Employment

Carolina Day School is looking for a full-time Admission & Financial Aid Associate to begin on July 1, 2021. The associate is an important member of the Admission and Enrollment team. The ideal candidate will have exceptional customer service, organizational skills to support a smooth admission process for families, and the initiative to manage and complete tasks. This position will be responsible for managing the admission process for families inquiring/applying to our Middle and Upper School divisions. In addition, this position will manage the Financial Aid process for both new and returning families.

The Admission and Enrollment team members work together to create a positive environment where we encourage a growth mindset and goal-focused outcomes. As the first impression of Carolina Day School for prospective families, our team provides a welcoming environment and ensures that all families have an equitable experience while moving through the admission process. We are also active Wildcat community members supporting our students in their extra-curricular events and participating in school community gatherings.

Job Responsibilities

Admission/Relationship Management

• Manages the admission process for families inquiring/applying to the Middle and Upper School. This includes but is not limited to processing applications, setting up visits and admission testing dates for students, leading campus tours, and arranging admission committee meetings.

• Maintain contact with your funnel of inquiries and applicants, keeping them informed of upcoming admission and/or school events they can attend

• Assist Director of Admission and Upper School Principal by arranging for student ambassadors to help with student visits, family tours, and admission events

Financial Aid Duties

• Manage all financial aid applications, processes, and communications for both returning and applicant families

• In partnership with the Head of School and Director of Admission, develop and manage Financial Aid policies and procedures

• Review requests for financial aid of new and returning students; counsels parents as appropriate concerning the financial aid process

• Review all requests for financial aid and make presentations of the requesting family’s financial statement to the Financial Aid Committee

• Reports and provides weekly updates (during enrollment/re-enrollment season) regarding the financial aid budget to the Director of Admission 

• Coordinating financial aid data with Business Office staff

• Maintain the financial aid data and tracking system across multiple database platforms

Office Management and Team Support

• Serve as the first point of contact for the Admission team for families that inquire by the admission office email address, admission phone line, or the admission text app

• Take initiative to support team members and/or faculty/staff 

• Maintain documents and files in the admission database for the Middle and Upper School applicants

• Attend all admission-related events

• Represent Carolina Day School at school fairs and community outreach events

Qualifications and Experience

• Bachelor’s degree required, Master’s degree preferred

• 3-4 years of admission experience required

• 2-3 years of financial aid experience at an independent school preferred 

• Enjoys connecting and communicating with parents and students

• Excellent oral and written communication skills

• Fluency with Google workspace and Excel/Google Sheets required. Experience with School and Student Services by NAIS and Enrollment Management by Blackbaud desired

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.

While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time.

The noise level in the work environment is usually moderate.

Carolina Day School is looking for an Assistant Director of Advancement for Alumni, Parent, and Community Relations to begin on July 1, 2021.  This position will be responsible for designing, implementing, and directing a dynamic alumni relations, parent relations, and community-wide engagement program.  As the primary staff representative of alumni and parent constituencies, this position is also the primary manager of and liaison to the Carolina Day School Alumni Board and Parent Association.

This Assistant Director is responsible for the implementation and management of a strategic, mission-driven community engagement program at Carolina Day School. The position primarily works to ensure that CDS and predecessor school alumni and current CDS parents are engaged, connected, given the opportunities to volunteer, participate in programs, connect with each other and the school. This position also works to create outreach and opportunities that engage and connect CDS grandparents, parents of alumni (PALs) and friends. This position works directly with other advancement team members on behalf of the school’s overall advancement objectives, and in collaboration with other Departments such as Admissions and Athletics, as well as each of the school’s four divisions, to ensure that all community engagement activities are well understood and coordinated through a whole-school lens.

Roles and responsibilities involved in maintaining and expanding the CDS Alumni Relations program include: 

• Serve as the CDS staff manager of the Carolina Day Alumni Board & Association.

• Work closely with the Advancement Office team and the Carolina Day Alumni Board President to define and prioritize, implement and evaluate goals and strategic initiatives on a yearly basis.

• Develop and maintain involvement of the Carolina Day Alumni Board including volunteer recruitment and Board management.

• Schedule and manage Alumni Board meetings (4-5 times a year) in partnership with the Alumni Board President.

• Develop and implement a strategic communications program for alumni.

• Work with the Marketing and Communications Office to create the Alumni E-Newsletter and the alumni section of the Carolina Day School magazine.

• Work in collaboration with the Marketing and Communications Office to create and implement an electronically-based communication program, including but not limited to the Carolina Day Alumni social media accounts.

• Develop and manage a comprehensive alumni events program including out of out-of town alumni programs, Homecoming, and other alumni events included in current advancement plans.

• Work closely with the Director of Advancement and Director of Annual Giving to develop and plan a comprehensive alumni-giving program.  

• Work in partnership with the development officers to manage alumni and/or other constituencies who are interested in giving to Carolina Day.

• Manage the creation and building of a long-term relationship between Carolina Day seniors, their families and the school, and foster the Senior Class Giving program in coordination with the Director of Annual Giving.

• Gather stories and examples of alumni success to archive and/or share in school publications and social media

• Work in partnership with the database manager to ensure accuracy of alumni contact information.

CDS Parent Engagement roles and responsibilities include:

• Serve as the CDS staff manager of the Carolina Day Parent Association (PA).

• Work closely with the Advancement Office team and the PA President to define and prioritize, implement and evaluate goals and strategic initiatives on a yearly basis.

• Develop and maintain involvement of the PA including volunteer recruitment and PA Committee management.

• Develop and implement a strategic communications plan for PA.

• Work with the Marketing and Communications Office to create and implement an electronically-based communication program, including but not limited to the Carolina Day Alumni social media accounts.

• Develop and manage the comprehensive PA events program.

• Work closely with the Director of Advancement and Director of Annual Giving to develop a comprehensive parent participation giving plan.  

CDS Community-wide and other roles and responsibilities include:

• Plan and support the production of Advancement’s community engagement events, including Welcome Back to School, Homecoming, Holiday Hoopla Grandparents Day, Parent Appreciation Week, special campaign events, and other community events on the current advancement calendar working in coordination with Special Events Manager and other school divisions where appropriate.

• Collaborate with Special Events Manager in execution of community-wide events.

• Collaborate with Special Events Manager in implementation of community-wide event registrations, nametags, and seating arrangements.

• Assist with Spirit Store planning and management.

• Work with staff and volunteer leadership to conceptualize events, including the purpose, targeted audience, key themes and messages, location and timeline. 

• Participate in briefings of administrators, volunteers, and others on their roles in events, including, if necessary, that a process is in place to inform the entire department and other stakeholders are aware of the status of event duties and their responsibilities in those duties, with the help of the Special Events Manager. (Example: utilize a project management software or maintain a document with tasks/responsible staff/deadlines/status)

• Utilize and manage volunteers in appropriate roles to assist with event planning and implementation. 

• Work with Marketing & Communications to design and produce all event marketing materials, including save-the-date cards, invitations, etc.

• Create and execute annual and multi-year plans for community engagement and interpret and develop metrics to measure impact.

• Prepare written evaluations of designated events/programs. 

• Prepare financial reports on designated events/programs.

• Maintain complete constituent records in Raiser’s Edge NXT database.

• Assist in the execution of the school’s annual major fundraising event (each Spring), in partnership with the Director of Advancement and the advancement team.

The Alumni, Parent, & Community Engagement director will be a visible, collaborative community presence, forging relationships with faculty/staff, students, parents, and alumni that will facilitate high quality events and experiences for the school.  Hours at times will be variable- evenings and weekends may be required. Travel (2-4 times a year) may be required.

Qualifications:

1) Bachelor’s degree required, Master’s degree preferred.

2) Experience in volunteer management, event planning, marketing and communications, program management for a school or non-profit institution, or relevant, comparable experience.

3) Direct experience in alumni or community relations is strongly preferred, experience in or working knowledge of Development a strong plus.

3) CDS alumnus/a or alumnus/a of a CDS affiliate school strongly preferred.

4) Highly organized and self-directed, innovative and creative thinker with the ability to create and execute annual and multi-year plans.

5) Enjoys connecting and communicating with people, successful at relationship building, and comfortable with and effective in working with alumni of all ages.

5) Excellent communication and organizational skills.

6) Thrives in a fast-paced, high energy, fun environment with a proven ability to meet and complete multiple tasks with solid deadlines.

7) Comfortable with technology- applications, softwares, social media- required. Fluency in Google Workspace as well as Microsoft Word, Excel, and social media tools required. Working knowledge of constituency databases (such as Raiser’s Edge) strongly preferred;  experience with Raiser’s Edge, auction software, and desktop publishing desired.

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 and energetic individual for the position of Assistant Director of Advancement for Annual Giving for a July 1, 2021 start. As a member of the Advancement Office, the incumbent will provide leadership to all areas of charitable giving at CDS, with particular focus on the annual giving program, overseeing and coordinating the program’s logistics, volunteers, and strategies for solicitation, cultivation, and stewardship of annual donors, with a specific focus on increasing Leadership Circle level giving and participation. This position works closely with all members of the Advancement Office team, Marketing and Communications Office, parents and Trustees on the Annual Fund Committee, and reports to the Director of Advancement to set and achieve mutual goals such as developing a culture of philanthropy among CDS constituents acquiring new donors, renewing previous year and lapsed donors and building a pipeline of potential leadership volunteers, major gift donors,  and business sponsorship donors. The Annual Giving director will also be a primary leader in the development, execution, and maintenance of a Planned Giving program. This position requires significant collaboration with team members, faculty, parents, alumni, and other external constituencies.

Responsibilities include:

• Oversee and manage all aspects of the annual giving program, including goal setting and program development, team organization and timeline planning, mailings, phone-a-thons, volunteer recruitment and cultivation, financial and fundraising metrics and benchmarking, strategic planning, new initiatives, and one-to-one and one-to-many solicitation strategies, reporting to the Director of Advancement and in coordination with other team members. 

• Manage the segmented goals and messages within the annual fund efforts, particularly for Current Parents, Faculty & Staff, Alumni, Loyalty Club, and Community Partners (business donors).

• Lead the creation and implementation of both a yearly business plan and a long-range plan for charitable giving as a part of the overall development and advancement operations’ strategic planning process; develop strategies for increased donor retention and participation campaigns, including mail, phone, and personal solicitations.

• Lead efforts to enhance the culture of philanthropy through messaging, branding, and marketing of annual unrestricted giving, throughout the correspondence, solicitation materials, and scripts, print and online media, acknowledgments, regular communications, and reports.

• Work closely with the Director of Advancement to assist in the creation of a formal Planned Giving program and manage its ongoing efforts and goals.

• Work closely with and take direction from the Advancement Services & Donor Relations director to create portfolios, optimize data, perform ongoing analysis of fundraising progress to inform strategy, and develop and execute benchmarking projects involving peer schools. This includes year-to-year stats, donor to donor analysis, and pyramids.

• Manage a portfolio of 20+ annual giving Leadership Circle prospects and donors, providing ongoing stewardship and cultivation.

• Organize and manage the annual Parent Committee for the Annual Fund.

• Organize and execute annual stewardship events for Leadership Circle donors.

• Work closely with the Director of Alumni, Parent, and Community Engagement to strengthen alumni, parents of alumni (PALs), and grandparent engagement, from both a fundraising and friend-raising perspective. 

• Work closely with the Director of Alumni, Parent, and Community Engagement on the creation of a Senior Family Gift Effort, with a specific focus on senior student engagement.

• Strengthen and expand the alumni giving program including goal setting, letter writing, and solicitations. Develop and/or assist with a Young Alumni Giving program which includes the creation of philanthropy education programming and relationship building with current students.

• Attend Alumni Association Board and Parent Association meetings serving as the liaison and support the school’s fundraising efforts.

• Generate and proofread donor recognition data and lists for the Annual Report and Honor Rolls.

• Coordinate with Marketing and Communications on all website communications for all aspects of giving.

• Coordinate and manage special gift efforts in various constituencies, including but not limited to alumni, parents, parents of alumni, employees, grandparents, corporate partners, etc.

• Engage in all aspects of the donor gift cycle: identify prospective donors; initiate contacts with potential donors; move potential donors toward solicitation and closure, and maintain stewardship expectations with the goal of consistently renewing the donor base.

• Work collaboratively and cooperatively with the staff in other divisions and lead volunteers to fulfill the school’s mission, helping to determine and meet its fundraising goals.

Other responsibilities include:

• Increase and support the culture of philanthropy at CDS; educate constituencies about the importance of supporting the School.

• Help to identify prospects and volunteers for capital fundraising efforts.

• Maintain annual giving program supplies.

• Support and staff events run by the Advancement Office, including but not limited to Homecoming, Holiday Hoopla, and the annual Spring fundraising event.

• Other duties as assigned.

Essential Qualifications:

• A Bachelor’s degree, Master’s preferred

• 3-5 years of job-related experience in a nonprofit (preferably a school setting) working directly in Annual Fund and/or fundraising with demonstrated results and growth.

• Experience and demonstrated success specifically with face-to-face solicitations.

• Experience with volunteer management and working knowledge of and/or experience with Planned Giving and Capital Campaigns strongly preferred.

• Strive for excellence in terms of quantity, quality, accuracy, and timeliness of work produced; possess strong skills in planning, prioritization, organization, multitasking, efficiency, and follow-through in the execution of responsibilities

• Excellent interpersonal, verbal, and written communication skills.

• Excellent organizational skills, attention to detail, and ability to meet deadlines.

• Demonstrated track record as a self-starter, a creative thinker, and an action-oriented fundraiser with a sense of urgency and passion for implementing strategies and tactics. Self-motivated, flexible, and open to innovation.

• Demonstrated proficiency in Microsoft Office suite (Word, PowerPoint, Excel, etc…), Google Suite programs, and other possible software and online programs.

• Proficiency in fundraising software, preferably Raiser’s Edge and/or RE NXT.

• Ability to work independently and within a team.

• Willingness and ability to work both traditional and non-traditional business hours. Some night and weekend work and local travel are required for this position.

Preferred Qualifications

• Advanced degree and/or fundraising certifications.

• Demonstrated experience in various aspects of development, such as prospect identification and qualification, face-to-face solicitation; annual giving program management, event planning, and data analysis and metrics is strongly preferred.

• Experience in drafting and implementing strategic “change” plans, with clear objectives, goals, tactics, and benchmarks.

• Experience running annual fund operations.

• Track record in managing and motivating volunteers in a nonprofit and/or educational environment.

• Experience with moves management and/or comprehensive campaigns.

For the 2020-21 school year, Carolina Day School is seeking a full-time Learning Specialist for students in grades 6 - 8 in our Middle School division. Additional responsibilities will include recess, lunch, and carpool duty, serving on school committees, planning and supervising grade-level and division-level special events. 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

• 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 7+ years experience is preferred 

• Perform other expectations of Middle 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 6-8

• Understand various learning styles and differentiate instruction accordingly

• 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.

For the 2021-22 school year, Carolina Day School is seeking an experienced, energetic, and dynamic Grade 5 (Math) 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 candidate will: 

• Instruct students in the areas of math, science, and social studies with a strong emphasis on collaborating with a grade-level teaching partner and the co-curricular teaching team

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

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

• Partner with another lead teacher 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

• 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

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

2. Participates in various student and parent activities which occur in the school including Parent Meetings, student clubs, and after-school activities.

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

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

5. 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 2021-22 school year, Carolina Day School is seeking an experienced, energetic, and dynamic Grade 2 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 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 an assistant 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

• 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 2020-2021 school year, we are seeking an experienced 2nd grade math teacher and an experienced 3rd grade math teacher for full time positions at our Key School. We are looking for people that are committed to lifelong learning, taking initiative, and are willing to embrace a variety of professional development opportunities.  Responsibilities will include teaching multisensory math classes, collaborating with our KLS  team for shared responsibility of students, upholding Key School professional development 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 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 2021-2022 school year, we are seeking a full-time 4th Grade Language Comprehension teacher to join our Key School division. We are looking for an experienced Orton-Gillingham practitioner who is committed to lifelong learning, takes initiative, and is willing to embrace a variety of professional development opportunities.  Responsibilities will include assuming team responsibilities, attending team planning sessions, collaborating with our KLS team for shared responsibility of students, upholding Key School professional development expectations, assume responsibilities for a duty rotation, 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 or language-related areas
• Experience working with students with dyslexia
• Orton-Gillingham coursework and experience
• 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.

Carolina Day School is looking for a Pre-K through 8 Instructional Facilitator to start the 2021-22 school year. The position is an 11-month assignment, requiring a month of planning work each summer. 

The employee will serve as a teacher leader and specialist in math, science, reading, writing, or other specialized content areas and facilitates professional development related to the school’s instruction and curriculum goals aligned with demonstrated instructional/professional needs. As a specialist, the employee works with and supports other teachers and support staff in identifying, developing, and implementing curriculum, assessment, and instructional strategies designed to improve student learning in specific areas. As an instructional facilitator, the employee may work in a variety of elementary and/or secondary educational, individual, or team teaching settings. Instructional facilitators share in the responsibility for student safety and appropriate collaboration and attention to each student’s readiness to learn including needed guidance, discipline, and welfare. 

Duties and Responsibilities:  

• As a specialist in an assigned content area(s), the instructional facilitator develops and facilitates professional learning opportunities for administrators, teachers, and support staff in the curriculum, instruction, and assessment strategies that promote achievement for all students.

• The instructional facilitator collaborates with assigned classroom teachers in planning for specific student learning outcomes based on the assessed needs of individual students and the use of data and information to determine each student’s current knowledge and skill level, support student learning goals, and assess student progress. The assessment of student needs includes the use of school-approved assessment tools and strategies in addition to the teacher's own professional practice. Instructional facilitators may, as needed, conduct classroom instruction either for direct learning by students or for demonstrating effective intervention and teaching practices for classroom teachers. 

• The instructional facilitator works collaboratively in a professional learning community with other teachers, support staff, and others as appropriate, in addressing the needs of students, developing effective teaching and learning practices, and developing and implementing best practices. 

• The instructional facilitator assists teachers in using research-based instructional and learning strategies and content-specific, differentiated instruction in assisting teachers in planning, delivering, and assessing lessons and individual student success. 

• The instructional facilitator develops, obtains, maintains, and provides student data related to the specific content area(s). The teacher provides leadership in assessing the data on a PreK-8th grade basis to participate in and support the school improvement plan. 

• The instructional facilitator integrates school-approved and/or required technology into planning, learning, progress reporting, and required record-keeping activities. 

• The instructional facilitator actively participates as an advisor, resource specialist, and facilitator in faculty, grade level, department, and/or professional learning community meetings. 

• The instructional facilitator is constantly observant of the needs and challenges of students and promptly engages an administrator or appropriate educational staff associates when the teacher suspects or reasonably believes that a student is at risk or in danger due to such issues as bullying, sexual harassment/misconduct, depression or suicide ideation, or academic failure. The teacher serves as a positive role model for students and practices the behaviors that are expected of students. 

• The instructional facilitator may assist in the supervision of students at school activities and events. The teacher remains vigilant of students throughout the school day and the school location, taking the initiative to engage students when students are acting inappropriately or in inappropriate locations for the time of day. 

• The instructional facilitator will establish a professional growth plan and annually review the plan and progress with the Lower School/ Middle School Principal. 

• The instructional facilitator participates in professional learning opportunities in support of the school-wide mission, vision, and goals. 

• The instructional facilitator will perform such other duties and responsibilities as are assigned including but not limited to directly servicing PreK-8th grade students.

Qualifications and Experience: 

• Master’s degree preferred, bachelor's degree required.

• Prefer minimum 5 years of successful educational experience, working with culturally diverse families and communities, or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population. 

• Successful completion of a teacher certification program at an accredited college or university. Valid certification(s) and endorsement(s) in the specific content area(s) preferred. 

• Advanced knowledge and skill in teaching the assigned subject(s)/level(s). 

• Advanced skills in assessment and the use of data to inform and support intervention strategies targeted to the needs of individual students. 

• Knowledge and skill in the application of specialized content area assessment instruments and strategies. 

• Demonstrated ability to function effectively as a teacher leader to include gaining the confidence and support of all members of the professional learning community. 

• Ability to effectively communicate with parents, students, and staff verbally and in writing.

• Commitment to collaboration and effectiveness in working within a professional learning community. 

• Knowledge of child and adolescent development and ability to apply that knowledge to the selection and application of curriculum materials and instructional practices. 

• Knowledge and skill in the use and strategies necessary to meet the diverse needs of students. 

• Knowledge and skill in culturally responsive teaching and learning. 

• Skill and ability to utilize technology to aid instruction, assessment, and learning. 

• Evidence of continuous professional learning and a commitment to participate in professional growth opportunities and self-reflection on professional practice. 

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 has openings for substitute teachers at our Lower School, Middle School, Upper School, and Key School divisions.

Description: 

A substitute teacher is a professional educator who is responsible for operating a safe, orderly, and positive classroom environment while the regular teacher is absent. The substitute teacher must effectively manage the classroom and provide instruction for students by following the regular teacher's lesson plans and adhering to Carolina Day School policies and procedures.

Responsibilities of a Substitute Teacher:

• Provide meaningful instruction to students in assigned classrooms while the regular teacher is absent

• Review and implement regular teacher's routines, procedures, lesson plans, curriculum objectives, classroom management, and instructional strategies

• Establish and maintain a safe and orderly classroom environment; take all reasonable precautions to protect students, facilities, and materials

• Communicate clearly and effectively to students, faculty, and staff 

• Report all student injuries, accidents, illnesses, and serious discipline problems to school administration as soon as possible

• Maintain a working knowledge of and adhere to all Carolina Day School policies and procedures

• Demonstrate cooperation and flexibility in performing other related duties as assigned by the school administration 

Qualifications for a Substitute Teacher:

• A minimum of a Bachelor’s Degree 

• Criminal background check

• Drug test

• Work experience in schools is preferred, but teaching certification not required