The Equine Program Director is s an integrated teaching and management position at the Kildonan School and Camp Dunnabeck campus. The Program Director will be responsible for leading the Kildonan School’s almost 50 year program, and Camp Dunnabeck’s more than 60 year program into the future. This is truly an exceptional career opportunity to maintain and grow our quality program in a unique academic environment.
The Equine Program Director reports to the Curriculum Coordinator and Associate Headmaster.
Certification preferred, but will consider candidates with applicable experience and either certification in progress or the ability to obtain certification.
Broad knowledge and experience in the equine industry.
Demonstrated experience with equine handling, behavior, husbandry and modern management knowledge and skills.
Demonstrated experience managing facilities.
Experience teaching equestrian from beginner to experienced rider.
Manage teaching and facilities budget
Willingness to work flexible hours
Experience with arena maintenance and equipment operations.
Have demonstrated experience working with minimal supervision to meet deadlines and obligations
Have excellent interpersonal communication skills to be able to collaborate effectively with four constituencies: students, parents, colleagues, and donors.
Job duties include but are not limited to:
Develop equine program
Teaching Equestrian courses during the fall and spring terms to students in grades 2-8 (during the school day)
Teaching Equestrian courses during the fall and spring terms to students in grades 9-12 (during after school sports time)
Promote and teach safety of horse and rider.
Teach students to learn and master specialized riding skills from beginner to advanced rider, with an emphasis on assisting students in developing proper technique and form. Students should advance in their skills from year to year.
Prepare students to present riding skills learned in exhibition form for younger grades and a horse show for older grades.
Supervise and teach students during the winter term as well as throughout the school year and six-week summer camp with regard to equine feeding, health, grooming, and facility maintenance. Demonstrated ability to write narrative academic reports in paragraph form for use by parents and school districts.
Demonstrated ability to write narrative academic reports in paragraph form for use by parents and school districts.
Assessing horses’ soundness for classes.
Maintaining riding ring.
Overseeing equine health, well-being, and feeding.
Assessing and treating horses that are ill or injured, including working with an equine veterinarian when needed.
Keeping accurate records of animal health and hay and supplements fed.
Maintaining an inventory of the facilities and equine health and feeding supplies.
Scheduling farrier appointments.
Scheduling vaccinations and health tests.
Developing appropriate feeding protocol.
Overseeing horse boarding program.
Evaluating animal use agreements.
Raising contributions for the program by securing horse donations as well as cultivate major-gift donors for the program and equestrian facilities.
Additional Salary Information: Salary to commensurate with experience.
The Kildonan School is a coeducational, college-preparatory, boarding and day school for students with dyslexia and language-based learning differences in grades 2-12. We are located on a picturesque 105 acre campus 2 hours north of New York City and 3 hours from Boston.
The mission of The Kildonan School is to empower students with dyslexia to reach their academic potential and to equip the...m for future success. Our threefold mission remains consistent. We strive to remediate skills in reading, writing, and spelling, to provide intellectually stimulating subject matter courses in mathematics, literature, science, and social studies, and to foster confidence.
The academic program is unique in that it revolves around intensive, daily one-to-one Orton-Gillingham tutoring for each student. The language training instructor is responsible for devising a sequential learning program in language skills in accordance with Dr. Samuel T. Orton’s principles and with his belief that “...such disorders should respond to specific training if we become sufficiently keen in our diagnosis, and if we prove ourselves clever enough to devise the proper training methods to meet the needs of each particular case.” Orton-Gillingham tutoring is multi-sensory, direct, and effective. The tutorial setting makes it possible to tailor the teaching to the unique brain of each individual. The instructor is also responsible for inculcating orderly study habits; students are held accountable for daily independent reading and writing assigned to reinforce the skills taught during the tutorial. Students learn to work through periods of frustration and even temporary failure. Ultimately, the goal is for students to become independent learners.
Subject matter courses in mathematics, history, literature, and science are designed to meet the learning style of students with dyslexia. Visual, auditory, and kinesthetic presentations supplement textbooks. Class size is small; courses stimulate thinking and provide opportunities for creativity. The approach to mathematics is closely aligned with language training both in its logical, sequential approach and its daily assignments. Reading and writing demands are reduced or removed entirely from other content courses while the student is building reading and writing skills. Classes are structured to ensure that success is possible even for the student with minimal skills.
Enhanced confidence is achieved through activities, such as the arts, athletics, and community life. Involvement in extracurricular activities that capitalize on the innate strengths of the dyslexic often leads to lifelong interests. Leadership and service opportunities provide additional means for personal and social growth. Students become confident, experience greater success, and gain the courage to invest increasing effort in their personal and academic achievement.
Central to the success of the program is a faculty committed to the philosophy of the school and willing to implement its goals and ideals. Faculty members respect students as individuals and encourage them to put forth their best efforts. While most students are expected to graduate from high school and enter college, the more severely dyslexic achieve functional mastery of the language.