Dawn
Brews

June 2022 – Present

Head of Lower School (K–5)

Crane Country Day School · Santa Barbara, California

Independent K–8 day school · Progressive and experiential · 157 students · 24 faculty in the Lower School

• Partner with the Head of School and Board on enrollment, facilities, and long-range planning; expanded the Lower School to a sustainable two-section-per-grade model, creating immediate capacity for at least 10 additional students
• Co-lead schoolwide professional growth strategy and manage a $250,000 annual professional-development budget; led implementation of a new K–8 faculty growth and evaluation framework supporting 65+ employees
• Achieved 100% faculty retention aside from relocation-related departures through intentional hiring, coaching, onboarding, and team development
• Oversaw Lower School literacy and mathematics improvement initiatives, strengthening structured literacy practices aligned with the Science of Reading and leading a mathematics curriculum review to improve instructional coherence across the Lower and Upper Schools
• Led improvements to Lower School family engagement and communication systems, increasing clarity, consistency, and connection and contributing to a 10% rise in families reporting a strong sense of belonging

July 2021 – June 2022

Acting Head of School (PreK–8) & Assistant Head

Moravian Academy · Bethlehem, Pennsylvania

Independent academy across three campuses · Approximately 400 students on the PreK–8 campus

• Assumed Acting Head of School leadership following an unexpected departure, providing organizational continuity across academics, personnel, facilities, operations, campus budget, strategic priorities, and community communication
• Supported post-merger integration of Moravian Academy and The Swain School, aligning programs, practices, and community expectations across school communities
• Strengthened cohesion across three campuses through new cross-divisional and cross-campus gatherings, shared traditions, and faculty collaboration
• Partnered with senior leaders and trustees to navigate enrollment and operational challenges and maintain community confidence during a significant leadership transition
• Strengthened the K–8 Spanish Immersion program; embedded UDL practices across divisions

June 2020 – July 2021

Lower School Principal (PreK–5)

Shanghai Community International School · Shanghai, China

PreK–12 international school · More than 1,500 students · IB PYP and WASC accredited

• Served on the All-Schools Administrative Council, contributing to strategic decision-making and inclusion initiatives across a community of more than 1,500 students
• Led the elementary division through the IB Primary Years Programme Self-Study and WASC re-evaluation, aligning improvement priorities with accreditation requirements
• Co-launched the Learning Support Academy with the Director of Student Support Services — adding 2 FTE, designing dedicated learning spaces, and establishing services for an initial cohort of 7 students with significant support needs
• Built faculty and family understanding of inclusive education, generating approximately $700,000 in annual tuition revenue while strengthening the school’s culture of belonging
• Supervised and developed more than 60 faculty members through onboarding, professional learning, evaluation, and Cognitive Coaching

2016 – 2020

Elementary Assistant Principal & PYP Coordinator

Mont’Kiara International School · Kuala Lumpur, Malaysia

International school of 700 students · Approximately 400 in the PreK–5 division · IB PYP

• Led a two-year elementary transformation culminating in successful IB Primary Years Programme candidacy and authorization, guiding faculty through significant shifts in curriculum, pedagogy, assessment, and collaborative practice
• Oversaw divisional scheduling, operations, resource allocation, and budget for a PreK–5 program serving approximately 400 students
• Directed hiring, evaluation, onboarding, and professional growth for approximately 50 faculty members
• Chaired Student Support Services and redesigned referral and intervention processes, creating more timely and coordinated academic, behavioral, and social-emotional support
• Expanded family engagement through targeted workshops and schoolwide community events

June 2010 – July 2013

Language Curriculum Coordinator & Classroom Teacher

Renaissance College · Hong Kong

English Schools Foundation international school · Approximately 977 students in the Primary School

• Led schoolwide literacy improvement, using student data to inform strategy across a Primary School division of approximately 977 students
• Represented the school on the English Schools Foundation Language Committee, aligning literacy scope and sequence across 11 international schools
• Designed and facilitated professional learning and family engagement for approximately 45 faculty members and educational assistants

June 2002 – July 2008

Classroom Teacher

Hong Kong International School · Hong Kong

• Progressed from parent volunteer and teaching assistant to classroom teacher; helped redesign the teaching-assistant role to strengthen instructional support
• Founded the school’s St. Baldrick’s fundraising initiative, engaging the community and raising nearly $100,000 for pediatric cancer research in its first year