Kindergarten Principal at Madison International School, Monterrey in Mexico
Mexico < Back to Leadership Vacancies

Kindergarten Principal
Madison International School, Monterrey (Mexico)

No longer accepting applications
Feb 28, 19
Mar 22, 19

 

 

MADISON INTERNATIONAL SCHOOL

Campus LA HERRADURA, MONTERREY, MEXICO

Search for a new KINDERGARTEN PRINCIPAL

(from August 2019)

 

The Madison International School, Campus La Herradura, is seeking a new

Kindergarten Principal, to start no later than August 2019,

and has asked Search Associates to help in the search.

 

A. THE SCHOOL – GENERAL

Madison International School La Herradura is member of the Madison group of schools, which started about 40 years ago.       The school (see www.mis.edu.mx) opened its doors in 2007, serving the residents of the south of Monterrey, offering Nursery, Kindergarten, Elementary, and Middle Schools.      In 2011, the school fulfilled all requirements and was PYP authorized.      In 2014, the International Baccalaureate authorized the school to offer the Middle Years Program.    At present, the school is in the process of being accredited by CIS and NEASC.

The school is located on a 45,000 m² campus that includes 18,000 m² of covered school facilities including separate buildings housing the primary and middle schools. Additionally, it has 15,000m2 of open sports area and 4,000 m² of closed sports area.      The open facilities of the school include four soccer fields, covered and open basketball courts, three gyms and a running track as well as a vegetable garden.   In addition, the school has two gyms, one in the kindergarten area and another very large one in the recently opened new building, which also houses an additional art room, a multipurpose room, a semi-Olympic covered swimming pool and office space.

Since Madison International School is accredited by the IB, students have an edge into being accepted for high school in recognized institutions of the city such as Instituto Tecnológico de Estudios Superiores de Monterrey (ITESM), Centro de Investigación y Desarrollo de Educación Bilingüe de la UANL (CIDEB) and Universidad de Monterrey (UDEM).      Madison International School programs are aligned with the curriculum of these institutions.

Mission

Our community develops socially responsible citizens and internationally-minded, lifelong learners seeking to positively impact the world.

Vision

Our students will acquire knowledge and skills that will allow them to reach their personal best and to succeed and thrive in a diverse, ever-changing, interconnected world.

We are international

Madison International School’s curriculum encompasses various cultural backgrounds. Our students grow as global citizens and develop critical thinking through concept-based learning, the acquisition of foreign languages and diverse activities that foster their understanding of cultures. Madison International School community recognizes that humanity is unique by celebrating similarities and differences.

Early Childhood Section (250 students, 30 teachers and assistants)

The language for instruction in pre-school is English, however, the development of communication skills for the students at that school level continues in their native language.    For that reason, it is up to the teachers to foster the development of skills in both languages in pre-school.    There is no separate continuum of Language A (Spanish) or of Language B (English) defined for pre-school as exists in primary and middle schools.

Elementary/Primary School (410 students, 50 teachers)

The primary grades focus on the foundational knowledge and skills that students need in order to establish a strong basis for language development. These include students' oral language, prior knowledge and experience, understanding of concepts about print, phonetic awareness, understanding of letter-sound relationships, vocabulary knowledge, semantic and syntactic awareness, higher-order thinking skills, and capacity for metacognition.

Students listen and speak for different purposes, both formal and informal.    They develop an understanding of appropriate listening and speaking behaviors and identify strategies they can use to understand what they hear and clearly communicate what they want to say.   With support and direction from the teacher, primary students use oral language to talk about their learning as readers and writers and as viewers and producers of oral, print, and media texts.

After school classes include basketball, dance, soccer, gymnastics, taekwondo, music, chess, Destination Imagination Club, and visual arts among others.

Middle School (310 students, 35 teachers)

Madison International School implements interdisciplinary projects that foster holistic learning so that students understand the relationship between knowledge and real life. As part of the academic program, students take specialized classes such as Art, Music, Physical Education, Library, Computer and Science Laboratory, and French or German.

The Middle Years Program has been designed as a coherent and comprehensive curriculum framework that provides academic challenge and develops the life skills of students from the ages of 11 through 16. It provides a framework of learning that encourages Madison International School students to engage in developing their potential, to explore their own learning preferences, to take appropriate risks, and to reflect on, and develop, a strong sense of personal identity.

Conceptual learning focuses on the powerful organization of ideas that have relevance within and across subject groups.    Concepts reach beyond national and cultural boundaries. They help to integrate learning, add coherence to the curriculum, deepen disciplinary understanding, build the capacity to engage with complex ideas, and allow a transfer of learning to new contexts.

Madison International School is trying to create a teaching and learning community and opportunities that help students increase their understanding of language and culture, and become more globally engaged.     Education for international-mindedness relies on the development of learning environments that value the world as the broadest context for learning.

Extracurricular activities include basketball, dance, soccer, gymnastics, taekwondo, foreign languages, music, drama, chess, MUN, YEI (Young Entrepreneur International) and visual arts.


B. THE KINDERGARTEN PRINCIPAL

The Kindergarten Principal will be responsible for the day-to-day management, instructional leadership and student supervision in the school’s Kindergarten Program.  S/he will work closely with members of the PYP coordination team and the Academic Principal to create a safe and nurturing learning environment where children are able to develop strong academic and social-emotional skills through the following:

  • Supervising all kindergarten teachers, including classroom observations, providing feedback, and planning professional development that is aligned to international early-childhood standards
  • Developing and implementing a responsive and positive student behavior system
  • Developing and implementing a clear and shared instructional vision that aligns to international early-childhood standards
  • Developing and implementing instructional resources and assessment practices that align to international early-childhood standards
  • Partnering with parents to support students´ academic and social-emotional growth
  • Developing and implementing a clear and effective communication plan between the school and families
  • Supporting a positive school-wide culture (N-12) through participation on the MIS School Culture Team.

Roles and Responsibilities

  • Manage the day-to-day scheduling and operations of the Kindergarten Program
  • Evaluate all Kindergarten teachers
  • Develop and implement a school-wide positive behavior and support plan
  • Member of the MIS School Culture Team
  • Member of the MIS Coordinators Team (school leadership team)
  • Develop a School Safety and Emergency Response Plan
  • Create and manage daily schedules for teachers
  • Plan weekly staff meetings
  • Supervise recesses and transition times, including pick-up, drop-off
  • Coordinate duty schedules
  • Develop and communicate Assessment and Reporting Calendar
  • Partner with students and parents to support positive behavior
  • Develop new student orientation and mentorship plan
  • Partner with teachers and psychologists to develop individual behavior plans
  • Calendar planning and communication to parents and school leadership.

C. REMUNERATION

Details of the competitive salary and benefits package will be given to short-listed candidates.

 

D. APPLICATION PROCEDURE

Suitably qualified candidates should send to David Cope of Search Associatesdcope@searchassociates.com – all the items below collated together in a single pdf as an email attachment (to arrive as soon as possible, and no later than 22 March 2019)

  • a letter of application (no more than one page), briefly outlining why the candidate wishes to apply for this position and what specific skills, qualities and experience he/she can offer
  • a CV (no more than two pages)
  • the names and full contact details of at least three professional referees
  • a good recent head-and-shoulders photo

Closing date:   22 March 2019                      Applications to: dcope@searchassociates.com

 

Did You Know…?

President of Search Associates, Jessica Magagna, was born in Morocco and attended the American Community School in Iran while her father was headmaster.