Scott Goode

Seattle Academy of Arts and Sciences

Seattle, Wa

Assistant Head of the Upper School · July 2025 – Present

I serve as Assistant Head of the Upper School for a 9–12 program serving approximately 860 students. As a key member of the Upper School leadership team, I guide day-to-day operations, student support systems, and school culture in close partnership with the Head of Upper School. My work includes leading behavior and discipline systems with particular attention to social-emotional well-being and clear, consistent expectations for students and adults. I co-lead a distributed leadership team that includes Grade Level Deans and Coordinators, a Lead Coordinator, a Dean of Teaching and Learning, a Dean of Academics and Differentiated Curriculum, and 13 department heads, supporting roughly 140 Upper School faculty and staff through regular coaching, goal-setting, and feedback.

In collaboration with Counseling, Learning Support, and teaching teams, I help coordinate academic, social-emotional, and behavioral supports that center student voice, self-advocacy, and belonging. I also lead cross-functional work on policies and processes such as schedule-change procedures, academic integrity guidelines, and exam calendars, all aimed at clarifying expectations and improving the Upper School experience. Recently, I played a central role in opening SAAS’s new $114M Upper School building and unifying the school’s 6–12 programs on a single city block, designing and refining procedures for shared spaces, supervision, lunch service, and daily operations for more than 1,300 students on one campus.

Study Skills Teacher · August 2024 – June 2025

Before moving into my current role, I taught in the Upper School Study Skills program, leading intensive small-group classes (5:1 student–teacher ratio) for a cohort of 25 students in grades 9–12. In that work, I built strong, ongoing relationships with students while helping them understand their learning profiles and develop executive functioning skills, academic strategies, and self-advocacy so they could manage rigorous coursework more independently. I introduced and helped align practice around a shared executive functioning framework, shifting support from reactive homework triage to proactive, skills-based instruction in planning, organization, and communication with teachers.

I collaborated closely with Counseling, Learning Support, classroom teachers, and families to align Study Skills goals with students’ overall academic programs and course loads, and I used regular goal-setting, feedback, and reflection cycles to build students’ metacognition and self-regulation around workload and stress.

The Howard School

Atlanta, GA

High School Principal (2017–2024); Interim Assistant High School Principal (2016–2017); Lead Science Teacher & Coach (2005–2016); Middle School Assistant Teacher (2003–2005)
October 2003 – July 2024

Over more than two decades at The Howard School, I moved from classroom teacher and coach into the role of High School Principal in a specialized program serving students with language-based learning differences. As Principal, I provided academic and cultural leadership for a growing division, overseeing curriculum and instruction, student wellness, co-curricular programming, scheduling, budget oversight, and the daily operations of the high school. I recruited, hired, onboarded, and evaluated a cross-disciplinary team of more than 30 faculty and specialists, including teachers, learning specialists, speech-language pathologists, and counselors, with a consistent emphasis on collaboration, strong pedagogy, and professional growth.

I helped design and implement community-centered SEL and discipline practices that shifted the division toward positive discipline and restorative approaches, strengthening belonging and student voice. During my tenure, I managed high school enrollment growth from roughly 60 to 125 students, including staffing plans, schedule redesign, and new programmatic opportunities, while sustaining a healthy student and faculty culture. I guided the opening of a new high school building and cafeteria, collaborating with development, finance, operations, architects, and builders, and leading furniture and space planning as well as the physical move into the new facility.

Earlier in my Howard tenure, I co-developed a PreK–12 science curriculum that included rotating interdisciplinary themes across divisions and inquiry- and project-based upper school courses in astronomy, biology, chemistry, physics, and environmental science. I partnered closely with college counseling on standardized testing logistics, transcript audits, and forward course planning to support students’ “next steps.” Throughout my roles as advisor, teacher, and coach, I mentored students in academics, environmental initiatives, and athletics, with a particular focus on leadership, teamwork, and “fit for life” wellness in track & field, cross country, and soccer.

Earlier Professional Experience

San Diego, CA & Atlanta, GA

Before moving into independent school education, I worked in scientific, technical, retail, outdoor education, and youth development roles. These included quality assurance work at Bayer Pharmaceuticals; web, sales integration, and technical support positions with NetObjects/Sitematic and Printable Technologies; retail work as a bicycle technician and visual specialist at REI; and outdoor leadership and camp roles with UCSD Outback Adventures and YMCA Camp Marston. That early experience sharpened my attention to detail, comfort with technology, and commitment to experiential learning and student wellbeing, and it continues to inform my leadership in schools.