THE HOWARD SCHOOL Atlanta,

HEAD OF SCHOOL Start Date: July 2022 howardschool.org MISSION The Howard School educates students with language-based learning disabilities and learning differences through instruction designed to complement and address each student’s individual needs, and to help each student understand and advocate for his or her own learning process. The curriculum focuses on depth of understanding to make learning meaningful and therefore maximize educational success.

OVERVIEW

The Howard School—the only K-12 school for students with language-based learning disabilities and learning differences in Atlanta—is a place where students rediscover the joy of learning. The Howard School recognizes and celebrates students’ passions and strengths, while also addressing their disabilities and challenges. Each member of the school community believes that learners are neither defined nor limited by labels.

Often, students who come to The Howard School have been frustrated learners elsewhere. Their difficulties have prevented them from realizing their full potential, typically at the cost of their self-esteem and joy of learning. They are able and creative but need a more specialized approach to learning than most schools can support. Their profiles may include diagnoses such as a receptive/expressive language disorder, dyslexia, executive dysfunction, auditory processing disorder and/or attention deficit disorder, or some combination of these. For these students, The Howard School can and does change their life trajectory. Howard students learn how to be active citizens and life-long learners. The Howard School team is interdisciplinary, and each member brings experience, enthusiasm, and research-based expertise to a full and robust academic program that includes the arts, technology, and athletics. Faculty help students develop a strong understanding of their own learning profile, which empowers them to advocate for their learning needs both in school and beyond.

CARNEYSANDOE.COM 2 FAST FACTS

Founded: 1950

Total students: 313

Students of color: 28%

Total faculty: 85

Total staff: 35

Faculty with advanced degrees: 53%

Student/teacher ratio: 6:1 in Lower, Middle and 8th;

12:1 in High School

Financial aid awarded for 2020-2021: $938,159

Most recent capital campaign: $14.4M

The Howard School seeks a new Head of School to begin in July 2022, following the retirement of current Head Marifred Cilella. Strong candidates will have experience serving students with language- based learning differences and will be focused on helping students become the best version of themselves, despite their challenges. The new Head must understand how to advocate effectively for their colleagues, students, and families, and appreciate the ways in which these parties contribute symbiotically to build a remarkable, productive community. Competitive candidates will also be well- versed in the current research on language-based learning disabilities and will be prepared to integrate new theories into the existing curriculum seamlessly and thoughtfully.

SCHOOL HISTORY

In 1948, Dr. Hermon Martin, Georgia’s first child psychologist, began working with Marian Howard on plans to open a school for children with learning differences. In April of 1950, the school opened in Marian Howard’s house on North Decatur Road with only three students.

Marian Howard spent the next 16 years developing a school whose foundation was built on the philosophy that teaching and learning could go beyond rote memorization and recitation of disjointed facts. She wanted to open a door to an educational world with no boundaries, labels, or diminished expectations.

Her dedication, personal sacrifice, and commitment to students and families established The Howard School as a unique program that has continued to grow into the transformational program it is today—a full and robust academic program in which an interdisciplinary team of experts come together to make learning meaningful for each and every student.

CARNEYSANDOE.COM 3 THE SCHOOL

The Howard School believes that students deserve a full, robust program and curriculum that inspires and engages them, not a remedial experience. As students engage in this rich experience, an interdisciplinary team supports skills in language, writing, math, reading, and other areas to ensure that areas of weakness do not become a barrier to understanding, and to ensure that students are bringing their strengths and self-knowledge to bear in their own learning. At every level, speech-language pathologists work together with teachers in a classroom-based model to put the communication components of understanding, speaking, reading, and writing at the heart of students’ daily work. This partnership also facilitates an explicit focus on language development that occurs in the context of a curriculum that includes English language arts, mathematics, sciences, social studies, physical education, performing arts, and visual arts.

The Howard School draws from many curriculum sources, including national and state education standards. The curriculum focuses on depth of understanding to make learning meaningful and inspiring, with the ultimate purpose of teaching students to think critically about their world and their own work, and to respond flexibly to the challenges and opportunities the world presents them.

Above all else, The Howard School believes that it is essential that students have a clear and non- judgmental understanding of their own strengths and weaknesses, and that they know how to advocate for their own needs —whether it is the need for movement, keyboarding instead of handwriting, expressing knowledge in creative ways, or asking for information to be repeated or rephrased. The Howard School teachers will often ask the students, “What do you think of your work? Is it high quality? How do you know? How could you improve it?”

CARNEYSANDOE.COM 4 The school is accredited by the Southern Association of Independent Schools (SAIS) and Cognia (formerly AdvanceED/SACS) and holds membership in the National Association of Independent Schools (NAIS), the Southern Association of Independent Schools (SAIS), the Georgia Independent School Association (GISA), the International Dyslexia Association (IDA), the Atlanta Area Association of Independent Schools (AAAIS), the Learning Disabilities Association (LDA), and the Dyslexia Foundation.

ACADEMICS

The Howard School’s academic program recognizes a learner’s ability and strengths, while also addressing the disabilities and challenges. Though diagnoses and learning profiles are essential to understanding each student, learners are not defined nor limited by labels. Students gain a strong sense of self-advocacy and self-awareness for their own learning profiles and thrive in a community that recognizes true potential and respects personal need.

Because research suggests that not all children of the same age should be able to learn the same things in the same way at the same time, students ages 5 through 13 are grouped into multi-age classrooms with consideration of chronological age, gender, academic needs, and social/emotional maturity. Grade designations begin in 8th grade in preparation for High School.

Lower School Lower School students know no limits at The Howard School. Within a full day of language arts, math, science, social studies, art, music, and physical education, they are scientists, engineers, mathematicians, poets, artists, and builders. Of course, they have plenty of time to play, ample time to move, and specialized teaching as they navigate academic curriculum. CARNEYSANDOE.COM 5 No matter the activity at hand, the driving force behind everything that happens in Lower School is to help students understand their own personal and academic development. Small classes of cross-age students provide opportunities for students to actively participate in their own learning. All students, even the youngest, participate in their own student-parent-teacher conferences twice a year. At every opportunity, teachers know their students well and engage them in critical reflection of their work.

Middle School and 8th Grade Middle School is a time of growth, change, discovery, and opportunity. Knowing that, Howard Middle School faculty and staff value each child with their unique learning and personality profile. The arts, music, physical education, movement, habits of mind, community service, and team building are seamlessly woven into the fabric of the core academic subjects every day. The curriculum recognizes students’ learning challenges and looks for ways to balance instruction in those areas while offering a typical middle school environment, including field experiences, overnight study trips, and dances. To mark students’ burgeoning independence, accomplishments, and transition out of Middle School, the program wraps up with a Night of Celebration with families.

The 8th grade program features an integrated curriculum focused on the study of Georgia history, culture, geography, and ecology. All class subjects, from science and math to language arts, are connected to this theme for the entire 8th grade year. The 8th grade curriculum is also highly experiential. Students go on a number of trips around the state—including a week on Sapelo Island—eventually visiting all areas of Georgia. Using iPads and digital photography, students document their exploration, experimentation, learning—and fun—by taking pictures and making films throughout the year. They end the school year with a Breakfast Celebration on the last day of school.

Particular attention is given to technology, research, and long-term project planning skills, as well as to note-taking and study strategies to help prepare students for a successful high school experience. To

CARNEYSANDOE.COM 6 COLLEGE PLACEMENT Utilizing leadership, advocacy, and collaboration, the College and Next Steps Counselor at The Howard School provides comprehensive services that address academic, career, and post-secondary development for students. Graduates of Howard go into diverse fields and are admitted to many higher learning institutions, such as:

Alabama State University Arizona State University Art Institute of Atlanta Augusta Technical College Bates College Clemson University Culinary Institute of America Drew University Eckerd College mark students’ burgeoning independence, accomplishments, Elon College and transition out of Middle School, the program wraps up with a Night of Celebration with families. Students receive grades in core classes for the first time in 8th grade, in preparation Hofstra University for High School. Indiana University Ithaca College High School Kent University At first glance, The Howard School High School looks like any Lesley University other—full of teens doing college-prep academic work and enjoying typical extracurricular activities. In truth, however, New York University Howard School students are enjoying their very “normal” high Rochester Institute of school experience within the context of a distinctly specialized Technology program. Savannah College of Art and

Design High School classes are small—generally eight to ten Suffolk University students—and include highly differentiated instruction from Tennessee State University master teachers, who are not only fully fluent in their subject University of Arizona matter, but also knowledgeable about how the brain works. University of Colorado at In every classroom, these skilled educators use the latest Boulder research-based techniques to help students gain knowledge University of Georgia and focus on teaching students “21st century skills”— University of Kentucky critical thinking, using technology to access information, University of West Georgia problem solving, communication, and collaboration—that Washington and Lee will serve them over their lifetimes. To that end, class work is University deliberately organized to promote team building, leadership,

CARNEYSANDOE.COM 7 and presentation skills. Experiential learning is woven into the academic experience through trips and field experiences to destinations such as Washington, D.C., New Orleans, and Asheville.

As always, at The Howard School each student is surrounded by a team that includes lead and support teachers, literacy and math specialists, a school counselor, school psychologist, speech-language pathologists, assistive technology specialist, college and next steps counselor, and an instructional technology specialist. Students are encouraged to use technology to assist with their communication, presentation, reading, and writing skills.

THE ARTS

At Howard, art and music are not considered “specials”; these subjects are integral to the curriculum. Learning about and creating art and music requires a mix of technical knowledge and creativity that makes the brain work both receptively and expressively. Because they allow students to process and communicate ideas in different ways, art and music are often used in cross-curricular lessons to augment learning in other subjects, from math to history.

Lower School, Middle School, and 8th grade students have art and music classes twice each week. The Lower School art program uses a variety of media and techniques to enhance fine and gross motor skills, and communication. By understanding styles of art throughout history and learning about techniques from the masters, the Middle and High School art classes contemplate, discuss, and create art in a variety of media.

CARNEYSANDOE.COM 8 ATHLETICS

The Howard School believes that healthy athletic competition encourages a sense of self-worth, teamwork, and accomplishment that will be of enormous benefit as students grow and develop. Additionally, research clearly shows that athletics play an essential role in developing the whole child. Thus, Middle and High School students have a wide array of athletic opportunities throughout the year, as well as many other co-curricular athletic options. All Howard School athletic teams follow an all-in (no cut) policy to ensure participation, which leads to a positive experience. Good sportsmanship, respect, and common decency toward all participants are hallmarks of Howard sports.

STUDENT LIFE

As an extension of The Howard School, the after school W.I.N.G.S. Program (short for Wonder, Inspire, Nurture, Grow, and Strive) is designed to continue to make learning meaningful, and therefore, maximize student success in all areas. Through a variety of after school and enrichment programs, the W.I.N.G.S. Program provides students with an opportunity to have constructive learning experiences in education, social recreation, health and fitness activities, and artistic creativity, all with guidance from professionally trained staff. W.I.N.G.S. includes both after school activities and enrichment programs. The Howard School began a concentrated STEAM (Science, Technology, Engineering, Arts, and Mathematics) curriculum integration initiative in 2015, funded by a generous three-year grant from The Goizueta Foundation. With a heightened focus on arts integration, as well as cross-curricular and cross-divisional teaching, students engage with traditional STEAM content in novel ways that value their individual perspective and strengths while fostering 21st-century skills. STEAM affords Howard School students with multiple means to engage with content, to tackle learning challenges with their full constellation of personal strengths, and to express and share what they have learned. To that end, CARNEYSANDOE.COM 9 STEAM is not an add-on, enrichment, or supplementary endeavor; the integrated STEAM initiative at The Howard School is intended to reach every student and to permeate every facet of student life.

Another pillar of The Howard School experience is the student-led conference. Held twice each year for Lower School, Middle School/8th Grade, and High School, conferences are student-led to the degree that is developmentally appropriate and reflect the belief that understanding one’s process of learning is as important as the knowledge itself. To this end, teachers help students prepare for conferences by guiding them to their understanding of their personal learning profile, identify strategies that complement their personal learning approach, set benchmarks, and identify their passions and interests. In addition, Winter Conversations between Lower School parents and teachers, but without students, are held in January and February. Conferences are capstones of a student’s time at The Howard School, and are key elements in helping each student reach their full potential.

THE HOWARD EXCHANGE

Because The Howard School values working beyond its walls, it has created The Howard Exchange, melding research and practice to share expertise through professional development and outreach with the broader community. The Howard Exchange works in collaboration with schools and organizations nationwide to provide customized workshops and programs designed for all teachers and learners interested in responding to current research in neuroscience, executive functions, assistive technology, mathematics, and language acquisition. The Howard Exchange offers on-site professional development which can be fully customized both in terms of specific content and time frame, and can range from one-hour up to full-day workshops.

CARNEYSANDOE.COM 10 ATLANTA, GEORGIA

Atlanta—the capital of Georgia and its most populous city with just over 500,000 residents (5.8 million in the metro area)—is a beloved gem of the Southeast and has been one of the fastest-growing cities in the country. In recent decades, the city has attracted business from both domestic and international corporations, hosted the Summer Olympics, greatly expanded its civic and cultural venues and activities, and is home to the nation’s busiest airport. As a major business center, Atlanta has the country’s third- largest concentration of Fortune 500 companies. Delta Air Lines is the city’s largest employer and operates one of the world’s largest airline hubs. Media powerhouses based in Atlanta include Turner Broadcasting Company, which began in the city, and CNN. Cox Communications is the nation’s third- largest cable service provider and publishes over a dozen newspapers, including The Atlanta Journal- Constitution. The city is a healthcare hub with Children’s Healthcare of Atlanta and Emory Healthcare, the largest hospital system in the area. Atlanta is also home to the CDC (Centers for Disease Control and Prevention), as well as Coca-Cola, UPS, and Home Depot.

With more than 30 colleges and universities located in the city, Atlanta is a center for higher education. Georgia Institute of Technology, Emory University, and Georgia State University are some of the city’s most prominent institutions. Atlanta also has the largest consortium of historically black colleges, comprised of , , Morehouse College, Morehouse School of Medicine, and the Interdenominational Theological Center.

Atlanta’s cultural offerings are rich. Highlights include the High Museum of Art, Atlanta History Center, The Martin Luther King, Jr. National Historic Site, the Fernbank Museum of Natural History, and The Center for Civil and Human Rights. The Carter Center was founded by Jimmy and Rosalynn Carter to advance human rights worldwide and alleviate human suffering. Atlanta’s classical music scene includes the Atlanta Symphony Orchestra, Atlanta Opera, and Atlanta Ballet. Parks—like Piedmont CARNEYSANDOE.COM 11 Park in Midtown, Downtown’s Centennial Olympic Park, and the Beltline that surrounds the city—are prevalent throughout Atlanta, and it is common to see people taking advantage of these urban oases with a game of Frisbee or a family picnic. The parks also provide the perfect locations for Atlanta’s numerous festivals that bring people out in droves.

Atlanta residents are also avid sports fans, flocking to Truist Park to cheer on the MLB’s Braves, to State Farm Arena to support the NBA’s Hawks or to Mercedes-Benz Stadium to root for the NFL’s Falcons or the MLS’ Atlanta United. Meanwhile, families have access to a number of attractions including the Georgia Aquarium, World of Coca-Cola and the Chick-Fil-A College Football Hall of Fame.

SCHOOL STRENGTHS AND OPPORTUNITIES

The incoming Head of School will join an exceptionally mission-focused community with a collaborative and cohesive spirit. Among the School’s many strengths are:

• Extraordinary mission alignment across stakeholders. • Personalized instruction that honors the full range of students’ gifts, talents, and individual needs. • Curriculum and instruction rooted in current brain-based research and supported through a team of experts that rally around each student. • Growth orientation—a commitment to continuous improvement and learning that is evident across stakeholders, from students to administrators to trustees, and that is demonstrated through the Board’s commitment to dedicating 1% of the annual operating budget to faculty professional development. • Highly collaborative and dedicated faculty, especially in identifying new ways to support students, and a strong and cohesive senior administrative team.

CARNEYSANDOE.COM 12 • A solid financial position, excellent facilities, and no debt. • Strong parent support. • A strong sense of community, where students and employees feel free to be their authentic selves. • A growing regional and national reputation for excellence in educating students with language- based learning disabilities, furthered through the work of The Howard Exchange. • A culture of respect, support, and open exchange of ideas. • A strategic and supportive Board of Trustees.

The incoming Head of School will engage with challenges and opportunities including:

• Continuing to foster a culture of philanthropy and raising funds to control tuition increases and support faculty compensation and student financial aid. • Telling the story of The Howard School locally, regionally, and nationally to build community support and further a reputation for excellence. • Intentionally moving forward in work around diversity, equity, and inclusion, including welcoming an even more racially diverse student body and faculty. • Recruiting and retaining high-quality, mission-aligned faculty and staff. • Identifying opportunities to expand co-curricular offerings in support of the full school experience. • Augmenting the curriculum to include explicit social-emotional and life skills that will serve students well in their life after Howard and additional academic and non-academic electives.

CARNEYSANDOE.COM 13 DESIRED QUALITIES AND CHARACTERISTICS

Successful candidates will have an advanced degree and background and skills that include most or all of the following:

Professional Qualifications • Deep understanding of and passion for supporting students with language-based learning differences. • An articulate ambassador who is willing and eager to build personal and professional relationships in order to communicate the school’s unique mission to a national audience. • Strong understanding of the business and operations dimensions of an independent school, including finance, admissions, communications, and development. • The ability to articulate vision and strategy and the tactical skills necessary to manage the systems and processes necessary to implement strategy. • A commitment to honoring multiple perspectives in order to maintain an authentic, inclusive community. • A progressive educator who keeps up with the current trends in education, particularly in support of students with learning differences.

Leadership Style • A style that is collaborative when possible and decisive when necessary, built on approachability, responsiveness, and transparent communication. • Problem-solver; willingness to take thoughtful risks. • The confidence and humility to advocate for new ideas, invite disagreement, and welcome feedback. • Exceptional interpersonal skills and the ability to communicate with inspiration and clarity.

CARNEYSANDOE.COM 14 Personal Qualities • Personal and professional commitment to diversity, equity, and inclusion. • Eagerness to engage actively with employees, students, parents, community members and the wider network of independent school leaders. • Warm, supportive, and relational. • A sense of humor.

TO APPLY

Interested candidates should submit electronically in one email and as separate documents (preferably PDFs) the following materials:

• A cover letter expressing their interest in this particular position; • A current resumé.

Selected candidates may be asked to provide additional information, including responses to Writing Prompts and a list of five professional references with name, phone number, and email address of each (references will not be contacted without the candidate’s permission).

Candidates are invited to contact the consultants in confidence and to submit a resume and cover letter to:

Barbara Daush Marsha Little Senior Consultant Search Consultant [email protected] [email protected]

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