The Kildonan School is a coeducational college-preparatory boarding and day school for students with dyslexia in grades 2 through 12/PG located in scenic Dutchess County, New York. Kildonan seeks an energetic and creative Director of Admissions.
Duties of the Director of Admissions will include:
Reports to the Headmaster.
Sets a schedule (and manages the budget) for all admissions staff’s off-campus travel.
Researches sources of referrals, including psych-ed evaluators, ed. consultants, sped attorneys, feeder schools, and tutoring centers (this list will be identified as "sources" hereafter).
Meets with and cultivating sources, both on and off campus.
Attends conferences that sources and potential applicant families are likely to attend, including the annual IDA conference (national) and branch IDA conferences.
Manages the application process for each applicant family, including communicating with applicant and accepted families as well as scheduling, greeting, and touring them on campus. Paired with this task is the management of the entire application process for each family. Many families continue to exchange information with the Director of Admissions even after the given student has been enrolled. The application process for Kildonan is significantly more extensive than the equivalent process at mainstream schools. For example, the Director of Admissions here is expected to analyze psychological evaluations and educational testing results with applicant parents and the school’s administration. The admissions director must also, in some cases, arrange for an applicant student to be tested and must maintain productive relationships with an array of Psych Ed evaluators for this purpose. Another crucial component of the admissions director's job is knowledge of relevant education law and the cultivation of relationships with education lawyers who may be of use to applicant families.
Works with the Headmaster and the business office to manage the school’s financial aid program. The Director of Admissions works with families to guide them through the financial aid application process and consults with school administrators to set grant amounts and extend them to families. Maintains and updates customs and immigration information for non-US applicants and students.
Creates, updates, and maintains data on applicants and recently enrolled students.
Manages a staff of one-to-two assistant (or associate) admissions officers, who also conduct campus tours, recruit new applicants at conferences, meet with sources, and lead such projects as the Student Ambassador program.
Plans and hosts information sessions for groups of applicants and sources, on and off campus.
All of these duties apply as well to Dunnabeck’s students and calendar as they do to Kildonan’s.
Works Directly with the Director of Residential Life on new student room assignments.
Responsible for all new student and returning student enrollment contract and enrollment packet mailing and return distribution.
Candidates should have an exemplary command of the English language and strong writing and organizational skills. Salary package includes year-round housing and benefits. Letter of interest and resume should be sent to the attention of: Rhawnie Reil, Executive Assistant, The Kildonan School, 425 Morse Hill Road, Amenia, NY 12501. Documents can be e-mailed to firstname.lastname@example.org.
The successful candidate will possess the following experience, credentials, and skills:
A minimum of a Bachelor’s degree. Master’s degree is preferred.
Familiarity with current developments in the field of special education and dyslexia.
Consistently demonstrates enthusiasm for lifelong learning, collegiality, and service to the school community.
The Kildonan School is a coeducational, college-preparatory, boarding and day school for students with dyslexia and language-based learning differences in grades 2-12. We are located on a picturesque 105 acre campus 2 hours north of New York City and 3 hours from Boston.
The mission of The Kildonan School is to empower students with dyslexia to reach their academic potential and to equip the...m for future success. Our threefold mission remains consistent. We strive to remediate skills in reading, writing, and spelling, to provide intellectually stimulating subject matter courses in mathematics, literature, science, and social studies, and to foster confidence.
The academic program is unique in that it revolves around intensive, daily one-to-one Orton-Gillingham tutoring for each student. The language training instructor is responsible for devising a sequential learning program in language skills in accordance with Dr. Samuel T. Orton’s principles and with his belief that “...such disorders should respond to specific training if we become sufficiently keen in our diagnosis, and if we prove ourselves clever enough to devise the proper training methods to meet the needs of each particular case.” Orton-Gillingham tutoring is multi-sensory, direct, and effective. The tutorial setting makes it possible to tailor the teaching to the unique brain of each individual. The instructor is also responsible for inculcating orderly study habits; students are held accountable for daily independent reading and writing assigned to reinforce the skills taught during the tutorial. Students learn to work through periods of frustration and even temporary failure. Ultimately, the goal is for students to become independent learners.
Subject matter courses in mathematics, history, literature, and science are designed to meet the learning style of students with dyslexia. Visual, auditory, and kinesthetic presentations supplement textbooks. Class size is small; courses stimulate thinking and provide opportunities for creativity. The approach to mathematics is closely aligned with language training both in its logical, sequential approach and its daily assignments. Reading and writing demands are reduced or removed entirely from other content courses while the student is building reading and writing skills. Classes are structured to ensure that success is possible even for the student with minimal skills.
Enhanced confidence is achieved through activities, such as the arts, athletics, and community life. Involvement in extracurricular activities that capitalize on the innate strengths of the dyslexic often leads to lifelong interests. Leadership and service opportunities provide additional means for personal and social growth. Students become confident, experience greater success, and gain the courage to invest increasing effort in their personal and academic achievement.
Central to the success of the program is a faculty committed to the philosophy of the school and willing to implement its goals and ideals. Faculty members respect students as individuals and encourage them to put forth their best efforts. While most students are expected to graduate from high school and enter college, the more severely dyslexic achieve functional mastery of the language.