Interim Director of Enrollment Management (Remote options considered)
Sabot at Stony Point
Location: Richmond, Virginia
Type: Full Time
Preferred Education: Masters
As a member of the senior administrative team and a direct report to the Head of School, the Interim Director of Enrollment Management is responsible for managing all facets of the admissions and re-enrollment processes, including management of the financial aid budget to achieve annual enrollment goals. This position develops and implements a mission-driven, data-informed and market-sensitive enrollment plan to reach targeted audiences for students PS-8.
This position has an immediate start date through June 30, 2022 with the opportunity to evolve into a permanent full-time position. Candidates interested in working remotely for the 2021 - 2022 school year will be considered.
Serves as a liaison to the board of trustees regarding admissions and enrollment;
Supports an admission process that encourages diversity, equity, and inclusion and aims to build a student body that reflects the diversity of Richmond, Virginia;
Coordinates four essential elements to ensure a competitive admissions process and the long-term health of the student body:
Manages the admissions funnel (the tracking of prospective students from applicant to enrollment and orientation);
Tracks and supports student retention;
Collect and analyze admissions and enrollment data;
Ensures marketing efforts reflect the goal of the admissions office.
Develops a strategic recruitment and coordinated communications plan to reach targeted audiences, including identifying and implementing best-practice web-based technologies;
Formulates annual Admission and Enrollment Action Plans with measurable goals and objectives;
Supervises school Registrar;
Oversees and develops the enrollment management budgets;
Collaborate with senior leadership team;
Stewards relationships within the organization and develops connections with current and prospective families; engages advancement, alumnae relations, faculty, administrators, and the HOS’s office as appropriate; develops and executes an all- school enrollment management model;
Communicates institutional timelines for enrollment and parent processes ensuring that decisions are made and communicated both externally and internally in a mission appropriate manner;
Partners with the Director of Finance and Operations in the implementation of pricing, projections, and financial aid strategies;
Maintains sophisticated data models and statistical information regarding the School’s enrollment trends and utilizes them in decision-making about enrollment strategy, resource use, and planning efforts;
Understands and informs the administration, board and community about research and demographics and admission and enrollment trends, ensuring that changes and challenges are anticipated, understood, and addressed;
Represents the School at public events, on and off campus;
Encourages relationships with counselors and consultants including regular visits with Heads of School and placement counselors;
Enhances the School’s good standing in relevant professional organizations;
Communicates clearly and enthusiastically to all staff and prospective students;
Performs related duties as assigned.
Please submit the following materials, each as its own PDF to "[email protected]", using the subject line, "Interim Director of Enrollment Management."
Three professional references
Education and Experience:
A Bachelor's degree from an accredited college or university in education or related field required. Master’s degree or higher preferred. Must possess a minimum of five years of progressively responsible admission, enrollment, marketing, and financial aid experience, in an independent school or college environment.
Virginia driver’s license
Must be able to complete a background check
Ability to travel as needed
Knowledge, Skills and Abilities:
A willingness to participate fully in a dynamic day school located in Richmond, Virginia;
An ability to work collaboratively with other school community members;
A desire to foster high ethical standards, integrity, and respect for colleagues, alumni/ae, parents, and students throughout the admissions process;
A knowledge of the culture and climate of an independent school and the broader educational environment;
An awareness and sensitivity to economic, cultural, and other issues present in the enrollment of a diverse student body;
Excellent communication skills, both orally and in writing;
Ability to multitask, keep calm under pressure and treat everyone with respect;
A curiosity, a positive attitude, flexibility and a good sense of humor.
Regularly required to stand, walk, reach with hands and arms and stoop, kneel, crouch, or crawl. Frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds.
Sabot at Stony Point is a school designed to sustain children’s quest for meaning and understanding, harness the power of their theories and ideas, and guide their inquiry and research. In an environment that supports collaboration and respectful exchange, we challenge our students to become effective communicators and disciplined thinkers, capable of solving problems in our increasingly complex world.
Sabot has about 180 students and roughly 40 employees. As we grow, we are dedicated to the goal of building a culturally diverse and pluralistic team committed to working in a multicultural environment. This faculty member will join a cohesive, committed, and talented community.
Our Reggio-inspired, social-constructivist curriculum is inquiry-based and driven in part by the children’s interests. We emphasize collaboration and recognize the gifts that each child brings to the group. Our approach is one that recognizes the whole child and focuses first and foremost on social and emotional learning and relationships as the necessary foundation for education.
Sabot is an educational home for teachers drawn to relationships and practices that are rooted in un...ifying beliefs about children and learning, are based on current neurological and educational research, and are reliant on our teacher-researchers’ collaborative problem solving and creativity. Sabot teachers are both guides and fellow travelers in the collaborative learning process and make students’ learning visible to themselves and others. We view teaching not as a static set of skills, but as a dynamic process, manifested in our culture of research and our commitment to teacher development.