Head of High School

MISBO; Northern (KY); Hybrid; USD 120,000 - 190,000; Full time

Job summary

Landmark School seeks its next head of high school (HHS), an experienced academic leader who can build on the school's strong foundation and guide the program through growth. The HHS will oversee the high school day and residential program, develop faculty and instructional leaders, and drive key initiatives.

The role requires a proven track record in independent-school leadership, exceptional communication, collaboration, and a deep commitment to dyslexia and language-based learning

Qualifications

• Significant background in academic or divisional leadership.
• Exceptional communication and collaboration skills.
• Demonstrated strategic and execution skills.
• Experience coaching and developing faculty.
• Commitment to understanding dyslexia and language-based learning differences.

Responsibilities

• Provide vision, strategic direction, and leadership for the High School.
• Supervise, support, and develop the High School leadership team.
• Cultivate a High School culture of academic excellence, collaboration, belonging, and student agency.
• Be a visible and engaged presence in the High School community and participate in student-facing experiences.

Skills

Academic leadership

Communication

Strategic planning

Collaboration

Dyslexia understanding

Education

Advanced degree in education or related field

Job description

Landmark School is a coeducational day and boarding school serving students in grades 2–12 with dyslexia and other language-based learning differences (LBLD). Landmark believes that dyslexic minds deserve an education as remarkable as their thinking. For more than 50 years, the school has developed a distinctive approach that combines individualized instruction, small classes, one-to‑one tutorials, highly trained faculty, and evidence‑based practices designed around how students with language‑based learning differences learn best.

At the heart of the Landmark experience is its Language‑Based Learning Model, which integrates structured literacy instruction, critical thinking and exploration, executive function skill building, and empowerment and advocacy.

The model is intended to shape the entire student experience, helping students not only address areas of difficulty but also understand themselves as learners, develop confidence and independence, and apply their strengths in increasingly complex academic and real‑world contexts.

Landmark seeks its next head of high school (HHS), a thoughtful, experienced, and deeply relational academic leader who can build on this strong foundation and help the high school realize its full potential. The HHS will oversee the high school day and residential program, develop faculty and instructional leaders and lead the implementation and evolution of key high school initiatives. In addition to supporting all high school faculty, the HHS oversees the High School Leadership team including, the dean of students, the dean of engagement and culture, the dean of learning, and the dean of leadership development and recruiting.

The opportunity comes at an important moment as Landmark has undertaken significant organizational and programmatic work in recent years. The HHS will enter a school with substantial expertise and commitment, alongside a clear appetite for continued growth. Landmark’s vision for its next 50 years is ambitious: to establish the educational gold standard for students with dyslexia and language‑based learning differences, invest deeply in its people, continue to innovate, and steward the resources necessary to sustain its mission.

The HHS will help translate that ambition into an increasingly coherent, rigorous, and empowering high school experience. This is not a role that calls for preserving the status quo or imposing sweeping transformation. Rather, it calls for a leader who can understand what makes Landmark distinctive, identify where greater coherence and excellence are possible, and work collaboratively to turn priorities into sustainable practice. For a leader energized by specialized education, academic excellence, faculty development and organizational leadership, Landmark offers a rare opportunity: to help define what educational excellence for dyslexic learners should look like for the next generation.

The HHS reports directly to the Head of School and will begin July 1, 2027.

Start Date: July 1, 2026 (or earlier by mutual agreement)

Reports To: Head of School

Classification: Full-time, Exempt

SPECIFIC DUTIES

• Provide vision, strategic direction, and leadership for the High School, aligning academic, programmatic, and organizational priorities with Landmark’s mission and long‑term goals.
• Supervise, support, and develop the High School leadership team, clarifying roles and responsibilities, strengthening leadership capacity, and evaluating the effectiveness of the leadership structure over time.
• Cultivate a High School culture of academic excellence, collaboration, belonging, and student agency that prepares students for life beyond Landmark.
• Be a visible and engaged presence in the High School community, building meaningful relationships with students, families, and faculty and participating actively in student‑facing experiences, including residential life, assemblies, events, and other community gatherings.
• Reports to the Head of School and supports their advancement of the strategic priorities.

QUALIFICATIONS

Professional Qualifications

• Significant background in academic or divisional leadership, ideally in an independent school or specialized educational setting, with a track record of leading with vision, sound judgment, and integrity.
• Exceptional communication and collaboration skills, with the ability to navigate complexity, build trust, align diverse perspectives, and partner effectively with senior leadership, faculty and staff.
• Demonstrated strategic and execution skills, with the ability to translate priorities into action, establish accountability, manage multiple initiatives, and sustain momentum.
• A record of developing faculty and instructional leaders through coaching, observation, feedback, professional learning, and distributed leadership.
• Appreciation for and commitment to understanding dyslexia, language‑based learning differences, and other learning differences, including familiarity with evidence‑based approaches and a commitment to continued learning in the field.
• Proficiency in using data, technology, and organizational systems to strengthen programs and student outcomes, with the judgment to evaluate effectiveness, adopt new systems thoughtfully, and balance quantitative evidence with professional expertise and knowledge of individual students.
• An advanced degree in education or a related field is preferred.