Secondary Principal at Cap Cana Heritage School in Dominican Republic
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Secondary Principal
Cap Cana Heritage School (Dominican Republic)

Feb 13, 20
Mar 15, 20

 

 

Cap Cana Heritage School

Cap Cana, Dominican Republic

Seeks a

Secondary Principal

Effectively

June/July 2020

 

About CCHS

Since 2007, Cap Cana Heritage School has been setting the educational standard for International education in the eastern region of the Dominican Republic. Our large, open campus and excellent staff create an ideal learning environment that fosters creative, hands-on learning for all students. At CCHS, we provide students with a collaborative learning experience that focuses on how students learn and how their knowledge and experiences can be applied to their everyday world. CCHS is a place to grow, explore, innovate and achieve. 

We are a school that is focused on student progress and continuous improvement, realizing that every child is unique and can contribute in meaningful ways towards his or her educational journey. Our educational program reflects the ever-changing world our students live in, and aims to prepare them to be thoughtful citizens and critical thinkers. Above all else, we are a community of learners that strives every day to instill inspiration, innovation and a love for learning in all of our students. 

CCHS is located in Cap Cana, in the Eastern tip of the Dominican Republic. This location can be best described a new and beautiful fast-growing, culturally diverse, coastal community with a small town feel.

 

School Philosophy

CCHS’s motto is leadership, Wisdom, and Integrity.

Our Mission is to provide a student-centered environment based on high expectations that actively promotes leadership, wisdom, and integrity by fostering creative, critical thinkers who are life-long learners, caring human beings and responsible global citizens.

Our educational vision is to be a true learning community that is committed to the pursuit of excellence, leadership, and personal integrity.

At CCHS we believe that:

  • A school environment must respect, support, and appreciate all dimensions of human differences
  • A school should recognize that multiple perspectives enlighten experience, and strive to challenge prejudice, developing respectful and democratic citizens.
  • A school’s curriculum should honor and support the growth of the whole child.
  • Home-school partnerships that are collaborative, trusting and respectful, benefit all children.
  • Students who are active in their own learning process make sense of the world for themselves and construct their own ideas.
  • A school encourages students to be in control of their learning and become independent thinkers and doers.
  • Students learn to cooperate, collaborate, and understand different points of view through peer interaction.
  • A school is a safe environment to learn and grow by taking risks and learning from mistakes.
  • Teacher should offer students multiple channels through which to learn and to express their understanding, creativity, and imagination.
  • Learning is an integrated process, where disciplines connect to create in-depth meaning.
  • Critical and Creative thinking are virtues the school should promote.
  • Assessment of learning is both a process and a tool to improve instruction and document growth.
  • Teachers have different roles in the classroom:  They are facilitators of learning, mentors, motivators, and companions, and it is the teacher’s responsibility to understand what role he/she should use to help each student reach his/her maximum potential.
  • Students should be challenged to think deeply about all subjects and to make connections between disciplines, as learning is a web of amalgamated knowledge.

           

Academic Program

In 2007, Cap Cana Heritage School opened its doors to the communities in the eastern region of the Dominican Republic.  We provide education for students starting at age 1 ranging through High School. The school is divided into three areas: Early Childhood, Primary, and Secondary. While there is continuity within each area, the school allows for the particularities of each age group to guide the curricular program.

Our Early Childhood program is the foundation of our school. That foundation is built on the idea that students have Freedom to Learn. Through engaging learning experiences, both in and out of the classroom, our teaching teams guide students in constructing a love for learning that extends well beyond the formative years of Early Childhood. When you walk into one of our classrooms, visitors experience the learning taking place all around them. From sights and smells, to sounds and textures, our teaching team capitalizes on the senses of our students to engage them in learning that is fun, exciting and meaningful.

Our Primary program is focused on guiding students to construct their own understandings of the world around them. Our purpose is to provide opportunities for Today's Learners to be Tomorrow's Leaders.  During the primary years, we work on constructing the foundation content and skills necessary to navigate through a learning program based on high expectations. Infused within the curriculum are opportunities to begin developing a heightened sense of responsibility, collaboration, leadership, problem solving and effective communication. As these skills evolve throughout the Primary years, it provides a firm foundation to move forward as critical thinkers and creative learners.

Our Secondary program is designed to progressively develop students into critical thinkers and problem solvers. Through a curriculum focused on students Moving Upward and Moving Onward, students are guided towards increasingly become the authors of their own learning experiences. Our middle school years are constructed to allow students experiences that will peak their academic interests and build independence. High school years are where students develop their sense of self as learners and are engaged in purposeful experiences that demand the application of the skills and knowledge acquired. Staff become coaches during secondary, helping students build their own journeys of learning.

Over the course of the years, the school has worked hard to become a place of academic excellence, where learning and personal growth flourishes within our walls.  CCHS complies with the requirements of the Dominican Ministry of Education. In 2011, CCHS received accreditation with US based Cognia, formerly known as AdvancEd/SACS-CASI, which was a testament to the hard work and dedication of the students, staff and school community in establishing ourselves as a school of excellence.  

 

Faculty and staff

CCHS has a faculty of around 75 teachers, support specialists, and instructional assistants. About 60% of our faculty is Dominican, while around 40% is international. All teachers are required to have a teaching certificate, and many have also completed a Masters in teaching. The school has a large administrative and operative staff, primordially composed of Spanish- speaking Dominicans.

 

Student Body

Our 420 students are actively involved in their learning process, and have great responsibility over their personal and academic growth. Ranging from ages 1 to 18, the student population is evenly divided between Early Childhood, Elementary, and Secondary, with 130-150 students in each area.

CCHS is a very culturally diverse learning community, and currently has students who represent twenty-two different nationalities. Fifty-five percent of the population is Dominican. Other largely represented nationalities are American, Spanish, and Venezuelans. While there is a great variety in cultural heritage, the main language of communication amongst students is Spanish, and the majority are second language learners.

 

School Facilities

The CCHS campus was purposefully built with optimal learning in mind. When you first enter into our Main Plaza, there is a warm and welcoming feeling, which describes our school community. Within its large 10 acre campus there are 32 spacious and well-furnished classrooms, three science labs and three art studios, a large growing library, an Audio visual room, a budding maker space lab. Our outdoor spaces are well integrated into the school facilities, providing ample spaces to learn outside. There are two playgrounds, a tennis court, a soccer field, two outdoor courts, a half Olympic size pool, and a smaller recreational pool. CCHS has an industrial size kitchen and large cafeteria, as well as a multi-purpose gym.

 

School Governance structure

CCHS is an independent proprietary school. It is part of a consortium of two schools in the Dominican Republic, under the company Educacion Integral.  It is governed by a Board of Directors, consisting of 9 long-standing members of varied professions, who oversee the functioning of CCHS. The Secondary Principal reports to the Head of Schools, focusing on Academic and Administrative responsibilities, and working closely with the leadership team to ensure the progress of the school. The entire school has a relational leadership structure that permeates throughout all relationships.

 

Job Description

The Secondary Principal reports to the Head of School and is responsible for guiding the academic and administrative operation of the secondary coordination, and also works cooperatively and constructively with the other members of the leadership team, Educational Governing Bodies of the Dominican Republic, the Governing Body of Cognia, as well as the PTA of the CCHS Community. 

 General duties and responsibilities of the Secondary Principal include the following:

  • To effectively organize the academic personnel.
  • To maintain a high standard of education and to oversee the supervision and evaluation of all coordination activities.
  • To guarantee the welfare, safety, and security of students participating in all school programs.
  • To assist the Head of School in recruiting, hiring, supervising faculty and staff.
  • To organize the professional development of staff through innovative measures, benchmarking strategies, and a best practice approach that facilitates international cultural diversity, establishing employee satisfaction and driving the improvement of their teaching quality.
  • To ensure the development, implementation, and evaluation of the School’s Professional Development Plan to achieve a strategic and systematic expansion of staff skills and to develop the School’s capability to grow and improve.
  • To supervise and direct the School’s PLC leaders, Teachers and all others employed in the secondary coordination centered on the school’s mission and vision.
  • To supervise and support the planning necessary to begin each academic school year.
  • To maintain effective, positive, and proactive communication, with the Head of School, faculty, staff, students, parents, Ministry of Education, Accreditation Organizations, and the greater school community.
  • To ensure the implementation and progress of the strategic plan.
  • To achieve the annual goals developed by the Board and to implement Board Policies and directives.
  • To maintain the development and adherence of approved Academic Policies for CCHS’ Academic Staff, as established in the Teacher Handbook.
  • To identify and monitor key future student attendance indicators through establishing relationships with community stakeholders, allowing for adequate resource allocation and development; and supervising the School’s admission and re-admission policies to foster smooth transitions from one academic year to the next.
  • Any additional duties and responsibilities prescribed by the Head of School.

 

 

Required qualifications

CCHS requires a Secondary Principal who has a successful reputation for leading. With a commitment to excellence and personal integrity, the Secondary Principal is resourceful in the Dominican environment, accustomed to a strong work ethic and practices that promote quality, integrity, and workplace enjoyment.

All applicants must have:

  • Masters in School Leadership
  • Basic proficiency in Spanish
  • 3+ years of experience in school leadership
  • Demonstrated success as a teacher and leader

Preferred qualifications

  • Masters in School Leadership
  • 3+ years of experience
  • Background teaching and leading in International Schools, preferably Latin America
  • Experience in accreditation processes
  • Experience recruiting teachers and success in teacher retention
  • Successful experience in project based learning

Desired personal characteristics

  • Outstanding interpersonal skills: Open, approachable, and relational
  • Exceptional oral and written communication skills
  • Appreciation for the family/ community aspect of school
  • Academic philosophical views that are aligned with those of the CCHS Board of Directors
  • Believes and works well in a relational, shared leadership model
  • Innovative, progressive, open to new ideas, and willing to take risks, maintaining an appropriate sense of direction and standards
  • Focused primordially on student-centric learning, and has proven strategies to develop strong relationships with students
  • Flexible and adaptable to fit into Dominican culture
  • Responsive and good listener, capable and building consensus amongst constituents
  • High visibility on campus and integration within the school community
  • Willingness to learn and sensitive to the particularities of the Dominican Ministry of Education
  • Strong organizational skills, while maintaining a sensitive touch
  • Strategic, analytical, and creative thinker that is systemic and solutions-oriented
  • Understanding of how proprietary schools function
  • Comfortable with small town living, and the implications of such

 

Salary and benefits

The salary and benefits are competitive and will be dependent upon the qualifications and experience of the successful candidate.

Procedure for filing application

The deadline for applications is March 15th, 2020. Applications will be reviewed as they are received and dossiers of selected candidates will be forwarded to the CCHS Search Committee on a rolling basis. Candidates should note, however, that in the event an outstanding applicant is identified early in the search process, CCHS reserves the right to make an appointment early in the search process, even before the published deadline.  For this reason, it is important that interested candidates apply as soon as possible.

Applications will be accepted in digital form only, as a single pdf file. Please send applications to both h.rodriguez@cchs.edu.do and d.garvey@cchs.edu.do. The pdf file should be 5 MB or less in size.  The following items are required:

  • Cover letter, two pages or less
  • Resume, generally not more than two pages
  • Names and positions of at least three current or recent supervisory referees, preferably current or former Board members, with accurate email addresses, Skype contact, and phone numbers.
  • Up to three (3) open letters of reference can also be submitted if available as part of the single, pdf.

For additional information about the school, feel free to visit our website www.cchs.edu.do. 

 

Did You Know…?

Senior Associate John Ritter consults on matters of governance, planning, head and board transition, and staff development with schools all over the world.