Colin "Max" Roach has over 15 years of experience in education, including serving as Head of School for Jackson Hole Community School from 2014-2015. He holds a Master's degree in Educational Management and Innovation as well as a Bachelor's degree in Education. His experience also includes serving as Upper School Director for Darlington School from 2011-2014 and in various roles at Wasatch Academy from 2006-2011, including as Dean of the Department for Teaching and Learning.

1. Colin “Max” Roach
2015 South 500 East
Salt Lake City, UT 84105
Email: roach.max@gmail.com
Phone: (307) 690-6581
Education
M. Ed. 2006-2009: Western Governors University. Salt Lake City, UT.
Master of Educational Management and Innovation
B. A. 1995-1999: Westminster College. Salt Lake City, UT.
Sterling Scholar, State of Utah: Academics and Art
Major: Bachelor of Education. Minor: Art
Utah State Teaching License: Elementary Education
Diploma (NHS and Honors). 1991-1995: Wasatch Academy. Mt. Pleasant, UT.
Independent Boarding/Day College Preparatory School
Professional Experiences
2014-2015: Head of School
Jackson Hole Community School. Jackson, WY.
9-12 Co-ed. College-Preparatory Day School. 101 Students
www.jhcommunityschool.org
Highlights and Significant Programmatic Achievements:
Strategic Planning/ School Sustainability:
• At the board’s direction, I designed a strategic plan to transition the school “from
startup to sustainability,” with input from various stakeholders. This was
particularly challenging as the founding head of school remained active with the
board members, prominently known in the community, and the administrative
team consisted of founding members as well.
• Steered the board’s committee chairs and school administrators in improving
board reports.
• Collaborated with the board and administrative team to redraft and refine the
Mission Statement.
• Led the administrative team and faculty in redrafting the school’s Philosophy
Statement.
• Guided the student government in the creation of a school motto, based on the
new Mission (two final drafts are ready for review and approval by next year’s
student government).
Infrastructure:
• Assessed the administrative structure and balanced the need to enhance the senior
administration without increasing the FY15/16 salary line.
• Added the dean of student life position to enhance student culture and cohesion,
thus improving retention and marketability (issues which I inherited as Head).

2. • Created and led a task force (with outside fundraising consultant, board, and
administrative team) to bring clarity of structure and maturity of process and
strategy to the school’s advancement office, and to align it with industry
standards.
Finance/Advancement:
• Brought equity into the pay scale.
• Restructured financial accounting to align with industry-standard best practices.
• Launched zero-based budgeting which improved institutional responsiveness and
faculty ownership of the budgeting process.
• Collaborated with the team in finishing the year under budget, despite unforeseen
expenses.
• Finished the year with the school’s first significant operational reserve due to
greater-than-needed fundraising.
• Reenergized and successfully completed a stalled fundraising campaign to ‘erase
the debt’ associated with building construction.
• Led initiatives to develop relationships with major donors.
• Expanded the donor-base with new donors in the $10,000- $25,000 gift range.
• Secured multiple $50,000 and $100,000+ gifts.
Program/ Teaching:
• Supported the expansion of the student orientation, from three days to one week,
in an attempt to ease incoming student’s anxiety and better prepare them for entry
into a rigorous college-prep experience.
• Collaborated in and supported the development of new student life programming
specifically designed to increase school spirit and address notable flagging student
cohesion.
• Collaborated with the dean of faculty in assessing faculty effectiveness
• Expanded Mandarin language program to offer graduation language-requirement
choice for the first time at the school.
• Served as an academic and personal advisor to eight (mixed grade and gender)
students.
• Sponsored and coordinated the documentary film making “Minimester,” a
weeklong experiential education tradition at JHCS. Emmy Award-winning
filmmaker, Daniel Schmidt, an assistant, and I led students in learning about and
creating documentary films.
• Sponsored and led the Community School Ukulele Club.
Community Outreach:
• Inducted into Rotary Club International and quickly integrated into local business
community.
• Selected to Chair the rotary scholarship raffle: Dollars for Scholars. In this effort,
I was recognized for uniting Jackson’s two public and two independent high
schools, publicly, during a time of escalating conflict regarding independent
school students’ participation in public school activities/athletics.

3. • Developed relationships with local police, sheriff’s offices. This effort paid off on
numerous occasions when they would call me directly to discuss issues process
before taking action (i.e. one of our teachers took a class onto the local public
school field with BB guns and could have sent the district into lockdown, student
arrest, explosion of propane facility next door, etc.).
• Created a partnership with the executive director of Jackson Ski and Snowboard
Club, and their educational coordinator, so as to better serve and support student
athletes.
• Coordinated with leadership from two other local independent schools to respond
to Teton County School District Board dispute over combination school
agreements, for activities/sports participation. Collaborated with fellow heads,
their board leadership, and counsel to insure the school de-escalated the conflict
while preparing to challenge an impending unfavorable change to TCSD policy.
2011-2014: Upper School Director
Darlington School. Rome, GA.
Pk-12 Day/ Co-ed. Boarding School. 858 Students
(approximately 500 in Upper School).
http://www.darlingtonschool.org
Highlights and Significant Programmatic Achievements:
• Participated in executive level discussions and decisions regarding the sale of
Darlington’s lower school campus and subsequent consolidation of two
campuses/programs.
• Collaborated to develop a new daily schedule that better met the needs of
Darlington’s people and programs while also reflecting sensitivity to
developmental needs of teenagers.
• Launched project-based learning initiative as a vehicle for delivering 21st
century
skills within a traditional college-preparatory environment.
• Developed and initiated 2 year rollout of “Nextbook” initiative (various digital
solutions), phasing textbooks out of use, in conjunction with 1-1 laptop rollout
and reframing of teaching methodologies.
• Collaborated in the revision of a teacher performance review rubric and
performance-based pay system. Implementation of this rubric improved
transparency and empowered teachers to have an increasingly active role in their
performance review and resultant pay increase.
• Developed a formula to calculate faculty workload and used the data to lead
department chairs’ managerial decisions and team-building exercises. This also
aided standardization of evaluation criteria across departments.
• Overhauled the registration process, its timeline and connected registration for the
coming year’s classes with the submission of reenrollment contract and deposit.
Registration was moved online, streamlining data collection and empowering
parents to be more involved and informed. This allowed for more efficient and
earlier creation of the master schedule. This also promoted earlier submission of
contracts and deposits for the coming year.

4. • Instituted a team of grade level deans with the mission of guiding faculty advisors
and increasing accountability in the student performance/ adjustment assessment
and intervention.
• Restructured and continued to refine the student intervention process.
• Partnered with Berry College to become a teaching and mentoring school for their
College of Education. Student teachers were screened and placed in all
departments as possible and appropriate.
• Collaborated with program directors and department heads to improve services to
ESL student population.
• Led a collaborative revision of the student handbook, fixing several confusing,
redundant, contradicting and missing policies. The handbook was completely
reformatted for ease of use and made available for download in PDF and eBook
formats for easy reference.
• Reintroduced the function of the division director in assessing faculty through
classroom observations (some teachers reported not having been observed in 17
years).
2006 -2011: Dean of Department for Teaching and Learning, 2009-2011
Learning Center /Schools Attuned Director, 2007-2011
Learning Strategies Teacher/ Learning Specialist, 2006-2007
Wasatch Academy, Mt. Pleasant, UT.
8-12 Co-ed. Boarding/Day School. 250 Students.
http://www.wasatchacademy.org
Highlights and Significant Programmatic Achievements:
• Developed a curriculum for “Learning Strategies” courses, which taught students
about the brain, the mind, its functions, and applying specific strategies for
specific areas of difficulty.
• Created and charged with the administration of the Teaching and Learning Center,
together with its comprehensive programs, and earned Wasatch Academy the
designation of being an “All Kinds of Minds School of Distinction.”
• Implemented a teacher training and support system (highlighted in a book by
Mary-Dean Barringer entitled, Schools for All Kinds of Minds).
• Trained all teachers and advisors in the Schools Attuned subject specialist path.
• Developed school-wide framework for training teachers to understand and work
with differences in learning in conjunction with a curriculum and system for
struggling students to work with teachers. This work received specific
commendations during a PNAIS accreditation review.
• Mentored teachers on all aspects of teaching, from curriculum design and
materials selection to differentiated assessment strategies.
• Created a Learning Profile Database that tracked all student interventions using a
whole-child, clinical approach.
2000-2006: First Grade Teacher
Salt Lake City School District. Elementary, Public.
www.slcschools.org/

5. Highlights and Significant Programmatic Achievements:
• Received Master Teacher recognition.
• Selected to Join University of Utah’s College of Education as an Adjunct
Professor of Education.
• Trained student teachers.
• Developed and implemented a conflict resolution and self defense class for
elementary-aged students based on the principles of a traditional Japanese martial
art called aikido: “The Way of Harmony.”
1999-2000: First Grade Teacher
Granite School District. Elementary, Public.
www.graniteschools.org
Continuing Education
• NWAIS, New Heads Institute. Alderbrook Resort. Union, WA. 2014
• SAIS, Administrative Leadership Institute. Emory Conference Center. Atlanta,
GA. 2013
• High Performance Work Place Leadership Workshop. South Eastern Mills. Rome,
GA. 2013
• GISA, Head of School and Board Workshop. Woodward Academy, Atlanta, GA.
2013
• Vanderbilt University’s Peabody College of Education and Human Development.
Peabody Fellow of Independent School Leadership. TN. 2012
• University of Utah. Salt Lake City, UT: Graduate Level Studies: Post Graduate
Teaching Endorsement: English as a Second Language, 2003-2004
• All Kinds of Minds, Schools Attuned Facilitator Development Academy. Chapel
Hill, NC. 2007
• All Kinds of Minds, Schools Attuned Subject Specialist Certification. Chapel
Hill, NC. 2006
Additional Professional & Administrative Experiences
2007-2011: All Kinds of Minds, National Teaching Faculty
2007-2010: All Kinds of Minds National Board of Facilitator Advisors
2003-2006: University of Utah, Adjunct Professor of Education
Certifications
• Current: Wilderness First Aid (NOLS) and CPR Certified (Red Cross)
• 2013: Draco Group School Safety Training
• 2006-2009: Wasatch Academy Educator Professional Development Fellowship
Recipient
• 2006: Utah Performance and Assessment System for Students, Certified
• 2002: Community Emergency Response Team Certified, Federal Emergency

6. Management Agency
Educational Conferences Attended
• NWAIS Spring Heads Meeting and Conference. Union, WA. 2015
• NWAIS Fall Heads Meeting and Conference. Seattle, WA. 2015
• The Association of Boarding Schools Conference. Washington, DC. 2012
• GISA Conference. Atlanta, GA. 2012
• The Association of Boarding Schools National Conference. Boston, MA. 2011
• All Kinds of Minds National Conference. Chapel Hill, NC. 2010
• Learning & the Brain: San Francisco, CA. 2009
Personal Interested and Hobbies
• Hiking, biking, backpacking, snowshoeing, mountain biking, river rafting,
technical canyoneering, snowboarding
• Adventuring with my wife and four boys
• Ukulele
• Classical Japanese martial arts
• Travel
• Motorcycling
Classical Japanese Martial Arts Instruction
• 2005-2006: Westminster College, Aikido Program Founder
• 2001-Current: Mountain Wind Dojo Group, Aikido and Iaido Chief Instructor
• 4th Degree Black Belt Iaido. Teaching Title: Shidoin (Official Instructor)
• 4th Degree Black Belt Aikido. Teaching Title: Shidoin (Official Instructor)
Publications
Books:
• Japanese Swords: Cultural Icons of a Nation: The history metallurgy and
iconography of the Japanese sword. Tuttle Publishing, December 2010
• Schools For All Kinds for Minds: Boosting student Success by Embracing
Learning Differences. Jossey Bass Publications, 2010. Author: Mary Dean
Barringer (Note: I was a quoted contributor and the programs I developed were
highlighted as exemplary)
Journal Articles:
• The Yama Oroshi Dojo and the art of Traditional Japanese Swordsmanship,
Shudokan Budokai Journal
• Iaido and Self-Actualization, the Interconnectedness of Self and No-Self,
Shudokan Budokai Journal
• Katsujin Ken, The Sword of Compassion, -Shudokan Budokai Journal
• Introducing the Japanese Sword, The Society for Japanese Arts- Andon Journal