Head of Lower School

About the role

A Great Hearts head of school heroically shapes his or her community for a greater good. He or she takes on one of the most important leadership positions in our culture, turning a generation of young hearts and minds towards truth, goodness, and beauty. He or she cultivates a setting from which great-hearted people emerge, a setting that no single individual can create alone, but to which his or her noble calling is essential. Furthermore, a Great Hearts head of school joins a family of headmasters across our academies, with all the support, friendship, and strength this fellowship provides. Candidates will have leadership experience, demonstrable excellence in classroom teaching, and a well-grounded vision for the moral and intellectual formation of the human person. A Great Hearts head of school delights to enkindle the love of truth, goodness, and beauty in others. Candidates should possess a passion for classical education, and a love for their fellow man that is both humble and relentless. A Great Hearts head of school is called to establish and nurture a joyful and ennobling academic community. Candidates should have a proven ability to foster strong, healthy relationships throughout their community. At Great Hearts, we believe that rigorous liberal arts education, grounded in the best of the Western tradition and delivered in a tuition-free, public charter setting, is the key to renewing American communities and culture.

Responsibilities

• Setting both quantitative and qualitative goals in collaboration with the Executive Director.
• Planning, delegating, and executing to meet goals.
• Building a varied and capable leadership team that promotes the goals and culture of the school.
• Managing and evaluating the lower school leadership team.
• Working through the Executive Director with service departments of the home office to ensure the school is fully supported.
• Managing the school budget with foresight and discipline.
• Monitoring and managing the enrollment process.
• Establishing an environment of trust with students, parents, and colleagues.
• Ensuring that the school has a comprehensive discipline policy that is clearly communicated and which is administered with prudence and equity.
• Observing and coaching teachers in accordance with network expectations.
• Interviewing and hiring faculty and staff in accordance with campus needs, hiring protocols, and budget realities.
• Overseeing the