Interim Head of School. In July 2022, Carol Hubbell Engebretson ’72 was appointed Board Chair and Elizabeth “Biddie” Labrot ’76 was appointed Vice-Chair.

OLDFIELDS SCHOOL EQUITY AND INCLUSIVITY STATEMENT

At Oldfields, each girl’s success is enhanced as we celebrate the personal experiences that often are informed by socio-economic status, race, age, nationality, ideology, sexual orientation, gender identity, expression, and ethnicity. We honor and respect the opportunity to learn and grow from the multitude of valuable life experiences and personal beliefs from every member of our community. The community is committed to a continuously active and innovative process of creating a welcoming, inclusive, and safe environment for everyone.

F A C U LT Y AND STAFF

There are 55 full-time and 10 part-time faculty/staff at Oldfields, 71% of whom hold advanced degrees. A majority of faculty lives on campus. The faculty and staff represent a diverse range of experiences and ages, and approximately 15% of the faculty have been at the School for 15 years or longer. The next Head of School will develop the administration and the faculty through enhanced professional development and judicious hiring. There is a need to analyze program demands to ensure an appropriate number of classroom teachers and program leaders are in place to deliver effectively an outstanding experience for each girl, especially during the School’s regrowth period. Oldfields School faculty compensation is competitive, though lags behind some peer schools.

T HE ACADEMIC PROGRAM

Oldfields School presents an extraordinary opportunity for its new leader to engage in and advance the School’s mission, signature programs, and its aspirational vision to redefine a girls’ boarding and day school education in today’s ever-changing world, balancing innovation with the rich, time-honored traditions of the School. Visitors to the School will experience something different about Oldfields School its unpretentious nature and strong community spirit. Faculty, students, parents, and alumni talk about the authentic relationships between students and faculty. It is not unusual to hear about the teachers who go out of their way to check in with a student or about advisors who take a late-night call or make a visit to provide a student with comfort and counsel. Oldfields lives its student-centered philosophy in and out of the classroom, as adults and students create a true family-like community. Oldfields is committed to teachable moments as it expands the boundaries of the traditional academic classroom to include arts, athletics, character development, community and residential life, riding, and rich traditions carried through its long history. Students are part of an active learning community dedicated to engaging in self-discovery and to developing independent and collaborative learning experiences. Students are expected to acquire the skills and attitudes to support lifelong learning. The faculty and staff at Oldfields utilize the School’s mission, motto, and enduring values as a guide in the delivery of what many describe as a diverse, innovative, and highly personalized educational experience for each girl.

We love each girl for who she is. Oldfields doesn’t put her into a mold and expect her to fit in. We strive to make the most of her unique abilities and maximize her potential to gain a true understanding for who she is and more importantly who she can become.

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The holistic program has, at its foundation, a rich and vibrant college preparatory program that offers 60+ different courses providing a personalized experience for each girl. The unique academic schedule was developed nearly fifteen years ago and currently offers four 70-minute classes each day. Each class meets four times in a 7-day cycle, allowing for full immersion and differentiated instruction. Each academic day also includes either a gathering of students and their advisors or an all-community meeting, as well a common lunch before the third class of the day. There are scheduled breaks to provide time for extra learning support, enrichment, or downtime. For boarders, there are community dinners each night and an evening study period. Along with core courses in English, History, Math, Science, and World Language, there is a robust Fine and Performing Arts program. The School prides itself in having a variety of arts opportunities that help each girl build an aesthetic appreciation for the world around her.

For over 50 years, Oldfields has been engaged in experiential learning through their hallmark May Program. This much-imitated program provides a twoweek, hands-on immersion in an issue or topic of interest that can include international travel,

internships, and service opportunities. More information about the May Program and the curriculum can be found here. In 2022, Oldfields introduced a second experiential learning program, Winter Program, which offers an additional weeklong learning opportunity. Information about the Winter Program and the complete curriculum can be found here.

internships, and service opportunities. More information about the May Program and the curriculum can be found here. In 2022, Oldfields introduced a second experiential learning program, Winter Program, which offers an additional week-long learning opportunity. Information about the Winter Program and the complete curriculum can be found here.

The Academic Strategies Program (ASP) is a for-fee service available to all students and is an integral component of learning support. Its holistic approach reaches far beyond the classroom. Led by our experienced academic coaches, this program provides a variety of options for students who would benefit from additional academic and executive functioning support, from organization and time management to effective reading strategies and self-advocacy skills. Sessions are based on individual student needs with additional instruction and practice of academic habits. ASP helps students to find their academic stride, selfconfidence to advocate for themselves in and outside of the classroom, and comfort in using educational tools independently.

Students may also receive academic support through an Oldfields Accommodation Plan (OAP), which

includes extra time, peer and professional tutoring, and structured extra help sessions. In an effort to provide both a challenging and supportive program for each girl, the faculty meets biweekly to discuss students and provide an intentional and organized approach to differentiate and individualize the Oldfields experience.

Students participate in a grade-level Seminar Series designed to develop important life skills such as effective study habits, competency in practical and usef ul technology applications, financial literacy, decision-making, and leadership development.

College Counseling takes an in-depth, multi-year approach with a primary focus on helping each student find the right fit—the college, university, gap year, or post-graduate career path that best meets the needs of the student. All Oldfields students take responsibility for their higher education plans with the support of the college counselor and faculty. Oldfields students have enrolled in many competitive to highly competitive colleges over the last five years. The School Profile is available on the website.

The next Head of School will want to work closely with the faculty and administrative team to further clarify, differentiate, and refine the school’s college preparatory academic program, enhancing the studentcentered curriculum and pedagogical practices. It will also be important for the Head of School to be actively engaged in the program as Oldfields School endeavors to be a leader in girls’ boarding and day school education.

S PEC I A LIZED A C A DEMIC CO NCEN TRATION S Arts Concentration Program – Students may opt to complete an Arts Concentration Program, which is designed to allow students who are passionate about the arts a more focused opportunity to develop in their discipline. The Arts Concentration integrates academic courses, experiential learning, community service and participation, and annual and capstone performances into a flexible, college-like major.

Global Justice Concentration – Students have the opportunity to register for the Global Justice Concentration Program, which is designed to allow students to pursue a personalized exploration of the meaning of global justice while developing college-level research and inquiry skills.

Equine Science Concentration – Beginning in Fall 2023 students may enroll in the Equine Science Concentration Program, which is for students who are passionate about horse care and horsemanship, and are interested in continuing their love of horses beyond high school. The concentration combines academic classes with hands-on work with horses, and internships. Students do not have to be active riders, but students must complete at least one season of Introduction to Riding to be a part of this program.

At the end of each academic year, all Specialized Concentration Program candidates are reviewed by a panel of faculty to assess continued participation in the programs. Each program culminates with a senior project and community presentation.

ATHLETICS, CO-CURRICULUM, STUDENT LIFE AND TRADITIONS ATHLETICS, CO-CURRICULUM, STUDENT AND TRADITIONS

The afternoon program includes interscholastic athletics, co-curricular options, and riding.

Oldfields School is a member of the Interscholastic Athletic Association of Maryland (I A AM), which includes teams in 10 sports – badminton, basketball, cross county, fields hockey, lacrosse, outdoor track and field, soccer, softball, tennis, and volleyball.

The co-curricular options include dance, fitness and conditioning, Pilates, theater, and yoga. Oldfields has an exceptional arts program that regularly performs for the School community and the public.

Riding has been a signature program at the School for well over 150 years and includes 24 school-owned horses, a state-of-the-art indoor arena, two outdoor rings, paddocks, and a cross-country course. Girls may bring their own horse to School, lease a school horse, or ride the horses within the program while they continue to develop their competitive riding skills.

T here are three options to ride within the riding program – Introduction to Riding, Junior Varsity Riding, and Varsity Riding. Varsity riders also have

the opportunity to compete on our Interscholastic Equestrian Association (IEA) hunt seat and dressage teams. Riders are offered multidisciplinary programs that include hunters, jumpers, cross country, eventing, equitation, foxhunting and dressage.

Community Service is both a graduation requirement and one of the many clubs and organizations available for the girls to pursue. Student Council, Dormitory Prefect, Model UN, Bee Club, Student Ambassadors, Dubious Dozen, a student organized a cappella group, Black Alliance, LGBTQIA+, Drum, Cheer, and the Captains Counsel provide a sampling of the clubs and organizations.

There are 40 (49%) boarding students who live in four dormitories (one dormitory is currently not in use) with each house supported by residential faculty. The faculty is divided into four residential teams who have responsibility one night a week and one weekend a month for the campus and residential life. Student Prefects support residential faculty with dormitory supervision. Day students are fully engaged in the community. It was noted that, within the School,

there is little distinction between boarding and day students as so many day students are present during the evening study hours and frequently spend weekends on campus. There are a variety of student activities each weekend coordinated through the Office of Community Life. Typical activities include trips to the local shopping center, cultural or community service events in the surrounding community, or a meal and a movie with an advisor.

No conversation about the Oldfields experience would be complete without a passionate discussion about traditions. At the beginning of the year, new students are assigned to a team, either Green or White, forming life-long bonds and a friendly competitive spirit. Big Sister/Little Sister, Green and White Night, At-Home Night with Advisors, Thing-a-ma-bob, 100 Nights Dinner, Garden Party, May Court, and white dresses on Graduation Hill are all cherished traditions. Of course, alumni will remind you of a few more!

Character, diversity, inclusion, and leadership are important aspects of the Oldfields experience. Beginning with advisory or all-school meetings and woven into the week in a myriad of experiences in the classroom, on the stage, in athletics and the riding ring, to the dining hall, around campus, and in the dormitories, the Oldfields “hidden” program permeates the lives of the girls. The new Head of School will want to further develop all aspects of the program and be a strong presence on campus during the day, in the evenings, and on the weekend.

LOCATION

Located North of Baltimore in the heart of Maryland hunt country and moments from Interstate 83, Oldfields School’s campus is set on 140 acres with 18 buildings and two athletic fields, five tennis courts, two outdoor riding rings, and a network of trails. The buildings include the original McCulloch home, Old House, which houses admissions, alumni/development, the Head’s office, several faculty residences and has seen the addition of a theater and several classrooms over the years. Rodney Hall is the main academic building, the Commons houses the dining hall, day student lockers, student lounges, and Herky’s School Store. There is a full gymnasium with an attached dance studio, a barn with stables, an indoor riding arena, four dormitories, several faculty homes and a beautiful Head’s residence. Standing on the grounds of Oldfields School, it is easy to sense the “magic” of this unique setting in the pastoral scenery of Maryland’s horse country. Though rural, the campus is not remote.

The School is just 6 miles from Hunt Valley Towne Centre where there is a Baltimore Light Rail station. The Inner Harbor is 26 miles from campus, Baltimore-Washington International Airport is 33 miles, Washington, D.C. is 65 miles, and Philadelphia is 96 miles away.

A DMISSIONS, ALUMNI AND DEVEL O PMEN T

ADMISSION, ALUMNI, AND DEVELOPMENT

The Admissions Office is staffed with four professionals who are responsible for enrolling approximately 40+ new students each year. Like so many boarding schools, Oldfields is highly tuition-dependent, and the Head of School plays an active role in the admissions process. The School currently has two international students and has had several students from a number of countries pre-pandemic. The Admissions Office is currently working to regrow this enrollment by 25–40 students annually. There is an International Student Advisor to provide additional support for these students along with their advisor. Oldfi elds currently enrolls 35% students of color. Domestic students currently come from 16 states, with 40% of all students receiving need-based financial aid. The financial aid budget this year totals $1.7 million. The next Head of School will work with the Oldfields community to fully articulate the School’s program and differentiate the Oldfields promise. The Head of School will work with the admissions team to develop a comprehensive enrollment management program to cultivate a robust enrollment of mission-appropriate young women.

A DMISSIONS, ALUMNI AND DEVEL O PMEN T

The Admissions Office is staffed with four professionals who are responsible for enrolling approximately 40+ new students each year. Like so many boarding schools, Oldfields is highly tuition-dependent, and the Head of School plays an active role in the admissions process. The School currently has two international students and has had several students from a number of countries pre-pandemic. The Admissions Office is currently working to regrow this enrollment by 25–40 students annually. There is an International Student Advisor to provide additional support for these students along with their advisor. Oldfi elds currently enrolls 35% students of color. Domestic students currently come from 16 states, with 40% of all students receiving need-based financial aid. The financial aid budget this year totals $1.7 million. The next Head of School will work with the Oldfields community to fully articulate the School’s program and differentiate the Oldfields promise. The Head of School will work with the admissions team to develop a comprehensive enrollment management program to cultivate a robust enrollment of mission-appropriate young women.

The Admissions Office is staffed with four professionals who are responsible for enrolling approximately 40+ new students each year. Like so many boarding schools, Oldfields is highly tuition-dependent, and the Head of School plays an active role in the admissions process. The School currently has two international students and has had several students from a number of countries pre-pandemic. The Admissions Office is currently working to regrow this enrollment by 25–40 students annually. There is an International Student Advisor to provide additional support for these students along with their advisor. Oldfi elds currently enrolls 35% students of color. Domestic students currently come from 16 states, with 40% of all students receiving need-based financial aid. The financial aid budget this year totals $1.7 million. The next Head of School will work with the Oldfields community to fully articulate the School’s program and differentiate the Oldfields promise. The Head of School will work with the admissions team to develop a comprehensive enrollment management program to cultivate a robust enrollment of mission-appropriate young women.

Oldfields School’s Annual Fund raises approximately $600,000. Annual giving participation for trustees and faculty/staff is 100%, parents 44%, and alumni 8%. The last capital campaign was completed in 2017, the Spirit Campaign, and raised $12 million for capital improvements, preserving and updating the historic campus, debt reduction, and building the endowment. The next Head of School, in collaboration with the development office and the board, will want to actively engage with alumni and parents to dramatically enhance philanthropic support for the School over the next decade.

Oldfields School’s Annual Fund raises approximately $600,000. Annual giving participation for trustees and faculty/staff is 100%, parents 44%, and alumni 8%. The last capital campaign was completed in 2017, the Spirit Campaign, and raised $12 million for capital improvements, preserving and updating the historic campus, debt reduction, and building the endowment. The next Head of School, in collaboration with the development office and the board, will want to actively engage with alumni and parents to dramatically enhance philanthropic support for the School over the next decade.

Oldfields School’s Annual Fund raises approximately $600,000. Annual giving participation for trustees and faculty/staff is 100%, parents 44%, and alumni 8%. The last capital campaign was completed in 2017, the Spirit Campaign, and raised $12 million for capital improvements, preserving and updating the historic campus, debt reduction, and building the endowment. The next Head of School, in collaboration with the development office and the board, will want to actively engage with alumni

25% students of color

25% students of color

40+

Working to grow enrollment by students annually

$7 Endowment million

$7 Endowment million

25% students of color

35%

40% of students receive needbased financial aid

40% of students receive needbased financial aid

$7 Endowment million

40% of students receive need-

L E A DERSHIP, GOVERNANCE AND OPE RA T IO N S

LEADERSHIP, GOVERNANCE, AND OPERATIONS

The Board of Trustees is comprised of 18 individuals, who are incredibly supportive of the Head of School and fiercely loyal to Oldfields School. They are organized into nine com mittees: Admissions, Governance, Finance, Development and Alumni Relations, Head’s Support, Buildings and Grounds, Diversity, Equity, Inclusion, Justice, and Belonging (DEIJB), Student Life and Risk Management. The Board meets three times a year. The Head of School and Chair of the Board speak weekly by phone, enjoying a strong partnership.

The Head of School is supported in the day-to-day operations by a 11-member administrative team that includes Assistant Head of School, Director of Finance and Business Operations, Dean of Admission, Dean of Academics, Dean of Students, Dean of Community Life, Director of Development, Director of Marketing and Communications, Director of Athletics, Director of Riding, and Director of Health Services. Over the last few years there has been turnover in the administration, and the next Head will want to take a closer look at the organizational structure, roles, and responsibilities of this group. Fostering a culture of distributed decision-making, teamwork, respect, and responsibility aligned with the mission, philosophy, and values as the foundation for leadership will build trust for the administration and enhance its effectiveness.

The School has an operating budget of $7.8 million and has outsourced its food-service operations. The School needs to increase enrollment to 150 students to sustain a balanced budget. The next Head will need to make balancing the budget a priority during the School's regrowth period.

Oldfields School is accredited by the Association of Independent Maryland Schools (AIMS) and Middle States Association of Colleges and Secondary Schools. Last accredited in 2021, the School filed its AIMS 10-Year Accreditation Action Plan on February 28, 2022.

OP

P ORTUNIT

IES A ND CH ALLENGES FOR TH E N EXT HEAD OF SCHOOL

OPPORTUNITIES AND CHALLENGES FOR THE NEXT HEAD OF SCHOOL

Oldfields School has been through a period of instability over the last decade due to leadership turnover and the effect of the pandemic on enrollment, and is positioned for a Head of School who is committed to leading a small, all-girls, college preparatory boarding and day school well into the next decade. The new Head will want to prioritize:

Oldfields School has been through a period of instability over the last decade due to leadership turnover and the effect of the pandemic on enrollment, and is positioned for a Head of School who is committed to leading a small, all-girls, college preparatory boarding and day school well into the next decade. The new Head will want to prioritize:

• Engage in the daily life of the School to fully understand the culture, climate, and unique nature of the School. The head will want to develop strong relationships with the administration, faculty, and most importantly, the students;

• Align the mission, philosophy, and values with practices in admissions to ensure optimal enrollment. Develop an ideal student profile to clearly articulate mission-appropriate students;

• Clarify that the overall program (academic, arts, athletic, co-curricular, residential, community/social, and character development) aligns with the mission, philosophy and values of the School while balancing the importance of tradition with innovation, best practices, and brain-based learning research;

• Imbue a culture of kindness, courage, humility, and largeness of heart in supporting each girl to be her best self, using her strengths, and providing inspiration in her areas of growth through a program that is both challenging and supportive of each individual;

• Recruit, develop, and retain an exceptional faculty,

staff, and administrative team with an eye to cultivating the next cohort of long-term faculty who are committed to the growth and development of each Oldfields girl and the Oldfields experience;

• Develop a distributed leadership model that appropriately includes members of the Oldfields community while working with the faculty, staff, and administration to clarify the roles, responsibilities, and expectations for each member of the Oldfields community. Develop a climate of collaboration, fairness, inclusion, and responsibility;

• Institute a dynamic institutional planning process resulting in a shared vision and strategic plan that will ensure Oldfields School as an exceptional small boarding and day school for young women;

• Partner with the Development Office and the Board of Trustees to develop a robust alumni program and strong culture of philanthropic support;

• Develop expertise to position Oldfields as the acknowledged experts in the personalization of a holistic education for girls.

IDEAL CANDIDATE A T TRIBUTES AND EXPERIENCES

The new Head of School will be an energetic educator with accomplished leadership experiences and skills. The successful candidate will have a steadfast resolve to hold Oldfields School’s mission, philosophy, culture, and values at the forefront of all their work.

IDEAL CANDIDATE ATTRIBUTES AND EXPERIENCES

The new Head of School will be an energetic educator with accomplished leadership experiences and skills. The successful candidate will have a steadfast resolve to hold Oldfields School’s mission, philosophy, culture, and values at the forefront of all their work.

Candidates will be prepared to address a broad range of School matters and be able to demonstrate successful experience in many, if not all, of the following:

• Leading a student-centered academic program, which includes recruiting and developing a talented faculty and staff;

• Possessing a clear ability to develop and deliver on a clear educational vision;

• Clarifying and speaking clearly about school identity;

• Being actively engaged in admissions, building the enrollment;

• Having had experience with, or a deep understanding of, boarding school culture;

• Forging relationships with multiple constituencies;

• Demonstrated skills and success in building highperforming teams of teachers and administrators.

Candidates will possess a broad range of executive leadership and management abilities, including:

• Excellent organizational and interpersonal skills with reliable follow up;

• Exceptional oral and written communication skills in a variety of settings with an array of constituent groups;

• An established culture of good communication and accountability in building teams;

• Demonstrated ability to be a positive leader that is able to foster a sense of community and family among the faculty/staff, students, and families;

• An aptitude for prudent financial management and fundraising;

• A strong commitment to diversity, inclusion, equity and multiculturalism;

• An advanced degree(s).

Personal qualities of the Head of School at Oldfields School are important, and the Head must be an:

• Unrelenting believer in the growth, development, and learning of young women;

• Engaged, visible, and accessible. The head may want to be a guest teacher frequently;

• Passionate about an all-girls education and boarding school life;

• Intelligent, innovative, inspiring, and empathetic;

• Wise and must consistently exercise sound educational, social, and business judgment;

• An active listener with compassion, empathy, and exceptional emotional intelligence;

• Someone eager to embrace the distinct culture of Oldfields School.

INF ORMATION ON TH E SEARCH PROCE SS

A search is underway to identify a new Head of School by June 2023. The new Head of School will assume the position on July 1, 2024 (sooner if feasible).

Oldfields School is a member of the National Association of Independent Schools and will follow NAIS Principles of Good Practice regarding Head of School searches.

The School has appointed a Search Committee to conduct the search.

Please direct all inquiries, applications, and nominations in confidence to the Head of School search committee at HOSSearch@oldfieldsschool.org.

SEARCH COMMITTEE CO-CHAIRS:

Dr. Barbara Baisley '88

Christine Edwards '95

INTERIM HEAD OF SCHOOL:

Nancy Palmer P'12 (palmern@oldfieldsschool.org)

BOARD CHAIR

Carol Hubbell Engebretson '72

Candidates should submit:

•A letter addressed to the Search Committee explaining their interest in Oldfields School;

•A resume demonstrating education, experience, training and accomplishments;

•An educational philosophy statement and how it aligns with Oldfields' mission and core values;

•A Diversity, Equity, Inclusion, Justice, and Belonging statement which addresses:

*What DEIJB means to you.

*How students who learn differently fit into your philosophy.

*How you envision this commitment to develop in your role as Head of Oldfields School.

* Examples of your commitment to DEIJB in previous roles/positions.

• The names, email addresses, and telephone numbers of five professional references;

•Two reference letters sent directly to the Search Committee (optional.)

Finalists will be expected to submit transcripts and credentials.

Application Deadline: April 15, 2023

The compensation package will be within the expected norms of comparable schools and includes a Head of School residence.

Oldfields School is an Equal Opportunity Employer and seeks a diverse and broad spectrum of qualified candidates.