Head of School Chase Collegiate School
Transcription
Head of School Chase Collegiate School
`Q123E4R5Y6I9O0 P-[=\ Head of School Leadership Opportunity July 2014 Chase Collegiate School Waterbury, Connecticut 440 Students Pre-K – 12th Grade www.chasecollegiate.org Page |1 OVERVIEW Chase Collegiate School in Waterbury, Connecticut seeks an inspiring and dynamic Head of School to lead a community of 54 faculty members and 440 students in PreKindergarten through 12th grade. The School is an independent, coeducational, college preparatory school serving students from 43 Connecticut communities. With extensive facilities on 47 wooded acres, Chase offers small classes and a challenging curriculum in a day school environment. Chase Collegiate School traces its roots back nearly 150 years and has a well-earned, excellent reputation in Waterbury and the surrounding towns. The next Head of School will find a school striving to be the best it can be by intentionally adjusting pedagogy, curriculum, and assessments to ensure that a Chase education is transformative and relevant. Chase offers an exciting, engaging professional atmosphere and a compelling sense of community among faculty, staff, parents and the student body. With the departure of Head of School John Fixx in June 2013, Joseph Hadam, Chase’s Academic Dean, will serve as Interim Head of School for the 2013-2014 school year. During the past decade, the School has successfully changed its name and made substantial capital improvements, including the new Upper School Wing and upgrades to every major campus building. The result has been a resurgence of pride and sense of accomplishment. During challenging economic times, Chase’s endowment more than tripled in size, from $3 million to over $11 million. Cornerstone Campaign Two, the largest capital campaign ever undertaken in the history of the School, surpassed its goal of $15 million. MISSION STATEMENT We educate tomorrow’s leaders and inspire in each student a lifelong passion for learning, personal achievement, and contribution to the community. To fulfill our mission we: • Select bright, intellectually curious, motivated, and resourceful students of diverse backgrounds and interests who are eager to join our community; • Stretch students to reach their intellectual, ethical, creative, social, and athletic potential; • Attract and support a dedicated and talented faculty with a shared passion for educating the whole child; • Develop graduates who write well, speak with clarity and confidence, think critically and analytically, and possess intellectual curiosity; • Foster respect, courtesy, responsibility, kindness; • Promote service to the community through active citizenship and concern for the welfare of others; • Encourage family commitment to the life of the School; • Cultivate lifelong stewardship and support for the School’s distinguished history and traditions. Page |2 THE SCHOOL Chase Collegiate was founded in 1865 as the Collegiate Institute for Young Ladies, which later changed its name to The St. Margaret's School for Girls. The McTernan School for Boys was founded in 1912. In 1972, these two distinguished institutions merged, becoming St. Margaret’s-McTernan, a non-religious, coeducational day school with a shared tradition of nurturing academic achievement and personal growth. In 2005, St. Margaret’s-McTernan changed its name to Chase Collegiate School. The new name honors the Chase family, which helped to found both St. Margaret’s and McTernan, and preserves some of the original name by which the school was known. Chase Collegiate consciously preserves the strengths of its parent schools’ traditions. Chase seeks to develop the whole student, offering academic rigor, extracurricular enrichment, and successful and varied interscholastic athletics. The faculty and staff encourage students to explore new ideas and to take the initiative to pursue their goals. The result is a motivated and passionate student body that is challenged not only by the School’s rigorous academic programs but also by dedicated members of the faculty. Chase has been fortunate throughout the years to have an extraordinary faculty who are not only gifted and talented in their subject areas, but are also generous, compassionate, and principled human beings. They foster a collaborative, vibrant learning environment, and Chase at a Glance help students reach their full potential. A key strength of Chase is that faculty engage as children develop over many years into responsible, mature young adults. At any entry point, a new student is welcomed and quickly becomes a valued member of the Chase community. In the Lower School, children grow in an environment that focuses on the needs of the whole child, facilitates selfdiscovery, and develops social skills and academic self-confidence to ensure a lifelong love of learning. As they enter the Middle School, students begin to take more responsibility for their studies and are taught to organize, synthesize, and integrate information while developing a strong sense of personal awareness. Once they reach the Upper Enrollment: 440 Students Average class size: 11-13 Student-teacher ratio: 8:1 Students of color: 19% Faculty: 54 Faculty with advanced degrees: 87% Average teaching tenure: 15 years Endowment: $11M Annual Operating Budget: $9,137,000 Debt: $10,200,000 Most recent capital giving: $1,228,000 Most recent Annual Fund: $617,000 Financial Aid budget: $3.7M Students receiving FA: 49% Page |3 School, students are guided to fuller maturity as academic and personal skills are further refined. The faculty emphasizes regular, age-appropriate communications with families as well as students. The School’s emphasis on superior academic preparation means Chase’s seniors are accepted into many of the nation’s finest colleges and universities. The matriculation list is available on the College Counseling section of the school website, www.chasecollegiate.org. Chase graduates make a seamless transition to the demands of college because of the outstanding preparation received at Chase. THE ACADEMIC PROGRAM The Chase faculty is committed to developing an outstanding curriculum across the school divisions that is challenging, creative, relevant, and stimulating. The faculty and administration undertake continuous assessment and evaluation of the curriculum to assure sequence, structure, and creativity in the learning process. Public speaking, an important part of the curriculum, begins in the Lower School with students presenting at weekly meetings and continues in the Middle School, through the formal Declamation process, and into Upper School, where each senior delivers a Senior Speech as part of the graduation requirements. THE LOWER SCHOOL (138 STUDENTS, PRE-K – 5TH GRADE) The Chase Lower School combines an interactive academic program with a socialemotional curriculum known as The Responsive Classroom®. This curriculum enables children from three years of age through grade five to share the values of honesty, fairness, and respect, and to learn the skills of cooperation, assertion, responsibility, empathy, and selfcontrol. The academic program places emphasis on literacy skills, as well as on both the process and product of mathematical thinking. The pond as well as the gardens provide hands-on learning for the exploring of vegetables, native plants, birds, and insects. THE MIDDLE SCHOOL (108 STUDENTS, GRADES 6-8) The Chase Middle School values collaborative learning, an essential 21st-century skill for a global, interconnected world. Lively classroom environments develop from resourceful, creative teachers who prioritize learning how to learn – and having fun with it. Collaborative learning and interactive technology enhance the classroom experience and aid teachers in providing new ways of engaging students. Students transition from a sixth grade year, where they move from class to class in pods, to the seventh and eighth grade years where they cycle through five academic courses daily plus fine Page |4 and performing arts and gym. The fall outdoor education program, physical education program, interscholastic sports, and community service all present students with physical and personal challenges that improve their sense of cooperation and community. In Chase’s Middle School, social, physical and emotional challenges become springboards for learning and growth – and are central to the mission of educating the whole person. Students emerge from the Middle School as confident, enthusiastic learners and independent thinkers, capable of navigating the challenges and demands of the Upper School. THE UPPER SCHOOL (194 STUDENTS, GRADES 9-12) The capstone experience occurs in the Upper School, Grades 9-12, where writing, critical thinking, effective classroom discussion, research, and problem solving are taught across disciplines and departments. Students actively participate in their education to share, satisfy, and deepen their intellectual curiosity. Distribution requirements ensure a sound basis in English, math, science, history, and world languages, and offer a wide and diverse choice of electives, particularly in the junior and senior years. Nineteen Advanced Placement college credit courses, advanced tutorials, and independent study projects enable students of varied interests to challenge themselves in preparation for the rigors of college. Teachers engage students in classroom discussions and make coursework individually challenging and approachable. Students are taught to think deeply about important contemporary and historical subjects. As they progress through the Upper School, they have a choice of courses that rival those at the university level. As in college, homework is not busy-work, but rather requires critical and analytical thinking. The philosophy is to ground students in critical values while educating them thoroughly and rigorously in the core academic disciplines and providing extensive opportunities to participate in sports and the arts. Chase fuels students’ intellectual curiosity and civic awareness by offering the choices and flexibility that allow young people to grow as individuals. A detailed Upper School curriculum guide is available on the School’s website, www.chasecollegiate.org. Page |5 THE FINE AND PERFORMING ARTS Students in all three divisions explore the exciting world of the visual, performing, and musical arts and are encouraged to stretch both their abilities and their imaginations. A tour of the campus reveals sculptures, photographs, and fine paintings on display. The Fulkerson Arts building houses many of these and serves as the main art facility on campus, and includes a black room, several open art studios, and a digital photography lab. As students progress to the Middle School from weekly music lessons and short drama performances in the Lower School, they move upwards and onwards to vocal and instrumental instruction as well as a rich musical theater program, all the while, selecting a number of visual arts courses working with sculpture, painting and drawing. Upper School students are more than prepared to participate in a stimulating and all-encompassing arts curriculum. From “Mixed Media”, “Black and White Photography”, “Film Study” and Central American-themed “Ceramics” classes to rock and choral ensembles, and the competitive Highlander Theater Company, Upper School Students never lack a creative outlet. ATHLETICS AND PHYSICAL EDUCATION Athletics are vital to the success of the Chase Collegiate School and are offered to students in all three divisions, with Lower School students participating in intramurals. With 42 interscholastic teams and 13 different sports, students can find their athletic interest and niche easily. The School supports a competitive athletics program that teaches discipline, teamwork, leadership, and competition. The mission statement stresses the importance of developing the "full" student; in the athletics program, coaches strive to develop the “full” athlete to enable them to have an impact on several programs. At Chase through its “no-cut” policy, athletics fosters camaraderie and school spirit and bolsters the sense of community and the common goal of creating lifelong leaders. Many of the faculty are involved through coaching at all levels, so the entire community connects in unique ways. CAMPUS, SETTING AND FACILITIES Chase Collegiate School is situated on a 47-acre campus with facilities that include academic buildings, such as the newly renovated Upper School and the Fulkerson Arts Page |6 Center. The Goss Field House, “Home of the Highlanders,” is the main athletic facility on campus. Every season, multiple teams practice on the courts, fields, and in the gym. Waterbury, the fifth largest city in Connecticut, is the home of 110,360 citizens of diverse ethnic, cultural and religious backgrounds. Conveniently located at the junction of Routes 8 and I-84, the city was once known as the "Brass City" because of its long history as the center of the nation’s brass industry. Today, Waterbury is known for its advanced technology capabilities, historic architecture, and most importantly, its strong communities and neighborhoods. The city of Waterbury is conveniently located between Boston and New York City, and southwest of Hartford, the state capital. GOVERNANCE AND DEVELOPMENT Chase Collegiate School is governed by a self-perpetuating twenty-four-member Board of Trustees composed of parents, alumni, and community leaders. The Board Committees include: Advancement, Buildings and Grounds, Committee on Trustees, Finance, Head Evaluation, Support and Compensation, Investment, Long Range Planning, and Marketing. Chase successfully completed the most recent Capital Campaign, Cornerstone Campaign Two, raising more than $15 million. The Campaign represents the single largest fundraising initiative in the history of the School. Launched in 2006, highlights of the Campaign include: • The School’s endowment has doubled in size since 2005, so that it stands at over $11 million today. • The renovated and expanded Upper School can now accommodate 220 students, enabling 60% growth in Upper School enrollment; the building now features many environmentally responsible aspects: passive solar design, high efficiency products and mechanicals and 288 solar panels. • The Athletics program was strengthened by the renovation and reconfiguration of the playing fields, construction of dugouts for softball and baseball fields and acquisition of three new rowing shells for the crew program. The current Strategic Plan was approved by the Board of Trustees in 2009 and is available on the Chase website, www.chasecollegiate.org. The school-brand qualities Page |7 of Confidence, Courage, and Compassion, distilled in a recent two year all-school discussion, provide enhanced focus for characterizing the Chase student experience. STRENGTHS OF THE SCHOOL • Strong and pervasive sense of community and openness on campus • Kind, cordial, confident, cooperative students • Philosophy and practice that no student is allowed to “fall through the cracks” • Strong, nurturing relationships among teachers and students • Strong academic foundation • Active encouragement for students to develop individual talents while taking appropriate risks • Wealth of opportunities in sports, arts, extra-curricular activities • Exemplary public speaking program • Three divisions but sense of one school CHALLENGES AND OPPORTUNITIES FOR THE NEXT HEAD OF SCHOOL A Vision for the Future With its 150th anniversary in two years, Chase Collegiate has a sense of history that is cherished by its graduates, teachers, and parents and that adds richness to the School. The next Head will need to connect with that sense of history while also ensuring that the School’s vision is forward thinking, compelling, and informed by best practices and powerful, new educational innovations. Leadership and Professional Development The new Head will have the enviable opportunity to empower and deploy the talented administrative team by creating a shared vision and a common sense of direction. The administrators value the opportunity to work together. The feeling of camaraderie is apparent and can be the foundation for effective team building that will benefit students and teachers. The next Head will have the opportunity and challenge of refining and extending a systematic approach to evaluating teachers and administrators while connecting those efforts to professional development. Student Body and Enrollment The students almost uniformly express pride at their involvement with Chase, respect for their teachers, and satisfaction with their educations. With this upbeat and optimistic spirit, though, comes a worry about the overall nationwide trends in enrollment in private Page |8 schools for the past few years. In the Lower School, a combination of a weaker economy and declining demographics has reduced enrollment so that each grade now has only one section in the earlier grades. The Middle School has maintained its enrollment numbers. The next Head will want to ensure that the School’s outreach efforts to build enrollment are planned and executed exceptionally well. Internally, the Head will want to work with others at Chase to reduce the attrition out of the eighth grade and to continue attracting a diverse group of ninth graders. Aided by the Upper School wing, enrollment in the Upper School is now at the level desired, though the amount of financial aid is a concern. Managing the composition of the students who enroll is as important as increasing the number of students. The next Head will want to work with the Board and school leaders to clarify the type of students Chase seeks to serve and the support it will provide to bright students with some learning differences. External Marketing and Community Involvement The Board is actively working to find better ways of marketing the School to families, and the excitement about a new Head of School will enliven the admissions picture. Throughout its long history, Chase Collegiate has been intertwined with the City of Waterbury, so there is an earnest desire for the School to be constructively and visibly engaged in the city. The next Head of School, with the help of the excellent division heads and other senior leaders, will have the opportunity to develop ways to connect more fully and visibly with Waterbury and the surrounding communities. THE HEAD OF SCHOOL Chase Collegiate’s Head of School is the operational leader and academic administrator of the School, reporting to the Board of Trustees. He/she executes the mission of the School and carries out the policies determined in conjunction with the Board. The Head of School’s responsibilities include leadership of the academic program and curriculum, oversight of administration and management of faculty and staff, and prudent stewardship and advancement of the School’s financial and physical assets. The exciting challenges and opportunities for the new Head will require sound judgment, strategic thinking, energy and a thorough understanding and appreciation of the educational and socio-emotional needs of children. Page |9 TO APPLY Interested and qualified candidates should submit electronically in one e-mail and as separate documents, preferably as PDFs, the following materials: • • • • Cover letter expressing interest in the Chase Collegiate School Head of School position Current résumé Statement of educational philosophy and practice List of five references with name, phone number and email address of each to: Charlotte Rea Senior Search Consultant 510-508-6648 [email protected] Robert Fricker Senior Search Consultant [email protected] CARNEY, SANDOE & ASSOCIATES 44 Broomfield Street Boston, MA 02108