Greenwich Country Day School is an independent, co-educational day school with a current enrollment of approximately 1,200 students in grades N-12, and a faculty and staff of over 300. The original Old Church Road campus is home to grades N-8, and the new High School is located less than two miles away on Stanwich Road. Founded in 1926, Greenwich Country Day School is a family school where creative teaching is encouraged and used to foster a love of learning, motivate children toward academic excellence, and develop the whole child. The school provides the opportunity for purposeful and personal learning in a joyful environment, with emphasis on the development of character, values, creativity, and sportsmanship along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose.
GCDS is fortunate to have built a large endowment which helps to fund competitive salaries and benefits, including housing support for academic faculty, a robust professional development program, and reimbursement for graduate school tuition. GCDS offers a substantial need-based financial aid program to support students from a range of socio-economic backgrounds.
GCDS is pleased to offer transportation support and accommodations, as needed, along with an introduction to the local area for those candidates who travel from outside of the region for on-campus employment interviews.
Greenwich Country Day School seeks a Pre-Kindergarten HomeroomTeacher to start August 2020. The PreK teacher will collaborate with colleagues in their grade level and across the school, and act as a professional mentor and role model for the co-teacher in their classroom. The ideal candidate will have a passion for working with PreK aged students to support their learning needs and be comfortable working with both their own class and students from across the grade level. Applicants must be certified in Early Childhood Education and have recent experience leading a PreK classroom.
At GCDS we believe that the foundation for all learning is established during early childhood. The physical, cultural, social/emotional, cognitive and language domains are inherently intertwined in the growth and development of our youngest students. Our early childhood professionals understand the importance of supporting each child’s growth throughout this process of learning, as well as their role in incorporating it into developmentally appropriate practice for students.
Successful candidates will possess content and pedagogical expertise, a dedication to collaboration, and a creative and flexible approach to curriculum and instruction. Diversity is a core value at GCDS and we seek candidates who demonstrate a commitment to equity and inclusion. Candidates of underrepresented backgrounds are encouraged to apply.
Each GCDS faculty member is expected to demonstrate ability in the following areas:
Fosters and stewards a culture of mutual respect, equitable practice, and joy in and out of the classroom
Demonstrates cultural competency and is able to communicate and collaborate effectively across difference
Sets high expectations for learning, academic achievement, and character development
Exhibits strong working knowledge of student cognitive development and learning preferences
Identifies and supports students’ social, emotional, and academic needs
Provides timely feedback to students, and collaborates with faculty to offer specialized support in pursuit of each student’s learning goals
Implements a wide array of pedagogical tools and strategies in appropriate and effective combinations
Facilitates and designs effective group/collaborative work and productive dialogue among students and teachers
Communicates effectively with students/families about classwork, learning goals and student progress
Demonstrates content knowledge and expertise; and scaffolds curriculum to ensure progress
The successful candidate will:
Use educational programs identified by the school to deliver the GCDS PreSchool curriculum, and participate in regular professional development to ensure best practices are utilized
Maintain a professional, open, friendly, and cooperative relationship with each child’s family, encouraging family involvement
Communicate effectively with families about classwork, student progress, and social-emotional development
Demonstrate knowledge and expertise in supporting early executive functioning skills, and design classroom layout, activities, and systems to support the development of EF skills
Demonstrate knowledge of the many functions that language serves in the cognitive, social, and emotional aspects of development in the formative years
Create and manage a literacy-rich environment that is responsive to each child’s unique path of development and supports reading and writing readiness practices
Collaborate and plan actively for learning with the PreK teaching team, and with Head and Assistant Head
Collaborate and work with the school psychologist and members of the Developmental Learning Team when required to support individual students or the class as a whole
Implement backward design based upon the goals of the PreSchool program to create activities and assessments
Employ a variety of summative assessments to gauge student progress
Facilitate student engagement and communication through small group, individual, and large group activities with the teacher and co-teacher
Design and maintain a classroom learning environment that supports academic learning, and students’ developing independence
Design and maintain a classroom environment that is safe and nurturing for students, in which they feel confident to take risks, demonstrate their natural curiosity, and share their feelings and ideas
Provide a variety of activities that facilitate the development of the whole child in the following areas: physical/motor, social/emotional, language/cognitive and adaptive/living skills
Participate and contribute to grade level, division, and school-wide events that contribute to the culture of the school and the experience of the students
Participate and contribute to professional development and parent education opportunities
Instructional responsibility in the PreSchool curriculum
Oversight of the development and progress of each child
Assessment of all students’ progress in both written and verbal reports and conferences
Communication with parents on a weekly or daily basis
Collaborative work with colleagues on grade level, interdisciplinary faculty teams, Lower Elementary School faculty and staff, and the broader school community
Supervision of students during recess and lunch, as well as arrival and dismissal on a regularly scheduled basis
Minimum of a Bachelor’s Degree
A minimum of 3-years successful classroom teaching experience with students in this age group, or demonstrated professional competency
Entrepreneurial mindset and approach to building program beyond the current scope
Demonstrated experience facilitating professional development for faculty
A passion for learning and the ability to motivate and inspire students
Excellent written and verbal communication skills
Commitment to building a diverse, equitable and inclusive school community
Willingness to take on multiple roles within the division
Personal traits appropriate for nurturing the growth of children - must be energetic, creative, flexible, patient, and have an inexhaustible sense of humor
Demonstrated experience in establishing collaborative relationships with external partners/organizations in the design and implementation of learning experiences
Demonstrated experience in working as part of a department or grade-level team
Interested candidates are invited to use the link provided to send a cover letter and resume to:
Susan Fahey Khanna, Director of Human Resources
About Greenwich Country Day School
Greenwich Country Day School is an independent, co-educational day school with a current enrollment of 1,200 students in grades Nursery-12 and a faculty and staff of over 300.The Old Church Road campus is home to grades N-8, and the high school is located less than two miles away on Stanwich Road. Founded in 1926, GCDS is a family school where creative teaching is encouraged and used to foster a love of learning and motivate children toward academic excellence. The school’s emphasis on developing the whole child results in attention to the development of character, values, creativity, and sportsmanship, along with strong academic skills.
GCDS is fortunate to have built a large endowment, which helps to fund competitive salaries and benefits; including housing support for academic faculty, a robust professional development program, and reimbursement for graduate school tuition. GCDS offers a substantial need-based financial aid program to support students from a range of socio-economic backgrounds. Diversity is a core value at GCDS and we seek candidates who demonstrate a commitment to equity and inclusion.