Works collaboratively to establish a rigorous, sequential curriculum.
Articulates departmental strategies in achieving the mission and goals of the school by setting objectives, assessments, and policies in consultation with the members of the department.
Attends the department chairs’ meeting each week. Contributes agenda items and shares responses to school initiatives. Communicates topics from the department chairs’ meeting to department members when appropriate.
The department chair is a consultant for PK–4 curriculum.
Models reflective practice, professional growth, and continued scholarship for department members.
Communicates information to department members relating to planning, curriculum development and assessment, resources, facilities, and activities.
Coordinates the teaching objectives, materials, methods, and means of assessment used by each teacher within the department; maintains records relating to standardized test scores and course grades in department courses.
Reviews Middle and Upper School student grade reports. Department chairs are responsible for the content of the reports, as well as for monitoring the overall progress of students in their department regardless of the departmental process of review.
Convenes regularly scheduled department meetings:
Plans, publicizes, and conducts the English Department meetings once per cycle; emails agenda to department members and division heads.
Shares agendas and minutes with the Head of Upper School.
Evaluates continuously and supports the performance of each teacher in the department, culminating in an annual evaluation conference with performance assessments and shared goals. Supervision includes:
Regular meetings with new teachers.
Occasional visits to classrooms.
Overall supervision of the professional growth for each teacher in the department (an experience outside of school at least once in three years).
Conducting, with the appropriate division head, full-scale evaluations of faculty members (see faculty evaluation protocol).
Working with teachers in trouble.
Arranges for departmental substitutes in accordance with the school’s substitute policy.
Assists division heads in conducting searches for candidates to fill vacancies within the department.
Develops a job description, reviews resumes, and confirms required credentials for the position with the respective division head; conducts preliminary interviews by phone; organizes schedule for candidates.
Orders equipment, textbooks, and educational technology needed for departmental classrooms and related space.
Supervises use and appearance of bulletin boards/gallery/common spaces related to the department.
Oversees departmental budget and checks monthly printouts, discussing needs and problems with the Business Office.
General Program Support
Submits staffing and course offerings for the upcoming school year.
Organizes and submits sectioning requests in the spring for the upcoming school year.
Represents the department at various school events, e.g., open houses, transition evenings, and award evenings.
Stays abreast of standardized test results. Works with department members, division heads, and the Director of College Counseling to analyze scores, making adjustments in program as appropriate.
Periodically reviews the library collection to assess pertinence to curriculum and to recommend materials for possible acquisition.
Recommends summer projects and programs to students interested in the discipline.
Works with the division head and Development Office to publicize the scholarship and endeavors of the department. Provides new items for the website, Chestnut Hill Local, and other publications.
Supports the school and its leadership.
Performs additional duties as assigned by the Head of School.
Master’s degree or post-graduate work in subject matter and/or educational administration.
A minimum of five years teaching and administration experience in an independent school environment.
Demonstrated sensitivity, knowledge, and understanding of the diverse backgrounds of community members with a continuous focus on healthy relationship building.
Demonstrated deep understanding of cultural competency skills and enthusiasm for issues of diversity, inclusivity, and multiculturalism.
Excellent verbal and written communications skills.
Demonstrated leadership and facilitative skills.
Interested candidates, please e-mail a cover letter, resume, statement of education philosophy, and contact
Springside Chestnut Hill Academy’s Pre-K–12 program is informed by what today’s students need to thrive in college and beyond and is supported by nearly 300 combined years of academic leadership in boys’ and girls’ education.
Through a rigorous college-preparatory curriculum grounded in project- and passion-based learning, SCH students build resilience and a sense of agency while gaining an unp...aralleled intellectual foundation for lifelong learning and growth.
Students who attend SCH experience a robust, state-of-the-art academic program intently focused on preparing them for their future. The SCH experience is designed for those who are willing to be challenged, work hard, cultivate an independent mind, and exercise their creativity and curiosity will find the curriculum engaging and rewarding. At the same time, they will discover a nurturing and stimulating learning environment led by a dedicated, passionate, and highly educated faculty. At SCH, the community created by students and faculty is authentic and strong. It is a community in which each student’s unique gifts and capabilities are respected and valued and given just the right combination of challenge and support to ensure that each student thrives.
SCH’s educational model is distinguished by single-sex education for the lower grades (Pre-K through 8) followed by a coed Upper School. This unique structure expresses SCH’s belief in the benefits of single-sex academic instruction in the lower and middle grades and recognition of the value of coeducation in a student’s final preparation for college and beyond.
Through this unique structure, SCH is able to offer age-appropriate learning environments for every stage of a child’s social and intellectual development. Faculty in the Lower and Middle Schools are experts in the different ways that boys and girls learn and have designed their curriculum to support these different learning styles. Beginning with the merging of gender cultures in Upper School, students are exposed to an ever-widening array of perspectives and opinions as part of their final preparation for becoming citizens of a global community.