Employment

Reports to: CFOO

FLSA Status: Exempt

Position Status: Full-Time/Twelve Month Position

Position Overview

The Director of Safety and Security is responsible for the overall security of the School campus, personnel, and students. He/she serves as a key member of the Core Crisis Team, participating in all emergency/crisis planning, and serves as the liaison between the School and the local police and other emergency providers. The position is salaried and exempt.

Essential Duties and Responsibilities

Duties and responsibilities include but are not limited to:

• Secures campus and personnel by regularly patrolling campus including, but not limited to buildings, parking lots, athletic fields, monitoring surveillance equipment, inspecting buildings and access points, ensuring that windows and doors are locked (both electronic and conventional) and functioning as designed

• Always maintain a positive and courteous demeanor; practice open dialogue and understanding, and communicate with others in an honest, professional, and respectful manner.

• Demonstrate a high level of awareness, good judgment, and critical thinking skills in all aspects of the position.

• Assists with morning and afternoon carpool and traffic control

• Coordinate and participate in active shooter drills, fire drills, weather drills, etc. while providing and implementing recommendations to improve safety drills procedures.

• Responds quickly to alarms and to emergency calls; primary alarm company contact for reports of alarms

• Plan and execute a communication strategy for campus constituents including; best practice outreach program, educational communications, training, and customer surveys

• Accompanies personnel and students between buildings and to parking lots upon request

• Builds relationships with local law enforcement, and act as a liaison between CDS and local emergency services

• Participates in school wide crisis planning as a member of the Core Crisis Team; ensures that procedure manuals are updated when appropriate; reviews and updates security policies annually

• Ensures continuing education and training for security, fire and liability, and risk

• Manages parking, assists with scheduling and administering special event parking and traffic control and safety (including crowd control plans). Issues parking spots/stickers to employees and students (with input from the dean of students)

• Manage campus access control system by managing users as people leave CDS, begin their role with CDS, ensure appropriate changes are made to accommodate off-hours events, etc.

• Monitor camera systems, card access, alarm systems, emergency phones, and other related systems. Provide any recommended opportunities for improvement and expansion.

• Works with the CFOO and Controller on setting and managing the security budget

• Ensures appropriate coverage by scheduling him/herself and other security personnel based on weekly needs of the school; hires additional outside security when needed

• Monitors, reports, and follows up on behavior of suspicious people and vehicles

• Logs all observations, occurrences and surveillance activities and ensures security staff complete daily reports

• Politely directs visitors to appropriate check-in points; Ensure that all visitors to campus have proper identification and approval. Work with Administrative Assistants if anyone is flagged in SchoolPass.

• Partner with Human Resources to review reports and departmental activities to identify the need for internal investigations where there is a violation of federal, state, county, or city ordinances and laws, or violations of School policy, procedure, or protocol.

• Create, generate, and manage audits of all security software programs, emergency management and security programs, emergency response kits, services, and emergency preparedness initiatives.

• Manage, coordinate, and supervise the work of third party and/or on-staff community safety officers.

Requirements and Qualifications

The requirements listed below are representative of the knowledge, skills, and/or abilities required to perform the essential duties of this job.

• Must be able to perform each essential duty satisfactorily.

• Bachelor’s degree or higher; At least seven years experience in a supervisory capacity in a security or public safety organization

• Excellent management, communication, and public relations skills. 

• Ability to manage a departmental budget. 

• Ability to maintain strict confidentiality, to interface with a diverse constituency, and to represent CDS with integrity and professionalism

• A growth-minded approach, with interest in leading, teaching, and mentoring

• Strong technology skills with demonstrated ability to use multiple softwares and security technology. 

• Ability to communicate effectively with students in grades PreK-12, teachers, administrators, fellow employees, parents and guardians, alumni, trustees, and independent contractors. 

• Demonstrated cultural awareness, including knowledge of themselves and the cultural lenses they bring to interactions. Candidates will understand different perspectives; interact respectfully with cultures other than their own; and cultivate meaningful relationships with people who have had different cultural frameworks.

• Ability to detect problems and report information to appropriate personnel in a timely and effective manner. 

• Ability to quickly assess a situation and have an excellent sense of judgment. 

• Ability to gather data, compile information, and prepare reports concerning safety and security issues. 

• Ability to resolve complaints and concerns and/or refer complainants to appropriate school personnel. 

• Ability to work with others and independently.

• Demonstrated ability to accomplish goals and objectives within established priority and timeframes

• Excellent interpersonal skills, including the ability to establish respect, credibility and trust and maintain productive working relationships at all levels of the school

• Ability to work extended hours, as needed. 

• Familiarity with protocols for communication and working with local, state, and federal law enforcement, life safety, environmental, and public health agencies.

Americans with Disability Specifications

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee will be required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

Working Conditions and Work Environment

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations will be made to enable individuals with disabilities to perform the essential functions of the job unless those accommodations would impose an undue hardship on the school.

Must ascend and descend stairs. 

Must be able to stand or walk for at least two hours without rest. 

As work is occasionally outside, must be able to tolerate and perform duties in extreme, as well as normal, weather conditions. The employee may be occasionally exposed to wet and/or humid conditions, fumes or airborne particles, extreme cold, and extreme heat.

Must be able to lift and carry items weighing up to 50 lbs. 

Noise level in the work environment is occasionally loud.

The Key Learning Center (KLC) in Asheville, NC is a 501(c)3 independent nonprofit organization that serves as an internationally-accredited resource for educators, students, and parents in the field of multisensory methodology, structured language intervention, multisensory mathematics, and language-based learning differences. KLC has been training teachers in dyslexia education for 22 years. 

KLC is housed on the campus of Carolina Day School and serves Western North Carolina and beyond.

Position Overview

KLC is seeking an Executive Director to lead the organization in partnership with a supportive Advisory Working Committee, an engaged Board of Directors, and a dedicated staff. The Executive Director will provide vision and direction for the agency, while playing a lead role in fund development, strategy, and operations. The position will be a 32 hour/week position.

The KLC Executive Director reports to the Head of School.

Essential Duties and Responsibilities

Duties and responsibilities include but are not limited to:

• Responsible for the fiscal, programmatic, and administrative operations of KLC and serves as one of its leading spokespersons.

• Provide leadership for KLC strategy, staff, programs, administration, and finances to ensure the successful execution of the mission.

• Lead and motivate staff to achieve their objectives by providing necessary resources, professional development opportunities, and performance management

• Provide a work environment that is respectful, and positive while supporting excellence, inclusion, and cultural competency.

• Perform the operational, clerical, and administrative tasks necessary to manage the organization and program accreditations.

• Engage with members of the KLC Board, committees, and volunteers to leverage their talents to increase funding from individuals, corporations, and foundations, to raise visibility, and to improve messaging, while building public awareness of KLC.

• Develop and implement a detailed annual budget with a matching fund development plan, while implementing a strategic plan.

• Ensure KLC programs are achieving clear, measurable results and reporting those results to the KLC Board and the community of funders, as well as those who are supported and impacted.

• When necessary, develop additional programs, outreach, and training that further support the mission.

Requirements and Qualifications

The requirements listed below are representative of the knowledge, skills, and/or abilities required to perform the essential duties of this job.

• Knowledge of dyslexia, the Science of Reading, and the Orton-Gillingham (O-G) approach.

• O-G credentialing or a willingness to pursue a minimum of the Associate Level of Orton-Gillingham coursework. Follow through with highest levels of credentialing with OGA and ALTA preferred.

• Possess the ability to speak with confidence and accuracy about the critical work of our organization.

• Excellent management, communication, and public relations skills.

• Excellent interpersonal skills, including the ability to establish respect, credibility and trust and maintain productive working relationships

• Demonstrated ability to fundraise through individual donor and foundation cultivation.

• Demonstrated ability to create and implement strategic plans.

• Ability to manage a departmental budget.

• Demonstrated ability to accomplish goals and objectives within established priority and timeframes

• Knowledge of educational trends and expertise in the field of learning differences.

• Familiarity working with nonprofit boards and using governance best practice or willingness to gain immediate training.

• Excellent verbal and written communication skills, including digital strategies.

Americans with Disability Specifications:

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

Working Conditions and Work Environment

Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually moderate.

For the 2023-2024 school year, we are seeking an experienced multisensory math teacher for a full time position at our Key School. We are looking for a person that is committed to lifelong learning, taking initiative, and is willing to embrace a variety of professional development opportunities.  Responsibilities will include teaching multisensory math classes, collaborating with our Key School team for shared responsibility of students, upholding Key School teaching expectations, and advisory responsibilities.  Candidates should be well versed in current teaching pedagogy, innovative program design, and diverse learning styles and profiles.

Our ideal candidate will have:

• A minimum of 5 years of teaching experience
• Bachelor's degree required / Master's degree preferred in education, math, and/or language-related areas
• Experience working with students with dyslexia
• Multisensory Math training / Orton-Gillingham coursework or willingness to pursue
• Initiative and willingness to pursue lifelong learning in dyslexia education

Other duties outside this description may be assigned as necessary.

Americans with Disability Specifications:

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

Work Environment:

Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually moderate.

For the 2023-2024 school year, we are seeking an experienced multisensory literacy teacher for a full-time position at our Key School. We are looking for a person that is committed to lifelong learning, taking initiative, and is willing to embrace a variety of professional development opportunities. Responsibilities will include teaching Orton-Gillingham based multisensory language classes, collaborating with our Key Lower School team for shared responsibility of students, upholding Key School teaching expectations, and advisory responsibilities. Candidates should be well versed in the principles of the Orton-Gillingham teaching approach, current teaching pedagogy, innovative program design, and diverse learning styles and profiles.

Our ideal candidate will have:

• A minimum of 5 years of teaching experience
• Bachelor's degree required / Master's degree preferred in education, reading, and/or language arts areas
• Experience working with students with dyslexia
• Multisensory language training / Orton-Gillingham coursework 
• Initiative and willingness to pursue lifelong learning in dyslexia education

Other duties outside this description may be assigned as necessary.

Americans with Disability Specifications:

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

Work Environment:

Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually moderate.

For the 2023-2024 school year, we are seeking an experienced multisensory literacy teacher for a full time position at our Key School. We are looking for a person that is committed to lifelong learning, taking initiative, and is willing to embrace a variety of professional development opportunities.  Responsibilities will include teaching Orton-Gillingham based multisensory language classes, collaborating with our Key Middle School team for shared responsibility of students, upholding Key School teaching expectations, and advisory responsibilities.  Candidates should be well versed in the principles of the Orton-Gillingham teaching approach, current teaching pedagogy, innovative program design, and diverse learning styles and profiles.

Our ideal candidate will have:

• A minimum of 5 years of teaching experience
• Bachelor's degree required / Master's degree preferred in education, reading, and/or language arts areas
• Experience working with students with dyslexia
• Multisensory language training / Orton-Gillingham coursework
• Initiative and willingness to pursue lifelong learning in dyslexia education

Other duties outside this description may be assigned as necessary.

Americans with Disability Specifications

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

Work Environment:

Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually moderate.

Department: Lower School

Reports To: Pre-K to 8th Principal 

The role of a lower school instructional assistant varies based on the particular grade-level assignment. In general, instructional assistants work extremely closely with their lead teacher partner to create an engaging, loving, organized, safe, creative, and exceptional classroom for students.  Instructional assistants are integral members of our grade-level teams, they work directly with students daily, and the overall lower school community in general. 

Essential Duties and Responsibilities include the following:

• Support the students, lead teacher, and grade-level team in all aspects of the school day.

• Prepare materials and lessons as instructed by the lead teacher within the time frame expected.

• Orton-Gillingham training preferred.

• Study the curriculum to assist students with questions and follow-up, grading and/or small group/tutorial instruction, as well as offer suggestions for improvements where needed.

• Create a welcoming and engaging classroom and hallway atmosphere that are student-driven.

• Maintain a flexible, positive, growth mindset when working with students, parents and colleagues.

• Possess a willingness to learn new skills through professional development, school visits, and teacher observations.

• Take the initiative to learn and use school technology in appropriate ways.

• Serve as the lead teacher when the lead teacher is absent.

Other Duties

• Maintains professional competence by attending staff development programs, curriculum development meetings, all-school meetings, and other professional activities as requested.

• Participates in various student and parent activities which occur in the school including parent meetings, student clubs, and after-school activities.

• Represent Carolina Day School both, on and off campus, in a positive and professional manner.

• Creates an effective learning environment through functional and attractive displays and activity/learning centers.

• Performs any other related duties as assigned by the Principal, Assistant Principal, or another appropriate administrator.

• Coaching at least one season of a sport working closely with the CDS Athletic Department is an option for the right candidate

Job Specifications

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities, who are otherwise qualified, to perform the essential functions.

Minimum Qualifications (Knowledge, Skills and/or Abilities Required)

• A Bachelor’s degree is preferred, in education or a related field. 

• Experience working in a school setting is preferred. 

• Must possess the ability to communicate effectively verbally and in writing. 

• Must possess the ability to establish and maintain effective working relationships with students, staff, parents, and the public.

Americans with Disability Specifications:

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

Work Environment:

Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually moderate.

For the 2023-24 school year, Carolina Day School is seeking an experienced, energetic, and dynamic Grade 1 Lead Teacher for our Lower School division. Responsibilities outside the classroom include recess, lunch, and carpool duty, serving on school committees, planning and supervising grade-level and division-level special events, and the opportunity to coach a team or teach an after-school class. Candidates should be well-versed in Inquiry-Based Learning pedagogy, innovative program design, and diverse learning styles and profiles.

Our ideal Grade 1 candidate will:

• Instruct students in the areas of literacy, math, science, and social studies with a strong emphasis on the early literacy skills for reading and the foundational math skills students need to be successful in the global community

• Experience with the Orton-Gillingham method of instruction is preferred but not required

• Experience with teaching the program “Math In Focus” is preferred 

• Partner with another lead teacher and two instructional assistants in the grade

• Facilitate student learning in a supportive classroom environment that promotes and models creative and innovative thinking

• Engage students in exploring real-world issues and solving authentic problems

• Understand various learning styles and academic needs and differentiate instruction accordingly

• Communicate clearly and effectively with students and parents

• Create a warm, caring, and inclusive classroom environment where all students feel safe and accepted

• Provide extra help to students as needed

• Engage in professional development

• Teaching experience in an independent school is preferred, but not required

• Master’s degree preferred, but not required

Other Duties

• Maintains professional competence by attending staff development programs, curriculum development meetings, and other professional activities.

• Participates in various student and parent activities which occur in the school including parent meetings, student clubs, and after-school activities.

• Creates an effective learning environment through functional and attractive displays and activity/learning centers.

• Performs any other related duties as assigned by the Principal, Assistant Principal, or another appropriate administrator.

• Coaching at least one season of a sport working closely with the CDS Athletic Department is an option for the right candidate

Job Specifications

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities, who are otherwise qualified, to perform the essential functions.

Minimum Qualifications (Knowledge, Skills and/or Abilities Required)

• Must possess a Bachelor’s degree, Master’s degree preferred, in education or a related field. 

• Prefer independent school experience. 

• Must possess the ability to communicate effectively verbally and in writing. 

• Must possess the ability to establish and maintain effective working relationships with students, staff, parents, and the public.

Americans with Disability Specifications

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

Work Environment:

Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually moderate.

For the 2023-24 school year, Carolina Day School is seeking a full-time Learning Specialist for students in grades 3 - 5 in our Lower School division. Responsibilities outside the classroom will include recess, lunch, and carpool duty, serving on school committees, planning and supervising grade-level and division-level special events, and the opportunity to coach a team or teach an after-school class. Candidates should be well versed in Inquiry-Based Learning teaching pedagogy, innovative program design (such as project-based learning), and diverse learning styles and profiles.

Our ideal candidate will have the following:

• Certified Academic Language Practitioner (Orton Gillingham certified)

• Multi-sensory Math trained

• Extensive experience working with students who have learning differences, both gifted and students who need remediation

• Excellent written communication skills

• Proven experience in working with classroom teachers to meet student learning goals

• Proven experience in navigating and creating accommodation plans; understanding of the laws regarding these plans, can parse details from psychological evaluations, and is capable of educating staff members on all of the above

• Proven experience communicating with parents and serving as a liaison between classroom teachers, parents, administrators, and students

• Experience with and knowledge of available technology supports for students who have learning differences

• Seasoned teacher with at least 5+ years of experience

• Perform other expectations of Lower School teachers including help with morning duty, rotating lunch duty, other team duties, and attend required meetings

• Develop a strong partnership with the lead teachers in grades 3 - 5

• Understand various learning styles and differentiate instruction accordingly

• Experience with Responsive Classroom is preferred, but not required

• Engage in professional development

• Teaching experience in an independent school is preferred, but not required

• Master’s degree preferred, but not required

Americans with Disability Specifications:

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

Work Environment:

Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually moderate.

Carolina Day School seeks a PK - Grade 8 STEM Teacher  to start the 2023-24 school year.  

The employee will serve as a teacher leader and specialist in the areas of science, technology, engineering, and mathematics. The employee will bring a positive, professional, and collaborative approach to a talented team of colleagues. The PK-8 STEM Teacher will also understand the importance of developing healthy, lasting relationships with students while inspiring them to reach their full academic and personal potential. The teacher acts as inventor, scientist, and touchpoint for STEM integration throughout the Lower and Middle School. 

Duties and Responsibilities

Reporting to the Lower School/Middle School Principal, the Pre-K to 8th Grade STEM Teacher will be responsible for the following:

• Collaborate with PK-8 grade teachers to plan and implement science curricula.

• Work closely with the Technology Department to design, develop, and implement educational technology initiatives aligned with the school's mission.

• Model and co-teach lessons and projects that integrate technology across all disciplines.

• Manage the creation of the Makerspace and direct it as a welcoming, inspiring, and creative space for student exploration.

• Develop and facilitate opportunities and programming, including partnerships with external organizations such as Odyssey of the Mind, Zaniac, and Asheville Maker Faire.

• Perform other assigned duties and responsibilities, including directly supervising PK-8 grade students.

• Embody the school's mission and core values of respect, integrity, service, excellence, and responsibility.

Qualifications: Experience, Skills, and Knowledge

• Bachelor's Degree in a related field required; Master's Degree preferred.

• Three (3) to five (5) years of related experience, including at least three (3) years of classroom experience, ideally in an independent school setting.

• Demonstrated skills and knowledge of a master level teacher, instructional coach, and active engagement in professional development.

• Proficient in at least one block-based coding language such as Scratch, Snap!, or Blockly, and at least one text-based coding language such as Python, JavaScript, or Java.

• Proven success working effectively with various constituencies, including students, faculty, staff, and parents.

• A thoughtful individual who embraces managed risk-taking, experiments with new ideas, and is excited to help a well-established and thriving independent school reach new levels of success.

• An approachable, collaborative professional who values teamwork, builds meaningful relationships, listens well, and respects differing opinions.

• A critical thinker with excellent communication skills and a high level of emotional intelligence.

• A hard-working professional who thrives in a fast-paced work environment with high expectations.

Americans with Disability Specifications:

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

Work Environment:

Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually moderate.

Carolina Day School is seeking a dynamic and energetic individual to serve as the next Assistant Principal/Dean of Students beginning July 2023. The Assistant Principal/Dean of Students is integral in maintaining a vibrant, safe and healthy upper school while building and promoting student culture. The Assistant Principal/Dean of Students must be guided by empathy, compassion, transparency, and fairness in order to promote the school’s mission and core values in order to support both Upper School students and faculty in a community that is grounded in respect and care.

Expectation of Employee

Given the wide-ranging scope of the Assistant Principal/Dean of Student roles and responsibilities, candidates must have proven experience in supervising and managing people and programs, a reputation for strong collaboration, and excellent written and verbal communication skills. Candidates must also be energetic individuals who enjoy building community, shaping culture, and supporting the personal growth and well-being of teens. The US principal and assistant principal work as a team as they lead an incredibly strong division. Therefore, this position is built around relationships and requires exceptional interpersonal skills as well as a warm, authentic, and engaging demeanor.

Essential Duties and Responsibilities:

• Serving as a member of the Upper School administrative team, attending weekly meetings and working on broader Upper School responsibilities

• Reassessing current leadership programs and review of current leadership training efforts

• Guiding and planning for Upper School advising program, from the generation of an advising curricular model to the execution of a rich and fully-formed advisory program, including teacher support and supervision

• Expanding opportunities for additional student leadership in Upper School, including roles that interact directly with the Middle School, Lower School. and Key School

• Providing training to faculty advisors and student leaders to build capacity for leadership

• Working closely with grade level deans to make sure no student “slips through the cracks”

• Serving as Faculty Advisor to the Student Government

• Reporting directly to the US Principal

Examples of Dean of Students Duties: These may shift or change depending on the partnership with US Principal

Head of the Honor Council

• Oversees all Honor Council cases. 

• Works with the student committee to help educate the students and faculty about the Honor Code

• Works with student, parents, and advisors when there is an Honor Code violation

• Meets and discusses methods for better programming with the Honor Council.

• Runs the selection process for helping the student body choose their Honor Council representatives

Head of the Student Government

• Holds and plans weekly meetings with the student gov’t representatives

• Runs election process each spring for stud gov’t reps

• Helps plan and organize student run events (extracurricular activities, spirit days, service opportunities, etc.)

• Leads student gov’t retreat to plan for the upcoming year.

• Expanding and creating further opportunities for student leadership

Advisory

• Acts as an advisor to a group of students

• Helps plan and organize programmatic/curricular ideas for advisory groups

• Helps place new students with advisors.

• Helps manage advisor/advisee issues

• Works with faculty to help promote positive relationships with advisees and parents

• Attends meetings that involve student concerns

Discipline

• Responsible for handling discipline cases both small and large.

• Day to day attendance and tardies to school

• Dress code violations

• Monitors in-class and hallway behaviors

Community Culture

• Helps to build and support the culture of the school

• Helps support and build community -- through design and creation of forums, assemblies, and other educational programs.

• Plans and creates orientation for new and returning students

College Counseling & other

• Working alongside the college counseling office to support the process for all grades.

• Writing recommendations for some of the rising seniors to help off-load some for the director of college counseling

• Supporting faculty on field trips and other off-campus experiential education experiences

Examples of Assistant US Principal Duties:  These may shift or change depending on the partnership with US Principal

• Works and supports the US principal in all aspects of the job

• Acts as the point person when the US principal is off campus or traveling

• Monitoring the day-to-day “business” of school

• Observe and evaluate faculty members in order to help improve pedagogy and practice

• Meeting with new families to help with scheduling, transition to CDS, orientation

• Working with admissions to help build the student body and retain current families.

• Curriculum development work with Department Chairs, US principal, and Curriculum Team

• Assists with scheduling changes for students

• Working alongside the registrar to oversee the running of the LMS

• Works and helps plan cross-divisional events 

• Helping to hire new faculty and retain current faculty

• Working with the principal to plan and coordinate awards assemblies, graduation, and end of year assemblies

• Accomplishes all tasks as appropriate. Other duties outside this description may be assigned as necessary.  

Qualifications:

Experience, Education and Licensure

At least five years of successful teaching experience; Bachelor’s degree in education or related field; master’s degree preferred. Evidence of successful leadership or strong leadership potential in a school-based setting; a track record of successful work with teenagers in a variety of settings, including recreational and extracurricular programs.

Skills

Strong organizational skills and a demonstrated ability to communicate effectively in spoken and written form; experience with various learning management systems, Google Suite, and MS Office preferred.

Americans with Disability Specifications:

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

Work Environment

Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually moderate.

Carolina Day School seeks a dynamic Upper School Mathematics teacher to join our faculty. We look to find an educator that can work with a full range of high school students and mathematics. For 2023-2024, anticipated courses may include Integrated Math 1, Integrated Math 2, Integrated Math 3, and PreCalculus. Specific courses will be determined yearly, based on the school’s needs while considering the candidate’s skills, knowledge, and interests. Additional responsibilities extend outside the classroom to include advising and involvement in student life.

Carolina Day emphasizes a collaborative, inquiry-based, and experiential approach to teaching and learning. CDS faculty are passionate about teaching and inspiring high school students—raising the bar for them to think critically and creatively and to excel in and out of the classroom. Candidates should demonstrate content expertise along with the ability to design varied, differentiated learning experiences and assessments. Competitive candidates are practitioners focused on professional growth who value designing and implementing innovative pedagogical initiatives.  Strong interpersonal, organizational, and management skills are essential, along with the willingness to participate fully in the community beyond the classroom.

Additional Duties and Responsibilities
Accomplishes all tasks as appropriate. Other duties such as serving as an advisor, a club sponsor, and attending or supervising a variety of school events may be assigned as necessary.

Qualifications
Competitive candidates will have significant mathematics expertise and education as well as a passion for working with young people.

Americans with Disability Specifications

Physical Demands:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
 
Work Environment:
Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate.