Academy Headmaster (2021-2022)
Great Hearts Baton Rouge
Contact: Dr. Daniel Scoggin, co-founder, Great Hearts America dscoggin@GreatHeartsAmerica.org
Great Hearts Academies is launching a new campus in Baton Rouge, Louisiana, to open as early as August 2022. The Academy will be located in a beautiful, master-planned community called The Preserve at Harveston, just a few miles south of the LSU campus. Initially, we will open with lower school grades and then grow into a full K12 program. The campus will be the first in a region of Great Hearts academies across greater Louisiana.
Great Hearts seeks a headmaster passionate about being a compelling ambassador for our mission and capable of realizing a vision for excellence in classical liberal arts education. S/he will build deep and authentic relationships that serve as the foundation for program excellence and future growth. The position would begin June 2021 so that the headmaster has over a year to attract an outstanding teaching faculty and prepare to open the Academy’s doors in August 2022. Please contact Dan Scoggin if you would like to learn more about this unique opportunity.
Our headmasters heroically shape their communities for the greater good. They take on one of the most important leadership positions in our culture today by turning a generation of young hearts and minds towards truth, goodness, and beauty. They cultivate a setting from which great-hearted people emerge, a setting that no single individual can create alone, but to which their noble calling is essential. Each Great Hearts headmaster joins a family of headmasters across our academies, with all the support, friendship, and strength that fellowship provides.
The right candidate will have distinguished leadership experience, demonstrable excellence in classroom teaching, and hold high a well-grounded vision for the moral and intellectual formation of the human person. A Great Hearts headmaster delights to enkindle the love of truth, goodness, and beauty in others. The right candidate will possess a passion for classical education and a love for their fellow man that is both humble and relentless. S/he will possess a proven ability to foster strong, healthy relationships throughout the surrounding community.
At Great Hearts, we believe that a 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. Great Hearts operates 34 academies in three metropolitan regions serving 21,700 students.
Classical Ethos, Pathos, and Logos
The school leader has a demonstrable understanding of and affinity for the classical tradition. His/her actions reflect prudence and magnanimity. S/he is a capable proponent of a liberal arts education and the classical tradition.
Leadership Planning and Execution
The school leader understands how to lead a team and is able to generate and manage systems of school leadership and schoolwide communication.
Instructional Skill-Building/Instructional Leadership
The school leader is a capable instructional leader, one who understands a full spectrum of instructional skill-building, from planning to instruction to data/LASW analysis to coaching coaches.
Building Student Culture/Community Leadership
The school leader understands and successfully influences the elements of a strong student culture, including recruitment, co-curriculars, student discipline, events, and key messaging moments. The leader has a vision for strong student culture and articulates it clearly and compellingly.
Building Faculty Culture/People Leadership
The school leader understands and effectively influences the elements of a strong faculty culture, including hiring, teacher development, and esprit de corps. The leader has a vision for strong faculty culture and articulates it clearly and compellingly.
The school leader is self-aware and self-disciplined, aware of his/her impact on others – able to manage relationships with trust, candor, and love.
The school leader is able to get the job done. This is true across the many stakeholder groups and areas of school function, including academic results, strong culture, and operational results relative to key performance indicators (KPI’s). The leader is successful on a social/interpersonal level, navigating the right path between social and professional functioning.