Proctor Academy | Andover, NH

Proctor Academy | Andover, NH Head of School Start Date: July 1, 2021 Based in Andover, New Hampshire, this independent boarding and day school for 371 students in grades 9-12 combines a diverse campus-based academic program with unmatched off-campus experiential learning opportunities that immerse students in the world year-round as global citizens. Drawing inspiration from its motto “Live to Learn, Learn to Live,” Proctor’s mission seeks to develop students whose lives demonstrate honesty, compassion, respect, and responsibility. While celebrating each student’s individual learning style, the school provides a challenging college preparatory curriculum augmented by five signature off-campus learning experiences and an integrated academic support program within a supportive community where adults and students call each other by their first name. Proctor Academy seeks a dynamic leader as its next Head of School starting July 2021. The successful candidate will be a highly experienced educational leader devoted to the school’s mission, appreciative of Proctor’s deep roots, and willing to provide a vision for its future. Proctor’s Head of School has oversight of all organizational activities and serves as the school’s academic leader, fostering a climate of excellence and ethical growth among students, faculty, and staff. This is an exceptional opportunity to lead a wholly unique independent school community with an unwavering commitment to environmental sustainability, experiential education, progressive academic pedagogy, integrated academic support, and individual student growth. www.proctoracademy.org Mission Proctor Academy creates a diverse learning and living community: one that values the individual and recognizes the potential of each member to stretch beyond what had been thought possible. Balancing academic rigor, structure, and support with the freedom for students to explore, create, and define themselves, Proctor encourages students to achieve their optimal growth. A deep commitment to a learning skills program and a strong emphasis on experiential learning is interwoven throughout Proctor’s academic, athletic, artistic, and environmentally conscious programs both on and off campus. Proctor students graduate understanding the values of honesty, compassion, respect, and responsibility, proceeding with confidence and with strategies to become lifelong learners and thoughtful contributors to their communities. Environmental Mission Proctor Academy’s Environmental Mission is to teach and practice sustainability throughout the school community. Sustainability is defined as meeting the present generation needs without compromising our ability to meet the needs of future generations. Proctor strives to pursue this goal by: • Attaining and sustaining a carbon-neutral footprint on campus. • Providing systems and services that encourage behavior, innovations, and technology that reduce our resource consumption. • Purchasing goods and services that are ecologically responsible. • Increasing organic, local, and healthful food choices each year. • Empowering current members of the community to be active stewards for an equitable and ecologically healthy earth. • Exploring the social, ecological and economic problems that confront us all, as well as the means to address those challenges on our campus and in our personal lives. School History Founded in 1848 as a local school for the children of Andover, New Hampshire, Proctor Academy has undergone numerous iterations enroute to becoming the remarkable school it is today: a national leader in experiential learning and academic support programs. The modern version of Proctor Academy began to take shape in 1932 as an all-boys school when Halsey Gulick agreed to serve as the new Head. The son of Progressive-era educator Luther Gulick (father of the summer camp movement in the United States) and Charlotte Gulick (founder of Camp Fire Girls of America), Halsey had a strong preference for hands-on, outdoor education. Over time, students were increasingly attracted to the school for the diversity of its elective and experiential courses and integrated academic support program, Learning Skills. In the 1970s, the school transformed into a coeducational school and began running not just local outdoor programs and a school- wide Wilderness Orientation for all new students, but trimester -long off-campus programs where small groups of students travel the globe, explore the mountains, or sail a 130-foot schooner from Boston to Puerto Rico, and more. Throughout this evolution, Proctor’s roots in authentic relationships between faculty and students, a culture of integrated academic support, and commitment to immersing students in the outdoors deepened. Proctor Today Proctor is widely recognized today for its national leadership in experiential education, as well as for its breadth of on-campus programs and integrated academic support. The school considers off-campus programs as integral to the Proctor experience, providing numerous hands-on learning opportunities that allow students to truly connect to the content they are studying. Approximately 80% of students take part in the school’s term-long off-campus programs during their Proctor experience. On campus, Proctor’s academic program includes a dozen Advanced Placement classes. However, it is Proctor’s breadth of curriculum spanning its academic courses, balance of rigor and support, relationships with advisors, dorm parents, coaches, and teachers, integrated arts offering, afternoon program, student life culture, and transformational experiences off-campus that enable students to graduate as ethical, collaborative, self-directed problem solvers. It is the entirety of the Proctor experience that continues to attract a diverse body of learners to Proctor. The school’s curricular program extends into the afternoons with more than 30 athletic teams and activities each trimester. From kayaking to snowboarding to rock-climbing to robotics to dance to cutting and splitting wood to heat dorms to more traditional team sports, students have the opportunity to explore new passions during the afternoons, while learning critical collaboration skills. Throughout all areas of life at Proctor, students are surrounded by a tight-knit learning community in which individuals are encouraged to explore their interests and support each other. Academics Proctor’s academic curriculum is founded on the belief that academic challenge, overt support systems, and a preference for hands-on, experiential modes of teaching creates enduring learning for students. Similarly, Proctor understands deep learning happens when students are surrounded by peers and adults who know them, trust them, challenge them, and understand their unique learning style. Along with courses in English, math, science, social science, world languages, technology, and the arts, Proctor students are offered a wide array of core courses, electives, and advanced level classes. In all, more than 130 courses are offered each academic year. Students are encouraged to engage in the Academic Concentrations program, which provides students the opportunity to explore their interests and uncover their passions through an individualized program that combines coursework, extracurricular work, and off-campus experiences. Each student pursuing an Academic Concentration completes a capstone project synthesizing their experiences and learning through a public presentation to the greater community. Proctor’s signature off-campus programs include Mountain Classroom, Ocean Classroom, European Art Classroom (France), Proctor en Segovia (Spain), and Proctor en Monteverde (Costa Rica). Every Proctor student begins their Proctor experience on a five-day Wilderness Orientation backpacking trip, takes part in an annual Project Period, an in-depth, faculty sponsored, experiential learning immersion program, and has an opportunity to engage in summer service learning trips in Guatemala, and Rosebud, South Dakota, as well as a summer language trip to China. The school believes deeply in the educational value of these diverse curricular offerings. They are core to Proctor’s curriculum, not a supplement to it. A third of the student body enrolls annually in integrated academic support through Proctor’s Learning Skills program. Part of Proctor’s DNA as a school since the 1950s, Learning Skills develops positive working relationships with students and teaching faculty, and utilizes the application of comprehensive academic coaching methods and the direct instruction of executive functioning skills to empower students to become strategic, resilient, self-aware, self-advocates, and lifelong learners. Proctor offers three levels of academic support within its fully integrated Learning Skills program led by fifteen full-time Learning Specialists. College Placement The following is a selection of colleges and universities attended by graduates in the classes of 2017-2019: American University Harvard College The University of Alabama Arizona State University Hobart and William Smith Colleges Trinity College Bates College Ithaca College Tufts University Boston College James Madison University University of California, Berkeley Boston University Lehigh University University of Denver Carnegie Mellon University Middlebury College University of New Hampshire Colby College New York University University of Southern California Colgate University Northeastern University University of Utah Colorado College Pennsylvania State University

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