Located just west of Stanford University, Woodland is an independent day school that offers a balanced approach to learning in a diverse, respectful and inclusive environment for approximately 300 students in early childhood through 8th-grade. We have two sections of each grade level K- 8 with class sizes that average from 14-18 per class. Our grounded, caring community values not only every student’s academic success, but also their social and emotional development.
Our students’ innate sense of wonder is the foundation of learning at Woodland School. Teachers craft meaningful, multisensory learning experiences which enable creativity, ingenuity, and deep interdisciplinary connections. Students explore and develop complex understandings that engender a sense of self and purpose in the world.
Woodland School’s faculty embodies the values of academic excellence, a diverse and authentic community, and strong character building. We focus on character building because it takes both strength of mind and heart to live with integrity, to find one’s passions, and to create meaningful change in the world. Woodland School is dedicated to the goal of building a culturally diverse and pluralistic faculty committed to teaching and working in a multicultural environment and strongly encourages applications from candidates who reflect such diversity.
Our teachers are themselves learners, constantly searching for ways to improve their practice. A robust professional development program supports our faculty by connecting them to the best practices in pedagogy, curriculum development, educational technology, and student assessment.
The Lower School Dean reports to the Head of School. S/he is charged to act as the academic and operational leader of the lower school and is responsible for its day-to-day operation. The Lower School Dean has comprehensive responsibilities, which include but are not limited to the following:
To ensure the daily operations of the Lower School are joyfully productive, harmonious and respectful, and in keeping with the mission of the school.
To maintain a supportive school climate which reflects high staff morale and open, regular communication with the Head of School, faculty, students and families.
To facilitate implementation of high quality, developmentally appropriate creative curriculum within a supportive learning environment, with adequate scaffolding and challenge to meet the needs of a range of learners.
To maintain close communication with all teachers within the division, and to observe and provide constructive feedback on instructional practices, including curricular design, assessment, pacing/engagement and behavior management.
To foster a community of practice, by facilitating collaboration and sharing of strengths and best practices across faculty, as well as connecting faculty to well-selected professional development opportunities.
To communicate with the Lower School community regarding upcoming events, recent highlights, notable aspects of the program, as well as to provide parent education on topics relevant to the success of our students.
To work closely with the Learning Specialist to assist teachers and families in supporting our learners, and to facilitate ongoing communication with those families.
To refine and maintain student discipline procedures in consonance with school policies, and communicate out and maintain records of incidents that require consequences beyond the classroom
To assist in the admissions process for evaluating enrollment applications, as well as in the hiring process for new members of the faculty team.
To perform other duties that serve in the best interest of the school and as assigned by the Head of School.
Minimum Qualifications (Knowledge, Skills, and Abilities)
We seek a dynamic person who inspires students and faculty and who works collaboratively and creatively with colleagues in various curricular areas and divisions. Candidates should be passionate about teaching, have a love for children and a deep understanding of the developmental ages and stages of elementary students.
Bachelor's degree and teaching certificate or credential, and a minimum of five years professional experience as a lead/independent classroom teacher.
Advanced degree or advanced studies in educational leadership preferred but not required.
Administrative experience with emphasis on curriculum experience.
Strong interpersonal and collaboration skills with the ability to communicate effectively and respectfully with all constituents.
Excellent verbal and written communication skills are required.
Collaborates well with colleagues of diverse backgrounds on pedagogical approaches, curricular alignment, and instructional strategies.
Encourages collaborative teamwork in and out of the classroom, models effective communication skills for students and teachers, including justifying reasoning and considering multiple perspectives when solving problems.
Leads by example and invests time in the life of the school by participating in all aspects that support the student and faculty experience.
Demonstrates professional behavior, including discretion, good judgment and integrity.
Effectively interacts with a diverse population of students and faculty.
All prospective employees must be able to clear a background check, LiveScan fingerprinting and TB screening.
Physical Demands and Work Environment
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made.
Specific vision abilities required by this job include close vision, color vision, and ability to adjust focus.
Frequently required to sit; occasionally required to stand and walk
Occasionally required to reach with hands and arms
Frequently required to talk or hear
Occasionally required to bend, twist, or climb.
Moderate concentration/intensity, which includes prolonged mental effort with limited opportunity for breaks.
Average memory, taking into consideration the amount and type of information.
Moderate level of complexity for decision making. Average time pressure of decision making.
The noise level in the work environment is usually moderate
How to Apply
Candidates for this position should submit a cover letter, resume, and contact information for three to five references. Please combine all documents into a single PDF and send to HR@woodland-school.org.
This job description in no way states or implies that these are the only duties to be performed by the employee(s) incumbent in this position. Employees will be required to follow any other job-related instructions and to perform any other job-related duties requested by any person authorized to give instructions or assignments. All duties and responsibilities are essential functions and requirements and are subject to possible modification to reasonably accommodate individuals with disabilities. To perform this job successfully, the incumbents will possess the skills, aptitudes, and abilities to perform each duty proficiently. Some requirements may exclude individuals who pose a direct threat or significant risk to the health or safety of themselves or others. The requirements listed in this document are the minimum levels of knowledge, skills, or abilities. This document does not create an employment contract, implied or otherwise, other than an “at will” relationship.
Woodland School does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity or national origin in the administration of its educational or admission policies, financial aid distribution, or other school programs. Woodland School is dedicated to the goal of building a culturally diverse and pluralistic faculty committed to teaching and working in a multicultural environment and strongly encourages applications from candidates who reflect such diversity.