Position and Candidate Specification – The Dalton School Head of School

Position and Candidate Specification

The Dalton School Head of School JUNE 2021

daltonhead@spencerstuart.com

About the School The Dalton School

The Dalton School, an independent, co-educational day school (K-12), was founded in 1919 by the visionary educator Helen Parkhurst, whose three-part Dalton Plan—featuring House, Lab, and Assignment—remains the keystone of the school’s progressive educational philosophy and is now the model for over 200 (unaffiliated) Dalton schools in other parts of the world.

MISSION AND MOTTO The Dalton School is committed to providing an education of excellence that meets each student’s interests, abilities and needs within a common curricular framework and that reflects an understanding of, and appreciation for, diversity in our community as an integral part of school life. Dalton challenges each student to develop intellectual independence, creativity and curiosity along with a sense of responsibility toward others both within the school and in the community at large.

As a progressive school guided by the Dalton Plan, we are an intentionally diverse community committed to a tradition of life-long learning and educational innovation. The following are major principles that inform the daily learning environment at Dalton: 1. Valuing all dimensions of each child – intellectual, social, emotional, aesthetic, physical and spiritual.

2. Cultivating values of respect, integrity, compassion and justice to encourage community responsibility, combat prejudice and engage students as participants in a democratic society and global community.

3. Developing intellectual independence and risk-taking through inquiry, direct experience and collaboration.

4. Valuing all disciplines – the arts, sciences, humanities and physical development in an interdisciplinary curriculum, mindful of our historical emphasis on music, dance, theater and visual arts.

We take our motto “Go Forth Unafraid” to heart and go forth each day inspired by Parkhurst’s directive: to change with the changing world. Our educators pursue progressive and inclusive practices, adopt new methodologies, and offer varied perspectives to broaden and deepen our curriculum. Dalton’s mission is widely understood and practiced in all areas of school life. Students, parents, faculty, and administrators all understand and embody the Parkhurst system of House, Lab, and Assignment. Students are educated in a supportive community that teaches them to take charge of their own education while charting their own path, and that develops the empathy and critical-thinking skills to better understand others and hold challenging conversations about difference.

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The Dalton School

CURRICULUM AND PROGRAMS Dalton is recognized for its rigorous, innovative educational curriculum and offers its 1,320 students a breadth of stimulating and challenging programs. Our educational program is dynamic and ever inquiring.

The Dalton curriculum is based around the three pillars of the Dalton Plan: • House is the “home base” at school for each Dalton student. The House Advisor is a mentor who guides and assists each student in the learning process. This person also serves as the parents’ key contact with the school.

• Assignment represents a contract between the student and teacher. It is introduced in the First Program, increases in centrality in the Middle School, and becomes the focus of work in High School.

• Lab is integral to Dalton’s educational culture and refers to one-on-one and small-group sessions between students and teachers that augment classroom instruction.

In 2018, the school launched the “Dalton by Design” initiative, a multi-year process of curricular alignment, design, and development to lay the foundation for a more cohesive and purposeful educational journey through Dalton. Each academic and administrative department was tasked with creating a mission statement with transfer goals articulating what student learning looks like in that department and what students will be able to do independently with this learning when they leave Dalton. Each departmental mission statement is intended to become the basis for a revised Dalton Assignment that is better aligned with those envisioned

by Helen Parkhurst.

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The Dalton School

A recent accreditation Visiting Committee described a conversation with two Dalton eighth graders that exemplifies student engagement with Dalton’s pedagogy: “[When students were asked] about what they would do differently if they could rewind the tape to fourth grade, two students offered poignant stories about the learning journeys each had taken to overcome challenges in math and Spanish. Each spoke to generative relationships with teachers and how the Dalton Plan, especially the use of Lab or individual conferencing, had gradually built their confidence and competence in their classes. Each revealed patience, calmness, and self-awareness as learners, and it was clear that by engaging in a process rather than seeking an outcome, each had grown intellectually and personally. In the end, each had experienced what Helen Parkhurst meant when she said, ‘pupils themselves are the experimenters . . . and the true business of school is to help students bring all their powers to bear upon the problem of learning.’”

Dalton’s rigorous academics are complemented by an outstanding performing and visual arts curriculum – taught by faculty who are professionals in their fields – along with 56 competitive interscholastic athletic teams and other exceptional extra-curricular activities. Innovative, interdisciplinary programs such as the PopFood program, which provides High School students with the opportunity to learn cooking through the unique lenses of art, science, experiment, and performance, make Dalton’s offerings exciting and distinctive.

Dalton also continues to reaffirm the ethical and moral development of its students, and lively discussions focusing on values evolve naturally from our curriculum. Guided by the Dalton Plan, the school well prepares students for the challenges ahead as academically strong graduates and as informed, intuitive, and responsible citizens of a diverse world.

DIVERSITY, EQUITY & INCLUSION Dalton’s diversity, equity, and inclusion mission – developed and fully supported by the Board of Trustees and administration – is made explicit in its current and former Strategic Plans. It mandates the continued recruitment and retention of a diverse student body, faculty, administration, and staff; the development of inclusive curricula and pedagogical practices; ongoing education on complex cultural issues; measures to determine accountability and progress; and financial support to allow every community member to participate fully in the life of the school.

Dalton’s commitment to equity and justice is a transparent priority that is discussed and practiced in programs inside and outside of the First Program, Middle School and High School classrooms. The school reflects a deliberate

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The Dalton School

and sustained effort to bring topics of equity to the forefront in classes and to build community-wide diversity literacy. Dalton’s Office of Diversity, Equity and Inclusion partners with departments and grade-level teams to assess curricula for equity and inclusion; lead K-12 Equity Learning Groups for faculty and staff; and host multiple affinity group and equity open-forum meetings. New faculty and staff participate in a two-day “Beyond Diversity” training focused on understanding race and racism. Students, faculty and staff attend the annual NAIS People of Color Conference (53 attendees in 2019-20) along with other diversity and equity conferences and professional development events. And, for the last ten years, Dalton has hosted an annual conference for New York-area independent schools to share best practices and discuss common challenges in achieving diversity, equity and inclusion goals.

COMMUNITY Dalton is organized into three academic divisions with approximately 100 students per grade: the First Program is home to kindergarten through 3rd grade; the Middle School is for 4th through 8th grade; and the High School is 9th through 12th grade. The culture of all three of our divisions is vibrant, joyful, diverse, creative, nurturing, kind and open. Our students are self-aware, cooperative and highly articulate.

The Dalton community has been intentionally assembled to reflect our core belief in the value of difference and the many ways in which diversity enriches life within and beyond the walls of the classroom. Admissions and hiring practices have been designed to attract families and faculty from varied backgrounds, and our students, faculty, and staff represent diversity in all forms. This year’s incoming kindergarten class has a record 59% children of color, and approximately 50% of new faculty and staff hires for the 2021-22 school year are people of color. Dalton also prioritizes the geographic diversity of its community: our students arrive each day from many neighborhoods of Manhattan as well as the Bronx, Brooklyn, Queens, and surrounding suburbs.

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The Dalton School

Dalton’s extended community contributes immeasurably to the school’s vibrancy. Our robust Parents Association hosts numerous events throughout the year, including our fall Family Fun Day at Homecoming, the First Program’s Spring Fair, Authors’ Night, and speaker visits on topics of interest to our parents. Although our motto exhorts Dalton graduates to “Go Forth Unafraid,” we warmly welcome alumni back – as inspiring speakers and mentors.

We also offer a full slate of events for alumni and parents of alumni in the New York area, including our popular Conversation Series events, networking events, and class reunions.

GOVERNANCE Dalton’s large and diverse Board of Trustees maintains a close, productive partnership with the Head of School and administrative team. The Board reflects the school’s commitment to all forms of diversity: the 2020-21 Board of 29 Trustees includes 16 women and 11 people of color. More than one-third of the Board is originally from countries other than the United States.

FINANCIAL HEALTH Dalton’s endowment of $130 million provides an essential element of our fiscal foundation. Our five-year Centennial Campaign closed in June 2020, raising a historic $108 million. Thanks to the generosity of our community, this effort has provided a strong platform for the school’s future.

The school’s operating budget for 2021-22 is $70 million. With $13 million allocated to financial assistance, Dalton is able to welcome all talented students to our community; approximately 20% of enrolled students receive assistance for tuition and co-curricular activities.

FACILITIES The school’s First Program (K-3) occupies four adjoining townhouses on East 91st Street in New York City. Middle and High School students attend classes nearby in our 14-floor schoolhouse on East 89th Street.

We recently completed the most ambitious building project in the School’s history to expand and renovate our 89th-Street facility. Overall, we impacted 32,000 square feet of space, including a 12,200 square foot, twostory rooftop addition, a new library and resource center, state of the art STEM spaces, and new art and dance studios. Indoor physical education for Middle and High School students takes place in our spacious facility on East 87th Street and on nearby Randall’s Island.

For additional information about Dalton, please visit Dalton.org

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The Opportunity The Dalton School

The next head of The Dalton School embraces the opportunity to lead one of the nation’s foremost K-12 schools—a school aligned with Helen Parkhurst’s progressive vision and deeply committed to the educational philosophy that positions students centrally and strives for excellence everywhere. The head will join a community that crackles with intellectual excitement; a school that cultivates creativity, critical thinking, and independence; and an institution committed to inclusive and equitable practices.

Dalton’s next head will be a forward-thinking, intellectually rigorous, and inspiring leader who reflects Dalton’s deep commitment to igniting a passion for learning and to creating an environment that cares for and supports the students. The next head will bring deep experience partnering with a talented faculty to further strengthen Dalton’s programs and serve all members of its diverse student body. Most importantly, the next head will be energized by the opportunity to join this dynamic learning community and will find joy in the daily life of the school and its extraordinary students.

As the intellectual, interpersonal, and administrative leader for The Dalton School, the head is responsible for delivering on the school’s mission. Motivated by the school’s founding document and the possibilities for its future, the next head will strive to build trust and gain the confidence of all stakeholders; will welcome considered input and generative conversations; and will bring clarity in decision-making and communication. With humility, confidence, and institutional ambition, the next head will partner with the Board of Trustees and collaborate with all stakeholders to chart the next evolution of The Dalton Plan, setting an exemplar of excellence in education.

The next head of Dalton will lead with courage and ambition for this iconic New York school, and will forge a positive path forward with the focus clearly on providing an exceptional education for its students.

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The Dalton School

PRIORITIES FOR THE NEXT HEAD • Passionately support academic excellence and partner with the faculty and division leaders to continue to strengthen the academic program, building on the foundation of The Dalton Plan.

• Build a cohesive, unified community where divergent thoughts and perspectives are welcome and respected.

• Seek opportunities to enhance the student experience and support health and wellness.

• Engage actively in the life of the school; be visible at important moments as well as at everyday events.

• Develop relationships with faculty, students, staff, parents, and alumni in ways that reinforce a sense of common purpose and shared experiences.

• Continue to move the institution forward in measurable ways on initiatives focused on access, affordability, equity, and inclusion.

• Build systems and create a culture that supports and drives measurable progress on the dimensions of access, equity, belonging and outcomes.

• Foster a culture of transparency through effective communication with internal and external communities.

• Ambitiously recruit, develop, retain, and challenge faculty who are excellent educators and role models.

• Attract, lead, and empower strong administrative teams and set high expectations for all functions that support the educational, business, and administrative aspects of the school.

• Forge a collaborative, effective partnership with the Board of Trustees.

• Steward resources by fundraising, creating a sustainable path forward by aligning the institution’s strategic priorities with its resources and making decisions based on short-and long-term implications.

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The Dalton School

CRITICAL LEADERSHIP CAPABILITIES Academic Leadership In a school that embraces its progressive roots, unapologetically strives for excellence, and has a clearly articulated philosophy of learning and pedagogy, the next head will lead the community in considering the next evolution of The Dalton Plan. They will encourage rich discussions of ways to strengthen the educational experience of students, building on the school’s commitment to fostering intellectual independence and creativity, developing critical-thinking capacity, and instilling a passion for learning. The head will create an environment that rewards intellectual risk-taking and focuses on the full education of the students. They will encourage exploration and debate of the critical questions facing K-12 education and will have the courage to propose changes that support the mission of the school and the health and wellness of all of its students. A prodigious learner with a clear commitment to high standards, the head serves as the principal advocate for strengthening the school’s programs in alignment with its widely embraced framework.

Community Building An empathetic, visible, and accessible leader, the next head will be deeply committed to building a community unified by its shared sense of purpose and values. The head will develop strong, authentic relationships with all stakeholders and look for opportunities large and small to make and deepen connections. In this school strengthened by the broad and rich diversity of its students and families, the head will strive to create a culture and build the systems that enable all students to thrive and feel a profound sense of belonging. The head will appreciate and honor the strong bonds that the large community of engaged alumni and former parents living in NYC maintain to Dalton. The head will communicate with clarity, listen with compassion and curiosity, and understand that their daily actions reinforce the community’s values. A trusted leader and transparent communicator, the head will be an inspiring leader with the ability to drive a sense of unity and respect – even in the face of controversial issues. They will model openness to different points of view and set high expectations for respectful discussion.

Organizational Capacity Building Steering a large, well-resourced school, the next head will be a strategic, adept steward of the school’s assets, with strong business acumen and smart fiscal management strategies. They will understand the importance of aligning ambitions with resources and will be a thoughtful, data-driven decision-maker, always focused on what is best for the students. Understanding that the faculty are the school’s greatest asset, the head will attract, support, and invest in the development of a talented, diverse faculty. Similarly, the head will recognize

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The Dalton School

that empowering and delegating to a strong administrative team is critical to the school’s success. The head will encourage various perspectives, invite all voices, welcome debate, and ultimately have the confidence to make and stand by decisions. The head will form a strong partnership with members of the Board, collaborating closely with them on major institutional issues.

OTHER PERSONAL CHARACTERISTICS • A broadly engaged intellect; a courageous leader with good judgement and a strong internal compass; • Warm and engaging; genuinely interested in the lives of students, faculty, and staff members; • Exceptional verbal and written communication skills – thoughtful, inspiring, and authentic; • Patience and the ability to see around corners and anticipate potential impacts; • The confidence to listen carefully, make decisions and share credit; and, • A sense of humor.

SEARCH PROCESS The Dalton School is an equal opportunity employer and strongly encourages individuals of all backgrounds and cultures to consider this leadership position. The school’s commitment to inclusivity encompasses, but is not limited to age, color, creed, disability, marital status, national or ethnic origin, race, religion, sex, sexual orientation, gender identity, gender expression, use of a trained guide dog or service animal by a person with a disability, or genetic information.

The Dalton School Search Committee is assisted by Spencer Stuart in this search process. The Committee welcomes comments, questions, nominations, or expressions of interest.

To contact the Committee, please send an email with any supporting materials to the following confidential email address: DaltonHead@spencerstuart.com.

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