Head of School CHADWICK SCHOOL

Head of School
CHADWICK SCHOOL
Palos Verdes Peninsula, California
Chadwick School is an independent, K-12,
coeducational day school dedicated to
academic excellence, the development of
exemplary character, and self-discovery
through experience.
A highly educated faculty and staff bring
out the best in the talented student body
through active learning, challenging
academics,
one-on-one
mentoring,
unparalleled global opportunities, nationally
distinguished outdoor education and
community service programs, outstanding athletic opportunities, and award-winning visual and performing arts.
The core values of honesty, respect, responsibility, fairness, and compassion are widely shared and fostered daily in
classrooms, during co-curricular activities, and through the camaraderie of this close-knit community.
Located on a beautiful, 45-acre hilltop campus on the scenic Palos Verdes Peninsula in Los Angeles County,
Chadwick enrolls 835 students drawn from more than 45 Southern California communities.
Founded in 1935 by visionary educator Margaret Lee
Chadwick, Chadwick is one of two schools operated by the
Roessler-Chadwick Foundation. In 2010, Chadwick
International School (CISS) was formed in Songdo, South
Korea, which expanded opportunities for students around
the globe to benefit from a world-class Chadwick education.
CISS has been a spectacular success, growing in five years
from an opening enrollment of 270 to its current population
of 1,095 students in grades Pre-K through 12.
To enable both schools to thrive collaboratively and with
appropriate autonomy, the Board has recently approved a
new management organization, RCF Group, to serve as the
parent entity of Roessler-Chadwick Foundation. RCF Group
holds the real estate and investments, and its subsidiary,
Roessler-Chadwick Foundation, operates Chadwick School
and Chadwick International. A new governance structure
was simultaneously formed, with separate Boards and
separate Heads of School for each campus.
As part of this recent reorganization, Headmaster Ted Hill –
a transformational leader of Chadwick for the past 17 years
and a driving force in the creation of CISS – will become the
President of RCF Group.
In conjunction with these changes, the Board has launched a
comprehensive search for the next Head of School for
Chadwick School. For a position to begin in 2016 or 2017
(subject to the successful candidate’s availability), the Board
is seeking a strong leader with the character and vision to
build on the foundation laid by Ted Hill and those who came
before him to make Chadwick one of the most distinguished
and forward-looking schools in the world.
APPLICATION DEADLINE: DECEMBER 1, 2015
MISSION STATEMENT
Chadwick, a K-12 school founded in 1935, is dedicated to the development of academic excellence,
exemplary character, and self-discovery through experience. We live in accordance with our core values
of respect, responsibility, honesty, fairness, and compassion.
Through active participation in a diverse school community, students prepare to contribute meaningfully to
their local, national, and global communities. Talented and caring faculty and staff cultivate in each student
the joy of learning, self-confidence, well-being, and the individual gifts that each possesses. By living and
learning in an atmosphere of integrity and trust, students come to expect the best of themselves and others.
CORE COMPETENCIES
The Core Competencies are those behaviors and skills Chadwick aims to develop in its students. The first three core competencies focus on the
internal capacities of Chadwick students, while the last three address students’ capabilities relative to others.
CRITICAL AND CREATIVE THINKING
COMMUNICATION
•
Analyze information and evaluate its quality.
•
Read, write, listen, and speak effectively in varied contexts.
•
Adeptly use mathematical and scientific reasoning.
•
•
Apply efficient and innovative solutions to complex
problems.
Communicate clearly, persuasively, and respectfully
through digital technologies.
•
•
Synthesize new ideas in artistic and interdisciplinary
contexts.
Understand and use symbolic, non-verbal, and artistic
communication.
Be imaginative and curious.
•
•
Learn other languages.
COLLABORATION
CHARACTER
•
Live by Chadwick's core values.
•
Recognize and respond thoughtfully to ethical dilemmas.
•
Confront injustice with integrity and persistence.
•
Cultivate self-awareness and personal wellness.
•
Contribute responsibly and respectfully within a group.
•
Listen well and demonstrate thoughtful open-mindedness.
•
Lead and serve by example.
•
Inspire and manage others to achieve a goal.
CULTURAL COMPETENCE
COURAGE
•
Embrace and respect cultural differences and alternative
perspectives.
•
Understand factors that shape individual, national, and
global identities.
Appreciate the learning that comes with mistakes.
•
Develop a complex awareness of global issues.
Develop initiative, resilience, and confidence.
•
Think and act as a global citizen.
•
Take responsible risks, both personally and intellectually.
•
Persevere through academic and non-academic challenges.
•
Adapt and thrive in a changing world.
•
•
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VITAL STATISTICS
FOUNDED:
1935 by Margaret Lee Chadwick
LOCATION:
45-acre hilltop campus in Palos Verdes Peninsula, overlooking the South Bay in Los
Angeles County
ENROLLMENT, 2015-16:
835
Village School (Grades K-6):
316
Middle School (Grades 7-8):
165
Upper School (Grades 9-12):
354
Students of Color:
41%
FACULTY:
117, with an average tenure of 16 years; 80% with advanced degrees
OPERATING BUDGET, 2015-16:
$27 million
ENDOWMENT:
$30 million
DEBT:
$6.4 million
TOTAL GIFTS & PLEDGES, 2014-15:
$2.7 million
ANNUAL GIVING, 2014-15:
$2.2 million, with 84% parent participation
TUITION, 2015-16:
Village School:
$27,890
Middle School:
$31,260
Upper School:
$32,950
FINANCIAL AID:
$3.3 million to 17% of student body
ACCREDITATIONS:
Western Association of Schools and Colleges, Association for Experiential Education
MEMBER:
National Association of Independent Schools, California Association of Independent
Schools, Cum Laude, Malone Scholars Program, Round Square, World Leading Schools
Association
TAX STATUS:
Tax exempt
ON THE WEB:
www.chadwickschool.org
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DEFINING STRENGTHS AND UNIQUE ATTRIBUTES OF CHADWICK SCHOOL
Chadwick has grown and evolved throughout its 80-year history, but the progressive vision of its founder remains a driving
force behind the school’s commitment to excellence and innovation. Thanks to generous donations of land from the Roessler
and Vanderlip families, Chadwick opened on its current campus in 1938 with 75 students. In 1963, the Roessler-Chadwick
Foundation was created to ensure Chadwick’s long-term sustainability.
Signature features of the Chadwick experience include the following:
•
A deeply held belief in the educational aims and core values of the institution that are widely shared by all
constituencies and that serve as the touchstone for the entire program.
•
A commitment to excellence and continuous improvement.
•
An innovative spirit that has positioned the school as a national leader in numerous areas, most notably including its
outdoor education and global programs.
•
A remarkably cohesive community of students, teachers, staff, administrators, and parents who respect, support, and
enjoy one another.
THE STUDENTS
More than 45 neighborhoods are represented in Chadwick’s diverse
student body, drawn from throughout the Palos Verdes Peninsula
and from communities extending from Inglewood to Long Beach.
As the only K-12 independent school in the region, Chadwick is a
popular choice. This year, 610 families account for the 835 students,
many of whom will attend the school throughout their entire K-12
career. Reflecting the rich diversity of Southern California, 41
percent of the students are persons of color.
To support economic diversity, Chadwick offers both need- and
merit-based scholarship assistance, totaling more than $3 million
this year. A $2 million endowment grant in 2003 from the
prestigious Malone Family Foundation and generous gifts from the MacFarlane family enable the school to offer assistance to
talented students with financial need. In 2013, a group of 20 families spearheaded the creation of the Delphinus Fund for
Financial Aid, which has already raised more than $230,000 in endowment and operating funds to increase the school’s capacity
to assist students. Seventeen percent of the student body received aid this year.
Chadwick’s holistic mission attracts bright and ambitious students who are seeking a truly well-rounded education. Students
are engaged, curious, confident, articulate, adventurous, and accomplished. The 82-member Class of 2015 included five
National Merit finalists and 10 Commended Students. Mean SAT scores for that class were 653 Critical Reading, 669 Math, and
677 Writing. The Mean ACT Composite was 29. In May of 2015, Upper School students took 323 AP exams, earning scores of 3
or better on 86 percent of the tests.
Chadwick graduates attend a broad range of colleges and universities, including the nation’s most selective institutions.
Between 2011 and 2015, Chadwick graduates matriculated at the following 126 colleges and universities:
Amherst College
University of Arizona
Babson University
Barnard College
Bates College
Berklee College of Music
Biola University
Boston College
Boston Conservatory of Music
Boston University
Bowdoin College
Brandeis University
University of British Columbia
Brown University
Bryn Mawr College
Bucknell University
Butler University
University of California
California Institute of Technology
California Lutheran University
California State University
Carleton College
Carnegie Mellon University
Case Western University
Chapman University
University of Chicago
Claremont McKenna College
Colby College
Colgate University
Colorado College
University of Colorado
Columbia University
Connecticut College
Cornell University
Creighton University
Dartmouth College
Davidson College
University of Denver
DePaul University
Dickinson College
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Dillard University
Drexel University
Duke University
Duquesne University
Elon University
Emerson College
Emory University
Fordham University
Furman University
The George Washington
University
Georgetown University
Hamilton College
Hampshire College
Harvard University
Haverford College
College of the Holy Cross
University of Illinois
Indiana University
Jewish Theological Seminary of
America
Johns Hopkins University
The Julliard School
Kalamazoo College
Lafayette College
Lewis and Clark College
Marymount California University
Massachusetts Institute of
Technology
Miami University, Ohio
The University of Miami
University of Michigan
Middlebury College
University of Nevada
New York University
University of North Carolina
Northeastern University
Northwestern University
University of Notre Dame
Oberlin College
Occidental College
Oregon State University
University of Oregon
University of the Pacific
University of Pennsylvania
Pepperdine University
Pitzer College
Pomona College
Princeton University
University of Puget Sound
Purdue University
University of Redlands
Reed College
Rensselaer Polytechnic Institute
University of Rochester
St. John’s University, New York
University of San Diego
Santa Clara University
Sarah Lawrence College
Scripps College
Seattle University
Smith College
University of Southern California
Southern Methodist University
Stanford University
Syracuse University
University of Texas
Texas Christian University
Trinity College, Connecticut
Tufts University
Tulane University
Tuskegee University
United States Naval Academy
Vanderbilt University
University of Vermont
Villanova University
University of Virginia
Wake Forest University
Washington and Lee University
Washington University, St. Louis
University of Washington
Wesleyan University
Wheaton College, Massachusetts
Whitman College
College of William and Mary
Williams College
University of Wisconsin
Wittenberg University
Yale University
THE FACULTY AND ADMINISTRATION
Ted Hill is in his eighteenth year as Headmaster of Chadwick. Highly respected for his integrity, intellect, vision, compassion,
and communication skills, he has established a nurturing and stimulating professional climate. His work is supported by a
senior administrative team that includes a mix of veterans and relative newcomers. Senior academic administrators include the
Assistant Head for Academic Affairs; the Directors of the three divisions; the Dean of Faculty and Staff; the Director of Athletics;
and the Dean of Admission and Executive Director of College Counseling. Department Chairs, whose responsibilities cover
grades 6-12, assist with curriculum planning and faculty evaluation. The senior operations team includes the Executive Director
of Marketing and Communications, the Chief Financial Officer, the Executive Director of Development and Alumni Relations,
and the Director of General Services.
Meaningful student-faculty relationships lie at the heart of the
Chadwick experience. With a school-wide 8:1 student-faculty
ratio, small class sizes, and one college counselor for each 24
advisees, students are both challenged and warmly supported.
Beyond the classroom, 40 percent of faculty have significant
involvement as coaches, mentors, advisors, club sponsors, and
trip leaders. A wide array of curriculum specialists and support
staff augment the work of the faculty.
The faculty is well-educated (80 percent hold advanced degrees)
and, with an average tenure of 16 years, clearly passionate about
Chadwick. In addition to their dedicated work with students,
Chadwick teachers contribute to a vibrant professional culture
that promotes excellence and collaboration. Professional Learning Communities meet twice monthly to explore topics of mutual
interest; every Middle and Upper School faculty member participates in at least one. Weekly meetings bring faculty together to
discuss issues of culture and policy, while scheduled informal gatherings throughout the week encourage community building.
Curricular review and revision is an ongoing process, approached via the well-respected Understanding by Design process. The
Folio system is being rolled out for faculty and staff evaluations.
The five-year process of bringing Chadwick International to life has been a remarkable professional development experience on
both campuses, with many Chadwick teachers and administrators involved in the design and execution of the CISS program.
Several teachers and administrators have worked at CISS for a year or more, while many others have participated in week-long
exchanges.
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THE PARENT PARTNERSHIP
The parent community at Chadwick is highly engaged and a vital component of the school culture. All parents are
automatically members of the active Chadwick Parent Association, and many join parent groups that specifically support
athletics, theater arts, the library, and the Annual Fund. Parents contribute in a wide range of ways: helping young students
choose library books, driving students to community service events every week, and spearheading a golf tournament that has
become a favorite annual fundraiser, for example. Grade-level coffees and social events organized by parents build the bonds of
community. Important school milestones are celebrated, families are generously supported in times of personal crisis, and
parent education is encouraged through outside speakers.
LOCATION AND FACILITIES
Chadwick’s hilltop campus is located on the scenic Palos Verdes
Peninsula, which forms the southern end of Santa Monica Bay.
The Peninsula encompasses the communities of Palos Verdes
Estates, Rancho Palos Verdes, Rolling Hills, and Rolling Hills
Estates. Although situated in Los Angeles County, the Peninsula
offers a pastoral setting renowned for its natural beauty and
outdoor lifestyle.
With stunning views of Los Angeles below, the Chadwick campus
offers a beautiful, peaceful, and safe setting for learning. At the
heart of the college-like campus, Vanderlip Lawn provides a
comfortable gathering and study space. An open-air amphitheater
seats the entire school.
A private canyon adjacent to campus functions as an outdoor classroom for science, English, and art classes in all three
divisions. A long-term canyon restoration project has helped hundreds of students develop an environmental sustainability
ethic. Close proximity to the beach also allows Chadwick to incorporate activities such as sea kayaking and tide pool
exploration into its educational programs.
Twenty-two buildings dot the campus. Each division occupies its own dedicated spaces, with the Village School separated into a
Lower Village (for grades K-2) and an Upper Village (grades 3-6). Athletic facilities include the Pascoe Pavilion Gymnasium,
two fields, a track, and a swimming pool.
Chadwick’s former incarnation (from 1938 to 1968) as a boarding school provides an opportunity for 24 faculty members and
administrators to live on campus. This is an important recruitment and retention tool, given the high cost of housing
surrounding the school. Housing is also available for the Head of School.
Facilities also include:
•
The 400-seat Geoffrey Alan Laverty Center for the
Performing Arts, with indoor theaters, classroom space,
and dedicated dance and music studios that support the
school’s award-winning arts program.
•
The Cisco TelePresence (Videoconference) Room, which
plays a key role in connecting Chadwick Palos Verdes
with Chadwick International for collaborative student
lessons and faculty sharing of best practices.
•
A Technology Center with eight fully equipped
computer labs. Wireless access is available, indoors and
out, throughout the campus.
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•
The Leavenworth Library Learning Center (at left), housing 28,000
volumes and extensive online catalogues, as well as classrooms, lounges,
and study room. Three full-time librarians staff the facility, which
includes a separate age-appropriate library for Village students.
•
The Margaret Chadwick Center for Experiential Programs, which houses
the offerings in outdoor education, global programs, and community
service.
THE EDUCATIONAL PROGRAM
The three main facets of the Chadwick mission — academic
excellence, the development of exemplary character, and selfdiscovery through experience — serve as the foundation of the
educational program in all three divisions. Teachers, advisors, and
staff members support students on a journey of learning and
personal development, with an emphasis on earned self-confidence.
Peer collaboration and teamwork are encouraged and promoted at an
early age in the Village School. As students move into the upper
grades, courses are designed to encourage classroom inquiry, sharing
of ideas, mentorship, and thoughtful debate.
The student-developed Honor Code, adopted by the Upper School in
2002 and the Middle School in 2008, challenges all members of the school community to expect the best of themselves and
others. A student-led Honor Council works with the faculty to adjudicate violations, and an annual assembly is held to reaffirm
the students’ commitment to this vital component of the school culture. In every division, extracurricular activities, leadership
positions, peer mentoring experiences, and off-campus opportunities promote personal development in accordance with the
mission.
Upper School graduation requirements include 4 years of English; 3 years of history, math, and lab science; completion of level3 language study in Spanish, French, or Mandarin; and 1.5 years of arts. All students participate in the outdoor education
program every year, and physical education or interscholastic athletic participation is required every season. AP courses are
offered in 20 subject areas, and the school is a national leader in the implementation of the AP Capstone Program for advanced
work in the humanities. As a member of the Malone Schools Online Network, Chadwick also offers students the opportunity to
take advanced courses supported by the Stanford University Online High School.
The History and English Departments have developed a comprehensive humanities
curriculum that includes a backwards- designed interdisciplinary Global Studies
program in grades 7-10, an 11th grade American Studies Program, and a set of very
popular senior electives that culminate in the Senior Apex Action-Research Project,
which includes a presentation to the community.
Innovative science instruction includes lab science beginning in Kindergarten. In grades
7-10, the integrated science curriculum blends physics, chemistry, and biology.
Advanced science electives include forensic science, marine biology, and brain science.
A 1:1 iPad program has been adopted in the Village and Middle Schools. Beginning in
the earliest grades, students have access to “creation stations” and dedicated maker
spaces — innovative spaces that feature 3D printers and inventive software to create a
technology-based learning laboratory. An acclaimed Middle and Upper School robotics
program offers opportunities for regional and national competition.
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A wellness and life skills curriculum, including a popular Peer Mentors Program, is well established in the Middle and Upper
Schools, and is now being extended throughout the Village program.
For an in-depth look at the Chadwick educational experience, visit www.chadwickschool.org. Particularly noteworthy
programs include the following:
OUTDOOR EDUCATION
A signature feature of the Chadwick experience for every student, the comprehensive
outdoor education program is directly tied to the school’s mission of developing “selfconfident individuals of exemplary character.” Through experiential learning in secluded
areas such as National Parks and Forests in the Sierra Nevada Mountains and in the Mojave
Desert, students hone their leadership and team-building skills while learning about
themselves and the world around them. It is one of only a handful of independent school
programs accredited by the Association for Experiential Education. All of the instructors are
certified in CPR and as Wilderness First Responders, and many have worked for prominent
organizations such as Outward Bound and the National Outdoor Leadership School.
Beginning in the third grade with a three-day trip, students build basic skills through offcampus excursions throughout California, eventually participating in ropes and climbing
courses in the Upper Village years. In grades 5 and 6, respectively, students participate in
five-day adventures that blend science studies and outdoor activities at PALI Mountain
Science Camp and the Catalina Island Marine Institute.
The program becomes increasingly challenging as each year progresses in grades 7 through 12. Specific objectives are set for
each course, as students eagerly anticipate their capstone senior trip – a 21-day Sierra backpacking expedition that includes
three days of monitored solitude. Approximately 70 percent of seniors participate in the trip, which many describe as life
changing.
GLOBAL OPPORTUNITIES
The founding of Chadwick International in 2010 brought Chadwick School students and faculty the opportunity to engage in
global education in uniquely powerful ways. Located in an exceptional 500,000-square-foot facility in Songdo, South Korea,
CISS is thriving with the same mission, core values, and signature programs as Chadwick School. The foundation is laid for
sustained and meaningful exchanges across all three divisions and work is under way to build strong bridges between the two
schools. A number of lessons throughout the Village and Middle Schools are the result of joint planning.
Chadwick students may meet their Korean peers through the TelePresence videoconferencing system, host students visiting
from Chadwick International, travel to Songdo to swap places with their counterparts, or join them for an outdoor education
trip. Students from both campuses have traveled together to international conferences, jointly representing the school.
In addition to the unique benefits of the sister school relationship,
Chadwick Middle and Upper School students have the option to
participate in a broad range of global opportunities. Through
Chadwick’s membership in Round Square, a worldwide association
of 150 independent schools on five continents, students may
participate in international conferences, exchanges, and service
projects. Chadwick is one of 11 Round Square member schools in the
United States and will be hosting the 2016 Round Square Regional
Conference of the Americas on its campus.
There are also opportunities for students to travel the globe on Model
United Nations and community service trips, including recent trips to
Istanbul, Beijing, Nepal, and Zambia. Chadwick faculty also sponsor language immersion, academic, and study trips over
spring, winter, and summer breaks, including recent excursions to Quebec, Spain, and the Galapagos Islands.
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COMMUNITY SERVICE
The exemplary character that Chadwick strives to develop in its students is on full display in the school’s longstanding
approach to community service. Recognized by U.S. News and World Report as one of America’s outstanding student service
programs when it was established in 1981, the Chadwick Middle and Upper School program today provides students with an
opportunity to serve at one or more of 13 off-campus sites during the school year. Although there is no service requirement,
more than three-quarters of students choose to participate weekly in this program as an elective, with 90 percent of students
participating at some point in the year. Village classes are teamed with students from inner-city Los Angeles public schools.
Students in grades 2-6 also serve food to and spend time with students at a neighborhood center in San Pedro.
THE ARTS
Chadwick’s award-winning performing and visual arts
programs enrich the education of every student. The
Village program includes daily experience with both
visual and performing arts beginning in Kindergarten,
with opportunities to participate in the student orchestra
and drama. Activities, clubs, and classes in the performing
and visual arts are offered throughout the Middle School.
To fulfill an arts requirement, Upper School students
choose from among offerings in ceramics, photography,
mixed media, sculpture and design, theater, musical
theater, stagecraft, chorus, orchestra, chamber music,
music composition, and dance. AP courses are offered in
Music Theory, Art History, and Studio Art.
A full slate of extracurricular performance opportunities is offered. The school’s Middle and Upper School theater productions
are particularly noteworthy, featuring exceptional performances and incredible staging. Recent award-winning performances
included Cats in the Middle School and Zorro the Musical in the Upper School. In 2015, Chadwick was one of 40 schools selected
to represent the United States at the prestigious Edinburgh Festival Fringe in Scotland, where its 54-member cast and crew won
the American High School Theater Festival’s Outstanding Performance of the year.
ATHLETICS
Chadwick provides an extensive and
competitive
interscholastic
athletic
program, in which almost 90 percent of
Upper School students participate.
Offerings include baseball, basketball,
cheer, cross country, equestrian, football,
golf, lacrosse, soccer, softball, swimming,
tennis, track, volleyball, and water polo.
Teams compete in the Prep League
under the auspices of the California
Interscholastic Federation. Participation is emphasized, and students are encouraged to try
new sports and participate in more than one season.
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OPPORTUNITIES AND CHALLENGES AWAITING THE NEXT HEAD OF SCHOOL
Chadwick’s next Head will lead a mission-centered
independent school with an 80-year legacy established
by the forward-thinking Margaret Chadwick, who, in
1937, said, “The purpose of this school is to habituate
children to ways of living that are satisfying and
worthwhile.” Chadwick is an exciting and often joyful
place to work. Solidly grounded in the mission and core
values, teachers and administrators enjoy the freedom to
experiment and adapt the educational experience to the
requirements of an evolving world.
The next Head of School will have the privilege of
joining a warmly connected community that embraces
the school’s adventurous spirit. Members of the school
family are eager to welcome a leader who will continue
to inspire, engage, and strengthen the already
remarkable connections that define this unique school. With Chadwick International now successfully launched, Chadwick is
seeking an engaged and visible leader who will bring new strategic insights, fresh energy, and renewed focus to Chadwick
School. As Margaret Chadwick herself said, “Pioneering must be present in every school that is striving to meet the changing
conditions of life. Chadwick has done some little pioneering and has a great deal more of it ahead!”
THE UPCOMING LEADERSHIP TRANSITION
Upon the new Head’s arrival (whether that occurs in 2016 or 2017), Ted Hill will assume his new post as RCF Group President.
In that role, he will focus his efforts on setting long-term RCF strategy; implementing Chadwick’s master campus plan;
continuing to build the endowment; and expanding Chadwick’s reputation, influence, and leadership, both locally and
worldwide. The Board of Trustees of RCF Group will safeguard the Chadwick mission and steward the endowment and
property assets of RCF, while the operation of each school will be managed independently by its respective Board and Head.
There is no reporting relationship between the RCF Group President and the Chadwick Head of School; these two leaders will
work collaboratively with the Head of CI to position the school for long-term sustainability and continued prominence at the
forefront of progressive education.
In the coming months, the Roessler-Chadwick Foundation Board will continue to implement the governance transition. The
respective roles of the RCF Group President and the two Heads of School will be further defined. A specific charge for the next
Head of Chadwick School will be drafted, and the reporting structure for senior administrators in the areas of development,
finances, and facilities planning will be clarified. For the time being, the newly constituted Chadwick Board will mirror the RCF
Board, ensuring that the new Head will have a single governance partner and clear direction.
The launch of Chadwick International has necessarily occupied much of the attention of the school’s leadership over the past
five years. The new governance structure represents a welcome opportunity for the new leader to refocus on the home front. A
strategic planning process now under way at the Board level will guide the next Head in setting his or her leadership agenda.
Among the specific opportunities and challenges awaiting the next Head of Chadwick are the following:
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RESPONDING TO AN INCREASINGLY COMPETITIVE LANDSCAPE
Although it enjoys the distinction of being the only K-12 independent coeducational day school in the greater South Bay Area,
Chadwick operates in a competitive educational marketplace. The affluent, diverse Palos Verdes Peninsula is served by
excellent public schools and, increasingly, other Los Angeles independent schools that are broadening their outreach. The
combination of declining birth rates and rising home prices has heightened awareness at Chadwick that the school must be
more proactive in articulating its signature strengths. While families are drawn to Chadwick’s broad and progressive vision,
most are not immune to the anxiety that surrounds the ever more challenging college admissions process. Prospective families
are likely to scrutinize the annual college matriculation list of Chadwick and its competitors, and they require a convincing
articulation of Chadwick’s unique value proposition.
The next Head of School will be called upon to offer both strategic
leadership and a compelling public presence as an advocate for
the school in the admissions arena. In addressing these challenges,
the new leader will have strong support from two seasoned
professionals. The highly experienced Executive Director of
Marketing and Communications, who joined Chadwick last year,
is overseeing the redesign of the school’s website and publications
to better highlight Chadwick’s signature strengths. The Dean of
Admission and Executive Director of College Counseling, a
former Vice President and Dean of Admissions at Pomona
College, offers invaluable perspectives in both admissions and
college counseling.
For both mission-centered and competitive reasons, Chadwick also is eager to address affordability concerns by expanding the
pool of financial aid and making families more aware of its availability. In recent years, the school has begun to allocate more
funds to students in the lower grades and to provide additional support for non-tuition expenses so that aided students can
participate fully in the Chadwick experience. Among middle-class families who do not anticipate qualifying for financial aid,
there is concern that continued tuition increases will threaten their ability to afford the school.
CONTINUING TO REFINE ACADEMIC AND CO-CURRICULAR PROGRAMS
Leading the fine minds and remarkably creative energies of the
teachers who deliver Chadwick’s expansive educational program
surely ranks among the best aspects of the Head’s job.
Programmatic excellence abounds at the school, as do a steady
stream of new ideas for strengthening an already exemplary
curriculum. Among the key challenges for the new Head of School
will be balancing that creative energy with the need for a sustained
focus on excellence in the core academic experience.
While members of the school community view an entrepreneurial
spirit as integral to the school’s mission, they also acknowledge
that constant innovation can be wearying. The Head has an
important role to play in balancing the benefits and costs, ensuring that the school resists popular innovation in favor of
weaving together the many strands of programmatic excellence into a coherent whole.
Among the current hot topics of discussion regarding the academic and co-curricular programs:
•
How to recruit and retain a world-class faculty that is reflective of the world’s diversity.
•
How to integrate the three divisions to create a cohesive K-12 learning experience, and how to best deliver it.
•
How best to capitalize upon the connections between Chadwick and CISS.
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•
How to develop a community that is inclusive for students of all racial and socioeconomic backgrounds.
•
Continued attention to the effective use and integration of educational technology.
•
How to ensure that Chadwick’s ambitious students are not overburdened and unduly stressed by the myriad
requirements and opportunities available to them.
•
The appropriate emphasis on college counseling and placement as markers of the school’s success.
•
The role and prominence of interscholastic athletics relative to other aspects of the co-curricular program.
•
How to elevate environmental sustainability in the day-to-day lived experience of community members.
•
How to create a cohesive leadership and character education program.
POSITIONING CHADWICK FOR LONG-TERM SUSTAINABILITY
Though financially stable and well managed,
Chadwick, like many independent schools, relies
heavily on tuition revenue, which accounts for 90
percent of the operating budget. Chadwick’s deeply
connected community constitutes a tremendous
strength, but the school has lagged in recent years in
capitalizing fully upon that resource.
The last capital campaign, which funded the
construction of Laverty Center for the Performing
Arts, was completed in 2004. A new Executive
Director of Development and Alumni Relations
joined the school last spring, and she is moving
forward aggressively
to create a
strong
infrastructure for the renewed focus on philanthropy
that will be an important part of the new Head’s
charge. As the Board continues its strategic planning and master planning initiatives over the next several months, the
fundraising priorities for the next stage of Chadwick’s development will be brought into sharper focus.
As the leader of a school deeply rooted in relationships, Chadwick’s Head can help serve the institutional advancement effort
through personal outreach to prospective donors. The next Head will collaborate on fundraising initiatives with Ted Hill, whose
charge includes enhancement of the $30 million endowment. The Head will be expected to take the lead on annual giving,
which generated $1.43 million last year with the support of nearly 90 percent of the parent body. Alumni participation, at just 9
percent last year, represents an opportunity for growth. More than 3,000 strong, the alumni body would welcome enhanced and
more personal outreach that taps into their love for the school and that extends beyond requests for donations. The school has
recently launched new initiatives to re-engage with alumni, including a fledgling professional networking group that is off to a
strong start. Recently instituted regional meetings with alumni have also been well received.
Chadwick’s stunning hilltop campus is both a defining strength and an operational challenge. The sole point of access to the
campus traverses a neighborhood whose residents are not always enthusiastic about the school’s presence. Under the terms of a
Conditional Use Permit, vehicular traffic is regulated. Students must arrive by bus or carpool, and the restrictions limit
Chadwick’s ability to sponsor community events that would bring many visitors to the campus.
Various solutions are currently being considered by the Board as it works with the master plan and develops the goals of the
next comprehensive fundraising campaign. Other physical plant needs include a modernization of the Village facilities as well
as new or improved athletic spaces.
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WHO SHOULD APPLY: DESIRED QUALITIES AND QUALIFICATIONS
Chadwick School is seeking a confident, forward-thinking, entrepreneurial, and strategically oriented educational leader with
an extensive background in teaching and administration, ideally including experience in independent schools of high quality.
Candidates should offer excellent academic credentials, evidence of a commitment to lifelong learning, and demonstrated
success in collaboration. Ideally, the successful candidate will possess the following profile:
A PASSIONATE AND ARTICULATE ADVOCATE FOR CHADWICK’S MISSION
•
Demonstrated professional commitment to the cornerstones of the
Chadwick mission: academic excellence, exemplary character, and selfdiscovery through experience.
•
A role model for Chadwick’s core values of respect, responsibility,
honesty, fairness, and compassion.
•
An effective communicator and compelling public speaker.
•
The ability and willingness to participate actively in institutional
advancement efforts, including fundraising, marketing, and community
outreach.
A THOUGHTFUL AND INSPIRING EDUCATIONAL LEADER
•
An educator who is well versed in and supportive of student-centered and inquiry-based curriculum and pedagogy.
•
A globally minded educator with an appreciation for diversity.
•
A motivating leader of faculty who is eager to collaborate respectfully with talented teachers to nurture excellence and
thoughtful innovation.
•
An academic leader with experience in the design and execution of an excellent secondary school program, including
an insightful understanding of the expectations of highly selective colleges and universities.
A SKILLED AND STRATEGICALLY FOCUSED LEADER AND MANAGER
•
An intelligent and analytical strategist who can articulate a unified vision, set clear priorities, and execute.
•
A record of success in attracting, recruiting, retaining, and developing global talent.
•
A well-organized manager who focuses on top-level issues, delegates
appropriately, and holds subordinates accountable for the timely
achievement of goals.
•
The ability to forge consensus, coupled with skill in change management.
•
A critical thinker and problem solver who is appropriately decisive and
able to say no.
•
A politically astute leader who is knowledgeable about best practices in
independent school governance.
A WARM AND OPEN RELATIONSHIP BUILDER
•
An engaged, approachable, and compassionate leader who is eager to be present in the school community and who
will be visible among all constituencies.
•
A collegial and collaborative leader who will promote a genuine spirit of partnership with the faculty, staff, and
administration.
•
A diplomatic, patient, flexible, and open-minded person who is adaptable, respectful of the ideas of others, and not
ego-driven.
•
A natural teacher who enjoys engaging with students across the K-12 spectrum.
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ANTICIPATED SEARCH CALENDAR
Application deadline:
December 1, 2015
Selection of semifinalists:
January 8, 2016
Semifinalist interviews:
January 16-17, 2016
Finalist visits begin:
January/February 2016
Starting date:
July 2016 or July 2017
APPLICATION REQUIREMENTS AND SEARCH PROCESS
Because Chadwick is committed to finding a leader who most closely matches the desired
qualities and qualifications of this role, the Board of Trustees is undertaking a comprehensive
nationwide search with the goal of appointing a Head of School to take office in July 2016 or July
2017, depending upon his or her availability. Should the Board appoint a new Head of School
who is not available until 2017, Ted Hill will continue to serve as Headmaster for the 2016-17
academic year.
Acting on behalf of Chadwick School, Wickenden Associates is actively recruiting exceptional
educational leaders for this uniquely appealing position. The consultants are Jim Wickenden
(jwickenden@wickenden.com), Pete Gillin (pgillin@wickenden.com), and Jo Butler
(jbutler@wickenden.com). All may be reached at (609) 683-1355.
Candidates should submit no later than Tuesday, December 1, 2015, an application package including the following:
•
A cover letter indicating why you are particularly interested in and qualified for the position. (The cover letter should indicate
your availability for a 2016 and/or 2017 appointment.)
•
A current résumé.
•
A statement of educational philosophy and/or other supporting material (e.g. articles or speeches) that would be useful to the
Search Committee.
•
The names, addresses, and telephone numbers of three references. (We will obtain your permission before contacting any
references.)
These materials should be transmitted via email attachment to searches@wickenden.com. Candidates who are new to Wickenden
Associates are particularly encouraged to initiate the application process well before the deadline.
After an initial review of applicants, the Search Committee will interview semifinalist candidates over the weekend of January
16-17, 2016. Shortly thereafter, finalists will be invited to Chadwick for a more comprehensive series of interviews with
representatives of the school’s constituencies. 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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