The Carroll School is seeking an energetic, student-focused administrator to lead a remarkable team of professionals who are dedicated to serving each child, and their family in a truly unique Upper School (grades 8 & 9 with 42 students). The Carroll School, with campuses in Waltham, Lincoln, and Wayland, Massachusetts, is a dynamic independent day school that serves 440 students from grades 1-9, who have been diagnosed with specific learning difficulties in reading and writing, such as dyslexia. Carroll believes dyslexia allows children to see the world differently and they’ve created an entire curriculum, teaching mindset, and community to support each child’s unique perspective. At Carroll, the overarching promise is to “Give Each Child What They Most Need” and this rings true every day, where the focus is on each student. In an effort to address the greatest need of each child, Carroll recognizes that diversity and inclusivity are essential to a child’s learning experience. The school welcomes candidates who add to the diversity of the community and demonstrate a commitment to equity and inclusion in their work. This is a well-organized, high performing organization that is both casual and intense while being deeply passionate about their transformative work with students, families and teachers.
The Carroll Upper School is located on the Wayland campus, in a former expansive residential property that accommodates the division with its 42 students. This close-knit faculty and staff, which is comprised of 10 fulltime teachers, which includes the US Division Head, 4 part-time tutors, 2 interns from Lesley College, and a campus administrator, works intimately every day to run an efficient, well-organized program. In the Upper School all of the students and their families are new to Carroll School in the eighth grade, and about 10-15% of the ninth graders come from the Carroll Middle School for a transition year before high school.
The US Division Head reports directly to the Head of School. As a senior administrator, the US Division Head serves on both the lead administrative team and the lead academic team. The US Division Head holds primary responsibility for the Upper School program, safety, well-being and learning of all Upper School students. The US Division Head is a hands-on administrator who teaches a class and serves the US team, students, and parents of the Upper School program by conducting meetings to review students' progress and ensuring the curricular coherence between grade levels and divisions.
The US Division Head collaborates to oversee and manage the annual planning and the day to day operations of the division, and serves as a shepherd, problem solver, and lead collaborator. In this role, the US Division Head is an important conduit between and among parents, students, faculty and staff at Carroll. The US Division Head has overall responsibility for monitoring student progress from year-to-year in the Carroll curriculum. The US Division Head works with the Head of School to hire, support, and retain the best possible faculty for the School. The Division Head works closely with colleagues in the lower and middle divisions, functional leaders including the Assistant Head of School and Director of Enrollment & Marketing, and the directors of information and academic technology, advancement, facilities, human resources, and finance. As the primary admissions contact for the Carroll Upper School, the US Division Head cultivates relationships by meeting each family that visits the school.
Carroll School offers an exceptional program that gets transformational results. Along with the day-to-day work, Carroll School is engaged in professional development opportunities offering teacher training, workshops, and a Master’s program (for more information look here). Carroll is also pioneering an individualized, computerbased training program designed to strengthen particular cognitive skills and their underlying neurological pathways. Targeted Cognitive Intervention (TCI) has been developed to get to the underlying causes of a child’s specific learning challenges and strengthens brain circuits that promote effective and efficient learning.
Opportunities and Responsibilities for the next Upper School Division Head:
Overall Leadership & Communication:
Work collaboratively to uphold the mission of the school
Partner with the Head of School to ensure focus on “Giving Each Child what They Most Need” throughout the Upper School
Demonstrate a strong commitment to multicultural and inclusive practice in all aspects of the role and the division
Serve as a member of the Administrative Communication Team (ACT) and communicate with faculty regarding information coming from ACT
Act as chief organizer of the division, conduct regular divisional team meetings, schedule events and schedule regular parent meetings
Develop and implement plans for each new year in accordance with overall institutional objectives, which includes the entry and onboarding of new students and their families
Act as divisional crisis manager coordinating appropriate personnel including the nurse, counselor, teachers, and/or other key support systems
Work closely with and support the activities of all other school leaders and functional directors to help ensure their success. This includes directors of enrollment, marketing, equity & inclusion, advancement, information technology, and facilities
Serve as the lead admission counselor and regularly consult others on admission decisions
Attend events in support of family involvement at Carroll such as new parent dinners, parent grade dinners and Parent Association initiatives
Work cooperatively with the Head of School, the Lower & Upper School Division Heads, and all functional directors to ensure that all operations are coordinated and efficient across all three campuses.
Understand the Carroll School student profile: strengths and weaknesses, and appropriate instructional or strategic techniques, services, or program modifications
Stay informed regarding academic, social, and emotional issues that may affect student performance or behavior
Oversee duties such as morning welcome, recess, lunch, and afternoon carpool
Collaborate with outside professionals working with students
Work with teaching teams, counselors, Speech & Language Pathologists, and others, as necessary, to respond to concerns of the teachers, parents, evaluators, and/or students
Be available to students and their parents to receive feedback about their school experience, problem solve and advocate for what is needed
Approve arrangements for overnights and field trips that occur in the division
Collaborate with the Head of School and Department Heads to hire teachers for openings within the division, organize new faculty support systems and evaluate teacher performance, and work collaboratively with the Director of Human Resources on all personnel matters
Assist with the development and review of Professional Development Plans for all faculty
Cultivate, lead and respond to the culture of the Division, ensuring developmentally appropriate experiences for each student
Work with the Team Leader, regularly coaching faculty on their work with students and help to problem solve as needed
Qualities of the Ideal Candidate:
Carroll School seeks an educational leader who has a desire to work with like-minded professionals who enjoy working with students who look at the world differently. This person should enjoy supporting families and helping students develop their unique abilities and skills to successfully take on high school, college, and whatever lies beyond. The administrative team, faculty and staff at Carroll are deeply committed to serving their students, families and each other in a high performing environment with a remarkable focus on collaboration and teamwork.
The team seeks an individual who has some, if not all, of the following:
A Bachelor’s Degree; though an advanced degree is preferred
Exceptional organizational, problem-solving and communication skills
Experience in the field of learning differences is preferred, including knowledge and understanding of dyslexia/language-based learning disabilities and/or special education
5+ years of experience in education and experience leading school initiatives [this is an excellent opportunity for a first time, hands-on, divisional leader who has a desire to work hard to serve students, faculty, and families]
A track record of contributing to creating a diverse, culturally responsible school environment
Carroll School has engaged Educational Directions to assist with the search. Nominations can be made, and all interested candidates can inquire, in confidence, to both:
Sam Richards – email@example.com
Jerry Larson – firstname.lastname@example.org
Candidates are encouraged to start the application process as soon as possible. We ask that candidates submit:
A Letter of Interest specifically stating your interest in Carroll School and the opportunity
Resume with at least five (5) references including email, phone and relationship to the candidate (references will not be contacted without the candidate’s knowledge)
Brief personal statement which might include your philosophy of education and leadership
Any additional information you believe would be of interest to the search committee
The process might include several conversations with the search consultants and a video conference interview.
Candidates are strongly encouraged to explore the Carroll School website
About The Carroll School
Located in Waltham, Lincoln, and Wayland Massachusetts, Carroll School is a dynamic independent day school that serves 440 students from grades 1-9, who have been diagnosed with specific learning difficulties in reading and writing, such as Dyslexia.
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