American School of

Doha, Director Start Date: Summer 2020 asd.sch.qa Fast Facts School Type: Coeducational, Pre-K through Grade 12 Year Established: 1988 Total Students: 2,249 Mission Number of Nationalities in Student Body: 76 The American School of Doha Percent of Host Country Nationals in Student Body: 13% is committed to the intellectual Average Students Per Class: 20 and personal development of Total Faculty: 214 our students, inspiring them and Number of Nationalities in Faculty Body: 19 empowering them to become Faculty Holding Advanced Degrees: 60% positive, active global citizens. University Acceptance Rate: 100%

Overview

The American School of Doha (ASD) is an independent, U.S. accredited, college preparatory day school committed to providing educational excellence through a standards-based, internationally- enriched American curriculum, serving a multicultural student body. ASD is a coeducational school that spans from Pre-K through Grade 12 and strives to graduate students who are dynamic and conscientious global citizens. Accordingly, opportunities to develop leadership skills, global awareness, and agency are integrated into every grade level and every course. As a complement to this, ASD students have ample opportunities to participate in service learning so that they can fully appreciate why and how to apply their ASD education toward a greater good.

ASD can also be characterized by its investment in its faculty. Professional development and time for professional collaboration are key benefits for educators at ASD. To date, ASD faculty members have successfully leveraged these resources to build a curriculum of both international prestige and daily practicality. The faculty are unique in that they help ASD students see the interconnectedness of the world, facilitated by technology and innovation, as well as take ownership for what happens in ASD classrooms on a daily basis.

The next Director will maintain ASD’s commitment to the intellectual and personal development of its students, inspiring them and empowering them to become positive, active global citizens. The incumbent will also understand what it takes to operate an exceptional school in an exceptional place and ensure ASD enhances its reputation as a leader of what works and matters most in education today, no matter where in the world one might be.

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ASD was established in 1988 by the U.S. Embassy and prominent members of the Qatari community to meet the growing needs of students in Doha. Originally called American International School (AIS), it included only grades one through five. Two years later, the school expanded to include classes up to grade eight. AIS was accredited by the New England Association of Schools and Colleges in 1994. In 1996, AIS began construction on the current campus, transforming literal desert into a vibrant educational hub. In 1997, the school took its current name, ASD, and enrolled 500 students. By 2011, ASD had enrolled 2,000 students and in 2017, ASD finalized the Campus Improvements Project, a four-year undertaking that included the building of a new Elementary School Library, Learners Pool and Gym, along with a new Middle School/High School Gym, Middle School classrooms/workrooms, and high school science labs. By 2016, ASD’s Pre-Kindergarten through Grade 12 enrollment reached 2,250 students, its maximum capacity. ASD today has evolved to be a cornerstone of the “expat” community in Doha, as well as one of the premier American international schools in the world.

The School

The diversity of cultures and backgrounds at ASD is a much-celebrated strength of the school, and the world-class facilities provide the best possible spaces for ASD teachers and coaches to inspire and educate students to become positive, active global citizens.

Technology, music, art, physical education, theater, library, classroom, and common spaces all communicate a message that learning is at the heart of the ASD experience. With the support of the Board of Trustees, the Board of Directors, the Leadership Team, and the active parent community,

The Search Group | Carney, Sandoe & Associates 3 [email protected] | www.carneysandoe.com ASD provides an education that is second to none in the region.

ASD’s core values of Honesty, Respect, Responsibility, and Compassion promote a culture of inclusiveness and engagement. For 30 years, ASD has focused on student learning in a safe, secure environment that ensures each ASD student can reach his or her potential.

Inspired by the ASD mission, vision, and values, four learning strategies were developed in April 2010 by a group of parents, faculty, and students. (These strategies were then approved by the Board of Directors.) In 2013, a fifth strategy was added. In 2015, the school and new Director reviewed and revised the vision statement and strategies to support the new vision. Although ambitious in scope, the Five Strategies demonstrate ASD’s commitment to preparing students for success in a globally connected world.

The Five Strategies: 1. We will challenge our students to become positive, active, global citizens who, inspired by their understanding of global issues, become agents of positive change to improve our world.

2. We will enhance the academic and intellectual development of our students and adults through challenging curricula, innovative approaches to deep learning, and creating optimal learning environments for student growth.

3. We will foster the social, emotional, and physical development of our students and adults through positive school culture, engaging programs, and inclusive opportunities for understanding the world in which we live. 4. We will develop and maintain strong partnerships with the Qatari and global community to ensure great opportunities for students and to support delivery of the ASD Mission.

The Search Group | Carney, Sandoe & Associates 4 [email protected] | www.carneysandoe.com 5. We will advance an effective and efficient infrastructure which supports student learning, facilitates professional staff growth, and encourages community involvement.

Academics

The ASD curriculum focuses on providing students with a vertically-aligned quality education, where PreK-12 standards are anchored in the best of American education. The Office of Teaching and Learning provides a high caliber professional learning program to support teachers in their professional growth. Identifying teacher strengths and developing professional expertise ensures school-wide goals for excellence will be met across all divisions. On Tuesday afternoons, students are dismissed at 12:30 pm in order to provide faculty with the opportunity to participate in Professional and Collaborative Time (PACT).

Lower Elementary (PK - Grade 2) The Lower Elementary School (LES) program caters to children starting at 4+ years of age in Pre-Kindergarten (Pre-K) to 7+ years of age in Grade 2. Approximately 516 students, from 47 different countries, are enrolled in the LES division. Students engage in core curricula schooling in homeroom settings. Class sizes range from 15 students per class in Pre-K to 20 students per class in Grade 2. There are seven sections at every grade level, each assigned to one homeroom teacher with a full-time Learning Assistant. Two LES Guidance Counselors work closely with both students and teachers to promote school values and life skills.

Students in KG to Grade 2 attend physical education, music, and art lessons twice a week, and Pre-K students attend physical education, music, and art lessons once a week. This is in addition

The Search Group | Carney, Sandoe & Associates 5 [email protected] | www.carneysandoe.com to scheduled library and information technology lessons once a week. IT integration is embedded in curricular units across all subject areas. Modern Standard Arabic (MSA) is offered to students who are native speakers starting in KG. Students in Grades 1 and 2 all have the opportunity to attend instruction in the following world languages: Arabic as a Foreign Language (AFL), Spanish as a Foreign Language, and Modern Standard Arabic (eligible students only). Students who require additional learning and intervention support and/or further exposure to English as an Additional Language (EAL) instruction receive these services through the LES Support Services department and their homeroom teachers.

Upper Elementary (Grade 3 - Grade 5) The Upper Elementary School (UES) is comprised of Grades 3, 4, and 5. There are over 50 faculty members and 500 students at the UES level.

An average day in the UES consists of students learning core subjects through Readers’ and Writers’ Workshop, Mathematics, and Science or Social Studies in self-contained classrooms. In addition, students have a rotating schedule throughout the week that consists of two 40-minute periods each for Physical Education, Music, and Art, as well as one period a week for Library and Guidance or Technology. World Language offerings are two 40-minute periods a week with a rotating third period every other week.

Middle School (Grade 6 - Grade 8) The Middle School (MS) is made up of over 500 students who range in age from 11 to 14 and represent over 70 different nationalities. The MS teaching faculty numbers 58.

ASD treats the MS years as a very special passage from childhood to adolescence and has created a MS that provides a fun, safe learning environment and which emphasizes the Core Values of the

The Search Group | Carney, Sandoe & Associates 6 [email protected] | www.carneysandoe.com school. MS relies on its unique community of students, faculty, parents, and administration to work together to nurture, develop, and inspire young adolescents to reach their goals. Of course, one of the hallmarks of MS is that it actively provides opportunities for students to make a difference, both locally and globally.

The MS follows a rotating block schedule format for the school day. MS students and teachers who share the same classes belong to a “Learning Team.” ASD’s Blue and White Teams build communities, as members share their core academic subjects together. The teams also offer teachers of different disciplines a structure for common planning, as well as support and communication, which ultimately strengthens care, accountability, and learning for all students.

High School (Grade 9 - Grade 12) The High School (HS) at ASD prides itself on the quality and variety of its programs, both academic and co-curricular. It seeks to challenge each student academically, develop character, and instill an ethic for life-long learning and good citizenship. The HS has over 700 students from 66 different nationalities. The HS program follows a rotating block schedule format for the school day.

ASD HS has well-established Advanced Placement (AP) and International Baccalaureate (IB) Diploma programs, in addition to specialized courses, such as Art, Vocal Music, Instrumental Band, and Drama.

To become an ASD graduate, students complete studies in Social Studies, Math, Science, English, Physical Education, Health, Fine Arts, Modern Languages, and other electives. The Senior Seminar, a capstone course, requires students to reflect on what constitutes knowledge and emphasizes the student’s role as an independent learner. ASD believes that the student who understands his/her strengths and weaknesses as a learner will be better equipped to tackle the challenges that await in college and life. The Search Group | Carney, Sandoe & Associates 7 [email protected] | www.carneysandoe.com College Acceptances The following is a partial list of college acceptances of the Class of 2018: United States Canada American University Carleton University Boston University McGill University Case Western Trent University Reserve University University of British Duke University Columbia Elon University University of Georgetown Ottawa University University of Howard University Toronto Michigan State York University University Northeastern Europe University Amsterdam Skidmore College University College Texas A&M Franklin University University Switzerland Tufts University New School: University of Parsons Paris Arizona Royal College of rts and thletics University of Surgeons in Ireland A A California, Davis Technische ASD has highly skilled and enthusiastic teachers who University of Notre Universiteit Delft are trained in multiple mediums of the Visual Arts, Dame Universiteit van Drama, and Vocal and Instrumental Music and make University of Amsterdam every effort to provide the finest possible experience Pennsylvania University College in the arts. Arts are woven into the curriculum for University of Texas, Groningen every student from Pre-K through High School. ASD Austin has excellent Arts facilities including a 600-seat Vassar College Qatar theater, a black box theater, band and choir rooms, a Carnegie Mellon photography lab, practice rooms, and art and drama University in Qatar spaces across all divisions of the school. United Kingdom Georgetown Brunel University University School ASD is part of the Middle East South Asia Conference London of Foreign Service (MESAC), a regional student activities organization. City University of Northwestern ASD students also participate in fine and performing London University in Qatar arts interscholastic activities. ASD is also a member King’s College Texas A&M of the Association for Music in International Schools London University at Qatar (AMIS) and participates in international middle school University College Weill Cornell and high school music festivals. The HS drama London Medical College in students participate in IB Theatre arts Programme University of Qatar Symposium (TaPS) and the MS students travel to Edinburgh London every other year for theater workshops.

University of St Andrews

The Search Group | Carney, Sandoe & Associates 8 [email protected] | www.carneysandoe.com Well-being is the central concept of ASD’s Health Education Program which promotes physical, social, mental, and emotional well-being. The goal of the ASD Health Education Curriculum is that students have the knowledge and skills to make lifelong well-being enhancing decisions.

Formal team-based athletics begin in MS. Students sign up for sports in which they want to participate, and no prior experience is required. Students are divided into teams with equal numbers of each grade level on each team.

As noted above, ASD is a member of the Middle East South Asia Conference (MESAC), and in select sports, Grade 8 athletes will have the opportunity to try out for High School (HS) MESAC teams that travel and represent ASD at tournaments throughout the Gulf region. ASD is also a member of Qatar United English Speaking Schools (QUESS), a sports league in Qatar. Select students from MS are given the opportunity to compete in a season end competition with other schools that are part of QUESS.

Participation in High School (HS) sports is offered at the varsity and junior varsity levels for both boys and girls. Teams practice four days a week with games typically played during the week. Sports offered include cross-country, badminton, baseball, basketball, forensics, golf, soccer, softball, swimming, tennis, track and field, and volleyball.

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After School Activities Each year, the Elementary School offers a wide variety of After School Activities (ASA) in addition to athletics to students in Grade 1 or higher. These activities are “child-centered” and offer a wide range of choices each trimester. While these activities vary from year to year, past activities that have included Paper-Maché Masks, Journal Writing, Line Dancing, French Club, Spanish Club, Arabic Club, Robotics, Environmental Club, Board Games, Mural Painting, Chess, Author Study, Cooking, and Rockets.

MS provides opportunities and activities where students can explore their interests, increase their skills and knowledge, and interact with other teachers and students outside of the regular school day. After school activities and clubs are offered in both academic and non-academic areas. Past and current MS activities include Zoology Club, Climbing Club, Puzzle Club, Quilting, and Cheerleading.

Student Council The Elementary School Student Council, comprised of students elected from Grades 2 to 5, holds meetings once a month to collect information and report to their classes about upcoming important dates. These students take on extra responsibilities and leadership roles within the ES to organize events, spirit days, fundraisers, and service projects.

The MS Student Council represents the student body in matters concerning student events. They plan and run MS socials, as well as some special events. They are also called upon to help when volunteers are needed by staff for various events throughout the year. Students commit to weekly meetings.

The Search Group | Carney, Sandoe & Associates 11 [email protected] | www.carneysandoe.com The HS Student Council makes recommendations pertaining to the general welfare and activities of the school; it is the voice of the student body. The HS Student Council may also investigate and report on questions posed by the principal. The Council assists, when necessary and possible, the other ASD Student Councils and, like the other Student Councils, the HS Student Council conducts activities and events intended to boost school spirit and enrich school life.

Service Learning A pillar of life of ASD is the practice of service. The service clubs at ASD advocate for small scale projects that encourage students to see service as a part of their routine. Accordingly, faculty members consistently expose students to the required experience and knowledge they will need to initiate their own projects in the future. ASD’s service trips are popular and valuable because they afford students the opportunity to see external organizations in action and appreciate how service fits into the broader world. Each group trip is led in part by dedicated students who want to spread awareness about a given cause, while examining ways in which service can change the status quo.

HS students have many different opportunities to participate in cultural and service trips. These trips are organized during scheduled school breaks and provide unique learning experiences that enhance character development. In the past, trips have been organized into destinations such as Nepal, the Maldives, Ghana, China, Kenya, Zanzibar, Macedonia, Thailand, France, Spain, Tanzania, South Africa, Mozambique, and more. Trips blend service with opportunities to learn about the culture of a new place. ASD teachers, funded by ASD’s Parent Teacher Association, have also traveled to ASD’s adopted schools in Africa to deliver teacher training and in-servicing, further modeling positive, active, global citizenship.

[email protected] | www.carneysandoe.com The Search Group | Carney, Sandoe & Associates 12 [email protected] | www.carneysandoe.com Doha, Qatar

Doha, the capital of the State of Qatar, is a modern city of approximately 2.5 million residents. A safe and cosmopolitan place with world-class urban amenities, Doha is home to most of the country’s national population, as well as expatriate communities from a range of origins. Notably, Qatari nationals are a minority in Doha; the largest portion of expatriates in Qatar are from Southeast and South Asian countries, mainly India, Pakistan, Sri Lanka, Nepal, Philippines, and Bangladesh. Between its nationals and expatriates, Doha is Qatar’s fastest growing city and the economic center of the country. Shopping abounds in the city’s plentiful malls, while the Corniche (a green, vehicle- free pedestrian space in the heart of the capital with cafes, restaurants, outdoor exercise facilities, and a running track) impresses visitors with picturesque architecture and dazzling views of the harbor. Doha boasts myriad cultural facilities, including the futuristic Education City and the Museum of Islamic Art, designed by I.M. Pei.

Having hosted the 2006 Asian Games, the city is home to many sports complexes, as well. Qatar is now preparing to host the World Cup of Soccer in 2022, so infrastructure projects abound. Specifically, the construction of stadia, mass transit, hotels, malls, highways, and commensurate housing and schools can be seen across all of Doha. Being in Doha for the 2022 World Cup will be a great draw for many of the staff and families at ASD and will provide amazing opportunities for the incoming Director at ASD.

Qatar officially declared its independence in 1971, with Doha as its capital city. In 1973, the University of Qatar was opened, and in 1975 the Qatar National Museum opened in what was originally the ruler’s palace. During the 1970s, all old neighborhoods in Doha were razed and the inhabitants moved to new suburban developments. In the next two decades, the metropolitan area’s population grew from 89,000 to over 434,000 in 1997. The Search Group | Carney, Sandoe & Associates 13 [email protected] | www.carneysandoe.com Doha is located on the central-east portion of Qatar, bordered by the Persian Gulf on its coast. The city has a hot desert climate; summer is long, from May to September. Arabic is the official language of Qatar; English is commonly used as a second language. Doha’s economy is built primarily on the revenue the country has made from its oil and natural gas industries. Beginning in the late 20th century, the government launched numerous initiatives to diversify the country’s economy in order to decrease its dependence on oil and gas resources. Concurrently, Doha International Airport was constructed to bolster the city’s tourism industry. This original airport was replaced by Hamad International Airport in 2014. The new airport is almost twice the size of the former and features two of the longest runways in the world. Additional runways are being added to HIA to accommodate the travel demands of the World Cup in 2022.

Strengths of the School

• Strong, dedicated, and highly professional faculty; • Highly competent leadership, both in principals and senior administrative staff; • Dedicated Board of Directors; • Exceptional facilities on a large, green, well-groomed campus; • Rich array of instructional resources, including learning spaces and equipment; • Sound finances; • Diversity of the school community; • Great reputation locally, regionally, and internationally.

Opportunities and Challenges Ahead

• Reinforcing a K-12, cross-divisional identity of the school: “Four Divisions, One School;” • Clarifying and enhancing the K-12 nature of the school’s instructional program; • Resourcing and staffing for a changing student demographic; • Consolidating after years of rapid growth; • Adding to the sense of trust among the faculty, staff, and administration; • Rededication to the school’s mission, vision, and values.

Desired Qualities and Qualifications

• A “learning leader” who has a demonstrated grounding in and understanding of teaching and learning and who models a commitment to lifelong learning; • A visible presence in classrooms, around the school, with the faculty and staff, and in the wider community; • An approachable individual who models the school’s values; • A willingness to strongly advocate in the best interest of teaching and learning; • Someone who listens, welcomes input, and reflects before initiating change; • A “people person” who can also attend to the management and instructional sides of the school; • Someone adept at partnering with and guiding the board in line with best governance practices; • A leader who is simultaneously visionary and strategic; • Minimum requirements of an M.A. and five years of school leadership experience; • An American passport holder with relevant experience in leading schools. [email protected] | www.carneysandoe.com The Search Group | Carney, Sandoe & Associates 14 [email protected] | www.carneysandoe.com To Apply

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 this particular position; • A current résumé; • A one-page statement of educational philosophy and practice; • 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:

John Chandler Senior Consultant [email protected]

Art Charles Senior Consultant [email protected]

David Chojnacki Senior Consultant [email protected]

Fred Wesson Senior Consultant [email protected]

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