head of school search - educators’ collaborative

1

HISTORY

Founded: 1977

Type: Co-ed Independent Day School

Grades: 1-9, Ages 6-15

Enrollment: 154 students

Average Class Size: Each student has 1 to 1 tutorial daily. Other classes between 8-10 students

Faculty/Staff: 42 Teachers/Tutors 6 Administrators

Faculty & Administrators with Advanced Degrees: 32

Tuition: $34,440 Annual Budget: $7,152,827

Financial Aid: 7.8% of students

Professional Affiliations: ISSL, ISACS, NAIS, IDA and Wilson® Accredited Partner School

Churchill At A Glance

1021 Municipal Center Drive | Town & Country, MO | churchillstl.org

Head of School Search

1021 Municipal Center Drive | Town & Country, MO (a suburb of St. Louis) Independent Day School: Co-ed For July 1, 2020

The Churchill School was incorporated as a not-for-profit school in 1977. Two mothers who had watched their boys struggle in school due to their difficulties with learning disabilities were the driving force behind the creation of the Churchill School. Since the learning needs of their sons were not being met in the public schools, these mothers sent their children to boarding schools specifically designed for children with learning disabilities. They realized they were not the only mothers in the community facing this challenge, and they decided to fix the problem. They started a school that would provide a specialized education for children with learning disabilities and would give them the tools needed to be successful in a traditional classroom and in life. The Churchill School started as a summer program in 1978 and 1979. In the fall of 1980, the first year-round program began in leased space at the old Maryland School building in Clayton, Missouri. By the third year of operations it was clear that the school needed more space in order to meet the enrollment demand. The Churchill Board purchased and re-modeled the former Price School in Ladue, Missouri. In the fall of 1984 Churchill moved to the new campus in Ladue. During the first 20 years in that great old building the school continued to grow and it became clear that Churchill needed more space and the Board began looking for a new location. Land was purchased and in August 2007 Churchill moved to its current location, Town & Country, Missouri. As the Churchill program grew and developed, administrators became more aware of the lack of knowledge about learning disabilities in the community. To remedy this problem, the Outreach Program was created to provide the community with opportunities to learn more about learning disabilities.

2

MISSION STATEMENT

The Mission of Churchill Center & School is to give high potential children with learning disabilities the finest, individualized, remedial education and the support they need to achieve success and return to a traditional classroom, and… To foster greater understanding and support for all people with learning disabilities by training other educators, supporting families and enlightening the community.

PHILOSOPHY STATEMENT

Each year thousands of American children of average and above average intelligence fail to learn to read, write and spell. Many of these children are diagnosed as having a specific learning disability. This disability occurs despite conventional instruction, a culturally adequate home, proper motivation, normal hearing and vision, and average or above average intelligence. It is the philosophy of Churchill Center & School that these children can, with the proper educational help, develop the academic skills necessary to achieve to the level of their intellectual potential. In order to facilitate the development of their academic skills, it is necessary to use an educational approach that utilizes their strengths, as well as addresses their academic weaknesses. Therefore, the educational program for each child must be individualized in both content and approach. Because of the school’s strong belief that these bright children can be academically successful, the ultimate goal is to have students return to a traditional classroom in as short a time as possible. The intense remedial program is structured to facilitate the development of each child’s academic skills to the point that they reach the level that is commensurate with the child’s potential.


Between 1990 and 2015, staff members have given over 375 free workshops; enabling more than 28,500 educators, professionals, parents and siblings to participate in countless workshops and symposiums. To reflect the importance of the Outreach Program the Churchill Mission Statement was amended to include community outreach resulting in its name “The Churchill School” becoming “Churchill Center & School” in 2004. The purpose and operations of Churchill Center & School are guided by the Mission Statement, Philosophy Statement, Vision Statement and Core Values.

3

VISION STATEMENT

Churchill Center & School will provide the finest education in the country for high potential children with learning disabilities. As the needs of our students dictate, we will enhance and expand our programs to include new services, subjects, activities, and technologies that will allow us to provide an ever broader and more enlightening educational experience. We recognize the growing need to assist children with learning disabilities and their families. We will explore opportunities to serve more students,

through our enrollment or in partnership with other educational institutions. Our goal is to meet the needs of our students without compromising the quality and CHILD-CENTERED philosophy that has sustained our success.


Churchill Center & School’s program provides individualized instruction and a multi- sensory approach. Students enter at their own level of achievement. The program emphasis is placed upon skill development through a structured remedial approach. The children are at all times encouraged to perform at the highest level of their ability. Their confidence is increased by knowing they are intelligent children in a school designed to help them deal with their specific learning disabilities. Research indicates that children with specific learning disabilities are more successful in a 1:1 or 1:2 teacher-student ratio. Therefore, the 1:1 Tutorial is the heart of the instruction at Churchill Center & School. The Tutorial for each child is a daily 50 minute class that focuses upon the area of academics that is causing the child the most difficulty. This difficulty can occur in one or more of the following areas: verbalization, reading, written language, spelling, organization, social perception, study skills or mathematics. In addition to the daily Tutorial class, each child has six other classes which are Language Arts, Mathematics, Auditory Visual, Social Studies/Science, Motor Skills and Fine Arts. With the exception of Motor Skills, these classes are conducted in small groups with a teacher-student ratio averaging 1:9. Although these are group classes, each child has an individualized curriculum that is monitored by that child’s Tutorial teacher. The Churchill program has been developed to address the needs of high potential children with learning disabilities. The philosophy is a child-centered one, in which the interests of the children are at the foundation of every decision that is made. Students are admitted to the program based upon their potential for success.

4

CORE VALUES

We, the Board, administration, faculty, and staff of Churchill Center & School, are dedicated to delivering the highest quality and most effective remedial education for high potential children with learning disabilities. In the implementation of our daily responsibilities, we strive to uphold these values, which guide our actions, our decisions and our interactions with students, their families, each other, and the community.

Our program is CHILD-CENTERED and focused on the remediation of the academic weakness-es of each child. We analyze each child’s spe-cific needs and abilities, tailor our expectations and programs accordingly, promote student responsibility, and celebrate when that child succeeds. We foster a genuine love and CARING for the uniqueness of each child. We take an interest in their personal lives and promote not just their educational progress, but their emotion-al, social and physical wellbeing as well.


As a leading proponent for all children with learning disabilities, we will continue our efforts to educate and demystify through community outreach, family education, teacher training and research initiatives.

Through active recruitment and selection, enhanced community awareness, outreach and increased financial aid, we will diversify our student body, faculty, Board, and administration to more closely reflect the region we serve. We will aggressively seek to build our financial resources to support new initiatives, ensure fiscal stability, maintain the lowest possible tuition, and increase the amount of financial aid available to students. We will develop our growing alumni base and look to traditional fundraising sources to assist in these efforts.

Dedicated to being a School of Excellence, we will always remember that our success is measured not by how many students we impact, but by the impact we have on any one student.

5

CURRICULUM

The mission of Churchill Center & School’s academic program is to address the individual needs of their students. The school day is comprised of seven 50 minute classes: Tutorial, Language Arts/English, Social Studies/Science, Math, Auditory Visual/Study Skills, Fine Arts, and Motor Skills. The core of the Remedial program is the Tutorial (one-to-one), which focuses on the student’s primary area of academic difficulty. The student-teacher ratio in each of the other academic classes is ten-to-one or less. Students are grouped by age and each group is comprised

of approximately 18 students. From that group, students are divided into smaller groups for the curriculum classes. Students in grades 2 - 6 are part of Lower School, while students in grades 7 and above comprise the Upper School.


Our efforts and concerns extend to the child’s entire family, with whom we work closely, to help the challenges of their child’s specific learning disabilities and to create an atmosphere of sharing and nurturing in which the child can succeed. As individuals and as a group, we are KNOWLEDGEABLE of the most effective educational techniques to help children with learning disabilities. We stay current on educational theories and practices and apply that learning on a daily basis. We also educate the community to understand, accept and encourage all children with learning disabilities. As a recognized leader in the field of learning disability education, we are constantly seeking EXCELLENCE in all aspects of our program. We pursue best practices, use proven techniques, insist on the highest standards for our faculty and students and continually evaluate our programs to make them better. Committed to our VISION, we look beyond the immediate needs of our students, seeking new ways to demystify learning disabilities, new technologies to facilitate our teaching and new approaches to help our students succeed in school and grow to become productive and successful adults. TEAMWORK is fundamental to our success. We share common goals, communicate openly and honestly, value each other’s opinions and ideas, and respect each other’s differences and approaches.

6


The curriculum and expectations are individualized according to each student’s unique academic strengths and challenges. The individualized program provided in all classes enables us to not only provide the instruction necessary to remedi-ate academic deficits, but to provide challenging instruction and curriculum in the areas of the student’s academic strengths. At all times the curricular focus is upon the acquisition of skills that will enable our students to return to a traditional school setting. The focus of all instruction is on skill development rather than content; if a student has the needed skills, the acquisition of content information will follow.

Churchill is a child-centered institution where all decisions and policies are developed with the children’s needs as the first priority. A supportive learning environment and caring community are fundamental aspects of Churchill. Each child’s program is based upon an analysis of specific needs and abilities from which academic expectations and curricular programs are developed. Each curriculum contributes to the school’s overall mission by celebrating the student’s strengths while remediating academic weaknesses. Monthly teaching team meetings ensure the continuity of expectations and skill development.

Each curriculum is departmentalized. Supervisors of the curriculum areas are responsible for curriculum, program development and evaluation. Current best practices and research are integrated into each curriculum design as appropriate. The specific techniques and areas of instruction are constantly evolving as new methodologies are incorporated into the curriculum plans. Curriculum adaptations focus on the specific needs of each student. Reading levels are modified as needed in all curriculum classes. When possible, content that students in traditional schools would be studying is incorporated into instruction. Notetaking, study skills and test taking skills are taught in Auditory Visual (lecture notetaking) and/or Social Studies/Science (textbook notetaking). These skills are emphasized in all classes; developing study guides, writing practice test questions and making vocabulary cards are taught in similar fashion in all curriculum areas to help students apply and generalize study methods and techniques. At all times emphasis is placed on transferring and integrating skills learned in one class to another.

7

STUDENT LIFE

Understanding that the differences in how our brains process information can be positive, distinguishing characteristics of our personalities. Churchill Center & School knows this! The school is a welcoming place filled with academics, art,

athletics, and happy children. Churchill Center & School sits on a beautiful 14-acre campus that includes the school and adjoining gym, Valentine Field with a state-of-the-art track, a trail through the nature area behind the school, and an Earth Loom where students use flowers, branches and more to weave projects. There is also a vast playground complete with jungle gym and sandbox, along with tennis courts where students hold friendly dodge ball, kickball, and four square competitions every day. Students have two recesses and a 50 minute PE class every day. The gym boasts a 25-foot rock-climbing wall, hosts daily motor skills classes, and is home to Bulldog basketball, volleyball matches, and roller hockey competitions. Theatrical Arts are an important outlet for students’ creativity and self-expression. Classes are offered in music and drama with a dedicated performance stage, follow spotlights, and sound system. Students present “Broadway Revue” and “Spring Showcase” every year. In visual art classes children are encouraged to experiment as they learn techniques in drawing and painting, ceramics (with an in-studio kiln) and a myriad of other mediums, culminating in fall,

spring, and summer art shows. The halls are adorned with student projects and expressive and unique student art. As a result one cannot help but smile as they travel from one location to another within the school.


Churchill utilizes a mastery learning approach in each curriculum. All instruction is based on the principle of automatization, with frequent review to ensure mastery of skills. Tasks are broken down into small steps to ensure student success. Students are taught the reasoning and logic behind each step, as well as the techniques involved. All skills are taught on a continuum, beginning with the instructional, teacher-guided level. Skills are then transferred to an assisted practice level and finally, to an independent level.

Further details of the curriculum can be found on the school’s website.

8

COMMUNITY OUTREACH PROGRAM

In 1990, with the support of an anonymous donor Churchill started the Community Outreach Program. The mission of the program is to foster greater understanding and support for all people with learning disabilities by training other educators, supporting families and enlightening the community through workshops led by nationally-recognized experts in the field. This is accomplished through Churchill Center & School’s Workshop Series, Speaker Series, Community Service Events and Community Partnerships and Service Events such as The College Opportunities Fair. Each one of these programs offers the St. Louis community a variety of services to broaden the public’s understanding of learning disabilities and to equip the participants with strategies and knowledge to further help people with learning disabilities. Since the inception of the Community Outreach Program in 1990, over 30,000 educators, parents, students and others have been given the opportunity to understand and deal with learning disabilities in a productive and constructive manner. Churchill currently partners with KIPP (Knowledge is Power Program) charter schools in St. Louis City. Churchill’s certified Wilson® Trainers are working with KIPP kindergarten, first grade and Special Education teachers to train them in the use of Wilson Reading System® and Fundations®.

Terri’s Tutors is an additional Community Outreach program. Using the knowledge and techniques developed by Churchill for use with learning disabled students Terri’s Tutors address the educational needs of children surviving cancer, increase traditional school teachers’ awareness concerning the effects of the treatments on the learning process, advocate for the educational needs of children in the program and educate the general community concerning the late effects of cancer treatments on students surviving cancer. Churchill is one of only seven private schools in the country recognized as a Wilson® Accredited Partner.

Churchill also conducts Wilson Fundations® Workshops for the St. Louis area. Being a Wilson® Accredited Partner, with four certified trainers on staff Churchill can deliver WILSON training to the Churchill teachers and to teachers throughout the Midwest. School leadership is presently engaged in the Forever Grateful endowment campaign to raise $5 million dollars to expand the Community Outreach Program and expects to reach this goal within the next 12 months. Churchill will look to establish more school partnerships with dollars raised from the campaign.


9

FINANCES

The Business Office of Churchill Center & School is directly responsible for the daily financial affairs and the human resources function of the school. The Business Manager is a CPA and reports directly to Churchill’s Director. The Business Office team includes a Staff Accountant, a Database Manager, and front desk staff. The ultimate responsibility for the financial function of Churchill resides with the Finance and Audit committee of the Board of Trustees. This committee approves the annual budget, reviews employee benefits, monitors the investment of the school’s endowment to earn a market rate of return and oversees its annual financial performance.

Churchill operates on a June 1 – May 31 fiscal year. An independent CPA firm has issued an unqualified opinion for each year audited. The greatest revenue source to the school’s $7.1 million budget is Day School tuition (74%); the greatest expense category is for Instruction and Student Activities (63%), of which Salaries and Benefits make up the majority (95%). Other significant revenue sources are Tutoring income at 6% of the budget and Summer School tuition at 7% of anticipated revenue. The shortfall of expenses in excess of revenues is covered by donor gifts to the annual fund. The Statement of Financial Position shows an endowment of $3.4 million at 5/31/2018 and no debt. Just over half a million dollars of the endowment is permanently restricted by donors. The strong net asset position of the school ($16.4 million) is mostly Board designated to both a building fund and an endowment fund. Other financial highlights for Churchill Center & School: The school has a sound financial position as evidenced

by many years of consecutive audited financial statements with unqualified opinions.

Enrollment has been strong over these years, and the Day School has seen full enrollment in the past three years.

Internal controls and separation of duties are very strong. Churchill has not had any material audit deficiencies since the 2010-2011 fiscal year.

In 2014, the school repaid the bond debt it obtained to build the new school building at 1021 Municipal Center Drive. The debt was paid off twelve years early as the bonds were set to mature in 2026.


10

The school has a Property and Plant Renewal, Replacement and Special Maintenance (PPRRSM) fund to set aside monies to pay for future work to the building. A strategic maintenance plan was created in 2015- 2016 and lays out a timeline for future projects.

Because the school has obtained full enrollment, the school has been free to pursue other avenues of generating revenues, including tutoring, Outreach programs, and WILSON training.


GOVERNANCE

Churchill Center & School is incorporated as a not-for-profit organization and has been granted 501(c)(3) status by the Internal Revenue Service. The Churchill Board of Trustees is a self-perpetuating Board with fiduciary responsibilities, the responsibility to lead the organization toward fulfilling its mission, and responsibility of planning for the future of the school. The Board policies and guidelines, which guide the operations of the Board and the School are documented in the Churchill Center & School Bylaws, the Board Policy Manual and the Employee Manual. The Bylaws set the number of Trustees at a minimum of 18 members and a maximum of 36 members. Currently there are 24 members on the Board of Trustees. Each Trustee is elected for a three-year term and can serve two consecutive terms. After serving the two terms, a trustee can be re-nominated and re-elected after being off the Board for one year. When

serving as an Officer of the Board, the Trustees term on the Board is extended one year for each year served as an Officer. No Officer can serve more than three years in any one position. Combined service as an Officer and/or Trustee shall not exceed twelve consecutive years. In addition, Lifetime Trustees, who are non-voting members, may be elected at any time. There are currently two Lifetime members. The Director of the School, the Director of Development and the Business Manager also serve on the Board as “ex- officio” non-voting members. The current members of the Board are parents, past parents, grandparents and community leaders.

There are nine Board of Trustee Meetings each year. In addition, special meetings may be called by the President at the request of at least four of the members of the Board. There are six Standing Board Committees. In addition to the Executive Committee, additional committees of the full Board are Committee on Trustees, Finance and Audit Committee, Building and Grounds Committee, Development Committee and the Strategic Planning Committee.

11

The Board entrusts the daily operations of Churchill Center & School to the Director, who supervises and evaluates all programs and personnel. In this endeavor, the Director works closely with the Administrative Leadership Team, which is comprised of the following: Director Assistant Director Business Manager Director of Admissions Director of Outreach Programs Director of Development Wilson® Trainer/Tutorial Supervisors (4) Curriculum Supervisors (6)


FUTURE LEADERSHIP OF THE SCHOOL

The Board of Trustees at Churchill Center and School is conducting a national search to identify a new Head of School. Joan Beauregard of Educators’ Collaborative solicited input from stakeholders from all the constituencies during a two and a half day on-campus visit and gathered additional input from over 86 constituents through on-line surveys. These included faculty, staff, administrators, alumni, alumni parents and trustees. Based on this input and the impressions of the consultant as well as input from the Search Committee the following represents a summary of Churchill Center & School’s strengths, the challenges it faces in the next three to five years and the qualities and traits the trustees and the school seek in their next Head of School. STRENGTHS OF CHURCHILL CENTER & SCHOOL A highly trained, dedicated and committed faculty and staff who believes and

understands that students with learning disabilities have unique strengths as well as challenges.

Child-centered approach to the education of each student which ensures academic and social success in a way that reestablishes their family’s aspirations for higher education and preserves hope and a future full of possibility.

A curriculum specifically designed to meet the needs of the students while also challenging the students who attend the school.

Careful consideration and attention to the needs of students, faculty and parents in the design of a beautiful, comprehensive facility that distinguishes the school as a leader in the education of students with learning disabilities.

An engaged, strategic board dedicated to supporting the school and advancing the mission, program and initiatives.

12

A warm, welcoming, positive, respectful and inclusive community. Students who are kind and positive with each other and are excited to attend

the school. A community built on collegial relationships and school personnel who are

committed to the education of the whole child and to not defining the students by their learning disabilities.

A community with a growth mindset, reflected in the ongoing commitment of the faculty and staff to examine and evaluate practice and to stay abreast of research and trends in education.

Universal constituent belief and commitment for Churchill Center & School to be a Wilson® Accredited Partner.

Decision to make Community Outreach a central component of the school’s expanded mission to help the extended communities to gain a deeper understanding of the children served at Churchill.

Universal constituent belief in the Community Outreach Program as an outreach of the school’s expanded mission.

CHALLENGES AND OPPORTUNITIES FOR THE NEXT HEAD OF SCHOOL Ensure the successful transition

to new leadership. Engage communication strategies

which will build trust in leadership.

Continue strong budgetary leadership and oversight to assure the long-term financial health of the school.

Continue to evolve and grow the Outreach Program to grow as a leader in Learning Disabilities.

Continue to raise funds to support the Financial Aid program.

Play a significant role in development and fundraising efforts particularly to add to the Forever Grateful Endowment Campaign which supports School Partnerships & Community Outreach Programs.

Continue to provide faculty development and support through professional development and evaluation.

Maintaining Churchill Center & School as a Wilson® Accredited Partner.


13

QUALIFICATIONS AND ATTRIBUTES OF THE NEXT HEAD OF SCHOOL A keen and respectful listener and

observer who will take the time to understand the Churchill Center & School culture and community.

Skilled and comfortable at relationship building and connecting with current and former families, faculty, students, alumni and the communities of metropolitan St. Louis.

Expertise and passion for special education Experience and love of teaching and

working in an elementary and middle school.

Proven qualities necessary for effective leadership in a school with a mission to work with students with learning disabilities.

Strong interpersonal, presentation and written communication skills facilitating work with all constituencies of the school community and the local educational network.

Nurturing, patient, accessible and eager to interact with students with learning disabilities and their families.

Experience with fundraising (an aptitude to be involved with fundraising). Financial acumen – working knowledge of school budgeting, finance and

fiscally sound management. The ability to identify, recruit, develop and retain a talented faculty and staff.

Warm, approachable, diplomatic and fair minded with confidence and strength to make difficult decisions.

A delegator who can also make the definite decision when needed.

A leader who will be an articulate spokesperson for Churchill in the broader community.

Experience working with board members as partners in providing leadership for Churchill Center & School.

Familiarity with current best practices in independent schools.


14


FUTURE LEADERSHIP OF THE SCHOOL

Candidates interested in this position are asked to submit the following materials in a Single Merged Document as soon as possible. Position starts in July 1, 2020. The Search Committee is entertaining a compressed search schedule and may have the search completed by end of summer but will extend as necessary to find the right leader. EC Candidate Summary Sheet (Contact Joan for that document) Cover letter addressed to the Search Committee Resume Statement of educational philosophy A list of five or more references with contact information (including phone

numbers and email addresses) Up to three letters of reference may be submitted. (This is optional) Application materials are to be sent, electronically via email, as a single WORD document. Please submit any application materials or address any inquiries or expressions of interest to:

Joan Beauregard, Partner, Educators’ Collaborative, LLC [email protected]

[email protected] Candidates are encouraged to speak personally with Joan Beauregard (206-851-6616). Salary and benefits are competitive. Churchill Center & School is an equal opportunity employer.

head of school search - educators’ collaborative

Documents