The Chapin School

Chapin’s Department Heads play a key role as stewards of the School’s Academic Program, providing academic leadership and initiative informed by knowledge appropriate to their disciplines and recent developments in their fields. Working in collaboration with one another within their divisions as well as across the K-12 school, Department Heads work closely with faculty, Division Heads, and the Director of Academic Program to develop curriculum and support enhancements in teaching and learning practices, seeking always to improve the student experience, in alignment with Chapin’s mission. 

Chapin’s Department Heads exemplify in their own classrooms the qualities that they seek to develop in the faculty, ensuring that content and pedagogy reflect most recent research and best practices. The Department Head reports to the Division Head and works closely with the Director of Academic Program to ensure vertical alignment of Chapin’s K–12 curriculum.

The Head of Upper School Science is responsible for

• collaborating within the department and across the K-12 school for a shared vision and cohesive progression of Science education.

• envisioning and executing integrated learning opportunities across disciplines. 

• leading the professional growth and support of department members.

• developing a program of study that inspires students, cultivating a commitment to excellence and a love of science.

• teaching three sections of Upper School science - ideallya preference for Biology plusand either Class 8 Science, Chemistry, or Physics -  and serving as an Upper School advisor.

Our next Head of Upper School Science is…

a department leader and mentor who

• fosters a collegial and supportive working environment in the department that encourages the free exchange of ideas and information and enables the department to function as a smoothly working, collaborative team.

• facilitates department meetings that promote participation from all department members and balances attending to administrative details while also providing a forum to engage in meaningful conversation about teaching and learning.

• coaches department members by creating long-term goals with teachers, offering feedback that helps teachers develop their classroom practice, nurturing each teacher’s professional growth, welcoming teachers into her/his/their classroom, and visiting classes regularly so as to provide ongoing guidance about teaching practices.

• ensures that members of the department understand and follow the academic and social policies and regulations of the School.

a master teacher who demonstrates a commitment to innovation and interdisciplinary curriculum development by

• exuding a love for working with a range of learners and believing all students can be scientific thinkers. 

• leading annual reviews of the curriculum within the division to ensure vertical continuity and appropriateness of content, skills, and assessment. 

• collaborating with science department heads in Lower and Middle Schools to cultivate program alignment within the context of Next Generation Science Standards (NGSS).

• eagerly seeking out new research in the field of science education.

• building and clearly communicating a central vision and purpose of the math program to multiple audiences: students, families, advisors, and department members.

a student-centered educator who values each student’s voice, experience, and history by

• understanding and appreciating the Upper School learner within the context of adolescent development.

• modeling excellence in teaching and a commitment to ongoing study in the discipline and of classroom techniques, building structures that enable all students to thrive, including students with learning differences, and embracing a range of teaching and learning strategies.

an educator who actively cultivates a classroom and community of belonging by

• motivating department members to advance their inclusive teaching practices by modeling such practices and developing a culture where innovative inclusion efforts are the norm. 

• critically examining departmental practices and policies to ensure they are equitably designed and applied.

a partner to students, their parents, and colleagues in teaching and learning who 

• engenders respect from the community in their reliability, sincerity, competence, clear communication, and care.

• upholds community standards for self and for department members. 

• offers evidence-based communication to students, families, and colleagues.

• promotes and designs professional development opportunities rooted in current research in the field.

• seeks and reflects on feedback, demonstrating the values of personal and professional growth. 

Qualifications

• Bachelor’s degree in science or related field; Master’s degree preferred. 

• A minimum of 5–7 years of experience teaching science to adolescents.

• leadership experience in launching an initiative that required working collaboratively with administrators, faculty, staff, students, and other stakeholders, preferably within an educational community.

• an understanding of differentiated teaching models and pedagogical approaches.

How to Apply:

Candidates must submit a current résumé and a cover letter that includes responses to the following question by April 25. 

• What is the purpose of an Upper School science program?

Compensation for this position will be commensurate with experience.  The salary range is $75,000-$130,000 annually