B , c D S D : j 2019 - Carney Sandoe & Associates · 2018. 6. 4. · ISB.Bj.eDu.cn. the poSItIon...

InternatIonal School of BeIjIng

BeIjIng, chInaDIrector of StuDent Support ServIceS

Start Date: july 2019ISB.Bj.eDu.cn

the poSItIon

The International School of Beijing (ISB) seeks a dynamic educator as its next Director of Student Support Services (DSSS). Joining a high-functioning leadership team, the DSSS will play a key role in articulating, championing, and implementing a progressive vision of inclusion.

The DSSS will lead committed educators who have already developed and embraced an inclusive model of learning support at ISB. The School does not rely on the traditional diagnostic model as a gateway to services. All students with identified learning needs receive support through ISB’s multi-tiered support system. This approach requires frequent assessment, data sharing, and consultation among classroom teachers, learning support teachers, English as an Additional Language (EAL) teachers, and other specialists. The goal of the multi-tiered system is to strengthen students’ skills and support optimal academic performance, self-confidence, and whole-child wellness. The next DSSS will lead efforts to enhance the effectiveness of the existing system and expand programs to allow the School to serve an even wider range of learners, including gifted students who benefit from enrichment programs.

As of March 2018, approximately 10% of ISB students receive Tier 2 and Tier 3 learning support (11.7% in the Elementary School and 9.7% in the Middle and High Schools). English as an Additional Language support is provided to 26% of students in the Elementary School, 15% in the Middle School, and 5% in the High School.

Contract Start Date: July 1, 2019Initial Contract Term: 3 years (July 1, 2019 through June 30, 2022)Contract Days: 210

1The Search Group | Carney, Sandoe & Associates [email protected] | www.carneysandoe.com

MissionThe International School of Beijing offers an academically rigorous, balanced and engaging learning environment enriched by being in China and strengthened by collaboration with parents and external partnerships. We cultivate inspirational and creative opportunities to develop each student’s unique potential. We nurture confidence and intellectual curiosity through experiential learning and innovative applications of knowledge and skills.

VisionThe International School of Beijing aspires to be an adaptive, inspirational, forward-looking learning community, cultivating relationships that ignite each student’s passion for lifelong-learning. We will nurture the intellectual, physical, social and emotional development of each child. We will embrace change, inspire creativity and foster innovation. We will actively promote global understanding and respect within and between cultures. Our community will model integrity and seek opportunities to serve with compassion and conviction.


School hIStory

In its earliest days, the International School of Beijing comprised two teachers instructing eight students in the hallway of a U.S. diplomatic apartment complex. Its formal founding as Beijing’s first international school came in 1980, when the U.S. Embassy, together with British, Canadian, Australian, and New Zealand embassies, established the International School of Beijing to meet the needs of a growing community of foreign diplomats. Eleven years later, in 1991, ISB set another precedent by becoming the first school in Beijing to offer the International Baccalaureate Diploma Programme.

ISB entered a new period of growth in 2002, when the Chinese government first permitted enrollment of students from Beijing’s wider expatriate community. The ISB community burgeoned as a result. This same year, ISB relocated to its current campus northeast of Beijing proper in the suburb of Shunyi, growing into the strong and spirited community it is today.

In 2007, ISB was awarded full accreditation from CIS and NEASC. These recognitions, alongside earlier accreditations from WASC and China’s NCCT, solidified ISB’s position in the top tier of Beijing’s international school community.

ISB has recently refreshed its comprehensive Strategic Plan that outlines four overarching objectives:• Providing all ISB students with the skills and experiences to take ownership of their unique talents

to build a life of purpose and satisfaction.• Focusing our time with each child as an opportunity to nurture their unique capacities and inspire

a meaningful vision for our common future.• Attracting, developing, and retaining the best professionals to achieve our vision.• Enhancing ISB’s standing as a vibrant, global, and collaborative leader in education.

Core ValuesISB and its community embody the following values:

• Global-Mindedness fosters diversity of thought among students who consider their role in an increasingly connected world.

• Integrity is as highly valued as results, laying the platform by which we function.

• Respect among our community is a fundamental attribute for learning together.

• Balance in the lives of all our community members is promoted and supported.

• Service prepares engaged global citizens committed to contributing to the world around them.

• Creativity is a critical quality for future success, which along with innovation is valued and promoted.


the School

AcademicsThe ISB curriculum seeks to prepare students for the challenges of the 21st century, with an understanding that this preparation anticipates a future that is not yet fully known or realized.

Learning21@ISB (or L21) is a framework that seeks to apply a range of 21st century teaching approaches, from project-based and experiential learning to technology infusion and social-emotional learning, to an established curriculum of standards-based content. Educators at ISB view content instruction as a starting point from which students can develop the 21st century skills that are so critical to their future success.

Elementary SchoolThe elementary program at ISB optimizes the natural curiosity of children, providing engaging learning experiences. The safe environment of ISB’s learning spaces encourages children to solve problems, question the world around them, and develop and test hypotheses in a collaborative, supportive environment. Teachers create authentic and relevant activities that develop specific skills through prompted interactions, while differentiating the learning experience according to each student’s unique needs and strengths.

PreK 3 and PreK 4 focuses on mastering basic learning skills either through the ISB program or the ISB Dual Language Program. ISB’s Dual Language Program reflects the mission, vision, and core values of ISB by providing students with the opportunity to become bilingual, bi-literate, and bicultural. Learning in two languages allows students to develop respect and appreciation towards language, culture, and global diversity.


The elementary school believes in enhancing students’ understanding of relevant concepts for today’s world and the future. This means developing skills, building knowledge, and applying their learning to a variety of new contexts. These experiences are enriched through the exploration of the arts, physical education, world languages, and media and technology infusion. The elementary school enhances students’ 21st-century learning skills by providing opportunities for students to work together so that they grow to understand different perspectives and strengthen their social and life goals.

Middle SchoolMiddle school students at ISB pursue the subjects and questions that most interest them within a personalized, experiential, standards-based curriculum. Teachers collaborate in small teams to track student progress and individualize instruction across disciplines, while students perform self-evaluations and select learning tracks that offer the appropriate level of challenge.

Student schedules in Grades 6 through 8 also incorporate a daily enrichment period, when students participate in academic groups or topics of their choosing. With subject matter that changes quarterly, these enrichment periods carve out time in the day for students to uncover new passions and proactively drive their own learning.

Recently, an alternative academic course emerged for Grades 7 and 8 in Middle School where students connect their passions to practical, real world experiences. Established as a part of the larger ISB Futures Academy (ISBFA), Middle School Futures Academy (MSFA) draws from a variety of frameworks, including project-based learning and design thinking, and facilitates learning opportunities that enable students to generate ideas, plan, design, fine-tune, present, and reflect on their work. Within the scope of a project, students have ample opportunities for voice and choice, to express their interests and communicate their findings in a way that is engaging and meaningful to them.


High SchoolFor students in grades 9 through 12, ISB offers a challenging college preparatory program that combines the rigor of the IB curriculum with a diverse suite of course options aligned to student interests. Advanced Placement courses are also offered, as is the High School Futures Academy (HSFA) in Grades 9 and 10. Students in HS Futures Academy develop their skill base through the creation of their own projects. Through fieldwork, internships, off-campus site visits, and the development of key partnerships, HS Futures Academy students gain an understanding of how the world works beyond the school.

ISB was the first school in Beijing to offer the International Baccalaureate Diploma Programme. ISB’s high schoolers also have the option of crafting a personalized program. Many choose to enroll in IB courses alongside ISB’s other academic offerings, which include a robust Chinese curriculum as well as online courses through partnerships with Global Online Academy, Virtual High School, and Pamoja Education.

While ISB continues to provide an academically rigorous experience that sets students up for success at the college level, ISB recognizes that student success is defined by more than exam scores. Their aim is to provide all ISB graduates, regardless of academic track, with a new lens through which they can critically examine and understand a rapidly changing world.

Below is a selection of the colleges and universities to which the Class of 2018 matriculated:

American University Boston CollegeBoston UniversityBrown University Carnegie Mellon UniversityColumbia University Cornell UniversityDrexel UniversityDuke University Emerson CollegeFordham UniversityGeorgetown University Ithaca CollegeLes Roches SwitzerlandLoyola Marymount UniversityMacalester CollegeMcGill UniversityNew York UniversityNortheastern UniversityNorthwestern UniversityOccidental CollegePomona College Pratt InstitutePrinceton University Rhode Island School of DesignRutgers UniversitySanta Clara UniversitySmith College Temple UniversityThe New SchoolTrinity CollegeTufts UniversityUniversity College LondonUniversity of British ColumbiaUniversity of California, BerkeleyUniversity of ChicagoUniversity of Hong KongUniversity of MiamiUniversity of San Diego University of Southern CaliforniaUniversity of WashingtonUniversity of Wisconsin, Madison Vassar College Villanova UniversityWellesley College

College Placement


co-currIcular programS

Athletics, arts, service learning, and after-school clubs are not considered extracurricular at ISB; they are cocurricular. The school views such involvements as a part of, rather than a supplement to, their academic curriculum. From elementary through high school, every student at ISB is encouraged and expected to engage in co-curricular activities that emphasize the importance of work ethic, fellowship, humility, and fairness.

ISB’s youngest students partake of a range of intramural sports and have the opportunity to compete in invitational tournaments with fellow ISAC (International Schools Athletics Conference) member schools. Two particularly popular noncompetitive sporting activities amongst ISB’s elementary students are the Jedi Jugglers and Dribbling Dragons programs. The arts are also well represented with programs in choir, band, strings ensembles, and a long list of after-school activities (ASAs).

In Middle School, students are empowered to take up any sport, even if they’ve never played before. Those who train on one of ISB’s middle school sports teams have the opportunity to compete against other international schools in Beijing, regardless of ability level. Those who prefer the arts can audition for one of the middle school choirs, play in the jazz band, or take part in theatre production and ISB’s one-act festival, held annually.

At the high school level, student athletes compete with peer schools at ISAC, China Cup, and other events with ACAMIS and APAC. The high school’s arts programs are equally robust. Musically inclined students audition for Impromptune, the high school choir; join the dance team; play in jazz band, or take the stage in ISB’s musical theatre productions.

Students in both middle and high school learn the importance of balance in their lives through active engagement in service learning, as well as involvement in a vast array of after-school clubs that includes Model UN, Student Council, and many others.

campuS

ISB is located on a 32-acre campus in Shunyi, a northeast suburb of Beijing. The original school buildings were purpose-built in 2002 and reflect the school’s holistic approach to learning. Students explore their varied passions within ISB’s diverse facilities: 12 science labs, two library media centers, a 600-seat theater, black box theatre and studio stage, visual arts wing with dedicated studios, climbing wall, and a student cooking lab.

ISB also boasts the recent addition of two pressurized domes that serve as sports and recreation centers. Totaling 8,500 square meters, these facilities sit adjacent to one another and house tennis and a range of other indoor and outdoor athletics. The campus also features three gymnasiums, a sports stadium with a running track, six playing fields, and a 25-meter pool. Also of note is ISB’s state-of-the-art air filtration system, ensuring safe air quality levels in all parts of the school buildings.



BeIjIng, chIna

With a history dating back three millennia, Beijing has long been considered the hub of China’s political, cultural, and educational endeavors. The city served as capital to many Chinese dynasties, and the physical and social remnants of these histories juxtapose a thoroughly modern metropolis. As tourists traverse the Great Wall and Forbidden City, Beijing’s population of 21 million drives a vibrant, global, and ever-expanding economy.

Since the 2008 Olympic Games, the air quality in China has improved significantly and the Chinese government continues to promote clean air initiatives. The city’s public transit system is excellent, and continually expanding as the metropolitan area grows.

The school is located outside the city center in the northeastern suburb of Shunyi. Calmer and quieter than central Beijing, the district is popular amongst the expatriate community, particularly families with children. The single-family homes and green space of Shunyi’s gated communities bear resemblance to Western residential suburbs. Traffic in the district is much less congested than in other parts of the city, and residents have access to a number of Western restaurants and supermarkets. Not surprisingly, many international schools have established campuses in Shunyi.


opportunItIeS

Grow Professionally as Part of a Strong Leadership Team Head of School Patrick Hurworth and ISB’s team of bright and engaged school leaders see the DSSS as an integral member of the educational leadership team. The DSSS will have the resources and the support to make ISB a model of inclusion among international schools.

Articulate and Implement a Progressive Model of Inclusion Building on the excellent work already achieved at ISB, the DSSS will galvanize community discussions and decisions about how to expand programs to increase inclusion. A champion of the cause, the DSSS will communicate with faculty, parents, and other constituents about the educational, social, and emotional benefits of programs that support a wide range of learners.

Evaluate and Enhance Existing Services The DSSS will continually assess support services and provide leadership to the school psychologist, learning support teachers, and EAL teachers to establish best practices and consistency across divisions, with special attention to screening and referral processes, and transitions between divisions. The DSSS will establish and maintain relationships with outside professionals and community agencies.

Supervise and Strengthen Student Support Services TeamThe DSSS will supervise and direct the work of the faculty making up the Student Support Services Team. This team includes the school psychologist, speech and language pathologists, learning support faculty, EAL school-level coordinators, and support staff direct reports. The DSSS will guide the professional development of the team, setting high standards for performance and consultation.


challengeS

Assess ISB’s Readiness to Provide Expanded Services The School’s immediate focus is on the possibility of expanding services for students with a broad range of learning differences, including an Intensive Needs program in the Elementary School. The DSSS would develop the blueprint for expanded services and collaborate with the leadership team on implementation, staffing, and evaluation.

Clarify Processes and Support Consistent Implementation While ISB has already done impressive work with its multi-tiered system of services, the DSSS will assess consistency of implementation and work with division heads to make sure all teachers have adequate training and support.

Advise and Consult on Organizational Structure for All Learning Support Services As the Chinese population of ISB has increased, the School has expanded EAL programs. The DSSS will advise the Head of School and the division heads on the optimal organizational structure to ensure adequate leadership in all areas where students need additional services: learning support, language acquisition, programs for the highly able, psychological support, as well as partnerships with community organizations.

Advocate for Inclusion The DSSS will be a passionate advocate, comfortable speaking to groups and giving presentations which outline ISB’s commitment to a more inclusive environment.


DeSIreD QualIfIcatIonS anD experIence

• Deep knowledge of and professional experience in learning support services. Master’s degree or higher in educational administration or special education.

• Ability to manage budgets and teams and collaborate across divisions.• Ability to assess and optimize the flow of critical information among constituents.• Fluency with data collection and analysis.• Excellent written and verbal communication skills.• Comfort with and ability to manage difficult conversations.• Personal warmth, empathy, and sense of humor.• Ability to establish and maintain trust.• Cultural competence.

to apply

Interested and qualified candidates should submit electronically in one email and as separate documents (preferably PDFs) the following materials:

• A cover letter expressing interest in this particular position • A current resume • A one-page statement of current educational philosophy and practice • A list of five (5) professional references with name, phone number, and email address of each to:

Karen Whitaker Search [email protected]

Rice BryanSearch [email protected]

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