Employment Opportunities

 

Bennett Day School’s goal is to build a top-tier independent school with passionate and highly-dedicated team members that strive for excellence. Our current openings are listed below. Please review and select any positions in which you are interested in applying for to be directed to the online application process. If you have any questions, email us at personnel@bennettday.org

Substitute Teacher Position

Substitute Teacher Position

Bennett Day School is a progressive independent day school looking for passionate educators with innovative spirit and rich background in early childhood, primary classroom, and school experience.  We are a new type of independent school; unabashed believers in the values of progressive education, we put students at the center of the process of learning.

The substitute teacher positions are for candidates eager to participate in and learn through the development of a new academic program.  The ideal candidate would have a flexible schedule that allows for pre-scheduled dates as well as day-of requested dates. Substitute teachers help support classroom learning and school culture.  Bennett Day School fosters a collaborative work environment where a substitute will support an authentic learning place for all students.

Job Qualifications:

  • Experience in early childhood and/or elementary classrooms
  • Creative spirit
  • Collaborative mindset; adept at working with teams and open to new ideas
  • Experience with technology use and applications
  • Adaptability
  • Education Background: a Bachelor’s degree or working towards a degree is preferred
    • Early childhood and elementary coursework required

Job Requirements:

  • Physical strength to independently lift 10-15 lbs
  • Fluency in written and oral English language.
  • Ability to oversee and ensure the safety of children in and out of the classroom

Job Specifications:

  • Direct classroom work with children ages 4 to 7 years old
  • Work collaboratively with lead teacher in all aspects of classroom life
  • Recess and gross motor play supervision
  • Support and model positive discipline
  • Support family style eating
  • Hours:  
    • Early Childhood Campus Possibilities:
      • M – Th: Full day 7:45 – 2:45, Half day 7:45 – 11:30, AfterCare until 5:30
      • F: Full day 7:45-12:15, AfterCare until 5:30
    • Flagship Campus Possibilities:
      • M – Th: Full day 7:15 – 3:15, Half day 7:15 – 12:45, AfterCare until 6:00
      • F: Full day 7:15-12:45, AfterCare until 6:00
Apply here!
Upper School Lead STEM Teacher

BDS Upper School Lead STEM Teacher

Bennett Day School is a progressive independent day school looking for passionate educators with innovative spirit and rich background in adolescent learning and school experience.  We are a new type of independent school; unabashed believers in the values of progressive education, we put students at the center of the process of learning.

The Bennett Day Upper School is hiring our founding STEM teacher. In this role, you’ll be part of the founding team and be responsible for helping to design and implement the core characteristics of our progressive, project- and competency-based high school.

Reporting to our Lead Designer and Director of our new Upper School, you’ll bring your experience to the team to build a brand new high school that is true to our progressive mission, then lead our first cohort of students as one of two primary teachers beginning in the fall of 2019-2020. Most importantly, you’ll act as advisor to the students in that first cohort, leading a group of ten as a mentor through all elements of the school experience. As a founding teacher, you’ll also design and teach courses, both in Project-Based Learning environments and through traditional seminars, based on the needs of our students and in your field of expertise. You’ll act as mentor to new colleagues as our school grows in future years.

THE OPPORTUNITY

As one of our founding teachers, you’ll be intimately involved in every aspect of the design of our school, and have input into every major pedagogical and/or curricular decision that the high school makes. You’ll simultaneously develop your pedagogical and design skills free from many outside constraints, as you will be designing and implementing a project-based curriculum in a grade-free (no A’s, B’s or C’s) school. You’ll have the opportunity to develop meaningful educational relationships with students in your work as an advisor, while having a smaller course load (1-2 classes per trimester). You’ll also learn from your colleagues during the 5+ hours per week of professional development, which occur on Wednesdays when students are released early.

PART-TIME to FULL-TIME

In 2018-2019, we will work around your current work or teaching schedule as you assist in building the program (approximately 10 hours/week) and pay you a stipend for that work. We do not expect nor ask our founding teachers to leave their current positions until the full-time position begins in July of 2019.

THE SKILL SET

  • Belief that your primary role in teaching is that of an advisor and that your content expertise is secondary to the position
  • “Polymathness”: having wide ranging interests and experience across different content silos (you would be interested in teaching both science and history, for example)
  • Best practices in designing and teaching in a project-based learning environment
  • Prior experience in interdisciplinary and/or team teaching
  • Dedication to working in teams, especially design teams
  • Experience working as a mentor/advisor to an adolescent within an academic setting
  • Dedication to designing innovative and nontraditional curriculum
  • Commitment to continual development of your cultural competence
  • Working knowledge of one additional language (desired, but not required)

WITHIN ONE MONTH YOU’LL

  • Learn about all the major elements of the upper school (currently in draft form) to become acquainted with the school’s vision
  • Teach us about what you believe might be worth changing or editing in those documents to better serve all students
  • Begin designing the school’s advisory program, using materials from Project Wayfinder
  • Learn about our competency-based education model
  • Using your content knowledge in the STEM fields, teach us what should be in the Upper School competency map (a list of all the major skills required of students for graduation) in your field
  • Meet with the Upper School design team 1-2 times per week (working around your schedule and availability) to coordinate on mission and tasks
  • Meet once with our student advisory board to get acquainted and understand the role of student input in our process

WITHIN THREE MONTHS YOU’LL

  • Attend our assessment retreat at Bennett Day on November 10, 2018
  • Help us finalize the competency map for all subjects by reaching out and getting feedback from others with expertise
  • Learn about our competency-based software so you can better keep track of student progress
  • Finalize the advisory program, complete with Social/Emotional curriculum and developmentally responsive checkpoints
  • Attend 1-2 admissions and marketing events as needed to share the school’s story to potential Bennett Day families
  • Contribute to the interview and vetting process when/if any additional faculty is hired

WITHIN SIX MONTHS YOU’LL

  • Create, in collaboration with the Upper School team, our first Project-Based Learning experience for students
  • Design your first student seminar course in your area of expertise
  • Be a part of the planning for info sessions for prospective families
  • Be a part of admissions events for the purpose of vetting of student applications for admissions
  • Attend at least one professional development experience to learn more about at least one area of our pedagogical model with which you feel you need assistance or guidance
  • Be the content-area expert and most important voice in development of the Humanities or STEM trajectory

BY THE END OF 2019, YOU’LL

  • Help make enrollment decisions to finalize our first cohort of students for admission in the fall of 2019
  • Provide input on the full, final curriculum for the 2019-2020 school year
  • Work with our adjunct faculty to onboard them as they teach individual courses at the school
  • Meet your first group of advisees and their families in a series of home visits
  • In concert with the Director of Upper School, develop your own Personal Learning Plan for the 19-20 school year
  • Teach your first cross-curricular Project-Based Learning course with our first cohort of students
  • Teach your first seminar (in your choice of subject)
  • Participate in our professional development program on a weekly basis
  • Write narrative assessments of your students and help them develop their own learning portfolios

If you’re interested please apply HERE.

Upper School Counselor

BDS Founding Faculty: Social and Emotional Learning Specialist

Bennett Day School is a progressive independent day school looking for passionate educators with innovative spirit and rich background in adolescent learning and school experience.  We are a new type of independent school; unabashed believers in the values of progressive education, we put students at the center of the process of learning.

The Bennett Day Upper School is hiring our founding faculty, including a social and emotional learning specialist. In this role, you’ll be part of the founding team and be responsible for helping to design and implement the core characteristics of our progressive, project- and competency-based high school.

Reporting to our Lead Designer and Director of our new Upper School, you’ll bring your experience to the team to build a counseling program that is true to our progressive mission, then lead our first cohort of students as our Dean of Social and Emotional Learning beginning in the fall of 2019-2020. Most importantly, you’ll act as advisor to the students in that first cohort, leading a group of ten as a mentor through all elements of the school experience. As dean, you’ll act as the primary counselor for the students in our first cohort and act as the primary voice in our restorative justice program. You’ll design and create interventions that work at the classroom level and be available to all faculty to assist in the SEL component of instructional practice. You’ll act as a mentor to new colleagues as our school grows in future years.

THE OPPORTUNITY

As one of our founding faculty, you’ll be intimately involved in every aspect of the design of our school, and have input into the design of every major counseling, remediation and SEL system that the school will implement starting in 2019-2020. You’ll simultaneously have the opportunity to design the lead processes related to social and emotional needs for families and students for our project-based and grade-free (no A’s, B’s or C’s) school. You’ll have the opportunity to develop meaningful educational relationships with students in your work as an advisor, while being the primary voice in addressing student conflict through restorative practices.

PART-TIME to FULL-TIME

In 2018-2019, we will work around your current work or teaching schedule as you assist in building the program (approximately 10 hours/week) and pay you a stipend for that work. We do not expect nor ask our founding teachers to leave their current positions until the full-time position begins in July of 2019.

THE SKILL SET

  • Belief that your primary role at the school is that of an advisor and that the health and well being of our students must be the school’s primary focus at all times
  • An understanding of restorative justice practices and an excitement to design a true restorative justice program
  • Excitement to create SEL programs that work in an innovative and progressive school environment
  • An understanding of high school classroom dynamics, the role of SEL in a classroom, and a desire to teach
  • Prior experience in interdisciplinary and/or team teaching
  • Experience with school-based and therapeutic interventions
  • Knowledge of trauma-informed practices
  • A desire to build all elements of a counseling program for our school, including:
    • Direct service; Consultations with teachers/parents/outside service providers; Assessments of needs; Crisis intervention; Collaboration with teachers; Tiered interventions; Assessment practices to address how social emotional functioning is impacting student learning

WITHIN ONE MONTH YOU’LL

  • Learn about all the major elements of the upper school (currently in draft form) to become acquainted with the school’s vision
  • Teach us about how our major elements support the social and emotional health of our future students, and help us change the elements that don’t
  • Begin working with our team to design the school’s advisory program, using materials from Project Wayfinder
  • Using your content and field of expertise, teach us what should be in the Upper School competency map (a list of all the major skills required of students for graduation) in your field
  • Meet with the Upper School design team 1-2 times per week (working around your schedule and availability) to coordinate on mission and tasks
  • Meet once with our student advisory board to get acquainted and understand the role of student input in our process

WITHIN THREE MONTHS YOU’LL

  • Learn about our competency-based education model
  • Teach us about potential restorative justice models and lead conversations about the pros and cons of different elements of these models
  • Learn about our competency-based software so you can better keep track of student progress
  • Finalize the advisory program, complete with Social/Emotional curriculum and developmentally responsive checkpoints
  • Attend 1-2 admissions and marketing events as needed to share the school’s story to potential Bennett Day families
  • Contribute to the interview and vetting process when/if additional faculty is hired

WITHIN SIX MONTHS YOU’LL

  • Begin to design our intervention and crisis management procedures
  • Teach us about what our RTI program should include given our school model and mission
  • Design your first student seminar course in your area of expertise
  • Be a part of the planning for info sessions for prospective families
  • Be a part of admissions events for the purpose of vetting of student applications for admissions
  • Attend at least one professional development experience to learn more about at least one area of our pedagogical model with which you feel you need assistance or guidance
  • Be the content-area expert and most important voice in development of the Humanities or STEM trajectory

BY THE END OF 2019, YOU’LL

  • Help make enrollment decisions to finalize our first cohort of students for admission in the fall of 2019
  • Provide input on the full, final curriculum for the 2019-2020 school year
  • Meet your first group of advisees and their families in a series of home visits
  • In concert with the Director of Upper School, develop your own Personal Learning Plan for the 19-20 school year
  • Provide individual and/or group counseling to students with identified concerns and needs
  • Take the lead in addressing student conflict through restorative practices  
  • Teach your first seminar (in your choice of subject)
  • Participate in our professional development program on a weekly basis
  • Write narrative assessments of your students and help them develop their own learning portfolios

 

If you’re interested please apply HERE.

 

Bennett Day School is an equal opportunity employer.  All applicants will be considered regardless of race, color, religion, sex, national origin, sexual orientation, age, marital, or veteran status; disability; or any other legally protected status.  Equal access to the hiring process, services, and employment is available to all persons.