GHCDS Head of School Search

HEAD OF SCHOOL ST. CROIX, U.S. VIRGIN ISLANDS SEPTEMBER 2018

Photo: Steel Pan Performance Photograph by Lindsay Kammerzelt

Head of School Position Good Hope Country Day sets the standard for excellence as the premier N-12th grade college preparatory school on the Caribbean island of St. Croix. We draw from over 50 years of experience serving the unique needs of the Virgin Islands student community and benefit from an exceptional team and unparalleled tropical learning environment which provides both natural and cultural diversity to inspire our students.

We are a resilient institution that quickly rebounded from the devastation of Hurricane Maria and continues on an enduring commitment to the individual student, the school community and our island home. We seek a new Head of School to lead GHCDS’ ambitious mission to cultivate reflective, creative and compassionate students who are critical thinkers prepared to excel in college and empowered to better their island and the world.

Our beautiful 34-acre campus fosters the engagement, learning and success that takes place in the classrooms, on the athletic fields, on the stage and in the community. The School offers a wide range of electives and independent learning opportunities to ensure the intellectual and emotional growth of each student, piquing their curiosity and preparing them for their future endeavors.

Good Hope Country Day is poised for growth as our island economy continues to attract a diverse, multicultural population which guides our efforts for continued distinction as one of the pre-eminent schools in the Caribbean. To this end, the school seeks a new Head to improve the curriculum for the students, strengthen the faculty and staff, and put the school on even stronger financial footing. This is an exciting opportunity for a committed, energetic and creative leader.

Photo: 2018 Senior Cheer Photograph by Nicole Canegata

Mission Statement Good Hope Country Day School cultivates reflective, creative, and compassionate students who are critical thinkers prepared to excel in college and empowered to better their island and the world.

Good Hope Country Day School Collectively, GHCDS is thoughtful, strategic and proactive about ensuring its current and future success. The faculty and staff are committed to providing a relevant, rigorous curriculum and are well-versed in educational best practices. Parents are invited and encouraged to be active participants in their children’s educational experiences. Students are inspired to be active learners in and outside the classroom. A host of artistic, athletic and service opportunities are available at every level. Students take pride in their work and in their community, striving for excellence in all they undertake.

Our Philosophy Good Hope Country Day School is committed to providing an outstanding education that recognizes the uniqueness of each child and to help them succeed. Our program balances academics, physical education, expressive arts, technology, and extracurricular and community service opportunities, both on and off-Island. We also strive to develop each student’s social, emotional and physical well-being. Our experienced faculty members employ a variety of instructional approaches and model a desire for lifelong learning.

The School values individual differences in our diverse, multicultural community. The School also seeks to incorporate the amazing natural, historic, and other resources of St. Croix into our programs.

The School encourages active parent involvement to support and enrich school programs.

Early Learning Center and Play

The explicit teaching of social and emotional skills enables children to manage their

emotions effectively, become better problem solvers, and develop positive relationships among themselves and with teachers. The overall effect is to create a climate that improves academic performance. The RULER approach, developed at Yale’s School of Social and Emotional Development, is rooted in emotional intelligence theory and research on both child and adult development. The school counselor and several staff members were instrumental in bringing this program to campus.

The Advisory system is an integral part of the GHCDS student experience. The purposes of the advisory system include the following: build a sense of community, develop students’ social skills, help students learn to set academic and personal goals, plan for student-led conferences, as well as community service projects, and special events. The Advisory system incorporates activities that are developmentally appropriate, assisting the students in becoming independent and reflective members of our community.

Good Hope Country Day School supports the philosophy of the National Association for the Education of Young Children (NAEYC). We consider ourselves to be a developmental pre-school, addressing the needs of the whole child; academic, social, emotional, and physical.

We believe strongly in the importance of play. Research shows that pretend play strengthens cognitive capacities, including sustained attention, memory, logical reasoning, language and literacy skills, imagination, creativity, understanding of emotions, and the ability to reflect on one’s own thinking, and take another person’s perspective.

Explicit instruction in phonemic awareness begins in Pre Kinder with Fundations, which continues through third grade. In Kindergarten Fountas and Pinnell Levelled Literacy as well as Lucy Calkins Units of Study in Writing and Reading provide the foundation of the literacy program. Bridges Math instruction begins in Kindergarten.

Photo: First graders reading Photograph by Lindsay Kammerzelt

Lower and Middle School

In First to Eighth grade the program includes Language Arts, Mathematics, Social Studies, Science, Health, Spanish (with a French option in Middle School), Art, Music, Physical Education, Swimming, Computer, Music and Library.

Lower School is a time of remarkable change in a child’s academic, emotional and social life. The language arts curriculum addresses the four strands of language development: listening, speaking, reading, and writing – in a variety of ways.

Kinder to third graders learn to read and spell through Fundations, a multisensory phonics, spelling and handwriting program that makes learning to read fun, while laying the groundwork for life-long literacy.

The Language Arts Curriculum is a balanced and integrated approach to the teaching of reading and writing. Fountas and Pinnell Levelled Literacy Program, provides the foundation of explicit reading instruction from kinder to second grade. Units of Study In Writing and Reading is a major component in the instruction of writing and reading in grades three to eight.

The Bridges K to 5 Math curriculum focuses on developing students’ deep understandings of mathematical concepts, proficiency with key skills, and ability to solve complex and novel problems. Seeing, touching, and sketching ideas creates pictures in the mind’s eye, helping learners construct, understand, and apply mathematical ideas. Sixth through eighth graders progress through a three-year sequence of College Preparatory Math courses based on how students best learn and retain mathematics.

We want our children to be curious learners, who have the skill set to pursue their interests, create, think critically, and work collaboratively with others on meaningful projects that contribute to the community. Students must have the time within the busy schedule to pursue their interests and practice the elements of creativity. At the Middle School level, students work on inquiry projects in science, technology and social studies. Eighth grade students explore their own interests and talents culminating in a Capstone Presentation and Exposition.

Photo: Lower School Classroom Photograph by Lindsay Kammerzelt

Upper School

In the Upper School, students prepare for enrollment in college through a rigorous academic program. Students complete college preparatory coursework in English, social studies, math, physical and life sciences, and foreign language, as well as physical education and the expressive arts. Electives including ILEAP (Individual Learning Exploration Advancement Program), Latin dance, Moot Court, Introduction to Business and many more are offered each semester.

Students can choose to pursue Advanced Placement courses in English Literature, English Language, French Language, Spanish Language, Computer Science, Studio Art, and U.S. History. Students in the 9th and 10th grades participate in Science Fair, completing independent, mentored research culminating in a final project. The top six judged projects earn the students a chance to attend the Intel International Science and Engineering Fair in the States.

FAST FACTS Founded: 1964 Students: 360 Faculty Members: 44 Student/Teacher ratio: 8:1 Faculty with advanced degrees: 30% Number of Trustees: 16

www.GHCDS.org Photo: Students working with technology Photograph by Jolynn Grace

College Enrollment

In the Spring of junior year, all students take College Prep for Juniors, in which they begin the process of finalizing their college lists, based on research, visits from college representatives, travel and class discussions. In the Fall of senior year, students complete their college applications during Senior College Prep. 100% of GHCDS graduates are accepted to college.

The following is a partial list of colleges and universities to which GHCDS seniors have been accepted to in the past four years: American University

Howard University

United States Air Force Academy

Barnard College

Johns Hopkins University

United States Coast Guard Academy

Baylor University

Loyola University, New Orleans

United States Naval Academy

Boston University

Massachusetts Institute of

University of Delaware

Brown University

Technology

University of Miami

Bucknell University

Middlebury College

University of Notre Dame

Case Western Reserve

McGill University

University of North Carolina

Columbia University

New York University

University of Pennsylvania

Dickinson College

Pepperdine University

University of St. Andrews, Scotland

Drexel University

Rice University

University of Tampa

Duke University

Rochester Institute of Technology

University of Toronto

Emory University

Rollins College

University of Virginia

Florida Polytechnic University

Spelman College

University of Washington

Fordham University

Stanford University

Vassar College

George Washington University Stevens Institute of Technology

Virginia Commonwealth University

Georgia Technical Institute

Syracuse University

Williams College

Harvard University

Temple University

Yale University

Photo: Cap and Gown Photograph by Nicole Canegata

Student Life Students at GHCDS have frequent opportunities for fun, learning, and pursuit of interests outside the classroom. Students in the Lower School can participate in afterschool programs, which allow them time for unstructured play, structured activities, sports including the swim team, and teacher-supervised study hall. Beginning thespians also try their hand at the dramatic arts.

Middle School students have access to a range of clubs and organizations, including Middle School Council, as well as interscholastic sports including volleyball,softball, baseball, basketball, soccer, and sailing. Theater arts continue at this level, with students being able to tread the boards in smaller productions.

In the Upper School, students can participate in a variety of academic and service clubs including: honor societies, Junior Statesmen of America, Student Council, and PRISM among others. Visual and performing artists have opportunities to showcase their work, through various performances and exhibitions, and two plays each year.

The GHCDS athletic program is perennially strong, and students exhibit teamwork and integrity on the field when playing soccer, baseball, basketball, volleyball, softball, track and field, cross country and flag football. Additionally, students at GHCDS are active in sports outside of school, inclu ding swimming, sailing, SCUBA diving, dance, tennis, and martial arts. GHCDS is a governing member of the St. Croix Interscholastic Athletic Association and was responsible for providing time, space and resources to the outside community for a variety of athletic events after Hurricane Maria.

Extended outdoor educational programs are an important part of independent school life. For one week at the end of May, fifth graders spend four days at the Virgin Islands Experimental Research Station on St. John involved in hands-on environmental, cultural, and scientific activities The sixth grade participates in the World Ocean School program on the Roseway, which includes sail-training, team-building and academic hands-on lessons in science, math and the humanities. Mini Gusto is a week long opportunity for students in the middle and upper school to explore interests, internships, community service and travel.

We want our students to grow as individuals and be prepared for a productive and responsible future. It is a requirement for students in grades 7-12 to complete annual community service hours. The Animal Shelter, Lighthouse Mission, Herbert Grigg Home, and American Youth Soccer Organization are just a few of the programs students assist.

Photo: Students enjoying the pool Photograph by Lindsay Kammerzelt

U.S.V.I. Campus GHCDS’ beautiful tropical campus sprawls over 34 acres in Estate Concordia, St. Croix. Our state-of-the-art, fiber-optic network system supports campus wide Wifi, VOIP phones, and numerous LAN drops at gigabit speed. We utilize Google G Suite as well as cloud computing and storage services from Amazon. Computers and Smartboards are fixtures of every classroom. The Pavilion acts as the central meeting place for assemblies, dramatic and musical theater productions and school concerts, Middle School dances and more.

In the Upper School, the Snack Shack is student run by the Junior Class, offering snack and lunch options for the Middle and Upper School. Additionally, GHCDS features the only Olympic-size swimming pool in the Virgin Islands. In partnership with the Virgin Islands Trail Alliance, GHCDS features a mile long nature trail, with five science stations along the route. A special spot, “Fairysted,” is reserved for fairy house making.

St. Croix, U.S. Virgin Islands Turquoise blue water that sparkles crystal clear and white sandy beaches make St Croix a top tourism destination. St. Croix is the largest of the four US Virgin Islands in the Caribbean.

It’s a small tropical paradise measuring 28 miles long by 7 miles wide where natural beauty is abundant. On these 84 square miles less than 40,000 people are residents. The warm waters year around make this an enviable place for water sport enthusiasts, and one of the top 10 dive spots in the world. In addition to SCUBA diving, you’ll also find snorkelers, kayakers, kite surfers, sailors, paddle boarders, surfers and swimmers. Salt River has a bioluminescent bay which attracts biologists and tourists alike.

There’s so much more than water to dive into here including three National Park areas: Buck Island Reef, Christiansted town which is a National Historic site and Salt River Bay, a National Historical Park and Ecological Preserve. No place in the Caribbean still demonstrates the architectural, economic, and political influence of Europe like Christiansted National Historic Site. Salt River Bay National Historical Park and Ecological Preserve uniquely documents the human and natural Caribbean world from the earliest indigenous settlements in the central Caribbean to their clash with seven different colonial European powers to the present day.

Most of all St Croix is a diverse melting pot of nationalities, and a joyous place to live. The sound of laughter is everywhere on this community oriented island.

Photo: School entrance Photograph by Nicole Canegata

Strategic Goals, Strengths and Challenges Despite the recent challenges of Hurricane Maria, GHCDS has continued an aggressive pace of improvement across all fronts. The new Head of School will be responsible for continuing this positive momentum with an emphasis on the following strategic goals: • Increase expectations of student performance and guide the alignment of a rigorous N-12 curriculum which supports a wider range of learners • Engage Community and lead by example as an academically focused, inclusive organization, that celebrates diversity and local culture • Amplify fund-raising to accelerate the course of campus improvement, classroom standardization, deployment of latest technology, and capital development • Lead constant improvement efforts to strive for excellence in every classroom In developing and leading an effective operational plan the new Head will benefit from many strengths including: • Strong academic program that results in a 100% college acceptance rate • Caring and committed faculty that supports student creativity, character and core values • Small class sizes promoting student engagement, participation and cohesiveness • Commitment to continuous improvement and professional development • Warm, welcoming, vibrant, and diverse school community • Strong arts and athletics programs • Attractive geographic location, cultural richness, and positive quality of life

The next Head of School must be well equipped to address current challenges and successfully: • Drive the continuous need to innovate, research, and utilize best practices in educational trends and professional development • Develop consistent classroom standards to promote faculty cohesiveness • Increase support for students with special needs and those with capabilities to excel • Examine and address representation of diverse students and faculty on campus as well as develop a broader role in the local community • Accelerate fund-raising to support campus improvement and capital development in a growing, yet economically depressed community

Photo: Student archery Photograph by Lindsay Kammerzelt

Essential Head of School Qualities The successful candidate will have a strong background and significant experience navigating the inherent challenges of a critical and dynamic role while modeling grace and resilience.

• Results oriented leader who can inspire the community and remain agile and resilient in the face of island challenges • Focused on academics and promotes a culture of continuous improvement, accountability, and love of learning • Celebrates diversity and fosters an inclusive environment which connects different backgrounds, cultures, and ethnicities to improve learning, understanding, and compassion • Natural communicator who can articulate a vision and engage in innovative, strategic, respectful conversations with diverse stakeholders and is decisive when necessary • Desires to embrace and thrive on island living, both its joys and challenges • Approachable and visible at the school with students, faculty, and families as well as in the USVI community • Collaborative team builder who seeks and retains top faculty and supports their professional development • Committed to strategic affairs, including fund-raising, marketing, and desires a strong partnership with the Board of Trustees

To Apply Interested candidates should submit the following materials confidentially as separate PDF attachments in one email to Cathy Mares at HeadOfSchoolSearch@GHCDS.org • • • •

Cover letter expressing interest in the Good Hope Country Day School position Current resume Statement of educational philosophy and practice List of five references with name, phone number, and email address of each (references will be contacted only with the candidate’s permission).

All qualified applicants will receive consideration for employment without regard to age, race, creed, color, national origin, ancestry, marital status, affectional or sexual orientation, disability, nationality or sex.

Photo: Students learning guitar Photograph by Lindsay Kammerzelt