Executive Director
Boston Preparatory Charter Public School
Boston, Massachusetts

"We are what we repeatedly do. Excellence, then, is not an act but a habit."
~Aristotle

Boston Preparatory Charter Public School (“BPCPS”), a leader in the charter school movement both in Massachusetts and nationally, seeks a strategic and inspirational Executive Director.

Since its founding in 2004, BPCPS has quickly established a reputation as one of the finest charter schools in the country, widely recognized for its sound leadership, consistent performance and impact, and strong school culture focused on scholarship and personal growth. BPCPS utilizes rigorous curriculum, extended academic time, and a range of supports for children and families to prepare 6th-12th grade students to succeed in college and beyond. Integrating an ethics curriculum rooted in classical philosophy for all students, BPCPS cultivates virtues of courage, compassion, integrity, perseverance, and respect in a close-knit, welcoming community.

BPCPS is a model for schools across the country, proudly welcoming a diverse student body from across the Boston without an entrance exam or other selection criteria, demonstrating that all students can achieve excellence at the secondary level and succeed in college. In 2009, the Effective Practice Incentive Community (EPIC), an initiative of New Leaders for New Schools, identified BPCPS among the top five charter schools nationally serving high-need populations, recognizing the most dramatic gains in student achievement. BPCPS takes pride in serving a high percentage of high-need students: 16% have disabilities; 76% live in poverty. The school's results run counter to state and nationwide trends which demonstrate an ongoing achievement gap between high-need populations and regular education populations. BPCPS is actively closing this gap.

BPCPS looks to its incoming Executive Director to build upon the school’s strong foundation and reputation, continuing to expand and deepen its impact for both BPCPS students and the education reform movement at large.

The successful candidate will be deeply committed to meeting the urgent challenges posed by the achievement gap in American education. S/he will demonstrate a longstanding commitment to excellence, high expectations, and a culture of respect, integrity, and achievement; will be a broad, curious thinker and a seasoned leader; and will serve as a skilled communicator and influencer across BPCPS’s diverse constituencies (including students, parents, faculty and staff, board members, donors, community stakeholders and champions). Specifically, the incoming Executive Director will be responsible for ensuring the continued success of BPCPS’ students; continuing to foster a culture of respect, achievement and fiscal stability; recruiting, retaining and developing a skilled and motivated administration and faculty; increasing philanthropic support; and building external visibility with funders, education reform leaders and other constituents.

The ideal candidate will have teaching and leadership experience in a top performing charter, district, or independent school of similar size, complexity and trajectory; or, will be a seasoned manager with a less traditional background but an innate sense of leadership, instructional practice and curriculum development; a demonstrated respect and understanding of the charter school model; and an unwavering belief in the ability of students to succeed in high school, college and beyond. S/he will also bring an affinity and appreciation for BPCPS’ unique ethics curriculum and a pervasive sense of the value of ethics-based education. The successful candidate will have demonstrated a commitment throughout his/her career to serving at-risk students and closing the achievement gap. A Bachelor’s Degree is required; Master’s Degree preferred.

This search is being conducted with assistance from Alison Falk, Vice President, and Allison Kupfer, Managing Associate at Nonprofit Professionals Advisory Group. Please send application materials and inquiries electronically per instructions at the end of this document.

HISTORY & MISSION

Charter schools were introduced in Massachusetts via the 1993 Education Reform Act under which they were defined as independently managed public schools operating under five-year charters granted by the Massachusetts Board of Education. Charter schools have the freedom to organize around a core mission, curriculum, theme or teaching method and are allowed to control their own budgets and have independent decision making authority in the management of teachers and staff. In return for this freedom, a charter school must demonstrate strong academic results and organizational viability or the charter will be revoked. Students are selected by random public lottery if, as in most cases, demand exceeds the number of seats available. Charter schools are public schools embodying freedom, choice and accountability. There are currently more than 24,000 students in Massachusetts charter schools with more than 21,000 students on waiting lists.

A dedicated founding group submitted the application for Boston Preparatory Charter Public School in 2002, and the founding class enrolled in the fall of 2004. Informed by best practices from a nationally-recognized Boston charter school, the Academy of the Pacific Rim, BPCPS distinguished its model with notable refinements, including enhanced supports for learning and a uniquely New England-based school ethos, inspired by thinkers such as Ralph Waldo Emerson, W.E.B. Dubois, and Maria W. Stewart. The founding principles reflect the belief that not only can all students learn and accomplish at the highest levels, but schools have a responsibility to help students understand their role in society and to shape their own moral principles.

Now at full capacity, BPCPS serves 350 6th-12th graders, and its students have made a tradition of outperforming their peers across the city and state on a variety of assessments. For example, 100% of 10th grade students scored in the advanced or proficient categories on the Math statewide assessment, and well over 90% of students were advanced or proficient in English Language Arts and Math.

First and foremost, BPCPS prepares students for success in college with a rigorous curriculum and an intensive schedule, including a 190-day school year, an 8-hour school day, several hours of nightly homework, and mandatory after-hours academic support for students who fall behind. The language of college preparation permeates the school starting in the 6th grade, as incoming students participate in a videotaped practice college interview within the first six months. Each Homeroom is named for the college of one of their teachers and all grade levels are referred by their college graduation date. College campus tours occur twice a year, students experience an overnight stay at a college, and 11th graders all participate in an annual, highly anticipated, trip to Rome.

Once in college, BPCPS offers their graduates continual support through direct service and financial assistance (also known as “Grade 13”), in an effort to address the emotional and financial challenges that can result in a student not completing their post secondary education. Led by a Director of Graduate Support, this programming offers ongoing support and guidance to help their graduates adjust to college and address some of the challenges that often lie ahead. In addition to a dedicated staff member, the school has established a fund which provides financial assistance to students experiencing an “emergency”, such as a need for a plane ticket home or financial support to purchase a book or critical school supplies.

BPCPS has a uniquely classical orientation, distinguishing it amongst other competitive charter schools. During their first week of school, students practice the "Call to Order," which begins and ends every lesson and the "Hands Up," which adults use to gain immediate silence. They learn to "S.L.A.N.T.," which is a means of demonstrating respect, and is a research-based method of increasing learning. The school culture is safe and strict, with a required student uniform and disciplinary consequences for frequently overlooked misbehaviors such as disrespect and repeated class disruptions. At the same time, weekly ethics classes and a school-wide commitment to students' personal growth focuses attention on the virtues of courage, compassion, integrity, perseverance, and respect.

In addition to its widely regarded classical orientation, BPCPS has a robust support for children with disabilities and their students have consistently outperformed other peer charter schools and the Boston Public Schools. BPCPS is meticulous in how they build in behavioral diversity, both socially and emotionally. Students and teachers enjoy an uncommonly close bond and a distinctive shared accountability for learning.

OPPORTUNITIES AND CHALLENGES FACING THE EXECUTIVE DIRECTOR

BPCPS looks to the incoming Executive Director to become the chief architect of its next stage of growth and impact, inspiring trust and confidence and effectively articulating and achieving its vision to be the best public charter school in the nation, both in terms of high 6th-12th grade achievement levels and successful completion of postsecondary degrees. BPCPS is one of a small group of the highest-performing public charters, and is leading the way in preparing students not just for the rigors of the college admissions process, but to earn degrees and succeed in the knowledge-based workforce.

Because of the success of schools like BPCPS, caps that limit charter school growth are being raised and new schools are being created all over the country. BPCPS is leading by example and working to embody and codify best practices for dissemination. BPCPS frequently hosts conferences and has participated in a variety of studies on topics such as extended learning time, inclusive teaching, and character education. Year after year, BPCPS students achieve at exceptional levels by any standard; in 2010, for the sixth year in a row, they surpassed their peers in Boston Public Schools and across the state with significantly higher percentages of students scoring in the “advanced” and “proficient” categories across English Language Arts, Math, and Science.

The Executive Director will build upon these notable successes while visualizing and shepherding opportunities for continued growth and improvement. Specifically, s /he will be responsible for ensuring that all students have the tools to be successful academically and that all members of the community (students, teachers, staff, parents and guardians) have high expectations for student conduct and academic achievement. As the primary liaison with the Board of Trustees, the Executive Director will work with them to build on and execute a strategic and operational vision of the school that is in alignment with its mission and core values.

Specifically, the incoming Executive Director will be expected to manage the following initiatives in the first 12-18 months of his/her tenure:

• Strategic Planning and Leadership:
  
  In partnership with the Board of Trustees, refine and develop strategic goals and provide sound leadership in addressing the short- and long-term goals of BPCPS to ensure it is positioned with a high stature among its peers and with a competitive advantage among funders and partners. With a constant eye on improvement, identify areas of development between where BPCPS is and where it aspires to be, and establish clear benchmarks to effectively measure progress.
  
  The Executive Director will work actively with the Board, Director of Development, Director of Finance and senior staff to ensure critical resources are in place to support the vision and strategy and to continue to generate imaginative and original solutions.
  
  

• Faculty and Staff:
  
  The Executive Director will oversee and work with a committed, high performing team of principals, deans, teachers and staff to ensure they have the necessary resources, expertise and outlined plans and expectations required to lead the school’s educational program. Fostering a data-centered and achievement-oriented school culture, s/he will lead with a management style that continues to strengthen and support a culture that is aligned with the school’s mission, and one that embraces teamwork, seamless communication, and high levels of morale.
  
  The Executive Director will be expected to recruit and retain a high functioning, invested staff that sets higher expectations for themselves than most schools and is deeply committed to the students they serve. S/he will be expected to ensure that diversity, as defined by the Board, is a principle and practice articulated throughout the school including in the student demographics, leadership, and organizational policies.
  
  

• Students and Competitive Programs:
  
  As funding and competition across top-performing charter schools continues to increase, the Executive Director must actively assess the ongoing challenge of meeting the academic and behavioral needs of its students to ensure that all students graduate as educated thinkers, well prepared to succeed in college. Maintaining extremely high standards for student achievement, s/he will be expected to lead by example in a way that inspires and motivates all students to commit to the daily hard work and good choices necessary to achieve this mission and commitment.
  
  The Executive Director will be expected to continuously re-evaluate the measures of success, with an eye towards improving an already highly-regarded and robust academic and enrichment program, maximizing the acceptance rate to competitive colleges, and continuing to improve the support services provided to students once enrolled in college.
  
   

• Operations and Finance:
  
  The Executive Director will act in a fiscally astute, disciplined, and conservative manner to maintain BPCPS’s commitment to ensuring financial stability. In close partnership with the Board Finance Committee and the Director of Finance, the Executive Director will create a long-range financial and development plan that ensures effective operation and long-term sustainability and supports special projects and expansion projects, including a potential new school building.
  
  The Executive Director will ensure operational integrity of BPCPS including adequate compliance with all applicable charter laws, regulatory reporting, contractual obligations, donor restrictions, and will maintain appropriate internal policies and procedures to ensure such compliance.
  
  

• Fundraising and External Outreach:
  
  Working collaboratively with the Board of Trustees and Director of Development, the Executive Director will execute a fundraising strategy to secure private revenue for the school through individual donors, foundations, government/non-government grants, and corporations, while seeking out new, innovative funding streams to support new and existing programmatic and capital needs.
  
  In addition to cultivating additional financial support, the incoming Executive Director will be expected to continue to strengthen and expand the school’s reputation as a leader, model and source of support to other schools in the state of Massachusetts, throughout the region, across the nation and around the world. The Executive Director will serve as the primary spokesperson to the school’s external constituencies and the media, actively advocating for choice, charter schools, and education reform.

QUALIFICATIONS OF THE IDEAL CANDIDATE

While no one person may embody all of the qualities enumerated below, the ideal candidate will possess many of the following professional and personal abilities, attributes and experiences:

• An accomplished, creative leader with a deep personal belief that all students can achieve at high levels and become tomorrow’s leaders. Commitment to the values on which BPCPS’s work is based, including a commitment to its college mission, closing the achievement gap, educational reform and the charter school movement, and the ability to set the tone for an organizational culture that combines respectful collaboration with disciplined productivity.

• Talent in creating and articulating a broad vision and ability to motivate others to embrace the vision; ability to lead stakeholders to work collaboratively toward resolving complex issues and reaching ambitious goals.

• Extensive leadership capabilities including organizational planning, staff development, board relations, and operations and financial management. Astute management skills, both strategic and operational; a proven ability to manage multiple priorities, while leading in a way that embodies respect, teamwork and collaboration from a diversified and highly skilled staff.

• Demonstrated success building, managing, mentoring and motivating an effective team to achieve ambitious goals; ability to provide support and opportunity for growth and development while maintaining the strength to make difficult decisions.

• Superb interpersonal skills; the capacity to work well with people at all levels, across a diverse range of educational and social backgrounds including trustees, administrators, faculty, students, alumni, parents, volunteers, and the community-at-large; ability to provide strong support, inspiring action and a demonstrated respect for each individual.

• Exceptional written and verbal communication skills; a persuasive and passionate communicator with excellent interpersonal and multidisciplinary project skills.

• Superior attention to detail and exceptional follow-through. Humility to look broadly for answers from other successful schools and institutions.

• The integrity, wisdom, persistence and humor necessary to address the practicalities of a charter school, the respect and humility to honor the impressive work done to date, and the courage, vision and patience to grow BPCPS to reach new levels of promise and to continue to deliver results with an even deeper impact.

• Experience teaching urban youth with a demonstrated understanding of instructional practice and curriculum development, desired.

• Results-driven attitude, with a belief in standards-based curriculum and the use of data and assessments to drive instruction.

• Ability to foster existing community, strategic partnerships and donor support while building strong relationships where none have previously existed in order to develop a broader and deeper base of support. Success cultivating and securing support from individuals, foundations, government funding agencies and/or corporations, a plus.

• An undergraduate degree is required; an advanced degree is preferred (e.g. MBA, MPA, JD, M Ed.)

TO APPLY:

Due to the pace of this search, candidates are encouraged to apply.

Applications including a cover letter describing your interest and qualifications, your resume (in Word format), salary history and where you learned of the position should be sent to: bpcps-ed@nonprofitprofessionals.com. In order to expedite internal sorting and reviewing processes, please type your name (Last, First) as the only contents in the subject line of your e-mail.

More information about the Boston Preparatory Public Charter School may be found at: www.bostonprep.org.

The Boston Preparatory Public Charter School is an equal opportunity employer.

(02/22/2012)