| Greenwich Country Day School is an independent, co-educational day school with a current enrollment of approximately 1,200 students in grades N-12, and a faculty and staff of over 300. The original Old Church Road campus is home to grades N-8, and the new High School is located less than two miles away on Stanwich Road. Founded in 1926, Greenwich Country Day School is a family school where creative teaching is encouraged and used to foster a love of learning, motivate children toward academic excellence, and develop the whole child. The school provides the opportunity for purposeful and personal learning in a joyful environment, with emphasis on the development of character, values, creativity, and sportsmanship along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose. 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. Due to the expansion of the high school program, Greenwich Country Day School seeks an Upper School Art Studio Teacher, Grades 9-12, to start August 2020. The idea candidate will be a generalist who possesses the ability and enthusiasm to incorporate a focus on key interdisciplinary areas such as Architecture, Digital Design, film, and Data Visualization into the teaching of Studio Art. GCDS is looking to engage with candidates who employ an entrepreneurial mindset in their approach to education and would bring that skillset 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 of a 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: - 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
- 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
Responsibilities Include: - 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
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