La Jolla Country Day School Opportunity Statement

Head of School

La Jolla Country Day School La Jolla, CA Recognized as one of Southern California’s premier independent schools, La Jolla Country Day School provides an exceptional academic and character education to more than 1,100 students from age three through grade 12. For a position to begin in July 2015, Country Day seeks an innovative, decisive, and experienced educational leader to play a vital role in executing the school’s mission and vision.

Committed to educating scholars, artists, and athletes of character, La Jolla Country Day School (LJCDS) is a vibrant academic community where students at every grade level interact on a single campus. Located on 24 beautiful acres in San Diego’s Golden Triangle, Country Day provides a strong college preparatory curriculum to 1,160 students.

The families who come to Country Day embrace its high-quality academic program, dedicated and talented teachers, and stunning facilities.

LJCDS is highly praised for its strong sense of community as well as its commitment to character education and to the individual intellectual and social growth of each child.

A newly approved five-year strategic plan paves the way for academic program enhancements, technological innovations, and heightened success in institutional advancement efforts through 2020. For the 2014-15 school year, interim Head of School Dr. Judith Fox will be in place to ensure a smooth transition to Country Day’s next chapter of excellence.

The next Head of School will lead a community fully committed to continued academic, artistic, and athletic distinction. With the opportunity to build upon this solid foundation, the successful candidate should be a dynamic and innovative leader with exceptional skills in communication, management, and administration. La Jolla Country Day School offers an exciting career opportunity for an educator who shares the school’s vision and values.

On the web: www.ljcds.org

APPLICATION DEADLINE: JULY 24, 2014

MISSION STATEMENT AND CORE VALUES La Jolla Country Day School prepares individuals for a lifetime of intellectual exploration, personal growth and social responsibility.

Our history of success in fulfilling this mission grows from a college-preparatory program that is founded on several core values:

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We believe that students grow in character and learn to think for themselves through a balance of scholarly enterprise and active participation in athletics and the arts.

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We believe that talented, dedicated and passionate teachers who hold high expectations for all and find fulfillment in their work are the greatest resource we have to call upon in educating our students.

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We believe that our students succeed in college and later in life because they have been taught to strive for excellence, to value hard work, to think critically, to collaborate productively, to express themselves thoughtfully and to overcome the challenges they encounter in life.

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We cherish the variety of perspectives, personalities and passions our students bring, and we believe this diversity makes the school a community where each can learn from all.

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We are privileged to be educating the next generation of leaders for our community, our city, and our nation, and we know that their success depends upon their integrity, their capacity for managing complexity, their adaptability and perseverance, and their confidence in embarking upon ambitious undertakings.

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We believe that the interconnectedness of countries and cultures and the profound impact of our collective actions on the world around us highlight the importance of instilling in our students a sense of global awareness, social responsibility and environmental stewardship.

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We live by the vision, put forth by Louise Balmer when she founded the school in 1926, of an institution that is neither hidebound by tradition nor distracted by ideological faddism. Instead, La Jolla Country Day School embraces change and innovation in the service of fulfilling our commitment to our students.

COMMITMENT TO CHARACTER The moral and ethical tone of the school is maintained by a commitment to the Six Pillars of Character: Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship. Across the three divisions of the school, these pillars are in operation: I. T RUST WORT HINESS

Keep promises and tell the truth. Never present another’s work as your own. Be a loyal friend.

II. RESPEC T

Recognize that we have different backgrounds, abilities, and attributes. Respect, or at least tolerate, differences in others. Never bully, harass, or isolate another person.

III. RESPONSIBILIT Y

Be punctual and prepared. Meet deadlines and take pride in your work. Strive for excellence in everything you do.

IV . CARING

Be compassionate. Show consideration and concern for others.

V . JUST IC E AND FAIRNESS

Respect the basic rules that enable our community to function smoothly. Understand that there are fair consequences for infractions of these rules.

V I. C IVIC V IRT UE AND CIT IZENSHIP

Appreciate that much has been given to you and that much is expected. Regularly perform acts of community service and be a good citizen.

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VITAL STATISTICS HISTORY:

OPERATING BUDGET, 2013-14:

Founded in 1926 as the Balmer School; chartered in 1955

$27.6 million ENDOWMENT:

$24.4 million

LOCATION:

TOTAL FUNDS RAISED, 2012-13:

24-acre campus in San Diego’s Golden Triangle ENROLLMENT, 2013-14:

Lower (EC-4): Middle (5-8): Upper (9-12):

$1.44 million

1,160

ANNUAL FUND GIVING, 2012-13:

330 350 480

$938,000 TUITION, 2013-14:

Lower School: Middle School: Upper School:

STUDENT DIVERSITY:

28% of students identify as members of minority racial and ethnic groups

$16,900-24,830 $28,300 $28,650

FINANCIAL AID, 2013-14:

20% of students receive $4.4 million total

FACULTY TO STUDENT RATIO:

1:5

ACCREDITATIONS AND MEMBERSHIPS:

Accredited by California Association of Independent Schools and Western Association of Schools and Colleges; member, National Association of Independent Schools

FACULTY AND STAFF:

192 full-time personnel with an average faculty tenure of 18 years; 44% with advanced degrees

DEFINING STRENGTHS AND UNIQUE ATTRIBUTES OF THE SCHOOL La Jolla Country Day School offers a warm, welcoming environment distinguished by a commitment to character education, excellent academics, and exceptional opportunities in the arts and athletics. Families love the sense of community, the devoted teachers, and the chance for students of all ages to interact daily. Prospective candidates wishing to understand the appealing culture of this school would do well to pay attention to LJCDS’s statement of character and its motto, Developing Scholars, Artists, and Athletes of Character, which is cited frequently by faculty, parents, and administrators to explain the dedication to every student’s growth.

THE STUDENT BODY Country Day students are an enthusiastic and diverse group drawn from varied communities in and around San Diego County. Twenty-eight percent of students identify as belonging to racial/ethnic minorities. To promote socio-economic diversity, the school offered $4.4 million in financial aid to 20 percent of the student body for 2013-14.

The school serves an able and high-achieving group of students. The average SAT test scores for the Class of 2013 were 628 Critical Reading, 636 Math, and 638 Writing. For the ACT Composite, the average score was 28. Graduates go on to attend some of the finest colleges and universities in the nation. Schools enrolling six or more LJCDS graduates over the past four years include: Boston College, Boston University, Emory University, Georgetown University, Loyola Marymount University, New York University, Northwestern University, Occidental College, San Diego State University, Southern Methodist University, Stanford University, Tufts University, University of Arizona, University of California at Berkeley, University of California at Santa Barbara, University of Chicago, University of Colorado at Boulder, University of Pennsylvania, University of San Diego, University of San Francisco, University of Southern California, and Yale University.

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FACULTY, STAFF, AND ADMINISTRATION A passionate and talented faculty that thrives on creativity and independence is a hallmark of Country Day, where the average tenure of teachers is a remarkable 18 years.

Supporting the individual needs of each student and maintaining small class size are vitally important to the teachers, many of whom also serve as coaches in the wellregarded athletic program. In addition to three college counselors and two guidance counselors, the Learning Resource Center provides feebased services in educational therapy and speech/language pathology. The faculty is led effectively by three strong division directors who promote professional development, manage curriculum decisions, and oversee faculty evaluations.

The senior leadership team includes the Head of School, Assistant Head of School for Operations, Assistant Head of School for Academic Affairs, Chief Financial Officer, Chief Advancement Officer, and the Directors of: Admissions, Communication and Marketing, Athletics, Visual and Performing Arts, Lower School, Middle School and Upper School.

GOVERNANCE Board of Trustees. The 24-member Board of Trustees is an able and dedicated group that has strengthened the school’s financial position and rebuilt the campus over the past decade.

Strategically focused and committed to the long-term success of the institution, the Board includes current and past parents, alumni/ae, and community members. The President of the Parents Association serves as an ex-officio, voting member. The Board has recently approved a strategic plan that will take Country Day through 2020.

Parents Association. A partnership between families and the school is facilitated by the active Parents Association. Community building, classroom assistance, and faculty recognition are some of the efforts conducted by this group. Collaboration between the Parents Association and the Development Office ensure support of fundraising efforts as well. The Country Day Arts Alliance offers another opportunity for parent involvement; its volunteers support and enhance arts programming for students.

Alumni Leadership Council. With a relatively young alumni/ae body, Country Day this year celebrated its first 50th class reunion, welcoming back the Class of 1964. A team in charge of the Alumni Leadership Council (ALC) is working to grow an infrastructure that will establish class agents, increase fundraising efforts, and bring more of the 2,900 alumni/ae back to campus each year. The President of the ALC also serves an ex-officio, voting member of the Board.

LOCATION, CAMPUS, AND FACILITIES With its seven miles of curving Pacific coastline, La Jolla is one of California’s most beautiful and affluent communities. Dramatic ocean bluffs, both rugged and sandy beaches, and abundant natural beauty provide the backdrop for a thriving intellectual, artistic, sporting, and cultural life. The San Diego campus of the University of California (UCSD), the Scripps Research Institute, and the Salk Institute of Biological Research call La Jolla home, as

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do the La Jolla Playhouse, the Museum of Contemporary Art San Diego, and the famed Torrey Pines Golf Course.

Downtown San Diego is only 15 miles away.

Country Day’s lovely 24-acre campus has tremendous appeal. Beautifully landscaped, it is an attractive and wellmaintained facility that inspires and supports student learning. A recent $46 million redevelopment project led to the construction of a new Visual Arts and Science Center with a photovoltaic energy system designed to educate students on sustainable energy use; the Jacobs Family Library; a Middle School facility; and the LEED Goldcertified, 8,000-square-foot Kindergarten Village.

These improvements also include six new tennis courts, an expanded weight room, and renovated soccer, baseball, softball, and football fields. LJCDS's 19,000-square-foot Smith Gymnasium houses two regulation basketball courts and three regulation volleyball courts. The outdoor athletic facility includes a lighted 250,000-square-foot synthetic turf surface, an all-weather partial track, and field practice facility. The campus also houses the 329-seat Four Flowers Theater, a black box theater and outdoor amphitheater.

During the summer of 2014, LJCD will complete a comprehensive renovation of the existing upper school classroom buildings.

HIGHLIGHTS OF THE EDUCATIONAL PROGRAM Country Day offers a challenging college-preparatory education with a strong emphasis on global engagement, character development, intellectual growth, and community service. For a detailed look at LJCDS’s curriculum school-wide, visit www.ljcds.org. Here are some highlights of the program: THE EARLY CHILDHOOD CENTER (ECC) Whether a Tiny Torrey or a Junior Kindergartener, the youngest members of the Country Day community experience a child-centered, age-appropriate curriculum designed to engage students with the learning environment around them. An integrated, theme-based approach allows teachers to introduce a curriculum of language arts, dramatic play, social studies, math, science, music, and art. Physical education, health, community service projects, and character education are also components of the ECC program. Spanish language instruction begins in Junior Kindergarten. Library visits and outdoor play round out the ECC experience.

LOWER SCHOOL (K-4) From the earliest grades, Country Day students are exposed to the scholar/artist/athlete philosophy through a rich and varied curriculum that engages the whole child. Language arts, mathematics, science, social studies, and Spanish are the primary components in the core curriculum. Technology instruction, physical education, art, and music complement the core courses.

All students are introduced to the violin as part of music studies in fourth grade. In addition, students may elect to take additional violin and cello for a fee. Advanced students may be invited to join the Lower School orchestra. Community service features prominently in Lower School life as well; students participate in grade-level projects that range from beach clean-ups to engagement with Head Start and the local food bank.

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MIDDLE SCHOOL (5-8) The Middle School offers a strong core curriculum in English, math, science, history, and world languages; students in grades five and six study Spanish, while those in grades seven and eight choose French, Mandarin, or Spanish. Physical education is an important part of the Middle School experience. Seventh- and eighth-graders may elect to take physical education or yoga class, or play on an interscholastic team each trimester. Life Skills is a required course for fifth and sixth grade, while seventh- and eighth-graders enroll in the interdisciplinary class, Facing History and Ourselves (FHAO).

FHAO is a national educational organization whose mission is to engage students in an examination of racism, prejudice, and anti-Semitism.

Fifth and sixth grade students also take classes in technology, art, and instrumental music. Several performance opportunities are offered, including pep band and an honors orchestra. During the seventh and eighth grade years students may take up to six different elective courses. A sample of electives includes: art with a message, dance, glee club, musical theater, mythology, STE(a)M invention (3-D printing) and rock band. A dedicated Dean of Students and a team of advisors support student learning throughout the middle school years.

The Middle School Advisory Council, an elected body of student leaders, works to support school spirit activities, helps with admissions events and plays an important role in coordinating community service activities. Recent efforts have included our yearly Canned Food Drive for San Diego Food Bank, Challenged Athletes Foundation, The Giving Tree, Operation Smile and our sister school, The School of St. Jude in Tanzania.

At various points in the school year, students have the opportunity to participate in LJCDS’s Experiential Education program. The fifth grade visits Idyllwild for a three-day ropes course designed to enhance teambuilding initiatives. The sixth grade visits Joshua Tree National Park for a four-day rock climbing course designed to enhance understanding of the “spirit of place.” The seventh grade explores the marine habitats of Catalina Island on a five-day camping trip early in the year. The culmination of the Middle School Experiential Education program is the eighth grade cross-country ski trip to the Sierras. The five-day trip focuses on team-building, personal development, and learning to adapt to a new environment at an altitude of 7,500 feet on cross-country skis.

This is both a challenge and an adventure.

UPPER SCHOOL (9-12) A rigorous, college-preparatory curriculum and its attendant graduation requirements shape the Upper School curriculum. To graduate, Country Day students must complete four years of English; three years of math; two years of World Language through level three of a single language (French, Mandarin, or Spanish); three years of social science; and three years of lab science. In addition, students are required to participate in athletics or physical education and fulfill a year-long fine arts requirement. Students must also complete 40 hours of community service, 30 of which must be performed outside the school. Most LJCDS seniors perform more than 100 hours of service before graduating.

The Upper School offers 16 Honors courses and 19 Advanced Placement courses in subjects ranging from Art History and Calculus to Mandarin, Statistics, and United States Government and Politics. A broad offering of

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electives rounds out the course selection. A strong advisory program and three full-time college counselors provide academic support for each student.

In addition to the elected Associated Student Body, students gain valuable leadership skills through the Peer Leadership Program, Ethics Council, and as Admissions Ambassadors. More than 20 students serve on the Community Service Board, which plans and implements service projects.

A week of Experiential Education is a distinguishing feature of LJCDS’s program. Each fall, classes are suspended so that students, faculty, and administration can participate in grade-specific programs. The ninth grade students and their advisors travel to the Pali Institute in the San Bernardino Mountains for an outdoor program with team building activities as well as hiking, ropes course, and zip-lining. Tenth grade students choose the trip that interests them most. Options for 2013-14 included camping and day hikes in Zion National Park; sea kayaking and hiking in the Channel Islands at Santa Cruz; arts immersion and hiking in the San Jacinto Mountains; or embarking on a community service trip to the Dominican Republic. In the eleventh grade, one-week trips to several different parts of the country combine tours of college campuses with exploration of local landmarks. While there is no required trip in 12th grade, seniors are encouraged to use the Experiential Education week to visit campuses of interest ARTS A wealth of visual and performing arts opportunities exist for all students at Country Day. Supplementing the rich arts curriculum are annual performances including Grandparents Day, Spring Sing, drama and musical productions, vocal and instrumental music concerts, and dance shows. Students audition for selection to Honors Band, Honors Orchestra, Dance Technique & Performance, the Madrigal Singers, and Upper School Glee Club. The art gallery in the Jacobs Family Library showcases both professional and student artwork throughout the year. Collaboration with local art organizations includes ongoing partnerships with Malashock Dance, Pat Rincon Dance Collective, and The La Jolla Playhouse.

ATHLETICS With 100 teams fielded for Middle and Upper School students at all ability levels, the robust athletic program offers something for everyone. A no-cut policy for most sports enhances the spirit of teamwork and supports the mission of the school. A teachercoach model ensures a strong connection between learning in the classroom and on the athletic fields. Middle School athletes compete in the Southern League of the South Coast Middle School League. The Upper School is part of the San Diego Section of the California Interscholastic Federation and competes as a member of the Coastal League in the Coastal Conference. Nearly 97 percent of Upper School students participate on a team sport, and several teams have won state titles.

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GLOBAL EDUCATION In addition to the array of world languages taught at Country Day, a global focus permeates the curricular and co-curricular offerings. There are exchange opportunities with sister schools in Madrid and Paris, along with travel-study-performance-service trips to Africa, Asia, the Caribbean, and Europe. Many LJCDS electives also have a global focus, as do activities including Geography/Model UN and a Visiting Author Program in the Middle School.

SUMMER AT LJCDS An exciting collaboration with neighboring UC San Diego has led to the creation of “Summer Powered by STE[+a]M,” a program co-taught by faculty from UCSD, FabLab San Diego, and LJCDS. The innovative course selection includes electronics, computing, and industrial design tracks. Country Day also offers a challenging summer school program called “Step Up,” which includes offerings for the Tiny Torreys through grade 12. Sports camps and the theme-based Camp Torreys for Lower School age students round out the summer programming.

Students from outside the Country Day community are welcome to attend summer programs on campus.

OPPORTUNITIES & CHALLENGES FOR THE NEXT HEAD OF SCHOOL The headship of La Jolla Country Day School offers a singular career opportunity for a creative and confident academic leader. With its strong programs, superb facilities, and dedicated teachers, LJCDS is poised for continued success and innovation. Specific opportunities and challenges awaiting the next Head include the following: Admissions and Marketing. Like many schools in this economic climate, LJCDS finds itself in an increasingly competitive educational marketplace. While enrollment figures hold steady, there is room to grow and the school recognizes that it must be proactive in its admissions and marketing outreach to the wider San Diego area. The newly approved strategic plan looks to guide the school’s marketing approach to ensure that the LJCDS public image accurately reflects all of the school’s strengths. The new Head will be crucial to the execution of a marketing and communications strategy that trumpets the school’s successes and vision for the future, and makes a concerted effort to attract and retain a diverse and talented student and faculty cohort. As is the case in nearly all independent schools, LJCDS has experienced an increased demand for financial aid. Rising tuition costs are likely to intensify affordability pressures in the years ahead.

Finance and Development. One of the top priorities for the new Head will be to cultivate a spirit of philanthropy at Country Day. While the school typically operates with balanced budgets and has $29 million in combined endowment and reserves, its debt for facility renewal is $39 million, with debt service at six percent of total budgeted expenses. With only 64 percent of parents participating in annual giving, the school’s development needs are not being adequately met. Moreover, Country Day is also assessing the feasibility of a capital campaign to complete the renovation of the west side of the campus.

The new Head will need to reach out to potential donors—of which there are many—to make a strong case for support for annual and capital campaign giving. Developing meaningful alumni/ae relationships will be equally important going forward. The Board of Trustees recognizes that fundraising is crucial to the future of LJCDS and will enthusiastically support the efforts of the new Head.

The Educational Program.

Although Country Day has been very successful in creating a strong sense of community across the grades, continuing attention to the integration of the curriculum across the three divisions will be an important goal for the new Head. A thorough review of curriculum to ensure the clear articulation of goals and outcomes will

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continue to be a clear priority. Accountability of faculty and the development of a permanent faculty evaluation program will also factor significantly in this process. Opportunities for additional collaboration with educational, civic, business and research organizations at the local and state levels and beyond provide a unique chance to distinguish the LJCDS curriculum.

Technology. The school currently operates a wide range of technological platforms with inconsistency across departments. While the Interim Head of School has been charged with creating a technology plan, the review and implementation of an integrated school-wide technology program will be ongoing. The next Head of School should be knowledgeable about technology initiatives in education, and encouraging and supportive of teachers’ use of technology in the classroom. Professional development for faculty will support the development of innovative classroom use of technology at all grade levels.

WHO SHOULD APPLY: DESIRED QUALIFICATIONS & QUALITIES The headship of La Jolla Country Day School requires an experienced and self-assured leader who will move the school forward, building on an established tradition of excellence and balance across academics, art, and athletics.

The ideal candidate will offer most or all of the following: LEADERSHIP AND PERSONAL QUALITIES •

A decisive and strategic thinker with proven leadership and management experience.

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An innovative and visionary educational leader who is knowledgeable about best practices in 21st-century learning and eager to pursue thoughtful innovation in the academic program.

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A confident leader with personal integrity, a sense of humor, and an approachable personality.

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A warm, charismatic, and dynamic leader with superb communication skills, including the ability to listen and engage with all school constituencies.

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An inviting public presence who will enthusiastically represent the school to the larger San Diego community.

PROFESSIONAL QUALIFICATIONS •

Excellent academic credentials, including an advanced degree, and evidence of a commitment to lifelong learning.

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Exceptional management skills, including a demonstrated ability to hire well, delegate effectively, and communicate with clarity.

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Strong experience in recognizing institutional needs and cooperatively developing and executing new programs and procedures to respond to those needs, including experience with strategic planning.

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A substantial record of success as a teacher and administrator, including experience in independent schools of high quality.

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The ability and willingness to participate fully in the external aspects of school leadership, including playing a leadership role in fundraising.

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Demonstrated experience with integrating technology and supporting technology initiatives school-wide, as well as guiding a faculty to the best uses of technology.

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The courage and ability to control costs and, with that, the tuition charged by the school.

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ANTICIPATED SEARCH CALENDAR Application Deadline:

July 24, 2014

Selection of Semifinalists:

August 5, 2014

Semifinalist Interviews:

August 16-17, 2014

Finalist Interviews:

August-September 2014

Appointment:

Mid-Fall 2014

Start Date:

July 1, 2015

THE SEARCH PROCESS & APPLICATION REQUIREMENTS Acting on behalf of La Jolla Country Day School, Wickenden Associates is actively recruiting talented administrators for this exciting career opportunity.

Prospective candidates may contact the lead consultants, Jim Wickenden (jwickenden@wickenden.com) and Jo Butler (jbutler@wickenden.com), to discuss the opportunity and the process.

Applicants should submit no later than Thursday, July 24, 2014, the following: •

A cover letter indicating why they are particularly interested in and qualified for the position.

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A current résumé.

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A statement of educational philosophy and/or other supporting material (e.g., articles or speeches) that would be useful to the Search Committee.

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The names, addresses, and telephone numbers of three references. (We will obtain permission from candidates before contacting references.)

These materials should be transmitted via email attachment to searches@wickenden.com.

Note: Candidates who are new to Wickenden Associates are particularly encouraged to initiate the application process as soon as possible and well before the deadline.

After an initial review of applicants, the Search Committee will conduct interviews with selected candidates over the weekend of August 16-17. Finalists will be invited to La Jolla Country Day School for a more comprehensive series of interviews shortly thereafter. Ideally, a final selection will be made by mid-fall.

Wickenden Associates will keep all applicants informed of their status throughout the process.

1000 Herrontown Road, Princeton, New Jersey 08540-7716 Tel: 609-683-1355 Fax: 609-683-1351 Website: www.wickenden.com Email: searches@wickenden.com

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