WAYNFLETE SCHOOL Portland,

UPPER SCHOOL DIRECTOR Start Date: July 1, 2021 waynflete.org Mission Waynflete’s mission is to engage the imagination and intellect of our students, to guide them toward self-governance and self-knowledge, and to encourage their responsible and caring participation in the world. Our aim is to provide a program that combines security with challenge, playful exploration with rigorous expectation, and range of experience with depth of inquiry.

OVERVIEW

Since its founding in 1898 by Agnes Lowell and Caroline Crisfield, Waynflete has been devoted to progressive thought, inclusive community, and a rigorous and developmentally informed program. Situated in Portland’s historic West End, the school’s campus houses a vibrant learning community for students in Early Childhood (age three) through Grade 12 that is committed to reflective engagement, authentic discourse, and genuine self-discovery. The school’s unique approach to learning combines all the rigor, breadth, and depth of the finest schools in the country with a school culture unmatched in its warmth and sense of community. Students emerge from Waynflete with confidence, independence, and a love of learning that will last a lifetime.

Waynflete’s commitment to anti-racist teaching has become a key component of its mission to support the growth and self-expression of each of its community members. The entire school community— students, families, employees, alumni, and trustees—is actively engaged in both personal and institutional reflection and action steps focused on diversity, equity, inclusion, and anti-racism. The school both provides and has an expectation of ongoing professional development related to becoming anti-racist educators.

Waynflete seeks a dynamic, inspired, and collaborative educational leader to serve as the next Upper School Director (Grades 9-12). The Upper School Director is responsible for creating a cohesive and supportive learning environment through comprehensive oversight of all curricular and non-curricular activities. Strong candidates will demonstrate a genuine connection to Waynflete’s mission, find joy in working with adolescents, and be energized by the prospect of nurturing a student-centered and intellectually rigorous environment. Waynflete is committed to candidates who will contribute to and build upon the ever-unfinished and essential work of diversity, equity, and inclusion.

CARNEYSANDOE.COM 2 Fast Facts Founded: 1898 Total students: 593 Students in Upper School: 278 Upper School students who identify as students of color: 17% Total faculty: 76 full time, 25 part time Faculty of color: 4.9% Faculty with advanced degrees: 60% Financial aid budget: $5.28M

THE SCHOOL

There is no “typical” Waynflete student; students come from all walks of life to learn in an enriched academic environment. To that end, Waynflete’s commitment to diversity, equity, and inclusion permeates all aspects of the program. The school strives to create an environment which enables students from all backgrounds to learn from one another. Its institutional commitment to the principles of diversity, equity, and inclusion is an important component of the faculty and staff culture. Believing students benefit from more inclusive environments, Waynflete’s faculty practice—and want to continue to develop—inclusive practices in teaching, teamwork, and leadership.

Waynflete’s devotion to environmental stewardship is another way in which the school provides an education that is quite extraordinary. A commitment to the environment is an integral part of the curriculum at every grade; from an ecologically-centered program in the K-1 classroom “habitats” (which includes stewardship of the school’s vegetable garden) to the Upper School student group WEAG (Waynflete Environmental Activism Group), Waynflete students actively engage in or promote the importance of sustainable practices. Established in 2008, the “Green Team” led the school to develop sound recycling and school-wide composting practices. The school’s commitment to environmental stewardship is seen in its dedicated effort to build campus facilities that achieve the highest levels of sustainability.

Waynflete does not measure academic rigor or success on the basis of standardized tests. Rather, teachers are empowered to offer challenging courses that prepare students exceptionally well for the future and build on their inherent curiosity. Students join the Waynflete community with the understanding they will be asked to work hard and that they will discover the confidence that comes from accomplishing difficult assignments. Waynflete students do memorize facts, dates, spelling words, and multiplication tables—part of learning requires memorization and factual recall. Doing so is not an end goal, however. Instead, it provides students with the chance to think more deeply, write more frequently, and learn

CARNEYSANDOE.COM 3 how to present to others and persuade them about what they believe. The outcome is that Waynflete graduates know how to learn, feel confident that they can tackle any problem, and are excited to continue their studies.

UPPER SCHOOL ACADEMICS

Every component of Waynflete’s Upper School program is carefully thought out to prepare students for success after graduation. It offers a challenging college-preparatory curriculum featuring small classes that foster close, interactive student-teacher relationships. Waynflete’s outstanding teachers and curriculum help guide students to be passionate, self-directed learners by engaging their intellect and encouraging their imaginations.

Further empowering students as active learners is their growing choice to select areas of study. Ninth- grade students may elect levels of challenge—intensive or regular courses—in English and science, as well as select a world language. As they progress into older grades, students receive more choice in what they study, culminating in their senior year when their course load is mostly electives. Waynflete does not offer Advanced Placement classes, instead offering college-level electives (students may opt to take the AP exam). Several of Waynflete’s high school courses receive college credit through the University of Maine system.

Students choose classes with guidance from their advisor and parents and with input from teachers, department chairs, and others. In March, students in Grades 8-11 work with their advisor to select courses for the following year and to map out the remainder of their high school careers. Before course selections are finalized, the advisor reviews this preliminary plan with parents during spring conferences. Students complete courses in English, mathematics, history, science, world languages, and visual and performing arts. A variety of additional elective courses offered in the Upper School enables students to CARNEYSANDOE.COM 4 College Placement

College matriculations for Classes 2016-2020 include:

American University Bard College Bates College Boston University Brown University Bryn Mawr College Carleton College Case Western Reserve University Carnegie Mellon University Champlain College Colby College Connecticut College Cornell University Davidson College Dickinson College Endicott College Fordham University Harvard College study subjects not typically found in traditional disciplines. Haverford College These courses are often interdisciplinary in nature Middlebury College and involve significant off-campus study. A majority of New York University electives are offered to students in Grades 10-12. Northwestern University Oberlin College The college counseling program at Waynflete is Pomona College designed to help students navigate the college search Princeton University and application processes. The program, which begins formally in the second semester of a student’s junior Rhode Island School of Design year, strongly adheres to the principle that students need Rice University to be responsible for their own choices. Students take Saint Joseph’s College of Maine the lead in identifying what is most important to them School of the Art Institute of Chicago and ultimately, where to apply. They also take primary Skidmore College responsibility for completing applications. Not only is this Smith College the most honest approach, but colleges regularly report Syracuse University that the best applications are those that provide genuine Trinity College insight into an individual student. Tufts University Union College Naval Academy University of California – Davis ARTS University of Maine University of Pennsylvania Waynflete’s commitment to the arts is both substantial Virginia Tech and unique, and springs from the belief that all students Wellesley College possess the ability to express themselves and to Williams College respond to the expressions of others. In the visual arts, Yale University Foundations of Art is a prerequisite for all other visual arts classes in Upper School, as it provides a basic

CARNEYSANDOE.COM 5 understanding of both two- and three-dimensional design principles while exposing students to a wide variety of media and processes. In addition, students learn visual arts vocabulary that is used throughout all upper-level visual arts electives. After completing Foundations of Art, students can choose from more specific studio disciplines, which include drawing, painting, printmaking, ceramics, sculpture, applied design, and book arts. Digital imaging is woven into several of these disciplines.

The Upper School performing arts curriculum offers a range of options for students interested in music, dance, and theater. These include formal semester classes, choral and instrumental ensembles, and other electives. In addition, the department stages three theatrical productions a year representing diverse genres and playwrights. Music and dance ensembles present formal concerts in the winter and spring and perform informally throughout the year. Individual music students and ensembles audition for district, state, Eastern, and national music festivals. The department participates in the Maine Principals Association’s One Act competitions every other year.

ATHLETICS

Waynflete’s athletic program encourages collective and individual achievement at all three school levels. By the time students reach the Upper School, they can compete at the varsity or junior varsity level. While winning is not paramount, the qualities that create winning teams—hard work, leadership, teamwork, sportsmanship, and a “never give up” attitude—are emphasized. Teams include cross- country running, field hockey, , soccer, Nordic and alpine skiing, , ice hockey, , , crew, lacrosse, , track, and ultimate frisbee. Students can also take part in physical education options or develop an independent physical activity program.

Upper School sports coaches are Waynflete faculty members and professionals from the Greater Portland community. The school currently maintains six tennis courts, two playing fields, a practice

CARNEYSANDOE.COM 6 field, and a baseball field at its athletic complex nearby on the , plus another field and two gymnasiums at the main campus. Waynflete is a member of the Western Maine Conference and the Maine Principal’s Association.

SCHOOL LIFE

Waynflete faculty and staff deliberately create an environment where children feel safe and supported, no matter who they are. Waynflete’s culture hinges on an assumption of trust and conviction that each student has the capacity to govern their behavior in productive ways. The school teaches the two critical life skills of self-governance and independence by instilling a sense of belonging and strong sense of community responsibility, both on school grounds and in the community at large. These values and skills have become increasingly valuable as Waynflete continues to devote more energy to questions of diversity and equity.

Ongoing service learning programs reinforce these values and skills by nurturing lasting relationships in the Greater Portland area with social service, environmental, and community agencies. More than half of the Upper School student-led activities are focused around service; these activities help to cultivate a life-long ethic of community building. Courses in world literature and cultures are offered through the English and history departments, and students can meet weekly to discuss global politics in Current Events or learn to negotiate as an ambassador through the Model UN program each spring. At the Upper School level, there is a plethora of programming that facilitates students’ journey to become global leaders: Students Shoulder to Shoulder (summer courses in global citizenship), Global Perspectives Activity, Current Events Group, Girls Leadership Training Mentoring (MS/US), Model UN, Waynflete in the World Alumni Speaker Series, The Perspective Project, Maine Seeds of Peace Activity, and RAAW - Racial Awareness at Waynflete.

CARNEYSANDOE.COM 7 Furthermore, Waynflete takes deliberate steps to enroll a diverse student body that represents the diversity of its region. One way the school approaches this work is through the Global Community Scholars Program, established in 2005. Each year, Waynflete enrolls a cohort of students from the immigrant and resettled refugee community in Greater Portland. In conjunction with this program, Waynflete is intentional about offering programming and opportunities for dialogue to work towards a more inclusive, equitable, and affirming community.

Waynflete is a non-sectarian school that is enriched by the religious and spiritual diversity within its community. There are many faith traditions represented in the school community, and Waynflete seeks to affirm and support all religious and spiritual practices and observances. The school provides space for reflection or prayer, accommodates dress requirements in all programs, and, to the degree that it can, avoids conflict between religious holiday observances and school commitments.

PORTLAND, MAINE

Portland is a vibrant city in coastal Maine, highly regarded for its arts community, food scene, and progressive mindset. With its heady mixture of artistic and outdoor adventures, the Portland metropolitan area is stylish and sophisticated, yet remains genuine and unpretentious. Indeed, Portland affords many of the opportunities of bigger cities, but on a livable scale.

Once a trading and fishing settlement, Greater Portland has maintained much of its 19th century architecture, landmarks, and flavor. Its adventurous spirit is now woven into the region’s fabric—there’s evidence of it in its historic homes and within its lauded museums, independent art studios, and galleries. Proud of its history, locals keep it at the forefront by devoting attention to architectural preservation and keeping many historical sites open to the public. For example, the Maine Historical Society maintains an

CARNEYSANDOE.COM 8 extensive collection of artifacts that vividly bring Maine history to life. Adjacent to the Historical Society, in the heart of bustling Congress Street, the boyhood home of poet Henry Wadsworth Longfellow is the oldest standing structure on the Portland peninsula. History buffs also love Victoria Mansion, one of the greatest 19th century houses in the country and unlike anything else in Portland.

Portland isn’t just stuck in the past, however. Greater Portland’s connection to nature is another element that makes this city so adored. With the region’s proximity to the sea, there are naturally plenty of things to do on and around the water, from narrated cruises to sunset schooner sails, and exciting kayak excursions to lazy beach afternoons. It also offers 70 miles of trails, one of the largest saltwater marshes in New England, and the chance to enjoy island-studded Casco Bay. In fact, Portland offers some of the best water access to neighboring islands (just a ferry ride away), historic forts, and lighthouses in all of Maine. It’s easy to day-trip to surrounding towns and parks with a rich landscape of attractions and landmarks of their own.

North of Portland, Maine’s lake and mountain region offers another source of outdoor adventure and majestic scenery. Featuring ten of Maine’s highest peaks (Bigelow and Mahoosuc Ranges) and hundreds of glacial lakes — Sebago, Flagstaff, and Rangeley — this family-friendly area can be as action-packed or serenity-filled as you desire. In the winter, the region is home to some of the best skiing in all of New England, with popular destinations including Sunday River Resort and Sugarloaf Mountain.

Once you’ve had your fill of history and fresh air, Portland carries you forward to the 21st century with its contemporary and renowned attractions such as the Children’s Museum & Theater of Maine. It also boasts a top-tier culinary scene with nationally-lauded restaurants, pubs tucked away in restored historic buildings, street food, and lobster shacks. Bon Appétit Magazine named Portland its “Restaurant City of the Year” in 2018.

CARNEYSANDOE.COM 9 Here’s what makes Portland so very charming, though: no one is trying to impress you with trendy- this or glam-that. Sure, locals want to share their love of creative food and proud history of agriculture, craftsmanship, and maritime history. But what fuels this proud little city is this: the best things to do in Portland remain true to its identity, from epic sailing trips and historic homes to funky boutiques full of artisanal wares to independent locavore restaurants. Portland is, and always will be, one of a kind.

THE POSITION

The Upper School Director is responsible for creating a dynamic and supportive learning environment in Grades 9-12 through comprehensive responsibility for all curricular and non-curricular activities. The Director supervises all instructional and support personnel, including staff responsible for athletics, college counseling, and student life. They are a member of the senior administrative team and report to the head of school.

ESSENTIAL DUTIES AND RESPONSIBILITIES

The Director will:

• Maintain congruence between the school’s mission and all activities of the division. • Lead diversity, equity, and inclusion efforts in the Upper School and contribute to those efforts schoolwide. • Direct the activities of the school’s instructional staff in the performance of their duties. • Oversee divisional budgets.

CARNEYSANDOE.COM 10 • Function as the chief articulator of the division’s programs, expectations, behavioral guidelines, and other information necessary to ensure that all constituencies are fully informed consonant with their individual roles. • Observe, supervise, and evaluate the faculty, including through classroom observation. • Provide an orderly, controlled environment in which learning can take place in a school climate that is supportive and reflects high morale. • Ensure compliance with the legal requirements of government regulations and agencies, and maintain the educational standards established by the state and by those agencies that examine and accredit the school. • Make recommendations to the head of school regarding hiring, retention, and the assignment of faculty. • Strive for unity, harmony, and cooperation through tact, helpfulness, respect, and the recognition of differences and the special abilities and strengths of teachers. • Assist in the admission process for the testing, interviewing, and evaluation of applicants for enrollment, including participation in Admission events. • Perform other duties as assigned by the head of school.

DESIRED QUALITIES AND QUALIFICATIONS

• Proven success at working collaboratively in educational leadership. • Dynamic instructional leader with a solid understanding of the developmental and curricular needs of high school students and more broadly across elementary and middle school within a Pre-K– Grade 12 school setting. • Personal and professional commitment to social justice and equity. • A commitment to honoring multiple perspectives in order to maintain an authentic, inclusive community.

CARNEYSANDOE.COM 11 • Outstanding leadership and team-building skills as well as a clear programmatic vision. • Highly relational with strong EQ skills. • Student-centric decision maker. • Exceptional written, oral communication, and presentation skills. • Excellent organizational skills. • Strategic thinker and empathetic problem solver. • Technologically capable. • Bachelor’s degree; master’s degree in education or school administration preferred. • Significant experience as an educational leader.

TO APPLY

Interested and qualified candidates are invited to contact the consultants in confidence. Candidates will ultimately need to submit the following materials as separate PDF documents:

• A cover letter expressing interest in this particular position; • A current résumé; • A list of five professional references with name, relationship, phone number, and email address of each (references will not be contacted until a serious mutual interest is established and not without the candidate’s permission) to:

Burke Zalosh John Faubert Search Consultant Senior Consultant [email protected] [email protected]

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