Position Purpose

In addition to teaching three science classes, the Science Department Chair works in collaboration with the Middle and Upper School division heads. A Department chair is responsible for grades 5-12 planning, implementing, supervising, and evaluating a 5-12 program that supports the mission, goals, and continuous improvement of the school. This position starts in August 2026.

Essential Functions

I. Teaching and Advising

• Teaches three science courses in the Middle and/or Upper School in the 2026-2027 school year.
• Advises approximately 10 students, serving as a mentor and liaison between the school and family, and providing academic, social, and emotional support.

II. Grades 5-12 Curriculum Leadership

• Works collaboratively to establish a rigorous, sequential curriculum based on national and local standards.
• 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.

III. Department Leadership

• Models reflective practice, professional growth, and continued scholarship for department members.
• Communicates information to department members relating to planning, curriculum development, 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.
• Convenes regularly scheduled department meetings:
  • Plans, publicizes, and conducts the Science Department meetings 1-2X per month; emails agenda to department members and division heads.
• 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 all teachers, classroom observations and visits, supervision of professional growth, and evaluation and support of teachers as required.
• Arranges for departmental substitutes in accordance with the school's substitute policy.
• Conducts searches for candidates to fill vacancies within the department.
• Orders supplies and requests maintenance as needed for the department.
• Supervises the use and appearance of departmental common spaces.
• Manages the departmental budget.
• Oversees the Biomedical Science Focus Track program and supervises the Biomed Program Coordinator.

IV. 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 the program as appropriate.
• Periodically reviews the library collection to assess pertinence to the curriculum and to recommend materials for possible acquisition.
• Recommends summer projects and programs to students interested in the discipline.
• Works with the division heads and the 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 and Division Heads.

Qualifications

• Master's degree or post-graduate work in subject matter and/or educational administration.
• A minimum of five years of 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 communication skills.
• Demonstrated leadership and facilitative skills.

Physical Requirements and Work Environment

• Work in an environment with a wide variety of deadlines and a diverse array of contacts.
• May work at a desk and computer for extended periods of time.
• Able to move around a classroom and other school environments.
• Be able to lift up to 30 lbs occasionally.
• Work primarily in a traditional climate-controlled office environment.

Application Procedures

To be considered, candidates must upload a cover letter, resume, statement of educational philosophy, and information for three references through our online platform.

Springside Chestnut Hill Academy is an Equal Opportunity Employer.

The School is committed to providing reasonable accommodations for qualified individuals with disabilities during the application process and in employment as required by law.

About Springside Chestnut Hill Academy

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 unparalleled 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.

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Connections working at Springside Chestnut Hill Academy