The International School Head of School Search€¦ · Japanese Garden, the Lan Su hinese Garden,...

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Founded: 1990 Type: Co-ed Independent Day School IB PYP Full language immersion Enrollment: 350 students Faculty: 41 full-time 63% with advanced degrees Annual budget: $7 million

TIS At A Glance

2305 S Water Avenue | Portland, Oregon | intlschool.org

The International School Head of School Search

2305 S Water Avenue | Portland, Oregon Independent Day School: Co-ed For July 1, 2021

The International School (TIS) is an independent, coeducational, language immersion IB day school for 350 students, Pre-K (3-year-olds) - Grade 5. The mission of the School is to inspire children to become global citizens through an inquiry-based learning environment of total immersion in multiple languages and cultures. It is located just south of downtown Portland, Oregon on the edge of the Waterfront District, making this close-knit campus with outdoor playground areas attractive to families on both sides of the river. The centrally located campus provides an urban environment where students benefit from easy access to the Oregon Ballet, the Portland Japanese Garden, the Lan Su Chinese Garden, the Oregon Museum of Science and Industry, the Portland Art Museum, and so much more! The School itself functions in five buildings, the most recent being Learners’ Hall, which houses classrooms, a faculty lounge, and some offices. For 30 years, TIS has provided a warm, multicultural environment where children experience full language immersion from preschool through Grade 5 in three language tracks: Spanish, Japanese, and Chinese. Small classes and an inquiry-based, International Baccalaureate (IB) curriculum enable the students to acquire language fluency and cultural competence as they learn to pursue knowledge beyond the classroom and throughout life. The engaging and robust academic program is taught primarily by native speakers from around the world. These teachers represent over 17 countries, and 53% of the student body identifies as minority or mixed race, which creates a dynamic learning environment. The IB Learner Profile helps establish a common vocabulary across the three language tracks and sets expectations for how community members interact with each other and their world.

OVERVIEW OF THE SCHOOL

https://ibo.org/

https://ibo.org/benefits/learner-profile/

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SHORT HISTORY OF THE SCHOOL

The International School (TIS) opened its doors in Fall 1990 with nine students and two teachers in one Spanish language program. Today, the School offers total immersion language programs in Spanish, Japanese and Chinese for 350 children. TIS is Portland's first International Baccalaureate elementary school and the first educational institution on the West Coast that offers three total immersion language tracks. Positioned adjacent to the central business district in Portland, TIS brings an increased awareness of the international arena to Portland.

When asked, community members are quick to point to the close-knit feel of TIS; involved parents, committed faculty and staff, and happy children come together to create a unique environment. Parents are attracted to TIS for the global perspective, language and cultural fluency, and inquiry-based learning experiences for their children. They also cite the potential for TIS to impact the greater Portland community, especially because of the new Spear Center for teacher professional development, the opportunities for philanthropic support, and the possibility of a future middle school. This is a school with momentum and clear vision and leadership from its Board, which reflects a growth mindset in its determination to fulfill the School’s potential. Since November 2006, TIS has been an International Spanish Academy (ISA), part of an international cooperative education-al project between American schools and the Ministry of Educa-tion and Science of Spain. As an ISA, The International School has access to resources such as language and culture assistants, school exchanges, materials and teaching resources,

scholarships for summer institutes, visiting teaching specialists, and professional development for teachers. In addition, TIS participates in the North American network of ISAs and has connections to other Spanish and international organizations devoted to the promotion of the Spanish language and culture. On April 15, 2011, TIS became one of 13 Oregon schools, Pre-K through high school, to become a “Confucius Classroom,” designated by the Chinese government-affiliated Hanban Chinese Language Council. This organization promotes cultural exchange and cooperation between the U.S. and China. In March 2010, TIS became the first school to offer the International Baccalaureate Primary Years Programme (IB) in the Northwest. The IB PYP is used in over 900 authorized schools worldwide and brought the TIS curriculum to the next level of excellence. With the IB, children learn to solve problems, collaborate, and take responsibility for their learning. It also offers an overarching context for all three language tracks.

https://ibo.org/

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MEMBERSHIPS AND AFFILIATIONS

The International School inspires children to become global citizens through an inquiry-based learning environment of total immersion in multiple languages and cultures.

MISSION

CORE VALUES AND GUIDING PRINCIPLES

Global Citizenship We belong to a world community and embrace its diversity. We are honest and respectful and take responsible action. Language and Cultural Fluency We believe language immersion promotes cultural intelligence and curiosity. Academic Excellence through Inquiry We think critically, challenge our own perspectives, and encourage

collaboration. We confidently express our ideas and seek to understand those of others.

In addition to the IB, ISA and Confucius Classroom affiliations, The International School is a member of NAIS and is a candidate member of NWAIS, the regional association for accreditation, support, and professional development.

VISION

The International School is a renowned center of excellence in multicultural education: Our Program engages students in a holistic, challenging academic curriculum

taught though total language immersion. Our inquiry-based approach nurtures curiosity, language fluency, and cultural

intelligence. Our passionate, multicultural faculty and staff are dedicated to the needs of

all students. Our vibrant and inclusive community is engaged and supportive. Our children take responsible action within and beyond our school

community. Our graduates thrive in a diverse global environment.

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From the earliest years at TIS students are fully immersed in Spanish, Japanese, or Chinese language and culture. Until first grade the target language is used 90% of the school day, and in Grades 1-5 the children are exposed to the target language 75% of the day. In both cases the remaining time is spent in English classes or activities. The English program uses Teachers’ College Reading and Writing Workshop to support its inquiry-based and developmental approach to language learning.

Students come together from across the three language tracks for English instruction, specialist classes, and recess in order to share culture and promote community. This way, students navigate multiple world cultures and worldviews every day. One of the distinctive and most appreciated features of TIS is the truly global experience afforded by the exposure to all four languages and the cultural richness brought by community members from around the world. Lessons in all language tracks are inquiry-based and aligned with the IB Primary Years Programme (PYP), which is organized in six transdisciplinary

themes. These themes help teachers develop a series of inquiries - in-depth investigations into important ideas identified by the teachers and requiring a high level of involvement on the part of the students. These inquiries are substantial, in-depth, and usually last for several weeks. Third, fourth, and fifth grade students are given the ACT Aspire test in order to assess areas where the School may need to improve curriculum. The test is also used to benchmark TIS students against national averages; scores are consistently above the national averages in English, mathematics and reading, despite instruction in a language other than English for most of the day. Families may choose to enroll their children in the Global Kids Extended Day Program with an option for enrichment classes, depending on student interest. Typical choices include Science, Art, Math, Garden and Nutrition, Performing Arts, Physical Activity, Cultural Activities, Literacy, and more.

THE TIS EXPERIENCE

https://intlschool.org/wp-content/uploads/2017/12/IBOPYPflyerEng.pdf

https://intlschool.org/wp-content/uploads/2017/12/IBOPYPflyerEng.pdf

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Garden Situated adjacent to the Hilltop building, The TIS Garden is used for hands-on, experiential learning throughout the year. Children plant, grow, harvest, and play there as a part of their TIS experience. Teachers in Pre-K, Low-K, K, and grades 2 and 5 use the Garden to address three IB themes in their curricula - How the World Works, Sharing the Planet, and How We Organize Ourselves. Others use the Garden in more informal ways. The International Festival The International Festival, which takes place in mid-winter, is one of the great annual traditions at TIS. Each class performs a different song, skit, and/or dance in its track language, which offers a great way to showcase the multiculturalism and spirit of the School. TIS parents, grandparents, and other members of the community are invited to come watch the students perform in these educational and entertaining shows. Parents volunteer to support performances their children are not in.

Capstone Study Abroad Program All fifth graders enjoy a two-week study abroad experience as a TIS Capstone. They are chaperoned by teachers and volunteer parents to a country that speaks their track language. Recent destinations have included Mexico, Spain, Japan, China, and Taiwan. Students spend one week attending a host school and staying with a host family and the second week visiting cultural and historic sites. Participation in Capstone is included in tuition. 5th Grade Exhibition The 5th grade year culminates with Exhibitions, projects designed to fulfill the PYP

requirement. Students conduct inquiry-based research projects generated by questions they develop themselves. Because they are allowed to coordinate their research with their Capstone experience, topics are often related to travel, culture, or environmental conditions in the countries visited. These exhibitions are presented by the entire grade near the end of the year. Alumni Continuing Language Classes TIS offers once-weekly continuing language classes for Middle School-age alumni. Most classes are taught by TIS Faculty and allow students to build upon language and cultural fluency skills obtained during their time at TIS. Starting in Spring 2020 these classes moved online and will remain online until further notice.

SPECIAL PROGRAMS

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Summer Camp TIS runs a full six-week summer camp experience each year. The camp is consistently voted among the top summer camp experiences in Portland. The program is full immersion and includes play, arts and crafts, field trips, and cultural performances. The camp offers options for various fluency levels and the majority of campers are not TIS students. Most of the camp teachers are on the TIS faculty; others come in annually to participate. Camp hours are 8:15am - 3:30pm, with a Global Kids Extended Day option until 6:00pm. TIS canceled its summer camp for 2020 because of COVID-19. Summer Language Academy A new summer language program was launched for the 2020 summer and was delivered entirely online in one-week sessions. Classes were offered in all four

languages traditionally found at TIS: Chinese, Japanese, Spanish, and English. Students who enrolled were looking for an enrichment experience. As with the summer camp, TIS teachers taught in this academy. It is yet to be seen if this language academy will be offered once the threat of the pandemic has dissipated. Other Summer Happenings The School hosts several events each summer to support and enhance the TIS community. Playdates and group participation at games, performances, and so on are the most frequently offered. TIS also invites new families for an on-campus orientation over the summer.

SUMMER AT TIS

AFTER TIS

One hallmark of the School is that its graduates take their community with them; they tend to stay in touch with one another whether they attend the same secondary school or not. TIS is proud to graduate young people who are not only multilingual, but global citizens who are confident and creative in their learning, collaborative in their work, curious about the world and committed to serving its betterment. They understand that their way may not be the only good way to approach a problem and that the world is bigger than their immediate sur-roundings. After fifth grade, TIS graduates tend to move on to other Portland area schools, both public and private. Though there are no other three-language im-mersion schools in Portland, there are other schools that offer immersion pro-grams with one or two languages, as well as some IB schools. Area private schools popular with TIS students include Northwest Academy, Oregon Episcopal School, and Catlin Gabel School.

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Portland, Oregon’s largest city, sits on the Columbia and Willamette rivers. It is one of the most beautiful and friendly cities in the Northwest with plenty of parks, rivers and green spaces, pretty residential streets, a laid back small town feeling, charming neighborhoods, and a hip downtown. The city has very good public transportation and is attractive to walkers and bicyclists. It is known for its many breweries, coffee shops and little cafés, award-winning restaurants, food trucks, indie boutiques, street performers, museums, theaters, farmers’ markets, and two “famous” shops: Powell’s City of Books and Voodoo Donuts. Don’t believe the rumor that the Northwest is a wet place to live. Most residents don’t use umbrellas because it really doesn’t rain; it “drizzles.” The city isn’t even in the top 15 major cities for annual rainfall and can boast an average temperature of 71 degrees Fahrenheit and 144 sunny days a year. Portland is a fantastic place to live and work with all of its natural beauty and moderate climate. You don’t have to go far to escape the hustle and bustle of the city. Extensive forests with some of the largest trees in the world, the spectacular coastline, the magnificent mountains with beautiful waterfalls and hiking trails, and the stunning rivers are all within reach from Portland for you to enjoy. Portland is also within one and half hours of world-class skiing, beaches and wineries.

ABOUT PORTLAND, OREGON

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As with so many private schools recently, TIS has seen a loss in enrollment over the past five years. While demographics are decidedly a contributing factor, the School also faces a challenge enrolling students above Kindergarten who are not relatively fluent in one of the languages offered. Another constraint is the fact that there is not an obvious “next school” for TIS graduates to attend after 5th grade. Though there are other IB and language immersion schools in the Portland area, they do not necessarily offer the language sought in a middle school by TIS families. All this said, families who do choose TIS are wildly enthusiastic about the School, its teachers, and the stunning progress they witness in their children as these young people grow into bi-lingual, global citizens. The School hosts an Education Town Hall twice yearly to allow parents to meet with the Education Leadership Team (ELT) and ask any questions. Through this and other retention-seeking measures, the School has cut attrition to 7% in recent years, having set a goal of 10%

ENROLLMENT (Admissions, Retention, Financial Aid)

PreK and LowK (3 and 4 year olds) may enroll for half days or full days for 4 or 5 days a week. Kindergarten is offered only as a full day program, with a rest period in the afternoon. All other grades are full day programs. Approximately 20% of the student body receives financial aid, and admission decisions are need blind. Tuition remission is offered as an employee benefit. Tuition levels vary by grade:

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FINANCE AND DEVELOPMENT

TIS is fortunate to have a Director of Finance who has been at the School for 18 years. The School operates on a balanced budget of approximately $7 million and has a campus value of approximately $20 million. The unrestricted working capital has exceeded 20% of annual expenses in 6 of the last 7 years, and only dipped once due to timing on construction-related activity. The operating budget is heavily tuition-dependent, and the School does carry some debt for the most recent capital project of an academic building. This debt is carried in a single commercial tax-free bond. Annual fundraising goals approximate $600,000, which are met or surpassed each year. The Annual Fund goal is $100,000, and another $300,000 is raised through the School’s auction and auction special appeal. The remainder is raised for specific project needs. Annual Fund revenue has increased 135% in the past decade, noting an average 6.1% growth annually. TIS has made a special effort lately to increase its endowment. From $25,000 four years ago it has grown to $750,000, including pledges, today. The current Director of Development has been at the School for 12 years, and trustee giving is at 100%.

There are 41 full-time teachers at TIS, 26 of whom (63%) have advanced degrees. The average retention rate for faculty over the past five years has been 85%. Those teachers who leave the School move on for the "usual reasons" or because of visa restrictions for some teachers coming from international locations. Many of

the native speakers on staff are U.S. citizens and have had long tenures at TIS. They report being especially appreciative of the open-mindedness of the administration in encouraging faculty to reflect their native cultures fully so that their students and colleagues may all learn from them. This, they report, feels refreshingly different from other schools where they have worked. We noted in our interviews the ease with which teachers across languages and cultures interacted with each other, as well as the clear camaraderie that prevailed.

FACULTY AND STAFF

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The School has two divisions: Early Childhood (PreK, LowK, and K) and Lower School (grades 1-5). Each division is overseen by its respective director, and division faculty report to that administrator. While most teachers work in the Chinese, Japanese or Spanish language tracks, English language and LAMP (Library, Arts, Music, and PE) teachers are usually native speakers of English. Faculty account for 63% of all employees. Administrators, administrative support staff, and IT and facilities personnel make up the remaining 37%. There were 65 FTEs in 2019-2020. The Spear Center Thanks to a generous gift from the Spear family to support a teacher professional development center and an endowed teacher leadership fund, The Spear Center opened at TIS in 2019. Not only does the Center provide all on-campus professional development activities for TIS faculty, its offerings are open to other educators in the Portland area and, for those offerings on-line, all around the world. While The Spear Center is currently being managed by the Director of the Lower School, future plans for the Center include hiring a full-time director and creating a dedicated space to promote the visibility of TIS.

As one respondent to our survey said, “TIS's strength is its teachers and the diverse perspectives that come together to form a beautiful environment. The amazing culture that is fostered through the multiple languages and cultures

represents a true global community. Over the years, there has been a renewed desire to push TIS to the forefront of immersion and inquiry-based teaching and learning, to be the center of excellence our vision clearly states. With the creation of the Spear Center and the expansion out to showcase our school, we are in a position to truly lead this work.”

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The TIS Board of Trustees comprises 18 current and past parents of the School; the new Chair just began his term in Spring 2020. The Board has five standing committees: Executive, Governance, Operations, External Affairs, and Endowment. While they meet regularly (in person or on Zoom) for scheduled meetings, they also communicate often and easily via Slack. A significant Board goal is to increase racial diversity within TIS governance, staff, and student body in an effort to support BIPOC students and staff more fully and become a model in the Portland area, which is predominantly White (77%

according to the 2019 U.S. Census Bureau). Related to this is the goal to become an anti-racist community. The Board is also deeply committed to the goals outlined in the 2020-2030 Strategic Plan (see below, Challenges and Opportunities) and is excited to partner with a new Head of School to realize this vision.

GOVERNANCE

ADMINISTRATION

The International School enjoys a strong and effective Senior Management Team (SMT) of 11 administrators. These individuals represent the offices / departments of Head of School, Development, Finance, Admissions, Early Childhood, Lower School, Marketing and Communications, Facilities, Human Resources, Summer Camp / Global Kids / Capstone, and Executive Assistant to the Head. The SMT meets regularly and is charged to advance the strategic initiatives of the School. As a group they are deeply committed to the vision of the School and are eager to engage in the work ahead. As one administrator said, “The fire is there; we now need vision and charisma around it. What an opportunity for a new Head!”

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The TIS Board of Trustees has launched a comprehensive national and international search for the next Head of School, to begin July 2021. To that end, and to help them identify community perspectives on both the school’s current situation and desired attributes of the next Head, Joan Beauregard and Sally Mixsell have interviewed and surveyed parents, faculty, administrators, and trustees of The International School. Below you will find a summary of responses, leading to a clear view of the current realities of TIS and what the School both wants and needs in its next leader.

STRENGTHS TIS has benefited from and deeply appreciated the significant organizational, programmatic, and cultural competency improvements made over the past nine years by the current Head of School. At the same time community members recognize the momentum new leadership may bring to TIS and are excited by the potential. This is a school on the move, and there is wonderful work to be done by the right new leader. In the conversations and surveys collected, community members often mentioned the same aspects of the School they most appreciate. The strengths of TIS are summarized below: Community, community, community! To a person,

appreciation for the close-knit, caring, diverse, and inclusive community was the top response when asked about strengths. Children are connected, even across the language tracks; parent volunteers are enthusiastic and supportive; faculty are deeply dedicated to their students and to the School; and the Senior Management Team (SMT) is competent and collaborative.

The unique combination of multiple options in language immersion and rich multicultural exposure and instruction cannot be found in any other school in the Northwest.

The Spear Center has been a welcome support to faculty, both in its professional development offerings and in its ability to offer TIS teachers the opportunity to learn and share with other educators in the Portland area. The School is excited to explore further spheres of influence The Spear Center may support.

FUTURE LEADERSHIP OF THE SCHOOL

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The global perspective engendered by the School, especially through its IB Programme, is appreciated and honored by all.

The LAMP (Library, Art, Music and PE) Program offers learning in areas seen as equal in importance to the “core curriculum.”

The progressive, inquiry-based, IB curriculum is strong and effective as an overarching philosophy that provides the “glue” of common vocabulary and goal-setting across the three language immersion tracks and English instruction.

All teachers are native-speakers, which adds to the cultural richness and global perspective to which the children are exposed.

For those familiar with the School, TIS is thought of as “one of the best.” TIS graduates young scholars who are confident, independent learners, and

who are collaborative in their interactions with others. And they are bi- or multi-lingual!

The Board is healthy, having made efforts to grow and strengthen itself and define the strategic direction of the School.

CHALLENGES AND OPPORTUNITIES In May 2019, TIS adopted its second ten-year strategic plan after a comprehensive two-year process. One of the primary goals of the plan is for TIS to become a fully

accredited member of NWAIS. TIS, now a candidate member of NWAIS, is well positioned for success. The goals of the strategic plan were created to align with NWAIS standards. The Board has been working copiously to lead the way in each strategic goal. Not surprisingly, the current pandemic has stalled some of this momentum, but the Board and the School’s administration have been stalwart in their determination to move forward. Recent interviews and survey responses have mirrored these strategic goals.

Areas targeted for improvement and/or growth include : Developing TIS governance and leadership function. New trustees have been

added to the Board, and Board leadership is committed to following NAIS Best Practices. The trustees look forward to finding a strong partner in advancing its strategic initiatives and empowering the effective SMT (School Management Team) to fulfill its potential as well.

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Promotion of its unique attributes. There are no other TOTAL language immersion schools in Portland that offer education in 3 different languages and cultures through the IB PYP. TIS should promote this at every possible opportunity - an area ripe for development by a new Head of School who is willing to inspire the broader community with his or her enthusiasm and passion for all the good things happening at TIS.

Collaboration with other institutions. Building effective partnerships can help TIS become a leader in global and cultural education. The Spear Center offers tremendous possibilities in this regard, as does the collaboration with The Japanese Garden already in place. Combining resources, programs, and ideas with other similar programs and institutions can enable TIS to grow to its potential as an educational institution.

Stabilize its funding. Tuition has continued to rise steadily over the past 10 years. The School seeks to find the balance between tuition revenue and the competing desire to retain excellent staff, grow the School’s programs and facilities, and ensure economic diversity within the student population.

Continue successes in philanthropy. Over the past 10 years, TIS has been successful with its fundraising and development program and has built the School’s first endowment. The School does not want to lose momentum in its continued efforts to steward donors, build a philanthropic culture around TIS, and support the School’s operating budget and capital needs.

The possibility of developing a middle school. The question of whether or not to develop a middle school

to offer students a continuum of language immersion and an international education has lingered for more than 10 years. The Board would like to make a decision soon regarding this issue.

Resource utilization and maximization. Work has begun to maximize the campus (and revenue) by managing the after school programs and implementing other viable revenue-generating initiatives such as weekend and evening programs, adult learning, and additional language opportunities. Of course, COVID-19 has stalled some of this work, but there is hope to re-institute existing programs and build new ones once it is safe to meet in larger groups.

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QUALITIES AND SKILLS DESIRED IN THE NEXT HEAD OF SCHOOL The next Head of The International School will be an experienced educator who enjoys working with young children, believes in the world of possibilities that awaits them, and values the uniqueness of working in a community with faculty, staff and parents from all over the world who embrace the belief that the world will be a better, more peaceful place when we appreciate, share, and understand each other’s cultures.

The Board seeks a person who fits many or all of the following descriptors: Demonstrates strong leadership and management skills by being: An optimistic and pragmatic leader

who will provide guidance to reset as the School, the nation, and the world come through COVID-19 and other challenges of 2020.

A thoughtful and respectful listener whose actions reflect depth of self-knowledge, humility and care, and commitment to the mission of the School.

An inspiring communicator with strong interpersonal, presentation, and written communication skills.

A compassionate, warm, personable, and approachable administrator who also has the confidence and strength to make and implement difficult decisions.

A collaborative leader who can both manage up (to the Board) and manage personnel appropriately. This includes the skill of holding others accountable in ways that reflect a shared understanding of expectations and an opportunity for growth.

Someone with a proven track record to further develop the capacity of a strong senior management / leadership team to support and advance the strategic goals of the School.

A culturally aware leader with a sense of humor gauged to know what will translate and what will not across cultural lines.

Highlight the unique culture of the School. The unique culture of TIS should be recognized and cherished. Teachers form a strong bond with parents, parents are active and committed to the School, and children grow to be intelligent global leaders. There are many ideas circulating about how to market TIS more effectively in the greater Portland community and beyond. The School has remained a fairly quiet participant in the area, and constituents are primed to change that.

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Has proven business skills in an American non-profit environment and demonstrates: Skills as an effective fundraiser and “friend” raiser who recognizes that

success in these areas is highly dependent on building and valuing meaningful relationships and partnerships to support the School’s needs now and into the future.

Financial acumen with a working knowledge of school budgeting, finance and fiscally sound management.

Experience with admissions, retention, and financial aid and a talent and willingness to tell The International School story.

Enthusiasm for articulating the value proposition of TIS in a market rich with other independent schools and public school options.

Willingness to create a plan for building capacity in any of the areas above that may not be particularly strong.

Has demonstrated a genuine commitment to diversity, equity and inclusion, both personally and professionally. This would be reflected in: An eagerness to continue to build competence in this area for TIS, over and

above its commitment to cultural competence. In the words of one parent, “We don’t want to be elitist; we want to be inclusive.”

A commitment to all TIS children, especially those of Black and Indigenous backgrounds, to ensure that they fully experience the joy of learning and feel appreciated for who they are and what they bring to TIS.

A passion for weeding out systemic racism and institutional bias on all levels of school operations.

A demonstrated commitment to racial equity, anti-racism, anti-oppression, social justice and the decolonization of the mind.

Feels synergy with the mission and core values of the School, as: A leader with intellectual curiosity,

passion, and experience who embraces the School’s mission to inspire children to become global citizens; who appreciates the School’s core values of global citizenship, language and cultural fluency, and academic excellence through inquiry; and who will help build and realize a vision to move this mission forward.

Someone who understands and appreciates the value of a full-immersion program within the IB framework – and can speak about it articulately and passionately.

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Is a global citizen who understands and enthusiastically embraces the tenets of an IB education. This will be someone who: Has a level of international experience

beyond travel in order to have developed a deep appreciation for the value of a multicultural education, the facility to navigate a multicultural community, and appreciation for teachers encouraged to share them-selves comfortably as representatives of their cultural heritage.

Demonstrates deep cultural competence and exemplifies the qualities outlined in the IB Learner Profile.

Has, or is willing to gain, experience as an IB educator. Speaks at least two languages proficiently. Is a passionate educator with: An ability to identify, recruit, develop, and retain a diversely talented faculty

and staff. A desire to strengthen and build robust systems of support for faculty and staff

professional development and growth. An ability to appreciate the three language tracks of TIS and to promote

articulately the value of language-immersion and a global perspective for young children.

A deep love for young children and commitment to their positive development. A facility to speak knowledgeably about curriculum and co-curricular offerings,

and to support academic leaders at the School in meaningful ways. An advanced degree in a relevant field. Is a visionary builder of (realistic) dreams for the future who will think outside the box with a young and hard-working Board and who will unabashedly promote that vision in order to enhance the visibility and value of TIS in the greater Portland community and beyond. This would be manifested in someone with: A growth mindset and the ability to think strategically. An excitement to be the public face of TIS who is also humble and able to

connect with others in personal and empathic ways. An interest in building relationships with Portland area and globally located

organizations who could serve as good partners for TIS, and vice versa. An entrepreneurial spirit and the confidence to collaborate unconventionally. An enthusiasm about working collaboratively with the Board, the Senior

Management Team (SMT), and others to turn vision into reality.

https://www.ibo.org/benefits/learner-profile/

https://www.ibo.org/benefits/learner-profile/

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Candidates interested in this position are asked to submit the following materials in a Single Merged Document: EC Candidate Summary Sheet (contact Joan Beauregard or Sally Mixsell for

the document) Letter of Interest addressed to the Search Committee Current résumé Statement of Educational Leadership A list of five or more references with contact information (name, relationship

to candidate and contact information including phone numbers and email addresses)

Educators’ Collaborative Disclosure Form (contact Joan Beauregard or Sally Mixsell for the document)

Up to three letters of reference (optional)

Please Address Inquiries to:

HOW TO APPLY

Joan Beauregard Partner, Educators’ Collaborative [email protected] [email protected] 206-851-6616

Sally Mixsell Partner, Educators’ Collaborative [email protected] [email protected] 203-824-3653

It is the policy of The International School to administer its employment practices in a non-discriminatory manner, without regard to race, religion, color, age, gender, sexual orientation, national origin, handicap/disability, or any other basis prohibited by applicable federal, state, or local fair employment laws or regulations.

The International School Head of School Search€¦ · Japanese Garden, the Lan Su hinese Garden,...

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