The Long Ridge School

Stamford, Connecticut Head of School Start Date: July 2020 www.longridgeschool.org Fast Facts Established: 1938 School type: Independent, coeducational day school Grades: Beginners (age 2) through elementary (grade 5) Enrollment: 76 Students of color: 32% Total faculty: 23 Student/faculty ratio: 5:1 Campus acreage: 14

Overview

The Long Ridge School (LRS) is an independent, coeducational nursery and elementary school located on 14 woodland acres in North Stamford, CT. LRS enrolls children two years old through grade five, drawn from many local Connecticut and New York towns. Long Ridge is a small school by design with a diverse and globally inclusive community and a long commitment to progressive education. Children are known and valued as unique individuals and stay children longer as they thrive in an environment created specifically for them.

Learning is an active and joyful experience that prepares students to solve the problems and challenges of the future. Passionate, professional teachers at Long Ridge are themselves continuing learners, constantly improving their practice to ensure gold standard academic programs with a modern, collaborative, problem-solving approach. The Long Ridge School’s forward-thinking, project-based curriculum methods are embraced by the graduate education schools at Columbia, Stanford, and Harvard. Provided with strong programs in math, literacy, science, music, and the arts, graduates are actively recruited by the best area middle schools including St. Luke’s, King, New Canaan Country School, Ridgefield Academy, The Masters School, Harvey, and Hackley.

LRS seeks a Head of School who will join the community in July 2020. John Ora was appointed as Interim Head in July 2018 and will serve through the 2019-2020 school year. He has brought an innovator’s mindset steeped in sound pedagogy and practical application, an approach perfectly aligned with The Long Ridge School’s progressive educational philosophy and the innate curiosities of young children. For its permanent Head, the Board is seeking someone who will help to further define and execute LRS’ mission so that it can continue making the bold moves necessary to propel it forward and secure its future.

The Search Group | Carney, Sandoe & Associates 2 [email protected] | www.carneysandoe.com The School

The Long Ridge School was founded in 1938 by Harriet Rowland, a parent and educator who envisioned a school that valued children as individuals. Rowland created a place where each child’s needs would be met and, as the school grew from the first class of six students, LRS teachers have continued to make sure every voice is heard and every child is known and valued.

Today, The Long Ridge School serves 76 students age two through fifth grade. A true learning community, LRS guides students to achieve their own potential through individual attention, interdisciplinary study, and child-centered multi-age classrooms where curiosity and exploration power learning.

The Long Ridge School occupies a unique position as one of the few Connecticut independent schools dedicated exclusively to preschool through elementary education and, as such, students come from many local Connecticut and New York towns. LRS is committed to supporting diversity/ multi-culturalism in all its forms in a warm and inclusive environment. Thirty-two percent of students identify as students of color. In addition, 37% of the student body receives financial aid.

Dedicated and energetic teachers nurture the development of the whole child and lead the curriculum development process to ensure students are engaged intellectually in a supportive environment. With a total faculty of 23, LRS is proud of its passionate educators, administrators, and specialists who possess a deep understanding of the intellectual and emotional needs of young children. This is borne out in the numbers: almost half of the teachers have been at the School for more than 10 years, teachers have an average of 20 years’ experience as educators, and 60% hold advanced degrees. Teachers are also committed to continuing professional development and learning to understand and employ current research on how children learn best.

The Search Group | Carney, Sandoe & Associates 3 [email protected] | www.carneysandoe.com Three key components underly the ethos that pervades the school, both within and outside of the classroom:

Social-Emotional Learning: Teaching the emotional, social, and language skills students need to manage their feelings and behavior, to express themselves, and to work and play well with others.

Character Education: Instilling in students the expectation that they should try their best every day to be good people and providing them specific examples of strong character and virtuous conduct.

Individual and Group Management: Having a consistent set of developmentally appropriate classroom and recess behavioral management practices used by all staff members.

Academics

The LRS academic program creates the foundation for a lifetime of learning through a dynamic, enriched curriculum that engages students as full participants in their school experience. Throughout the preschool and elementary grades, small class sizes and a student-faculty ratio of 5:1 offer plentiful opportunities for differentiated and one-on-one instruction. An integrated program of multidisciplinary study means that every unit combines active literacy, mathematical inquiry, scientific exploration, and artistic expression to further learning. Beginning in Preschool, students also study Spanish, gradually building vocabulary and practicing oral, listening, and writing skills.

Multi-age classes are a hallmark of the LRS program, with two-year age groupings providing rich and comfortable environments that accommodate a range of developmental levels and learning

The Search Group | Carney, Sandoe & Associates 4 [email protected] | www.carneysandoe.com styles. Long Ridge teachers are skilled in tailoring instruction to suit the range in the classroom, and pay close attention to students’ needs, closely observing each child’s growth. By spending two consecutive years in the same classroom, students develop a sense of continuity and familiarity that supports risk-taking and challenge. In addition, younger students benefit from their peers’ guidance, and older children consolidate knowledge and practice leadership through work with their younger peers.

Preschool The LRS Preschool consists of the Beginners program for two-year-olds, and Nursery for ages three and four. During these years, students learn and grow in a warm and nurturing environment that cultivates positive attitudes about school. The Preschool has the advantage of being a part of wider school environment, providing children with the benefit of resources that include music, library, and physical education. Outdoor play and exploration of LRS’s wooded campus is part of the daily routine. Preschoolers at LRS practice cooperative play, build confidence, and develop intellectual curiosity, becoming active and joyful learners eager to make sense of and engage with the world around them.

Elementary In Kindergarten through fifth grade, LRS students continue to develop as learners through multidisciplinary work in mathematics, language arts, social studies, and coding. Organized with individual instruction in mind, classrooms provide opportunities for students to work independently and in small groups with teachers; time with specialist teachers lets students explore science, arts, technology, Spanish, physical education, and library skills.

LRS teachers have adopted the Bridges in Mathematics program for grades K-5. Bridges in Mathematics is considered the gold standard of modern progressive math programs and it meets

The Search Group | Carney, Sandoe & Associates 5 [email protected] | www.carneysandoe.com or exceeds all Common Core math standards. The math concepts it teaches are very similar to Singapore Math, but the instructional methodology — student centered, collaborative, and inquiry based — more closely matches Long Ridge’s progressive classrooms.

In language arts, LRS students learn to be active and enthusiastic readers, working one-on-one with teachers who track their reading progress and developing communication skills through discussion. Daily writing allows students to develop expressive language and build fluency in spelling, punctuation, and grammar — skills that serve students well across disciplines.

Literacy — both reading and writing — is an area where Long Ridge works hard to have the best program possible. The LRS literacy curriculum incorporates elements from the Teachers College Reading and Writing Project with its twice-yearly assessments for students. To support the program, LRS is adding the Fundations® program to its K-3 classrooms. Fundations® is a recognized leader in explicit multi-sensory reading instruction designed to provide students with key foundational reading skills. Running reading records are kept on each child to measure and assure progress.

The social studies curriculum includes explorations of fables and fairy tales, art and artists, the Medieval World, and Colonial American history. In addition to exposing students to a broad array of knowledge areas, each unit emphasizes cross-disciplinary thinking, cultivating students’ abilities to analyze, synthesize, and create.

Finally, in science, a dynamic, experiential approach draws on students’ natural curiosity and sense of wonder. Each class visits the Science Room several times a week to study topics such as animals, electricity, outer space, and more. In fourth and fifth grades, students complete a study of habitats along the nearby Mianus River, developing a sense of experimental practice through hands-on work.

The Search Group | Carney, Sandoe & Associates 6 [email protected] | www.carneysandoe.com After Long Ridge Long Ridge students go on to thrive in area independent and public schools. Graduating fifth graders receive support from Long Ridge faculty as they complete application requirements and make school choices; LRS has a reputation among local middle schools for producing well prepared and competitive candidates. The following are the most recent middle school matriculations, from the classes of 2015, 2016, 2017, and 2018:

All Saints Catholic School Cloonan Middle School Eastern Middle School Fox Lane Middle School Greens Farms Academy Social-Emotional Learning Hackley School Harvey School In the spring of 2019, a faculty leadership group formed to work Middlebrook Middle School on the School’s Social-Emotional Learning and Character New Canaan Country School Education curricula, re-focusing on and prioritizing an area Rye Country Day School that had traditionally been a strength of the School. The Saxe Middle School group set the ambitious goals of studying best practices and Scofield Magnet Middle School programs from several sources, then creating an approach St. Luke’s School that matches LRS’s unique culture and community, followed The Masters School with teacher training, implementation, re-assessment, and adoption over the next two years. Turn of River Middle School Whitby School Wooster School

Technology After middle and high school, LRS alumni go on to a wide variety of A Long Ridge education has long fostered 21st-century skills, top colleges, including institutions from problem solving and critical thinking to collaboration such as Brown, Harvard, George and curiosity. From kindergarten onward, students learn Washington University, New York to be not simply users, but also creators of technology, University, Williams College, and learning the fundamentals of coding and becoming confident, Yale. thoughtful digital citizens. Students of all ages cultivate technological skills through “unplugged” activities, building an awareness of patterns, logic, and sequencing. In early elementary grades, students work hands-on with circuitry, robotics, and SMART boards, and in fourth and fifth grades, a 1:1 Chromebook program allows for self-expression, use of multiple technologies, and integration with many subject areas which facilitates further technological fluency.

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The arts are a central part of LRS’s enriched curriculum: students of all ages spend dedicated time with arts specialists each week. The School cultivates a love of music starting in the Beginners program. Throughout students’ Long Ridge careers, they may participate in choral singing, play in the band, or perform on xylophones, bells, or the dulcimer. In the spring, the students in grades K-5 perform in an all-school musical program for the LRS community, which is a highlight of the school year. In the visual arts, LRS teachers facilitate original creative production, a sense of aesthetics, and the use of arts media in effectively translating ideas, feelings, and values. Thanks to the integrated curriculum at LRS, students’ work in the arts dovetails with their explorations in social studies, facilitating meaning-making across disciplines and offering students another lens through which to understand history, culture, and themselves.

Athletics at The Long Ridge School center on a physical education curriculum that helps students to develop motor skills and fitness, as well as learn collaboration, teamwork, and sportsmanship. Students at Long Ridge play sports, but rather than focusing on keeping score, they learn to enjoy the game, savor self-improvement, and support their peers. In addition to dedicated physical education time, teachers work to integrate movement into all parts of students’ experience, whether that means a nature walk as part of a scientific exploration or the outdoor play that comprises an important part of every school day.

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Community is the defining feature of life at LRS: every teacher and administrator knows the name of every student, regardless of grade level, creating a tight-knit and nurturing environment. This community is enhanced by practices such as Friday assemblies, for which the entire school gathers in the Big Room to share news, music, poetry, and review the week’s accomplishments.

Other school activities include field trips to New York City locations such as The Cloisters and the Metropolitan Museum of Art, excursions to Long Island Sound, and even an overnight trip to Boston. In-school and after-school activities provide students with further opportunities to try new things such as coding, yoga, volleyball, robotics, soccer, and cooking. An after-school Chess Club also meets once a week.

The Long Ridge School traditionally has not offered an extended day program beyond the extra fee afternoon activities which run until 4:15 p.m. Starting in Fall 2019, LRS will provide for early drop-off beginning at 7:45 a.m. and late pick-up until 6:00 p.m. for students in grades K-5. The extended day program is seen as both a service to current parents and as a way to make the school even more attractive to prospective families.

The Search Group | Carney, Sandoe & Associates 9 [email protected] | www.carneysandoe.com Opportunities and Challenges

The new Head of School will need to vigorously embrace the School’s key values of “preserve, prepare, and propel.”

Preserve: At its core, LRS is a strong community that possesses a deep commitment to its progressive values. Each child is known as an individual and parents describe with delight how the School meets every youngster’s personal needs. The Head of School will be asked to support the School’s educational vision and nurture its strong sense of community.

Prepare: The School has adopted a new mathematics curriculum and has made important moves to strengthen its approach to literacy and social-emotional learning. As the School considers other innovations that would further strengthen the program, the Head of School will need to pace the adoption of new initiatives while also providing the ongoing professional development to support recently launched curricular initiatives.

Propel: Fairfield County independent schools have seen a significant drop in the school age population in the communities that typically enroll their children in independent schools, resulting in a decrease in enrollment demand throughout the area. The Head, working with the Director of Admissions, will be asked to increase LRS’ visibility and reputation in Stamford and the adjacent communities. In a region where most families prefer a traditional educational approach, the Head will help LRS more thoroughly articulate the benefit of a progressive education.

Finances: By necessity and design, LRS runs a fiscally lean operation. In partnership with a strong finance committee and an excellent business manager, the next Head of School will provide ongoing strategic leadership to the School’s finances. The Search Group | Carney, Sandoe & Associates 10 [email protected] | www.carneysandoe.com Desired Qualities and Qualifications of the Head of School

LRS will be looking for a Head who:

• Palpably enjoys being an active and visible presence in the life of the School and who supports strong relationships with faculty, staff, students, and parents, further enhancing the School’s strong sense of community. • Is comfortable serving as a public figure and as the chief ambassador and spokesperson of the School. • Possesses a deep understanding of important trends in education and the ability to combine that understanding with an appreciation for LRS’ values and traditions, in order to articulate a compelling vision for the School’s future. • Demonstrates a leadership style that is collaborative and projects an openness that genuinely invites and respects the perspectives and views of others, yet is decisive when necessary. • Connects and communicates effectively and proactively with faculty, administrative colleagues, parents, students, community members, and the Board, so that these groups are appropriately informed of School events, potential issues, and needs. • Understands and possesses the skills to execute strategic external affairs, including admissions, fundraising, marketing, and broader community involvement. The successful candidate must be committed to encouraging a culture of philanthropy to support the School. • Has a strong record of fiscal management and a thorough understanding of finance and budgeting.

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

• A cover letter expressing their interest in serving as the Head at LRS. Please use the letter to share relevant experience and depth of connection with the School’s progressive values; • A current résumé; • 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) to:

Bruce L. Dennis Senior Consultant [email protected]

Bob Fricker Senior Consultant [email protected]

Burke Zalosh Consultant [email protected]

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