Upper School Math Department Head

At The Chapin School, we believe all students can be mathematicians who can apply a growth mindset to the study of math. Our goal is to balance the development of deep conceptual understanding and problem-solving skills with procedural fluency. To this end, Chapin has been engaged in a multi-year K-12 math curriculum and pedagogy review whose chief goal is to develop our math program so that our students learn the skills and habits of mind to be mathematical thinkers. Our next Upper School Mathematics Department Head will be integral in developing and designing curriculum that foregrounds student inquiry and integration of mathematical disciplines. 

The Upper School Mathematics Department Head leads Chapin's Upper School Math Department and teaches math in Upper School (Grades 8–12). This individual reports to the Head of Upper School and works closely with a math leadership team that includes the department, our Associate Head of Lower School, the Head of Middle School Math, and the Director of Academic Program.

The Chapin School's next Upper School Mathematics Department Head is…

a department leader and mentor who

• 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 designing impactful professional development opportunities. 
• collaborates within the department and across K-12 for a shared vision and cohesive progression of math education.
• empowers the teachers to be leaders in the department and the division and amplifies the perspective of the department in school-wide decision making. 
• guides a curricular review with input from a cross-divisional representation of teachers and students, drafting and revising curriculum that is spiraled, coherent, rigorous, and a model for other schools.

a mathematician aligned with the mission and values of The Chapin School who

• exudes a love for working with students and believes all students can be mathematicians. This teacher builds structures enabling all students to thrive, including students with learning differences, and embraces a blend of teaching and learning strategies and a range of demonstrations of learning. 
• is equally passionate about and experienced with teaching the entire US curricular progression from 8th grade integrated math through Calculus 2, in addition to  developing mathematical practice standards including constructing and critiquing reasoning and real-world modeling across that range of courses. 
• values life-long learning by eagerly seeking out new research in the field of mathematics education.
• can build and clearly communicate a central vision and purpose of the math program to multiple audiences: students, families, advisors, and department members.

committed to inclusion and equity by

• modeling inclusive teaching practices and motivating department members to advance their inclusive teaching practices and developing a culture where innovative inclusion efforts  are the norm. 
• demonstrating a developed and nuanced perspective of cultural relevancy. 
• critically examining the equity of departmental practices and policies; for example, regarding placement and tutoring.

a trusted professional and communicator who

• engenders respect from the community in their reliability, sincerity, competence, clear communication, and care.
• upholds community standards for self and for department members. 
• offering evidence-based communication to students, families, and colleagues.
• shows self awareness, is self reflective and holds themselves accountable.

To apply

Candidates should submit a current résumé, a cover letter, and a mathematical philosophy by March 3.