Greenwich Country Day School is an independent, co-educational day school with a current enrollment of over 1400 students in grades N-12, and a faculty and staff of over 350. The original Old Church Road campus is home to grades N-8. The High School, established in 2019, is located less than two miles away on Stanwich Road. Founded in 1926, Greenwich Country Day School is a family school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students’ interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value 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,  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. 

Greenwich Country Day School seeks an Elementary Math Specialist, Grades Pre-K - 5, to start in August 2025. The Math Specialist will work with our Math Coordinator and grade-level homeroom teachers to ensure that the math program is consistently delivered, fully supported, and communicated effectively. Successful candidates will possess content and pedagogical expertise, a dedication to collaboration, and a creative and flexible approach to curriculum design and instruction. 

Diversity is a core value at GCDS and we seek candidates who demonstrate a commitment to equity and inclusion. Candidates from underrepresented backgrounds are encouraged to apply. 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.

Each GCDS faculty member is expected to demonstrate ability in the following areas:

• Understands, champions, and implements GCDS Design Principles
• Fosters and stewards a culture of mutual respect, equitable practice, and joy in and out of the classroom
• Cultural competency skills to 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 towards mastery
• Ensures that reading and writing are aims across the curriculum and learning design
• Collaborates and plans actively for learning with teachers and students
• Implements backward design to align all lessons, activities, and assessments
• Designs formal and informal assessments that measure student progress; employs a variety of formative and summative assessments to gauge student progress toward mastery
• Fosters student growth through structured opportunities for reflection
• Provides opportunities for student engagement through “Voice and Choice”
• Creates relevant and authentic learning experiences; is able to include and/or connect with outside experts and resources towards this aim
• Showcases student work within the community and prepares students to exhibit and communicate effectively

Responsibilities Include:

• Plan for and implement instruction to supplement classroom content
• Conduct and support assessments to identify student needs, support teachers in using data to target strategic instructional techniques that are tailored to meet individual students’ needs, monitor progress
• Communicate progress to parents, teachers, administrators, and other stakeholders
• Collaborate with faculty to appropriately support all students in their classrooms
• Promote student growth for those requiring support or “with exceptional mathematical promise” via push-in, pull-out, and co-teaching models
• Partner with teachers to support instructional goal-setting and pedagogical refinement 

Required Qualifications:

• Bachelor’s Degree
• Minimum of 3 years successful classroom teaching experience with children of this age
• Strong background in mathematical knowledge; including  pedagogical content, and a wide range of instructional strategies
• Expertise in using and helping others use effective instructional and assessment practices that are informed by knowledge of mathematical learning trajectories
• Experience with inquiry-based learning and/or project-based learning
• 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 school
• Personal traits appropriate for nurturing the growth of children - must be energetic, creative, flexible, patient, and have an inexhaustible sense of humor

Preferred Qualifications:

• Advanced degree in the field
• Specific experience with Illustrative Mathematics (IM)
• Expertise in planning for and implementing problem-based teaching and learning
• Demonstrated experience in establishing collaborative relationships with external partners/organizations in the design and implementation of learning experiences

Interested candidates are invited to use the link provided to submit a cover letter and resume to:

Raquel Salcedo, Director of Recruiting & Talent

About The Greenwich Country Day School

Greenwich Country Day School is an independent, co-educational day school with current enrollment of over 1400 students in grades N-12, and a faculty and staff of 400. The original Old Church Road campus is home to grades N-8. The new High School campus (9-12,) established in 2019, is located less than two miles away on Stanwich Road. Founded in 1926, GCDS is a school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students’ interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose.

Connections working at The Greenwich Country Day School