Durham Academy (DA) is accepting applications for a Middle School Digital Learning Coordinator and Computer Science Teacher. The Digital Learning Coordinator supports teaching, learning, and innovation in the Middle School through the innovative, intentional and responsible integration of technology. The Digital Learning Coordinator also teaches three classes in the MS Computer Science Department. 

This is permanent and full-time (10 months) beginning on August 1, 2026 and reports to the Middle School Director and the Director of Digital Learning and Innovation. 

To apply: visit da.org/about/careers

Primary Duties and Responsibilities:

• Plan and teach three project-based classes in the MS Computer Science Department using a wide variety of resources for effective instruction. Our guiding mantra is, “Failure is an Option, Failure to Deliver is not.”

• Stay well-informed of current trends, research, products and best practices in technology and digital learning. Network with professionals at peer schools

• Provide pedagogical coaching and training to faculty working on digital learning projects and co-teach classes when needed

• Work closely with the Office of Information Technology and the Director of Digital Learning and Innovation to evaluate appropriate software and hardware for potential application to support teaching and learning

• Coordinate technology training for faculty, administration, students, and families related to MS specific initiatives. These trainings could include, but are not limited to, digital devices, Learning Management System (LMS) training, the responsible use of technology, and digital citizenship

Qualifications and Experience

• A Bachelor’s degree is required. Experience with Competency-Based Learning (CBL) is desirable.

• An understanding of Computer Aided Design (CAD) software, laser cutting and 3D printer operation.

• Experience with Project-Based Learning and reflective portfolios as a method of instilling ownership and reflection of learning.

• Knowledge of FIRST Robotics or similar programs.

• Prior experience supporting teacher use of EdTech tools and experience with Toddle (LMS), is highly desirable.

• The successful candidate will be an effective communicator, and will possess the ability to collaborate and forge positive working relationships with all members of the school community.

 Durham Academy Teachers

• Are culturally competent and believe in the central importance of diversity and equity in the life of the school.

• Model a student-centered approach to teaching in an active classroom.

• Possess a command of pedagogical best practices, eagerly seek feedback on all aspects of their professional life and are committed to lifelong professional growth.

• Collaborate authentically and actively while building and maintaining collegial relationships with colleagues.

• Are eager to build supportive relationships with students, successful partnerships with parents/caregivers and participate actively in the life of the school beyond the classroom.

• Understand that student wellness is central to the student learning experience.

• Innovate and experiment to discover the most compelling learning experiences for students.

 Our School

 Founded in 1933, Durham Academy is an all-gender, independent day school with 1,267

 students in Pre-kindergarten through grade 12 on three campuses. The purpose of a Durham

 Academy education is to prepare each student to live a moral, happy and productive life. DA’s

 Strategic Vision commits to preparing students for life, meeting the needs of our learners and

 innovating more boldly, with a foundation broadening and deepening our work with diversity,

 equity and engagement. Our DA is accredited by the Southern Association of Independent

 Schools (SAIS). Durham Academy is a member of the National Association for College

 Admission Counseling (NACAC), the Southern Association for College Admission Counseling

 (SACAC) and the National Association of Independent Schools (NAIS).

 Diversity, Equity and Engagement Mission Statement

 Diversity enlivens, improves and enriches the intellectual and social environment of an

 academic community and encompasses all aspects of humanity including racial identity, sex,

 religion, sexual orientation, socioeconomic status, ability, age and gender identity. We are

 committed to an ongoing process to increase the diversity of our community and to

 implement policies, programs and practices under which all members of our community feel

 welcomed, empowered, responsible and safe. Amidst our diversity we stand united in the

 pursuit of academic excellence and development of individual capabilities. Find out more

 about DA’s commitment to diversity, equity and engagement here.

 (Adopted by the Durham Academy Board of Trustees in 2004 and updated in 2008)

Our Employment Policy

 Durham Academy provides equal employment opportunities to all employees and applicants

 for employment and prohibits discrimination and harassment of any type without regard to

 race, color, religion, age, sex, national or ethnic origin, disability status, genetics, protected

 veteran status, sexual orientation, gender identity or expression, or any other characteristic

 protected by federal, state or local laws.

 This policy applies to all terms and conditions of employment, including recruiting, hiring,

 placement, promotion, termination, layo?, recall, transfer, leaves of absence, compensation

 and training.

Qualifications and Experience

• A Bachelor’s degree is required. Experience with Competency-Based Learning (CBL) is desirable.

• An understanding of Computer Aided Design (CAD) software, laser cutting and 3D printer operation.

• Experience with Project-Based Learning and reflective portfolios as a method of instilling ownership and reflection of learning.

• Knowledge of FIRST Robotics or similar programs.

• Prior experience supporting teacher use of EdTech tools and experience with Toddle (LMS), is highly desirable.

• The successful candidate will be an effective communicator, and will possess the ability to collaborate and forge positive working relationships with all members of the school community.

About Durham Academy

Durham Academy was founded in 1933 as the Calvert Method School. The founders, George Watts Hill and his wife Ann McCulloch Hill, established the school as a private, independent school to educate their children and others in Durham. The school’s initial teaching philosophy (and its name) was based on the Calvert School in Baltimore, Maryland, which Ann McCulloch Hill attended as a child. In 1959, the school ended its affiliation with the Calvert School, changed its name to Durham Academy, and began an expansion that led to the first high school graduating class in 1975. The school has continued to grow over the years, evolving into one of the top independent schools in the state and nation. In preparing students exceptionally well for college and life beyond, DA focuses on the acquisition of knowledge paired with the development of skills, critical judgment, and intellectual curiosity. Small classes, excellent and inspiring teachers, top-notch facilities, and a vigorous and engaging academic program support the mission of preparing students for moral, happy, and productive lives. In all, the goal is to help students develop habits that lead to academic success, moral behavior, ...responsible action, and the growth of character. Durham Academy also believes that enhancing the spirit of community among faculty, students, and families is essential to the achievement of its goals. The faculty and staff approach each student as an individual. To that end, the school encourages close personal relationships fostered in an atmosphere of trust, respect for individual differences, and appreciation for the racial, cultural, and religious diversity in our society. The school is organized into four divisions — Preschool, Lower School, Middle School, and Upper School — each with its own director. Hill Learning Center, which was founded at Durham Academy and remains a close neighbor and partner, serves a range of public and private school students, teachers, schools, and school districts in four distinct program areas: School, Summer, Tutoring, and Educator Professional Development Programs. Durham Academy is accredited by the Southern Association of Colleges and Schools. It is also a member of or affiliated with the North Carolina Association of Independent Schools, the Southern Association of Independent Schools, the National Association of Independent Schools, the National Association for College Admission Counseling (NACAC), and the Southern Association for College Admission Counseling (SACAC).

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Connections working at Durham Academy