Upper School Media Lead, Grades 9-12 - Greenwich Country Day School. Greenwich Country Day School is an independent,
co-educational day school with current enrollment of 900 students in
grades N-9 and a faculty and staff of over 200. As of September 2019,
GCDS will expand to include a high school program for grades 9-12,
resulting in a projected overall school enrollment of up to 1200. The
high school will be on a separate campus, less than two miles from our
existing property.
Founded in 1926, Greenwich Country Day School is a traditional
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.
Due to the addition of a high school program, Greenwich Country Day
School seeks an Upper School Media Lead, Grades 9-12, to start August
2019. This is a part-time position intended to work in tandem with the
Maker Lead. The Media Lead will build capacity of faculty and students
by pushing out to support all. Successful candidates will possess
content and pedagogical expertise and a dedication to collaboration
across curriculum. Interdisciplinary proficiency is highly desirable.
In addition, each GCDS faculty member is expected to demonstrate
ability in the following areas: Understands, champions, and implements
GCDS Design Principles. Fosters and stewards a culture of mutual
respect, equitable practice, and joy in and out of the classroom.
Cultural competency skills to collaborate effectively across
differences. 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.
Responsibilities Include: Educating students and faculty with
regard to available and recommended media resources. Staying current
with the publishing world as well as developments within the media field
and sharing and using that knowledge accordingly to bolster our
programming. Ordering and maintaining inventory of books in our library
collection. Providing research support and guidance to students.
Collaborative work with Library colleagues, interdisciplinary faculty
teams, Upper School faculty and staff, and the broader school community.
Required Qualifications: Minimum of a Bachelor’s Degree or
demonstrated professional competency. Experience with inquiry-based
learning 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.
Preferred Qualifications: Advanced degree in education. Capacity to
teach multiple disciplines/subject areas. Work experience outside of
education. Mentoring or advising experience (with adolescents). Athletic
coaching experience valued and welcome. Demonstrated experience in
establishing collaborative relationships with external
partners/organizations in the design and implementation of learning
experiences.
Interested candidates are invited to send a cover letter and resume to: Susan Fahey Khanna, Director of Human Resources, skhanna@gcds.net. Apply here: https://www.gcds.net/about/employment.
