Lower School Division Head

Staff / Full-Time

Carroll School, Lincoln, MA

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LEADERSHIP OPPORTUNITY WALTHAM, MA 

LOWERS SCHOOL DIVISION HEAD

Guiding students to become confident, academically skilled  learners and kind, empathetic humans.

Carroll School, a dynamic independent day  school that serves students from grades 1–9 who  have specific language-based learning differences  (dyslexia), seeks a mission-aligned educational leader  to serve as its next Lower School Division Head. 

The Lower School Division Head will join a dedicated  leadership team and expert educators to lead one of the  school’s three divisions starting July 1, 2023. 

A major tenet of school is one where dyslexia allows  children to see the world differently. With that, Carroll  has created an entire curriculum, teaching mindset, and  community to support each child’s unique perspective.  The school’s overarching promise is to “Give Each  Child What They Most Need” and this rings true  every day, where the focus is on each student.  

In an effort to address the greatest need of each child,  Carroll recognizes that diversity and inclusivity are  essential to a child’s learning experience. The school  welcomes candidates who add to the diversity of the  community and demonstrate a commitment to equity  

and inclusion in their work. This is a well-organized,  high-performing organization that is both casual  and intense while being deeply passionate about its  transformative work with students, families, and  teachers. Its core values of empathy, respect, inclusion,  and kindness can be seen, felt, and realized in every  aspect of the school. 

Carroll is led by the recently appointed head of school,  Dr. Renée Greenfield, who brings over 20 years of  experience as a teacher, Orton-Gillingham Fellow,  teacher educator, and leader in education. She has  put together a collaborative, collegial, and highly  committed team that values and practices distributive  leadership. The next Lower School Division Head will  replace the long-serving Sue Kingman who has led  the division since it moved to its own campus in 2010.  

The division and its campus are both in great shape  and ready for a smooth transition of leadership. Given  the division’s position of strength, the next Lower  School Division Head should come to campus ready  to listen, lean-in to, learn from, and be excited about  leading and inspiring the dedicated educators within  the division. In addition, the mission-aligned leader  needs to serve as a source of love, light, and steadiness  for students and their families. 

Reporting directly to the Head of School, and serving  on the senior leadership team and academic team,  the Lower School Division Head contributes to the  strategic priorities of Carroll, manages the day-to-day  operations of the division, and is an important conduit  between and among families, students, educators, and  staff at the school. As such, this position serves as a  shepherd, educator, lead collaborator, key problem  solver, and essential builder of teams. 

The Lower School Division  Head will be responsible  for all aspects of leadership  within the lower school and on  Carroll’s Waltham campus.  

The Division Head will be supported by an  administrative team that includes an Assistant  Division Head and an administrative assistant. In  addition, the Division Head oversees the Lower  School Academic Team who helps to carry out the  academic program at the school and serves as coaches  and evaluators for the faculty. The Lower School  Division Head works in concert with two other  division heads for grades 6–8 and 8–9 to develop  continuity throughout the school with regard to  mission, philosophy, and instruction.

STRATEGIC PRIORITIES AND  OPPORTUNITIES AS A MEMBER OF  THE LEADERSHIP TEAM INCLUDE: 

  • Building, maintaining, and partnering with faculty  and staff, parents, and other administrators 
  • Enhancing the weekly professional development  program for the division so that it continues to  align with the individual goals of the faculty staff,  the requisites of the Orton-Gillingham program,  and the yearly themes of the school 
  • Recruiting, retaining, and developing a diverse  faculty and staff that better reflects Carroll and the  neighborhoods from which its students derive 
  • Examining the staffing and compensation models  in an effort to continue to attract, develop, and  retain a dedicated faculty and staff 
  • Identifying leadership skills in faculty and finding  opportunities to hone and grow these skills 
  • Seeking innovative opportunities to enrich the  academic, social, and emotional development of  students 
  • Exploring ways to continue to build and sustain  community within the division and opportunities  for connections across the division 
  • Researching, evaluating, and implementing  ways that all students can access, without  obstacles, all aspects of the Carroll program; this  includes thinking about transportation, auxiliary  activities, additional testing and tutoring, and  extracurriculars 

ESSENTIAL FUNCTIONS 

  • Work collaboratively to uphold the mission of the  school 
  • Act as the educational leader of the Lower School,  responsible for its day-to-day operation and  management of its campus 
  • Work cooperatively with the Head of School, the  

Middle & Upper School Division Heads, and all  functional directors to ensure that all operations  are coordinated and efficient across all three  campuses 

  • Demonstrate and maintain a strong commitment  to DEIJB practices in all aspects of the role and  the division 
  • Supervise and support the division’s Academic  team 
  • Support, supervise and assess performance of the  Lower School faculty 
  • Act as lead organizer of the division, conduct  regular divisional team meetings, schedule events,  and schedule regular parent meetings 
  • Act as divisional crisis manager coordinating  appropriate personnel including the nurse,  counselor, teachers, and/or other key support  systems 

POSITION

  • Work closely with and support the activities of all  other school leaders and functional directors to  help ensure their success. This includes directors  of enrollment, marketing, equity & inclusion,  advancement, information technology, and  facilities 
  • Understand the Carroll School student profile:  strengths and opportunities, and appropriate  instructional or strategic techniques, practices or  program modifications 
  • Work with teaching teams, counselors, speech &  language pathologists, and others, as necessary, to  respond to the concerns of the teachers, parents,  evaluators, and/or students 
  • Stay informed regarding academic, social,  and emotional issues that may affect student  performance or behavior 
  • Collaborate with outside professionals working  with students 
  • Participate in admission events and decision making processes regarding student enrollment  and retention 
  • Attend school events and be actively involved in  all aspects of school life 
  • Communicate in effective, efficient, timely, and  meaningful ways with faculty, staff, students, and  parents/guardians within the division 

QUALITIES OF THE NEXT LOWER  SCHOOL DIVISION HEAD 

Carroll School’s core tenets of empathy, respect,  inclusion, and kindness, and its mission of  empowering children with language-based learning  differences by meeting them where they are in order  to give them what they need to be successful serves  as the foundation for all aspects of the division.  Therefore, the next Lower School Division Head  will be a collaborative, compassionate, and dedicated  educational leader who has demonstrated successful  

experience in working with students with language based learning differences and a deep understanding of  child development.  

As the primary voice conveying the strengths and  uniqueness of Carroll School to all constituencies,  the Lower School Division Head must have excellent  skills in written and verbal communication. Substantial  leadership experience in a lower school/elementary  setting and an insightful understanding of the role of  the teacher coupled with a collaborative, collegial, and  joyful leadership style that encourages faculty to take  risks and explore passions will position this person for  success. The Division Head will model intellectual  curiosity and problem-solving while maintaining a  generous spirit, positive attitude, sense of humor, and  even temper. This person will also be able to find the  good in the tough moments and know how to balance  transparency with discretion. Possessing a personal  and professional commitment to diversity, equity, and  inclusion and the requisite skills to facilitate critical  conversations is a must. 

In addition, the next Lower School Division Head will  possess: 

  • A bachelor’s degree; an advanced degree is  preferred 
  • Exceptional organizational, problem-solving, and  communication skills 
  • Experience in the field of learning differences  is preferred, including an understanding of and  experience with students who have language-based  learning differences and dyslexia. Knowledge  of and experience with the Orton-Gillingham  approach is a plus. 
  • 5+ years of experience in education and experience  leading school initiatives 
  • A track record of contributing to creating a  diverse, culturally responsive school environment 

THE SCHOOL

MISSION STATEMENT 

Carroll School empowers children with  language-based learning differences, such  as dyslexia, to become academically skilled  students who are strong self-advocates  and confident lifelong learners. Carroll  is an inclusive community committed to  embracing diverse strengths, identities,  and lived experiences in order to give  

each child what they most need to thrive. 

Carroll School is a 450-student,  Grades 1–9 program for  children with language-based  learning differences on three  campuses outside of Boston.  

It serves a culturally, ethnically, and economically  diverse population, and believes that multiple points  of view enrich the school’s community. The school  is designed to provide a comprehensive independent  school education that meets the unique needs of each  of its students. Once students enroll at the school,  they typically remain with them through ninth grade.  The school’s broad, flexible, and customized program  alongside a dynamic student culture makes Carroll the  ideal setting to prepare children for high school and  beyond.  

Over the decades, Carroll has evolved from a program  that offered a superb remedial program to a complete  school with strengths in many additional curricular  and extracurricular areas. As such, students are well positioned for success after Carroll in a broad range of  experiences.

LEADERSHIP OPPORTUNITY

Teachers and tutors assess and track students’  performance daily and build lessons based on their  mastery of essential grade-appropriate skills in  reading, writing, and math. Content is aligned with  the Massachusetts Curriculum Framework, but uses a  project-based, cross-curricular approach. Classrooms  and tutoring sessions are designed for small group  and individualized instruction, with low student-to teacher ratios. By optimizing group sizes, and using  a student’s neuropsychological testing as a base,  teachers and tutors are able to customize instruction  so each student can master decoding, reading fluency,  comprehension, written expression, and mathematics.  Students receive individualized, multisensory,  systematic instruction designed specifically to deliver  what they need to become strong learners. In addition,  Carroll is committed to their cognitive development &  intervention to strengthen students’ cognitive skills in  order to enhance academic outcomes.  

A focus on students’ social-emotional wellbeing is also  central to their educational experience. While Carroll  cannot enroll students whose primary school difficulty  

is based in emotional struggles, the school understands  that every child with a language-based learning  difference is at risk for low self-concept, self-doubt,  and anxiety, so they take on these issues directly as a  core component of the program. 

In addition to addressing some significant gaps  in reading, writing, and math, Carroll provides an  enriched and broad program in content areas such  as science and history, the arts, athletics and outdoor  education, project-based learning, maker spaces and  technology, leadership, and social justice activities.  

Having a strong sense of a community with a common  purpose, learning and leading with joy, and open  collaboration and communication are fundamental  to the daily success of Carroll students. Strengthened  by their passion and faith in the school’s mission,  Carroll administrators are instrumental in building a  community of professionals that are well-prepared to  take on the challenges of delivering a life-changing  education. Everyone is encouraged and provided  opportunities to engage in professional development as  

THE SCHOOL 

a part of the weekly schedule. In turn, Carroll teachers  and tutors thrive in an environment that is fueled by  optimism and professional support. Working alongside  the administrators, they are encouraged to develop  inspired curricula and effective methodologies.  

HISTORY 

Carroll’s story begins with Dr. Edwin Cole, a  neurologist from Mass General Hospital whose  specialty was children with learning challenges. He  heard the best work was being done in New York City.  Cole packed up and headed to Manhattan where he  worked with Dr. Sam Orton and psychologist and  teacher, Anna Gillingham. 

Orton and Gillingham’s techniques in working with  children struggling to read were cutting edge and  showing results. Impressed with Orton and Gillingham’s  proven methods, Cole headed back to Boston and  opened a clinic and private practice. Over the years, he  helped families to encourage schools to offer academic  supports to the students he worked with. 

In 1966, Dr. Cole was asked by F. Gorham Brigham  to take a look at the Miss Carroll School that was  closing its doors in Newton. Thanks to the dedication  of Dr. Cole, Orton, and Gillingham’s groundbreaking  work, and the financial generosity of parents who  were desperate to find a school where their children  could thrive, the new Carroll School opened with 7  students in the fall of 1967. Over 50 years later, the  school expanded its capacity and footprint with three  campuses located in Waltham, Lincoln, and Wayland,  and close to 450 students. Teachers work in tandem  with tutors, researchers, doctors, and scientists to be  able to infuse data to reshape curriculum, in real-time,  in order to emphasize what students are good at. 

LOWER SCHOOL 

The Lower School community is built on a foundation  developmentally tailored to children ages 6 to 11 years.  The division rallies around the principles of Empathy,  

Respect, Inclusion, and Kindness (ERIK) which shines  through in the classroom, on the playground, in the  Bounders woods, and on the playing fields. 

In the Orton-Gillingham Focus area classes, Orton Gillingham practitioners work with their students  in 1:1, pairs, and triad settings. Following Orton Gillingham principles, the instruction is direct,  structured, systematic, and highly multi-sensory.  Teachers and tutors are diagnostic, and their daily  lessons are prescriptive in direct correlation to student  performance and needs.  

The division’s diversity curriculum is designed to help  students understand and broaden their perspective  about the world – locally, globally, and historically.  Teachers and teaching teams create projects and  activities that immerse students in history, social  studies, and DEI content to give them a real sense of  time, place, and culture. An example of this is when  the entire 3rd grade transforms their classrooms into  a Whaling Town or when the 4th graders create their  own Iditarod sleds using the school’s Maker space.

LEADERSHIP OPPORTUNITY 

The following statements were written and voted upon by the 2019 Carroll School faculty and staff  during their opening meetings in August. “We Believe” statements are designed as an accompaniment to  the Mission Statement, and they are rewritten by faculty and staff every 3–4 years. 

We Believe… 

…that our Orton-Gillingham approach and understanding of neuroplasticity drive our diagnostic,  prescriptive, multisensory, and student-centered teaching. We give each child what they most need by  building on students’ strengths while addressing learning differences.  

…Carroll School is a highly-skilled community of compassionate adults working in concert to guide our  students. Combining data and empathy enables us to give each child what they most need while holding  each child to challenging expectations. Our goal is to create confident lifelong learners, strong self advocates, and empathetic global citizens.  

…that social-emotional well-being is essential for both academic and personal growth. We actively  create an inclusive community where students feel safe, valued, and connected by acknowledging and  celebrating difference. Fostering this sense of belonging enables our students to continuously discover  who they are as individuals, within the Carroll community, and beyond. 

…that academic excellence is directly tied to a deep understanding and purposeful engagement in  diversity, equity, and inclusion practices. The intersectionality of our identities reflects a variety of cultures,  races, ethnicities, family structures, gender expressions, socio-economic backgrounds, and learning  differences. We value and lean into the challenging, ongoing nature of DEI work in order to create an  empathetic community that is safe and reflective of the rich and robust diversity of the 21st Century world.  

…that the use of data is a crucial factor that helps tell the story of the whole child and inform their  educational path. While at Carroll, the longitudinal profile evolves for each child in partnership with  parents, teachers, and students. These data alone are just one chapter of a student’s journey that helps to  make student growth visible.

Additionally, each grade level has a Diversity, Equity,  and Inclusion (DEI) coordinator who works alongside  the larger grade team to develop appropriate curricula  and practices that teach students about identity, social  justice, and equity. 

Lower School students also have a Flex Block in  their schedule for additional support. Students in  Grades 1 and 2 work on readiness for learning and  on early literacy skills. Grade 3 students focus on an  integrated approach of cognitive development and  reading interventions such as RAVE-O, reading  

comprehension, and expressive/receptive language.  Grade 4 and 5 students are placed in interventions for  a semester, with one semester dedicated to Targeted  Cognitive Intervention and one semester dedicated  to a literacy skill such as reading fluency, reading  comprehension, writing, and expressive language. 

At each grade level, there are distinct identities and  curriculum traditions — the 3rd grade Whaling  Town project, the 4th grade States and City Planning  projects, the 5th grade Gatehouse Birdhouse project  — that create a sense of flow to the Lower School  

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experience. Whole community events such as Activity  Day, Fall Festival, and Today’s Hoorays create a warm,  welcoming way for students and staff to connect and  celebrate with each other. 

Lower School teachers employ Responsive Classroom activities to create positive, healthy, and emotionally secure learning environments – and happy, confident  kids. Teachers also help students make inclusive and  positive connections through community service, talent  showcases, recess, spirit days, and so much more. 

EQUITY AND INCLUSION 

Since its founding in 1967, Carroll School has been  dedicated to affirming the experiences of different  learners. However, it recognizes that its students’  identities are comprised of more than just their  language-based learning differences. They come  from a variety of different cultural, racial, and ethnic  backgrounds, family structures, lived experiences, and  communities that influence their day-to-day lives. 

At Carroll School, they value, appreciate, and celebrate  difference and strive to create a community that is safe  and reflective of the rich and robust diversity of our  21st-century world. 

The school’s mission — to give each child what they  most need — recognizes that academic excellence is  directly tied to a deep understanding and awareness of  diversity, equity, and inclusion. Carroll aims to produce  citizens of the world who are culturally responsive,  possess a multicultural lens, and are equipped and  empowered to affect social change. Therefore, this  challenge extends to their approaches towards  pedagogy and classroom practices, systems and  protocols involving the hiring and retention of faculty  and staff, admissions, support of financial assistance  and other need-based programs, and all other forms  of school life. One such example is the creation of the  The Fellowship for Teachers of Color which provides  two teachers of color with a full scholarship for the  collaborative residency-based Master’s degree and  

446  

(163 in Lower School) Enrollment 

149 school-wide 

Faculty 

60 Lower School Faculty,  

80% of whom have advanced degrees 

3:1 

Student to Faculty Ratio 

22% 

% Students of Color 

10% 

% Faculty and Staff of Color 

(12% on the Lower School Campus) 

$3.5 million 

Financial aid awarded in 2022–23 

25% 

% Families receiving financial aid 

LEADERSHIP OPPORTUNITY

The Lower School is a warm and  welcoming community that truly  cares about and believes in each  

person who is a part of it. It is small  enough where you feel that tight knit  sense of community yet big enough  across three campuses that you feel  part of something significant.  

— 5th Grade Math Teacher 

licensure program in Moderate Disabilities PreK–8  & 5–12 with Lesley University. For more information  about how DEI fits into Carroll’s mission, please visit  this post by Osa Osagie, Director of Equality and  Inclusion. 

TEACHER TRAINING 

Carroll School knows that teachers and tutors have the  power to change lives. That’s why they have developed  several robust teacher training programs filled with  best practices, cutting-edge strategies, and leading  research in the academic field.  

The Hall Copacino Institute of Professional Study  courses were created to help identify and train teachers  for the different aspects that make a successful teacher  at Carroll. Educators take part in professional study  each year and over their time as educators, they take  all five courses: (1) Orton-Gillingham, (2) The Whole  Child, (3) Data-Informed Instruction (4) Pedagogy  — The Science of Teaching, and (5) Technology for  teaching. 

The Garside Institute for Teacher Training (GIFTT)  at Carroll School was established to provide  comprehensive Orton-Gillingham training and  certification through coursework and practicum. Its  mission is to educate professionals and to give them  the skills to teach students who have language-based  learning difficulties. Courses are nationally accredited  by the Academy of Orton-Gillingham Practitioners  and Educators (AOGPE) and The International  Dyslexia Association (IDA). Carroll School’s  teacher training is aligned with the content of IDA’s  Knowledge and Practice Standards. 

In a collaboration among Carroll School, Lesley  University, and Buckingham Browne & Nichols  School (BB&N), The Angela Wilkins Program  

of Graduate Studies in Education is two dynamic  programs each leading to a full Massachusetts initial  license and a Master’s degree in Education: Moderate  Disabilities — Pre-K–Grade 8 and Moderate  

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Disabilities — Grades 5–12. These intensive fourteen month programs start in early June and end in the  following summer. Graduate interns take courses at  Carroll School and Lesley University and student  teach in classrooms at Carroll and/or BB&N. Unlike  other programs, graduate students receive nationally accredited Orton-Gillingham training, at no additional  cost. Graduate courses take place at Carroll and  Lesley, and topics include: Contemporary Perspectives  in Special Education; Classroom Management &  Behavior Support; Reading & Writing for Diverse  Learners; Assistive Technology; Assessment in Special  Education; and more. 

LOCATION, CAMPUS, AND FACILITIES 

Carroll School has close to 450 students on three  campuses outside of Boston, Massachusetts. The  Upper School is located on the Wayland campus,  in a former expansive residential property that  

accommodates the division with its 49 students in  Grades 8 & 9. This close-knit faculty and staff, which  is comprised of 10 full-time teachers, the US Division  Head, 4 part-time tutors, and 2 interns from Lesley  University. The Assistant Head of School is also  located on the Wayland campus. The Middle School,  located on the Lincoln campus with 235 students in  Grades 6 – 8 and a faculty of 83 teachers and tutors, is  the largest division in the school.  

The Lower School for students in Grades 1–5 is  housed in a beautiful one-story building on its  Waltham campus. The campus includes an expansive  playing field, the Bounders woods, library, classrooms,  private tutoring spaces, and more. Waltham is a  western suburb of Boston, with a little over 25% of its  residents born outside of the United States. Although  it is located only 10 miles northwest of downtown  Boston, Waltham houses its own set of attractions  including museums, hiking trails, and historic sites.  It is also home to Brandeis University and Bentley  University. 

There are all kinds of different ways  we do professional development  at Carroll. We get to hear these  brilliant speakers that are experts  in their fields, such as neuroscience,  the science of reading, or diversity  and equity. But then every Friday  afternoon, we also have a variety of  training opportunities, whether it’s  collaborating with your coworkers,  having a meaningful conversation  about race, or getting trained on a  core Carroll teaching approach. 

— Science Teacher 

APPLICATION REQUIREMENTS 

Carroll School is an inclusive and welcoming school that  supports and celebrates all aspects of diversity, including  race, religion, national and ethnic origin, gender identity,  gender expression, sexual orientation, disability, age or  any other status protected by applicable law. As such, it  welcomes and encourages candidates representing the  diversity of today’s global world. 

Carroll School is committed to attracting and  retaining outstanding employees through a competitive  compensation plan. A full benefits package includes  retirement and medical/dental coverage. 

Interested candidates should submit via https://bit.ly/ Carroll_LS_Head_AppForm the following materials  confidentially as a single PDF file: 

  • A cover letter indicating the candidate’s particular  interest in and qualifications for the position  
  • A current résumé 
  • A statement of educational philosophy  
  • The names, addresses, and telephone numbers  of three references, including at least one recent  supervisor References should speak to the  

applicant’s ability to be an effective educator and  administrator, to work successfully with children,  and to work collaboratively and collegially with  adults (references will be contacted only with the  candidate’s permission).  

Please address any questions by email to  

jobs@strategenius.org or by phone at 415-881-7105 

SEARCH CALENDAR 

December 5, 2022 Application Deadline 

Early January, 2023 Semifinalist Interviews 

Late January/ 

Early February 2023 Finalist Interviews 

Mid February, 2023 Announcement

 

Carroll School

Lincoln, MA
Elementary, Middle School, High School
Day
All Gender