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http://www.thepegasusschool.org | The Pegasus School
Huntington Beach, California
has appointed
John H. Zurn
as
Head of School | John Zurn was previously Head of St. John’s Episcopal School in Olney, Maryland, for 20 years. The prior six years were spent as Lower School Director of The Woodlynde School. He previously held teaching and administrative positions with The Meadowbrook School, St. Peter’s Episcopal School, and The American International School of Lisbon. Mr. Zurn holds a Master of Science degree in Educational Leadership from the University of Pennsylvania as well as a Bachelor of Arts degree in English from Williams College.
The Organization
Located in a quiet, residential neighborhood of Huntington Beach, California, The Pegasus School is a coeducational day school serving 565 bright and gifted students in preschool through grade eight. Since its founding, Pegasus has valued intelligence, creativity, and respect for others, and has been described by its constituents as “a place where it’s cool to be smart.” By providing a rigorous curriculum that allows for individualized learning within the context of a stimulating, joyful, and nurturing environment, the school meets the academic and developmental needs of children and teaches them to be self-reliant, responsible for their own behavior, and eager to explore the world around them.
In 1979,The Pegasus School founder Dr. Laura Hathaway and a colleague began a summer program called Pegasus Programs, a name chosen to represent the dream of encouraging bright children to “reach for the stars” and to strive for excellence. Parents soon requested a year-round program for their students, and in 1984, Dr. Hathaway established The Pegasus School with 40 preschool students. Adding a grade level each year, the school graduated its first class of eighth graders in 1993. Pegasus has been at its current location since 1989, and today the 14-acre campus includes a 300-seat theater, a gymnasium, an art studio, science labs, technology centers, and a 20,000-volume library, in addition to several classroom buildings.
The foundation of both the approach to education and the community’s culture, the core values of Pegasus state that students of the 21st century learn best and develop the skills needed to achieve their dreams when:
- their environment is intellectually stimulating.
- they are encouraged to set high standards for themselves, experience making mistakes, and master difficult tasks.
- they are aware of their local, as well as global, responsibilities.
- behavioral expectations are clearly defined and consistently reinforced.
- their physical, social, and emotional needs are met.
- the curriculum is experiential and appropriately challenging for students’ abilities, interests, and learning styles.
- they are able to participate in decision-making related to their learning.
- they take responsibility for their behavior.
- they learn to work successfully collaboratively, as well as individually.
- they have respect for themselves and others.
- the adults in the environment are enthusiastic learners and model positive interpersonal relationships.
- parents and teachers work together for the benefit of the students.
Pegasus offers a challenging academic program that is individualized to the needs of each student and which stresses the process of learning beyond empirical outcomes. Accordingly, a great deal of emphasis is placed on acquiring critical thinking and problem-solving skills rather than learning content knowledge alone. Teachers facilitate students’ discovery through hands-on, experiential activities; discussion; and one-on-one interactions, and also nurture social and emotional development. In this way, children learn to embrace their own unique gifts and express them in a positive way, while at the same time being supported in areas of difficulty. As teachers attend to children learning on a daily basis, they also think about their “big picture” needs in the future. To this end, the curriculum is always evolving and improving to address the particular needs and strengths of students, and the entire program emphasizes thinking creatively and rigorously, working with effort and persistence, and going above and beyond everyday expectations. Faculty members work within the framework of the curriculum while still having the freedom to do what is best for each individual student. As one administrator has said, “The expectation is innovation.” Indeed, teachers have been the driving force behind such special events as Entrepreneur Day, for which students create their own businesses from concept to execution and display their companies in the quad at the center of campus; Women in History Day; Career Day; and Shakespeare Week.
The Preschool employs a developmental curriculum that encourages students’ love of learning and builds self-confidence. Through music, movement, cooking, building, art and games, students develop social, emotional, and cognitive skills. Thematic learning centers and small group instruction allow students to learn when they are ready. As the teacher identifies academic readiness, skills lessons are offered in that area. While cognitive exposure is nurtured, children take great pleasure in making friends and establishing social groups. In addition, off-campus trips enrich social studies and science units.
In Lower School (K-5), students continue to explore, analyze, and discover more about their own abilities and the world around them, including finding peers with whom to share their ideas and talents. The program values and nurtures the cognitive, social, emotional, and physical skills that reap a lifetime of joy and success for students while also paying attention to how children learn and use information to make responsible decisions and draw valid conclusions. In order to meet individual needs of students, instruction takes into account a range of learning modalities, and thus, in addition to providing content that is stimulating, challenging, and relevant, there is great emphasis on the delivery of the program. A primary goal is to send students to middle school with a working knowledge of their strengths as learners and an excitement about embracing the learning process as an integral part of their lives. The purpose of the lower school curriculum is to offer a scope and sequence of themes to which students are exposed as they progress through the program, and it reflects the highlighted goals of each grade level and the major objectives of each discipline.
The Middle School (6-8) program focuses on preparing students for secondary school while developing confident and caring young adults. It encompasses academics, athletics, the arts, life skills, and experiential learning, and is based on the recognition that middle school students are at a complicated developmental stage. The curriculum itself is rigorous yet relevant to today’s ever-changing world. Instruction is thematic, student-centered, and often interdisciplinary. Students are challenged by the breadth and depth of the material covered and pushed to be persistent and consistent in their efforts to excel in this exciting academic environment. All classes provide opportunities to develop and apply skills in writing, public speaking, critical thinking, research, organization, time management, and risk-taking. The close knit and positive environment allows students to be challenged intellectually while providing a solid grounding in study skills, work habits, and critical thinking skills.
The school’s 53 faculty members are key to the ethos of care and high expectations for students. Small class sizes allow for much personal attention; lower and middle schools classes have no more than 20 students and have both a teacher and aide in each room. Furthermore, a psychologist, a reading specialist, and a math specialist are on-site to provide teachers and students with additional support.
The Pegasus School is in good financial health, with a budget of $9 million. A campaign in 2003 raised an endowment of $3 million. The school community has consistently shown its support for Pegasus through the annual fund, which boasts an average of 90 and 95 percent parent participation and 100 percent participation from the Board of Trustees and faculty and staff. A feasibility study was conducted this fall for a campaign that will eventually fund many of the campus upgrades and other goals outlined in the Pegasus Vision Plan.
The Vision Plan and the Future of Pegasus
As Pegasus looks toward the future, chief among its goals will be the continued refinement of its academic program and other offerings, which the school hopes to achieve through the recently created Vision Plan. In 2006, Pegasus established the Vision Committee – a group of faculty, administrators, and parents – to investigate what it will take to educate students through the 21st century. The discussions and research of the committee over the past two years, including visits to 40 schools nationwide, formed the foundation of the Vision. The school concluded that although traditional academic success remains important, students must also master new skills and develop new abilities to face the challenges ahead. Thus Pegasus must change in order to prepare students while still preserving its core values and essential academic content.
The cornerstone of the Vision Plan is described in the skill set below, which along with the school’s core values, guides all levels of decision-making and action at Pegasus. Rather than being a rigid proposal for the future, the Plan is an ever-evolving document that seeks to guide and focus the school in the coming years. A more detailed description of the Vision Plan is also available upon request.
Some programmatic goals in the Vision Plan have already been integrated into the curriculum, and other top priorities include several capital improvements. While the capital campaign is currently on hold due to the current economic climate, the school nonetheless remains optimistic about its future fundraising efforts and subsequent building projects. A new middle school facility will have classrooms that strengthen the interdisciplinary efforts of teachers, build collaboration skills, and enhance character in students. Also on the agenda are new science labs for all levels as well as classrooms, performance spaces, and rehearsal areas for the performing arts and music. A new library and student center will allow Pegasus not only to expand its collection but also to provide additional room for students to work together. In addition, the preschool program will move out of its current facility and into a more enriching and stimulating environment. Throughout all of these changes, Pegasus plans to further its use of technology by putting it within easy access of all students, in all grades, and in all disciplines.
The Leadership Transition
In March 2009, the founder and Head of School, Dr. Laura Hathaway, passed away following a long battle with cancer. Although Pegasus has greatly grieved her loss, the school nonetheless looks toward the future with excitement about continuing Dr. Hathaway’s dream of a school in which bright students are given boundless opportunities to soar. In the summer of 2009, Dr. Jacqueline Smethurst will join Pegasus as Interim Head of School and will focus her efforts on both helping the community as a whole to heal in the aftermath of Dr. Hathaway’s death and readying the school for the transition to its next permanent Head.
Responsibilities
Reporting to the Board of Trustees, the Head of School will be responsible for upholding the mission and core values of The Pegasus School and leading the institution in the ongoing implementation of the Vision Plan. This individual will embody the Pegasus ethos of respect, responsibility, innovation, and hard work, and as such will serve as a role model for the community and steward of the school’s culture, all the while ensuring that Pegasus remains committed to providing an exceptional educational experience to bright and motivated learners. The Head will ensure the overall health of the organization and will continually search for ways to improve the quality of the Pegasus experience. Specific duties include the following:
- Collaborating with the Board of Trustees to determine the specific needs and direction of the school, consistent with the general guidance and evolution of the Vision Plan.
- Communicating the vision and mission of Pegasus to internal and external constituencies in a consistent and compelling manner, and sustaining Pegasus’ place as a preferred choice for private education in Orange County.
- Managing the daily operations of the school by empowering faculty and staff through trust, respect, and delegation of responsibility while retaining ultimate accountability.
- Hiring, mentoring, evaluating, and retaining exceptional faculty and staff who are committed to the Pegasus mission and excited about the school’s culture of innovation.
- Leading ongoing curricular development and improvement by divisions, teams, and departments, and collaborating with the division heads and other key administrators to ensure a consistent and high quality educational experience for students.
- Nurturing relationships with various constituencies and enhancing the school’s strong sense of community and connectedness.
- Advancing a supportive, safe environment in which all students and adults alike are challenged and motivated to learn and grow.
- Promoting strong professional development programs and increased collaboration across disciplines, grades, and divisions.
- Working with the Advancement Office, the Board of Trustees, and other volunteers on fundraising efforts in order to meet short- and long-term needs.
- Establishing and consistently implementing fair and effective administrative policies and procedures.
- Overseeing the business and financial aspects of the school, with the Business Office and Board, to guarantee that it remains a financially sound organization.
- Continuing Pegasus’ commitment to maintaining diversity among students, faculty, and staff.
Candidate Qualities
Leadership
A person whose approach to leadership is rooted in collaboration, communication, and respect for others, along with a willingness to take action and make decisions.
One who values the contributions of a team and is able to bring out the best in others by supporting their needs and allowing them opportunities to enhance their strengths.
An individual who engenders the trust and confidence of all constituents by virtue of his or her experience, knowledge, understanding, and concern for the wellbeing of every child.
One who is comfortable leading in a dynamic atmosphere in which high expectations blend smoothly with concern for the individual and the sensibilities of the school community.
An educational visionary who sees the “big picture” of education and anticipates the future of the school and the ways in which contemporary pedagogical thinking can be incorporated into its particular milieu.
A manager who combines a desire to include all constituents in deliberations with the pragmatism, tough-mindedness, and focus on the wellbeing of the school and its stakeholders that are necessary to make difficult decisions.
Experience
A career in independent schools that has included various teaching and administrative positions, ideally in both lower and middle schools.
A track record of continuously improving curricula, creating new programs, and ensuring that the mission and values of a school are reflected in the activities of teachers, staff, and students.
Experience hiring, managing, and supporting knowledgeable faculty and staff members who are committed to what is best for students.
Preferably, past performance successfully incorporating state-of-the-art thinking into a progressive curriculum, together with the creative application of technology.
Ideally, a history of installing systems and school policies while remaining flexible and sensitive to school culture.
A background that includes fiscal management, working well with parents and committed volunteers, and communicating with multiple constituencies in efforts to promote a school and to raise funds for its sustenance and support.
Skills and Knowledge
A thorough knowledge of child development and elementary and middle school education, including an understanding of the needs of bright and gifted learners and, ideally, various approaches to gifted education.
Able to think about educational issues with a 21st century perspective in order to ensure that Pegasus’ consistently evolving curriculum upholds the Vision Plan and to keep the school moving forward while also retaining core values and important traditions.
Organized and adept at developing and implementing institutional strategies, processes, and procedures.
Excellent written and verbal communication skills in a variety of settings, including an ability to “tell the story” of a school in a compelling manner to internal and external constituencies.
Skilled in identifying, hiring, and retaining faculty and staff members and helping them to reach their full potential.
A talent for multitasking and managing the daily operations of a school while also tracking emerging needs and opportunities.
Comfortable working in a highly collaborative environment in which all opinions are heard and valued.
Familiarity with current brain research and new trends in education, and an ability to help integrate new approaches to teaching and learning into the curriculum as appropriate.
A strong business sense, including the ability to understand the school’s financial position, to create and manage budgets, and to anticipate and plan for future needs.
Capable of making difficult decisions and using the trust and credibility that he or she has built up within the community to implement his or her decisions and vision for the future of the school.
Personal Traits
A person of unquestioned honesty and integrity who honors commitments and deals with others in a straightforward fashion.
One whose own philosophy of education aligns with that of Pegasus and whose unwavering focus is on doing what is best for children.
A lifelong learner who inspires faculty, staff, students and parents through his or her example of intellectual inquiry and personal growth and passion for the mission of Pegasus.
A dynamic educator who not only is comfortable with change but also embraces it as part of the growth process.
One who is creative, excited about the prospect of innovation, and willing to take prudent risks in pursuit of continuous improvement.
An outgoing and gregarious individual who is visible on campus and accessible to teachers, staff members, students, parents, and volunteers.
A flexible, confident person who is respectful of different opinions, at ease making decisions, and comfortable with the sometimes-unavoidable ambiguity that accompanies complex issues in independent schools.
One who is even tempered, emotionally centered, empathic, and compassionate, setting boundaries without inhibiting a sense of community and mutual concern.
A thoughtful problem solver who has a good balance of left- and right-brain thinking skills.
A good sense of humor and a positive outlook. Other Considerations
Compensation: Competitive with comparable schools in the region.
Education: Master’s degree required.
Present Position: Candidates may now be:
- Head, Associate Head, or Assistant Head of a pre-secondary independent school or an independent high school, with past experience in lower or middle school.
- The head of the lower or middle division at an independent school who is open to a move for professional growth and development reasons.
- A senior administrator in the public school system, elementary, middle, high school or even college, with experience in and an understanding of independent schools.
- In a senior administrative position that includes interaction with a lower and middle school, predicated upon a career comprised of other administrative roles that collectively prepare one for this position.
| | Updated: Jul 23, 2010 |
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