Due to the expansion of the high school program, Greenwich Country Day School seeksan Upper School Math Teacher, Grade 10, to start August 2020. Ideally this individual would have the capacity to teach all levels of Mathematics through Calculus.
GCDS is looking to engage with candidates who employ an entrepreneurial mindset in their approach to education and would bring that skill set to teaching in our interdisciplinary and project/problem-based Upper School program. Successful candidates will possess content and pedagogical expertise, a dedication to collaboration, and a creative and flexible approach to curriculum design and instruction. Interdisciplinary proficiency is highly desirable. Diversity is a core value at GCDS and we seek candidates who demonstrate a commitment to equity and inclusion. GCDS is pleased to offer transportation support and accommodations, as needed, along with an introduction to the local area, for those candidates who travel from outside of the region for on-campus employment interviews.
Candidates are invited to use their cover letter to comment on any or all of the following. Sharing of portfolios or other evidence of personal or student work is also welcome and encouraged.
GCDS seeks to blend disciplines across STEM, Engineering, Humanities, World Languages and the Arts. Provide an example(s) of recent success teaching and reaching across disciplines to create and deliver a compelling educational experience for students.
Provide an example of project-based and/or problem-based learning in which your students are currently engaged.
Provide an example ofa project, curriculum, or program(s) you have designed and/or meaningfully supported to provide students with an experiential learning opportunity(ies) involving real world challenges and problems.
Provide a current example(s) of your implementation of culturally responsive curriculum/classroom practices that foster cultural competency (awareness, appreciation, ethics, collaboration, and respect.)
Each GCDS faculty member is expected to demonstrate ability in the following areas:
Fosters and stewards a culture of mutual respect, equitable practice, and joy in and out of the classroom
Demonstrates cultural competency and is able to communicate and collaborate effectively across difference
Sets high expectations for learning, academic achievement, and character development
Exhibits strong working knowledge of student cognitive development and learning preferences
Identifies and supports students’ social, emotional, and academic needs
Provides timely feedback to students, and collaborates with faculty to offer specialized support in pursuit of each student’s learning goals
Implements a wide array of pedagogical tools and strategies in appropriate and effective combinations
Facilitates and designs effective group/collaborative work and productive dialogue among students and teachers
Communicates effectively with students/families about classwork, learning goals and student progress
Demonstrates content knowledge and expertise; and scaffolds curriculum to ensure progress towards mastery
Ensures that reading and writing are aims across the curriculum and learning design
Collaborates and plans actively for learning with teachers and students
Implements backward design to align all lessons, activities, and assessments
Designs formal and informal assessments that measure student progress; employs a variety of formative and summative assessments to gauge student progress toward mastery
Fosters student growth through structured opportunities for reflection, including Student-Led Conferences and Presentations of Learning
Provides opportunities for student engagement through “Voice and Choice”
Creates relevant and authentic learning experiences; is able to include and/or connect with outside experts and resources towards this aim
Showcases student work within the community and prepares students to exhibit and communicate effectively
Instructional responsibility in content area
Oversight of the development and progress of each child
Assessment of all students’ progress in both written and verbal reports
Communication with parents
Collaborative work with colleagues on grade level, departmental and interdisciplinary faculty teams, Upper School faculty and staff, and the broader school community
Full participation in athletic or co-curricular programming in addition to classroom role
Minimum of a Bachelor’s Degree
A minimum of 3-years successful classroom teaching experience with students in this age group, or demonstrated professional competency
Experience with inquiry-based and/or project-based learning
A passion for learning and the ability to motivate and inspire students
Excellent written and verbal communication skills
Commitment to building a diverse, equitable and inclusive school community
Willingness to take on multiple roles within the school
Personal traits appropriate for nurturing the growth of children - must be energetic, creative, flexible, patient, and have an inexhaustible sense of humor
Advanced degree in academic/research field and/or professional experience within your discipline/area of practice
Demonstrated capacity and desire to teach across multiple disciplines/subject areas
Advising experience (with adolescents); Mentorship of team project design and execution
Athletic coaching experience
Demonstrated experience in establishing collaborative relationships with external partners/organizations in the design and implementation of learning experiences
Interested candidates are invited to use the link provided to send a cover letter and resume to:
Susan Fahey Khanna, Director of Human Resources
About Greenwich Country Day School
Greenwich Country Day School is an independent, co-educational day school with a current enrollment of 1,200 students in grades Nursery-12 and a faculty and staff of over 300.The Old Church Road campus is home to grades N-8, and the high school is located less than two miles away on Stanwich Road. Founded in 1926, GCDS is a family school where creative teaching is encouraged and used to foster a love of learning and motivate children toward academic excellence. The school’s emphasis on developing the whole child results in attention to the development of character, values, creativity, and sportsmanship, along with strong academic skills.
GCDS is fortunate to have built a large endowment, which helps to fund competitive salaries and benefits; including housing support for academic faculty, a robust professional development program, and reimbursement for graduate school tuition. GCDS offers a substantial need-based financial aid program to support students from a range of socio-economic backgrounds. Diversity is a core value at GCDS and we seek candidates who demonstrate a commitment to equity and inclusion.