When I had the opportunity to enter Rye Country Day School for the first time, I witnessed a strong unified community. As I observed the teachers in action, I saw a great deal of support and motivation, not only from teacher to student, but also from teacher to teacher. Coming to work every day is a pleasure because I know I am not alone. My colleagues continue to share and learn wonderful tools that help them not only become better educators, but also help those around them thrive. I get so much joy out of teaching; working at RCDS I am surrounded by a school culture that represents individuals who feel the same joy that I do.
Rye Country Day School is a coeducational, PreK-12, college preparatory school dedicated to providing students with an excellent education using both traditional and innovative approaches. We are actively committed to creating and sustaining a school community that is nurturing, supportive, diverse, and inclusive, one in which all members can participate fully and achieve their maximum potential through academic, athletic, creative, and social endeavors. We expect and promote moral responsibility and strive to develop strength of character within a respectful school community.
RCDS is committed to providing invigorating and supportive work experiences for its diverse community of employees. Faculty and staff are offered meaningful opportunities for professional development, growth, and leadership; highly competitive salaries; and extensive benefits. RCDS is committed to diversity and inclusion throughout the community and curriculum. Please explore our website to learn more about the School's rigorous curriculum, values, and strategic initiatives.
For all teaching positions, a bachelor's degree is required, and an advanced degree is preferred. Candidates should have a minimum of 3 years teaching experience. We encourage a diverse pool of candidates to apply.
Rye Country Day School is an equal opportunity employer and complies with all federal, state, and local laws which prohibit discrimination in employment because of race, color, national origin, citizenship, age, sex, religion, disability, marital status, sexual orientation, and veteran status.
- Kindergarten Lead Teacher
- Lower School Art Teacher
- Lower School Learning Specialist
- Library Director
- MakerSpace Coordinator
- Upper School English Teacher
- Lower School Assistant Teacher
- Upper School Art Maternity Leave Replacement (beginning Feb 2018)
- Substitute Teachers (ongoing)
- Teaching Fellows Program
Rye Country Day School is looking for candidates who possess a Master’s degree in Early Childhood with a minimum of 3-5 years of teaching experience including at the kindergarten level. Ideally, the candidate would have a background in Responsive Classroom, and be willing to work as a team to foster the intellectual and social development of five and six year olds. Facility with technology such as the SMARTBoard, iPad, and other tools to enhance program is important. Lastly, experience with Teachers’ College Reading and Writing Workshop, Preventing Academic Failure Phonics Program, and Singapore Math are a plus.
The responsibilities of the kindergarten teacher include, but are not limited to:
- Possessing a deep understanding of the social /emotional milestones of this age.
- Working collaboratively with pre-k, kindergarten, and first grade teachers to ensure continuity in the curriculum.
- Maintaining positive relationships with colleagues and parents; contributing in a supportive manner to the life of the community; treating information related to students as strictly confidential.
- Assuming responsibility for instructional planning, implementation, and assessment of the curriculum.
- Providing progress reports three times a year that reflect both an assessment with clear benchmarks and narrative pieces.
- Communicating with families on a regular basis.
- Mentoring an assistant teacher or teaching fellow by collaborating on a daily basis as a kindergarten partnership in planning lessons so as to take on responsibilities of a classroom lead teacher.
- Instilling a love of math, reading, and writing, with underpinnings in phonics.
- Attending all meetings called by the Headmaster as well as all division and grade level meetings.
- Willingness to attend workshops, conferences and other professional growth opportunities as approved by the Lower School Principal and the Headmaster.
- Participating in the Admissions Committee by conducting group visits, reading prospective student files, and attending committee meetings.
Interested candidates should send a resume and cover letter to firstname.lastname@example.org, and in the subject line of the message include the words “Kindergarten Lead Teacher.”
Rye Country Day School (RCDS), located in Rye, NY seeks an inspirational and passionate lower school visual arts teacher for the 2018-2019 academic year.
Qualified candidates should:
- Support Rye Country Day School’s mission and philosophy while working with the Department Chair and Lower School Principal to ensure the highest quality lower school art program
- Teach students from kindergarten through fourth grade twice every six-day cycle and write anecdotal reports twice per year
- Demonstrate knowledge and experience in implementing “Teaching for Artistic Behavior” and “Choice Teaching” methods in Art to build student independence
- Cultivate the studio habits of mind and create an environment that allows students to behave as practicing artists who envision, express, observe, persist, develop craft, explore, reflect, and understand the art of others
- Differentiate lessons to support students at different levels in the classroom
- Communicate professionally and effectively with students, colleagues and parents
- Utilize the Responsive Classroom techniques to provide an approach that is nurturing and supportive of students and model effective classroom management
- Design and implement lessons in clay, drawing, painting, printmaking, fiber arts, collage, and photography
- Be familiar with various technologies such as iPads to teach technology-inspired lessons such as iPad drawing and stop motion animation
- Collaborate with classroom colleagues and other special area teachers on STEAM and social studies related curriculum
- Oversee an annual art show and reception to celebrate Lower School artwork; install other, smaller art shows throughout the year
- Attend and participate in school-wide events, committees, and open houses
- Pursue professional development and new ideas in art education
- Order supplies as needed
Interested candidates should send a resume and cover letter to email@example.com, and in the subject line of the message include the words “Lower School Art.”
As a member of the Support Services Team, the Lower School Learning Specialist reports to the Director of Student Support Services and the Division Principal.
Candidates should possess a Master’s degree with a minimum of 3-5 years of teaching experience, as well as experience as a Learning Specialist. Training in multi-sensory instructional approaches (Wilson, Orton-Gillingham, R.A.V.O.) is essential. The candidate must be an exceptional educator who is enthusiastic, motivated, innovative, and collaborative with strong communication skills.
The responsibilities of the learning specialist include, but are not limited to:
- Working with faculty to identify students who are having academic difficulties and who may be in need of learning support
- Working with students who need learning support connected to the curriculum in order to be successful in the classroom
- Facilitating small group reading/writing instruction, both within and outside of the classroom
- Collaborating with the Support Services Team to make plans and referrals for students in need of learning support
- Preparing and presenting documentation regarding students receiving services to teachers and administrators, including summaries of the students’ learning disabilities, learning styles, and type of support being offered
- Overseeing standardized testing
- Providing professional development for teachers and literacy workshops for parents
- Attending grade level meetings and following up on any recommendations for action that arise at those meetings
- Providing feedback to teachers on a regular basis
- Communicating with parents on a regular basis
- Attending regular monthly meetings of the Support Services Department
- Participating in the procedure for reviewing student evaluations
- Monitoring that the information about students is updated regularly
Interested candidates should send a resume and cover letter to firstname.lastname@example.org, and in the subject line of the message include the words “Lower School Learning Specialist
The Rye Country Day School Library Director is responsible for overseeing the library program for grades PreK through 12. The Director is an administrator, teacher, and instructional specialist. Grades PreK through 6 have regularly scheduled classes to learn basic information skills: how information is stored, arranged, accessed, and used. In addition, an understanding of how libraries work and the proper handling of materials are covered, as well as the access and use of information for academic and personal needs. Library instruction in grades 7 through 12 is most often provided within the context of classroom work or special projects. Digital citizenship is woven through the entire curriculum, through scheduled classes and special project instruction. Maintenance of a diverse, up-to-date collection of resources in print and digital formats for many styles of teaching and learning at many levels is critical and is overseen by the Director.
The Library Director shall have at least three to five years of school library experience and an ALA accredited MLIS or its equivalent. Experience with Middle School is preferred.
- Formulates short and long-range goals related to programming and collection maintenance, including proposed implementation and evaluation
- Creates and maintains the school libraries as safe, inviting, and flexible and conducive to student learning
- Arranges for flexible scheduling of the library to provide student accessibility to staff and resources at the point of need
- Manages and administers budget allocations from the school and state agencies to support program goals
- Maintains a manual that delineates processes and procedures for selection, acquisition, circulation, resource sharing etc. that assure appropriate resources are available when needed
- Is a member of the Curriculum Council
- Takes an active role in accreditation activities including cyclical Peer Reviews
- Demonstrates a commitment to Intellectual Freedom
- Promotes professional development for all members of the department, including membership in professional organizations
- Encourages the use of emerging instructional technologies to engage students and improve learning
- Provides professional development for other faculty by offering workshops or tutorials on use of instructional resources, and by sharing policies especially regarding copyright
- Evaluates lessons presented by other members of the department
- Supervises the Library Assistant who maintains the Library office and oversees circulation and book processing and supervises volunteers.
- Oversees all library facilities
- Empowers students to be critical thinkers, enthusiastic readers, skillful researchers and ethical users of information
- Encourages a love of learning in all students and ensure equitable access to information
- Provides age appropriate lessons in information literacy and digital citizenship
- Promotes a culture of avid reading and life-long learning
- Collaborates with classroom teachers and specialists to design and implement instructional units developing inquiry and critical thinking skills
- With other members of the department develops strategies for instruction and assesses student learning and instructional effectiveness
- With other members of the department develops a scope and sequence of curriculum that covers instruction for effective and ethical use of information and digital citizenship
- Shares expertise from workshops and conferences by presenting at faculty meetings
RCDS seeks a MakerSpace coordinator to develop and lead a Maker program for all three divisions. Rye Country Day School is centrally located in Westchester County (NY) and is easily accessible from southern Fairfield County (CT) and New York City via metro North. We seek a full time engaged and dynamic innovator to lead our newly built high tech Makerspace, opening in 2018-2019. The MakerSpace will contain a laser cutter, several 3D printers, and other high-end tools of design. If you like to tinker, make, design, and constantly stay updated on new technology innovations, this may be the ideal position for you. Rye Country Day encourages a diverse pool of candidates to apply. EOE
The Makerspace Coordinator will be responsible for:
- Facilitating workshops and training for faculty and students in areas including, but not limited to: making, tinkering, innovation, problem based learning, design thinking, and rapid prototyping
- Researching, developing and prototyping creative maker activities
- Providing inspiration and support for faculty and students in designing and implementing new learning opportunities
- Leading a cohort of student Makerspace Apprentices and facilitating their role as leaders in the space
- Building and maintaining, with student apprentices, a public repository of tutorials on how to use the machines safely, as well as documenting student projects
- Maintaining the machines, tools, materials, safe use, and schedule of the Makerspace
- Attending all divisional, departmental, and school faculty meetings
- Teaching a course or two within one of the STEAM departments
- Being committed to student learning, personal growth, and professional development
- Varied professional experience, both in classroom settings and outside of schools; Former entrepreneurs encouraged, having demonstrated ability to independently develop professional connections and skills
- Bachelor's degree in related field; advanced degree preferred
- Excellent organizational and interpersonal skills
- Genuine excitement for and ability to work with students, faculty, staff, and parents
- Knowledge and experience with physical programming, robotics, coding, and wearable technology
- Experience working on interdepartmental projects
- Experience using Laser Cutters, 3D Printers, and a variety of design software
- Teach four English sections to Upper School students
- Advise students (starting the second year)
- Attend all divisional, departmental, and school faculty meetings including professional days
- Write student reports as required
- Maintain contact with advisees, deans, and parents as necessary
- Be committed to student learning, personal growth, and professional development
- Desire to be actively engaged in the work of diversity, sustainability, public purpose, and global studies
- 3-5 years of teaching experience
- Master’s degree in English required
- Excellent organizational skills
- Comfort with technology including a 1:1 laptop program and online course management system
- Genuine excitement for and ability to work with students, faculty, staff, and parents
The role of Assistant Teacher is designed to give a beginning teacher an apprenticeship opportunity of one to two years in a classroom with a Lead Teacher as mentor. While the Lead Teacher is ultimately responsible for the overall program and the successful operation of the classroom, the Lead Teacher and Assistant Teacher together form a collaborative unit that works in concert in the best interests of their students. Some of the key expectations of the Assistant Teacher are as follows:
- Assist the Lead Teacher with planning for the different class activities. This usually involves at least two “planning” periods during the week.
- Assume responsibility for instructional planning, implementation, and assessment under the direction of the Lead Teacher.
- Work with small groups in activities under the Lead Teacher’s supervision.
- Help children on an individual basis with academic, social, and emotional support and with following directions.
- Plan and conduct class meetings under the direction of the Lead Teacher.
- Provide support to the Lead Teacher and give clerical assistance in reviewing student work and in copying and laminating materials for the classroom; with Lead Teacher, assemble instructional materials and prepare display and bulletin board spaces.
- Help to prepare the classroom prior to the opening of school in the fall, and attend the parent orientation evening and “Back to School Night.”
- Assist the Lead Teacher in preparing written reports and conducting parent conferences.
- Maintain positive relationships with colleagues and parents; contribute in a supportive manner to the life of the community; treat information related to students as strictly confidential.
- Attend all meetings called by the Headmaster as well as all division and grade level meetings.
- Utilize release time and financial support to attend workshops, conferences, and other professional growth opportunities as approved the Lower School Principal and the Headmaster.
- Share responsibilities for the Primary Bus Duty, Afternoon Waiting Rooms, Morning Greeters; help with dismissal at the end of the day.
Long-Term Maternity Leave Replacement
RCDS seeks an inspirational and passionate upper school visual arts teacher for a maternity leave replacement to run from approximately late February through late May of 2018. Actual dates may change. Candidates should be comfortable working with teenagers, collegial with adults, and have significant high school or college studio art teaching experience. An advanced degree, experience teaching AP Studio Art 2D and 3D, and significant knowledge of ceramics, would be advantageous. RCDS operates a 6-day rotating schedule.
By re-evaluating the familiar and striving to interpret old ideas and traditions in new ways, visual arts students at RCDS develop a sense of decision-making, a new enthusiasm for the visual arts, and a deep personal involvement in the creative process. Students learn through an ongoing process of material exploration combined with age-appropriate intellectual and creative challenges. Teamwork and positive social support are highly valued in all of our classrooms.
RCDS is committed to an inclusive program and a diverse faculty and student body.
Interested candidates should send a resume, cover letter, references and teaching statement to email@example.com, and in the subject line of the message include the words "Art Department Sub."
RCDS currently seeks qualified substitute teachers for the 2017-2018 academic year. Substitutes should have a Bachelor's degree, the ability to work within a diverse community, excellent communication and collaboration skills, and the ability to follow the teacher's schedule and lesson plans. To apply, please send a current resume and cover letter to firstname.lastname@example.org.
Please note, we are no longer accepting teaching fellows applications for the 2018-19 school year.
The Teaching Fellows Program at Rye Country Day School is a one- or two-year commitment designed for well-qualified college graduates. It provides aspiring teachers of color with the opportunity to work in Rye Country Day’s Upper, Middle, or Lower School while earning a Master's degree.
The Rye Country Day community—really more of a family—is something special. The students, faculty, and staff are a remarkable group—hard working, incredibly committed, creative, encouraging of one another, fearless, diverse in their skills and temperaments. Working in a safe and supportive community like this has allowed me to better articulate and clarify my own artistic and pedagogical process so that I can better enhance the expansion of learning for my students. Working at RCDS has helped me see teaching as an extension of being a theater artist. I absolutely love what I do and I am very proud to be a member of this inspiring community.
I teach at Rye Country Day because I get to realize so many of my musical and pedagogical visions. Rye Country Day School has supported me in so many creative projects. I feel that I've been offered tremendous freedom to program repertoire and realize my musical projects... As for professional development, RCDS has supported me in vastly different types of study: from American Choral Directors conferences to a workshop at the Oregon Bach Festival to African drumming workshops to private voice lessons. I know of no school more supportive of professional development and more understanding of the profound effect of personal growth on one's teaching. I also really enjoy the students here at RCDS. In some schools, students are pigeonholed into single areas of interest: "scholars" or "musicians" or "athletes." Here, students participate across all sorts of complementary and contrasting programs. For example, the captain of the football team might easily also be a member of choir and do extensive volunteer work. This translates into teaching really interesting students. We spend a good deal of time with our students, and it's fun to teach such great people.
While every day brings challenges to the classroom, some that are new and exciting and others that require a traditional approach, I am secure in the knowledge that my efforts are respected and appreciated. At RCDS, I have the freedom to be creative and autonomous with the complete endorsement of both the administration and my colleagues. I find great encouragement to pursue my interests in art and diversity, as well as furthering my own education and professional growth. Most important for me is that, although my days are filled with the demands of teaching, the moments spent in conversation with a student outside of the classroom are the true rewards.
I am the Lower School science teacher for pre-kindergarten through fourth grade at Rye Country Day School, have been here for many years now, and have LOVED every moment of my teaching career here. Before becoming part of the RCDS family, I taught for ten years in different states, at different schools, and at different grade levels. Of all my teaching experiences, I have found this school the most supportive, both professionally and personally. Professionally, I daily have the opportunity to work both with colleagues who are eager to collaborate and enrich students' learning and with an administration that supports my curriculum decisions. Personally, I feel uplifted, valued, and constantly intellectually stimulated by the entire RCDS community.