Greensboro Day School jobs in Greensboro, NC - 31 jobs

REPORTS TO: Lower School Director FLSA JOB CLASSIFICATION: JOB PURPOSE: Greensboro Day School seeks an experienced lower school teacher for a full-time Lower School (2nd Grade) Homeroom Teacher position for the 2026-2027 school year. Greensboro Day School teachers are mission focused, human-centered and experts of their craft. They are responsible for supporting the intellectual, physical, social, and emotional growth of their students and facilitating a classroom community of respect, kindness, integrity, and responsibility. GDS teachers are lifelong learners, field experts, and most of all, champions of children. They design and develop effective learning experiences that are developmentally appropriate, engaging, and guided by evidence-based practices and cognitive research. The Lower School Homeroom Teacher must be prepared to teach all core subjects (math, Language Arts, social studies, and science). This is a 10-month, on-campus position, five days per week, Monday through Friday, and requires occasional evening and weekend work. PRIMARY RESPONSIBILITIES: Effectively plans, implements, and assesses student learning Designs curriculum and applies a pedagogical approach that are aligned with appropriate child and adolescent developmental stages Uses varied methods of instruction and assessment that are in accordance with the School's mission, Statement of Community, educational philosophy, and departmental curriculum and competencies Aligns curriculum with teachers of the same grade level or course Implements a variety of brain-based teaching strategies including movement, interleaving, and other effective strategies informed by the learning sciences to maximize each student's learning potential Effectively implements best-practice pedagogical strategies that include a variety and balance of direct instruction, individual student practice, whole-class discussion, collaborative learning, inquiry-based learning, experiential, and hands-on learning Clearly defines and communicates expectations for student success Uses assessments as a student learning tool by providing clear and timely feedback so students can learn from their mistakes and improve their long-term learning Understands the strengths and growth areas of each student Reflects on lesson design, implementation, and student outcomes and makes adjustments to ensure student success Manages the classroom to ensure a physically and emotionally safe climate at all times for self and students Responds to needs of the whole class and individual students and collaborates with the counseling and learning support staff to understand and implement teaching strategies recommended in learning plans Cultivates in each student an understanding of and appreciation for a wide range of perspectives, approaches to learning, and content Develops and regularly updates the curriculum framework and syllabi in collaboration with the Associate Head of School for People & Program, division director, department chairs, colleagues, and/or consultants on an annual basis and during the curriculum review cycle Participates in the Professional Growth and Development Program focusing on Planning and Preparation, Instruction, Classroom Environment, and Professional Responsibilities (Danielson Framework) as outlined in the Employee Handbook ADDITIONAL RESPONSIBILITIES: Shares in the day-to-day life of the school community, which includes serving as an advisor, organizing clubs, attending assemblies, participating in committees as necessary (i.e., Grade Level Team, Student Services Team, division-based Leadership Team), and fulfilling assigned duties (such as lunch supervision, carpool, and bus duty) Is active and present as a GDS community member by participating in school functions and students' extracurricular life (such as admission events, attending arts and athletics events, and planning and/or serving as a chaperone on day and/or overnight field trips) Communicates in a timely manner with students and parents to inform them about successes, progress, and/or concerns Performs other duties as assigned by the Head of School GDS Cultural Competencies GDS Employee Skills Human-Centered Data-Informed Empathetic Collaborative Professionalism Technologically Fluent Adaptable & Growth Mindset Inclusive Productive conflict resolution Integrity Welcoming Respectful Listens to Understand Relationship-Focused Student-Centered Field Expertise Coachable Lifelong Learner Kind Teacher Competencies Kid Champion Chief modeler of respect, kindness, integrity, & responsibility Intellectually Curious Lover of learning for self and students Curriculum expert Culturally competent Proactive, Effective, & Professional Communicator Reflective Responsive Patient Position Requirements Bachelor's Degree required; Master's degree and requisite certification in teaching area preferred Teaching experience (minimum of two years preferred) WORKING CONDITIONS: Daily work requires supervising students both indoors and outdoors. Faculty are required to participate in regular safety drills, learn CPR, learn how to apply a tourniquet, provide basic first aid, administer epi-pens when needed, and be able to support other student-specific health-related needs. Some weekend, evening, or early morning work may be required from time to time. PHYSICAL REQUIREMENTS: Teachers of young children must be able to assist the children in toileting, hand washing, nose-blowing, etc. They must be able to move quickly and frequently from standing to sitting with ease, lift up to 50 pounds, and sit on small chairs and the floor. Teachers must also be able to traverse the classroom and adjust one's tone and height, by bending or leaning, in order to teach each child. All teachers must be able to provide adequate supervision indoors and outdoors, and they must be able to ensure the safety of students during drills and emergencies that may arise from time to time. This position has frequent exposure to loud sounds and high noise levels on a weekly basis. DIRECT REPORTS: There are no direct reports for the Lower School (2nd Grade) Homeroom Teacher.

Westchester Country Day School, a PreK-12 college preparatory school located in High Point, NC, seeks a Chief Financial Officer (CFO). Reporting to the Head of School, the CFO is a senior leader responsible for the School's financial health, business operations, and long-term sustainability. Key Responsibilities Provide strategic financial leadership with the Head of School and Board of Trustees Develop and oversee operating and capital budgets, financial reporting, cash flow, investments, and long-range planning Ensure strong internal controls, compliance with GAAP, and regulatory requirements; coordinate annual audits Oversee accounting, student billing, and insurance/risk management Lead human resources functions, including payroll, benefits, compliance, and employee relations Oversee facilities, safety and security, food service, transportation, and auxiliary operations Supervise and develop staff; collaborate across departments Support Board committees and prepare financial reports and presentations Qualifications Bachelor's degree in finance, accounting, business, or related field (advanced degree/CPA preferred) Senior-level financial and operational leadership experience, preferably in an independent school or nonprofit Experience overseeing HR and multi-department operations Strong leadership, communication, and organizational skills Commitment to the mission of independent education Position Details Full-time, 12-month administrative role Competitive salary and benefits Application Submit a cover letter, résumé, and references via ************************************************ Questions may be directed to Penny Rowe at *****************************.

Westchester Country Day School seeks a kitchen substitute. This position would fill in on days additional help is needed in Food Services by performing a variety of routine duties related to the production and serving of food to students and staff in the Wilson Student Center cafeteria. If interested, please submit your resume and full online application through this posting or the Westchester Country Day School website. For questions, please contact Billy McArthur at *********************************.

After School Care Staff REPORTS TO: Director of Auxiliary Operations FLSA JOB CLASSIFICATION: Non-Exempt, 10 Month Position, Part Time JOB PURPOSE: of After School Care Staff. Afterschool Care Staff provide supervision, programming, and care for students enrolled in the Bengal Cub Club (BCC) (age 2 - Grade 4) and Homework Hangout (Grade 5-8) programs. Upper school students (Grade 9-12) drop in to be supervised by the Homework Hangout staff person when on campus after 3:45pm. This is a 10-month, on-campus position. This position has a flexible schedule, with staff members typically working up to five days a week, Monday-Friday, from 2:00 - 6:00 p.m. Additional hours may be available on teacher workdays or in the summer months. The After School Care Staff models the GDS Community Cornerstones of Respect, Kindness, Integrity, and Responsibility. PRIMARY RESPONSIBILITIES: Supervises the day-to-day activities of students in the afterschool program as assigned by the Director of Auxiliary Operations Provides for the safety and care of students enrolled in the afterschool program while supporting appropriate student behavior Assists in responsibility for behavior management of students subject to final approval from the Director of Auxiliary Operations Collaborates with other afterschool employees for smooth and effective program operations Supports school policies and abides by the Employee Handbook Works with parents and classroom teachers to ensure students have a good experience in the afterschool program Supports students with their homework and other educational needs Attends certain meetings or events as required ADDITIONAL RESPONSIBILITIES: Performs other duties as assigned by the Head of School GDS Cultural Competencies(All Employees) GDS Employee Skills(All Employees) Human-Centered Data-Informed Empathetic Collaborative Professionalism Technologically Fluent Adaptable & Growth Mindset Inclusive Productive conflict resolution Integrity Welcoming Respectful Listens to Understand Relationship-Focused Student-Centered Field Expertise Coachable Lifelong Learner Kind After School Care Staff Competencies Kid Champion Chief modeler of of respect, kindness, integrity, & responsibility Intellectually Curious Lover of learning for self and students Culturally competent Proactive, Effective, & Professional Communicator Reflective Responsive Patient Position Requirements High School degree required; associate's or bachelor's degree preferred Experience caring for children preferred Understanding of child development Personal qualities of credibility and unwavering commitment to Greensboro Day School's mission A sense of humor is appreciated WORKING CONDITIONS: Daily work requires supervising students both indoors and outdoors. Faculty are required to participate in regular safety drills, learn CPR, learn how to apply a tourniquet, provide basic first aid, administer epi-pens when needed, and be able to support other student-specific health-related needs. Some weekend, evening, or early morning work may be required from time to time. PHYSICAL REQUIREMENTS: Staff members supervising young children must be able to assist the children in toileting, hand washing, nose-blowing, etc. They must be able to move quickly and frequently from standing to sitting with ease, lift up to 50 pounds, and sit on small chairs and the floor. Must also be able to traverse the classroom and adjust one's tone and height, by bending or leaning, in order to teach each child. All staff members must be able to provide adequate supervision indoors and outdoors, and they must be able to ensure the safety of students during drills and emergencies that may arise from time to time. This position has frequent exposure to loud sounds and high noise levels on a weekly basis. DIRECT REPORTS: There are no direct reports for the After School Care Staff position.

REPORTS TO: Middle School Director FLSA JOB CLASSIFICATION: JOB PURPOSE: Greensboro Day School seeks an experienced learning support educator for a full-time Middle School Learning Support Coordinator position for the 2026-2027 school year. The Middle School Learning Support Coordinator collaborates and consults with faculty, administration, and Learning Support colleagues in supporting students in Grades 5-8 with diagnosed learning differences as well as students who may need enrichment or remediation. The Learning Support Coordinator serves as a liaison between classroom teachers and families and can help families connect with community resources. They understand the range of learning differences students exhibit, and they remain current on brain research and associated effective teaching and learning strategies. The Learning Support Coordinator also develops, organizes, promotes, and carries out both proactive and responsive professional development, parent education, and community events in the area of learning support. This is a 10-month, on-campus position, five days per week, Monday through Friday, and requires regular evening and weekend work. The Middle School Learning Support Coordinator models the GDS Community Cornerstones of Respect, Kindness, Integrity, and Responsibility. PRIMARY RESPONSIBILITIES: Ensures appropriate accommodations and modifications are made for the growth and development of students in accordance with the Student Accommodations policy in the GDS Family Handbook Develops learning plans for students who have diagnosed learning differences, medical accommodations needs, or mental health accommodations needs Works one-on-one, in pairs, or in small groups with students who have diagnosed learning differences (or other diagnoses when working in conjunction with the Nurse or Counselor) that impact achievement Visits classrooms to work with small groups for remediation or enrichment as necessary Addresses student reading, math, and writing skills based on information from teachers or testing Creates and maintains a database of all students with a psychological educational evaluation that includes their learning plan Observes students who do not have psychological educational reports in order to assess student needs In collaboration with the classroom teachers, develops and implements appropriate support for students that may include specific curriculum, charts, forms, or other aids to help assigned students learn classroom material addressing learning strategies, study skills, developmental issues, executive function systems, and other identified learning profile needs Plans and executes lessons, using varied methods of instruction and assessment, that are in accordance with the School's mission, Statement of Community, educational philosophy, and departmental curriculum and competencies Provides a safe, nurturing, caring educational environment in which every student sees the learning support coordinator as an ally and accessible advisor in the student's quest to succeed In collaboration with the classroom teachers, communicates in a timely manner with parents to inform them of progress and/or challenges in the classroom and in the school more generally Attends conferences with parents and/or teachers as requested Completes quarterly comments for all students with diagnoses with 70 or below. Ahead of major testing and assessment dates, communicates with students and families about extended time and other accommodations Provides support to the tutoring program Stays abreast of current brain, learning differences, and pedagogical research Participates as a member of the Student Support Team Participates in the Professional Growth and Development Program focusing on Planning and Preparation, Instruction, Classroom Environment, and Professional Responsibilities (Danielson Framework) as outlined in the Employee Handbook where applicable ADDITIONAL RESPONSIBILITIES: In conjunction with other members of the Learning Support Department, plans, organizes, and leads various professional development experiences for faculty and parent education programs Participates in committees as necessary (i.e. Grade Level Teams, etc.) Shares in the day-to-day life of the school community, which includes serving as an advisor, organizing clubs, attending assemblies, participating in committees as necessary, and fulfilling assigned duties (such as lunch supervision, carpool, and bus duty) Is active and present as a GDS community member by participating in school functions and students' extracurricular life (such as admission events, attending arts and athletics events, and planning and/or serving as a chaperone on day and/or overnight field trips) Serves as a chaperone during the annual Building Community Retreats (BCRs) as needed, which typically requires 1-3 nights of overnight chaperoning Serves as a role model to faculty through the active participation and leadership opportunities in professional organizations; reads professional publications and maintains personal networks Assists with other projects and performs other duties as assigned by the Division Director and/or the Dean of Academics Performs other duties as assigned by the Head of School GDS Cultural Competencies(All Employees) GDS Employee Skills(All Employees) Human-Centered Data-Informed Empathetic Collaborative Professionalism Technologically Fluent Adaptable & Growth Mindset Inclusive Productive conflict resolution Integrity Welcoming Respectful Listens to Understand Relationship-Focused Student-Centered Field Expertise Coachable Lifelong Learner Kind Position Requirements Bachelor's degree; Master's degree or higher and requisite certification desired Minimum of two years of teaching experience preferred Minimum of two years of experience in a position directly working with students with diagnosed learning differences Understanding of child development for students ages 10-14 Excellent interpersonal and communication skills, including public presentation skills The ability to define problems, gather and analyze data, establish facts, and draw conclusions Personal qualities of credibility and unwavering commitment to Greensboro Day School's mission A sense of humor is appreciated WORKING CONDITIONS: Daily work requires supervising students both indoors and outdoors. Faculty are required to participate in regular safety drills, learn CPR, learn how to apply a tourniquet, provide basic first aid, administer epi-pens when needed, and be able to support other student-specific health-related needs. Some weekend, evening, or early morning work may be required from time to time. PHYSICAL REQUIREMENTS: The position may require prolonged periods of sitting at a desk, standing to teach, and working on a computer. They must be able to move quickly and frequently from standing to sitting with ease and lift up to 50 pounds. The position must also be able to traverse the classroom and adjust one's tone and height, by bending or leaning, in order to teach each child. The position must be able to provide adequate supervision indoors and outdoors, and they must be able to ensure the safety of students during drills and emergencies that may arise from time to time. This position has frequent exposure to loud sounds and high noise levels on a weekly basis. DIRECT REPORTS: There are no direct reports for the Middle School Learning Support Coordinator position.

Job DescriptionREPORTS TO: Chief Financial & Operating Officer FLSA JOB CLASSIFICATION: , 7:30 - 4:30 p.m. M-F JOB PURPOSE: The Coffee & Smoothie Shop Manager oversees daily operations of Greensboro Day School's on-campus coffee and smoothie shop, ensuring exceptional service, high-quality beverages, and a welcoming environment for students, faculty, staff, and visitors. This role manages barista staff and a full-time cashier, maintains inventory and equipment, and leads a culture of hospitality aligned with GDS's mission and values. This is a 12-month, on-campus position, five days per week, 7:30 a.m. - 4:30 p.m. Monday through Friday, including a few evenings and weekends each year for special events on campus. The Manager models the GDS Community Cornerstones of Respect, Kindness, Integrity, and Responsibility. PRIMARY RESPONSIBILITIES: Manages daily shop operations including scheduling, staffing, and workflow efficiency Ensures high-quality preparation of espresso drinks, smoothies, and other menu offerings Monitors and maintains product inventory; places orders and tracks usage to manage costs Develops and updates menu offerings in alignment with student preferences and campus wellness initiatives Oversees safety, sanitation, and cleanliness standards in compliance with health department guidelines Hires, trains, supervises, and evaluates baristas and cashiers (including student workers, if applicable) Provides guidance on beverage preparation, customer service, and operational procedures Fosters a positive, collaborative, and service-minded culture among team members Creates a warm and inclusive environment consistent with GDS's school culture Builds strong relationships with students and employees to understand needs and improve offerings Manages POS operations, cash handling procedures, and daily reconciliation Assists in budget planning and monitors expenses to ensure efficient operation Maintains equipment functionality and coordinates repairs and service as needed Ensures compliance with school policies and operational standards ADDITIONAL RESPONSIBILITIES: Works occasionally after hours for special events Performs other duties as assigned by the Head of School GDS Cultural Competencies GDS Employee Skills Human-Centered Data-Informed Empathetic Collaborative Professionalism Technologically Fluent Adaptable & Growth Mindset Inclusive Productive conflict resolution Integrity Welcoming Respectful Listens to Understand Relationship-Focused Student-Centered Field Expertise Coachable Lifelong Learner Kind Position Requirements Associate's or bachelor's degree in hospitality, business, or related field preferred Minimum 2 years of experience in food service leadership Minimum of two years in coffee shop or café management strongly preferred Strong barista skills including espresso preparation, drink presentation, and recipe consistency Knowledge of smoothie production, fresh ingredients, and nutrition best practices is a plus Excellent customer service, communication, and team leadership skills Proficient with POS systems and basic financial reporting Ability to lift up to 30 pounds and work on your feet for extended periods WORKING CONDITIONS: The work environment for this position can include sedentary and confined to an office, external professional development that may require travel, and active participation in school events. Extended work hours are common. Some weekend, evening, or early morning work may be required from time to time. The noise level in this work environment is moderate to high. PHYSICAL REQUIREMENTS: Primary functions require sufficient physical ability and mobility to work in a retail food setting; to stand or sit for prolonged periods of time; to operate equipment and tools that require safety protocols, occasionally stoop, bend, kneel, crouch, reach, and twist; to lift, carry (ability to lift up to 50 pounds), push, and/or pull light to moderate amounts of weight; to operate office equipment requiring repetitive hand movement and fine coordination including use of a computer keyboard; and to verbally communicate to exchange information. Specific vision abilities required by this position include close vision, distance vision, and the ability to adjust focus. DIRECT REPORTS: None

Westchester Country Day School seeks substitute teachers for all grade levels (Pre-K through 12). Teaching license not required. To apply, please attach resume and complete the full application.

Job DescriptionREPORTS TO: Chief Philanthropy Officer FLSA JOB CLASSIFICATION: JOB PURPOSE: In collaboration with the Philanthropy & Alumni Office staff, the Director of Annual Giving is responsible for designing, planning, and leading the Student & Teacher Impact Fund campaign through the solicitation of all GDS stakeholders to meet the School's Student & Teacher Impact Fund budget goal. This is a 12-month, part-time (25 hours per week), on-campus position, five days per week, Monday through Friday, and requires regular evening and weekend work. Regular work hours are 8:00 a.m. - 1:00 p.m. The Director of Annual Giving models the GDS Community Cornerstones of Respect, Kindness, Integrity, and Responsibility. PRIMARY RESPONSIBILITIES: In collaboration with the Chief Philanthropy Officer, effectively develop and implements a comprehensive fundraising plan and appeal schedule for the GDS Student & Teacher Impact Fund for parents, faculty, staff, alumni, grandparents, parents of alumni, and other community members Designs and implements a plan to support an annual giving cycle, including goals and strategies to build and diversify the GDS donor base and elevate overall giving Creates compelling and creative messaging around support for GDS including appeals, acknowledgements, pledge reminders, and collateral print and digital materials Identifies, synthesizes, and adapts messaging for various audiences in a way that compels action and motivates gifts Manages all technology platforms relating to the Impact Fund to reflect real time progress, competition incentives, and creative opportunities for constituents to engage with the campaign throughout the year Works collaboratively with the Marketing & Communications Team on messaging, branding, and calendaring related to the Impact Fund Creates and manages a multidimensional appeal schedule, in collaboration with the Chief Philanthropy Officer, requiring coordination with various stakeholders (i.e. class agents and grade-level parent representatives) Oversees the annual giving day (#1DayforGDS), including the recruitment and management of parent and alumni volunteers ADDITIONAL RESPONSIBILITIES: Actively participates in philanthropy-related fundraising and stewardship events Participates actively in advancement and other school related events Performs other duties and special projects as assigned by the Head of School GDS Cultural Competencies GDS Employee Skills Human-Centered Data-Informed Empathetic Collaborative Professionalism Technologically Fluent Adaptable & Growth Mindset Inclusive Productive conflict resolution Integrity Welcoming Respectful Listens to Understand Relationship-Focused Student-Centered Field Expertise Coachable Lifelong Learner Kind Philanthropy & Alumni Office Staff Competencies Fundraising Acumen Innovative Ideas for Secondary Revenue Streams Strategic Goal Setting for Campaigns Data Analysis Multi-constituent connection through communication & events Relationship cultivators Position Requirements Bachelor's Degree Minimum of 2-3 years of successful experience fundraising Experience fundraising in an independent school or educational setting preferred Successful experience cultivating relationships with diverse constituencies Excellent interpersonal skills Passion for education Thrives when multitasking and managing a variety of projects Superb oral and written communication skills Capacity to both work independently and thrive in a team environment Willingness and ability to travel and work outside normal business hours as needed Demonstrated eagerness and ability to effectively communicate and support the GDS mission Personal qualities of credibility and unwavering commitment to Greensboro Day School's mission A sense of humor is appreciated WORKING CONDITIONS: The work environment for this position is mostly sedentary and confined to an office setting. The noise level is usually quiet to moderate level but may be loud on occasion. The nature of this position may require supervising students both indoors and outdoors on occasion. All faculty and staff are required to participate in regular safety drills. Extended work hours are common. Regular weekend, evening, or early morning work is required. Travel is required. PHYSICAL REQUIREMENTS: The duties of this job take place in an office setting. This position is frequently required to operate a computer and file and retrieve written documents. The physical demands include, but are not limited to, standing, sitting, walking, lifting, carrying, reaching, handling, kneeling, crouching and bending. There will be extended periods of sitting required when performing administrative tasks and while attending meetings. Must be able to lift up to 50 pounds. Specific vision abilities required by this position include close vision, distance vision, and the ability to adjust focus. DIRECT REPORTS: There are no direct reports for the Director of Annual Giving.

REPORTS TO: Lower School Director FLSA JOB CLASSIFICATION: Exempt, 10 Month Position, Part-Time JOB PURPOSE: Greensboro Day School seeks an experienced lower school and/or math teacher for a part-time Lower School (Kindergarten-1st Grade) Math Specialist Teacher position for the 2026-2027 school year. Greensboro Day School teachers are mission focused, human-centered and experts of their craft. They are responsible for supporting the intellectual, physical, social, and emotional growth of their students and facilitating a classroom community of respect, kindness, integrity, and responsibility. GDS teachers are lifelong learners, field experts, and most of all, champions of children. They design and develop effective learning experiences that are developmentally appropriate, engaging, and guided by evidence-based practices and cognitive research. The Lower School (Kindergarten-1st Grade) Math Specialist promotes the development of mathematical reasoning, communication, connections, and representation across a range of topics/disciplines. They support Lower School Homeroom Teachers in math instruction that teaches students foundational math skills and develops critical thinking, recognizing the diversity of problem-solving approaches students bring to the classroom. The Lower School (Kindergarten-1st Grade) Math Specialist works directly with Kindergarten-1st Grade students who have a range of mathematical abilities and needs by providing small group instruction for students who need additional challenge beyond the curriculum and for students who need additional support with foundational skills. This is a part-time (10 hours/week), 10-month, on-campus position, days of the week Monday through Friday as determined in collaboration with the division director, and requires occasional evening and weekend work. PRIMARY RESPONSIBILITIES: Effectively plans, implements, and assesses student learning Designs curriculum and applies a pedagogical approach that are aligned with appropriate child and adolescent developmental stages Uses varied methods of instruction and assessment that are in accordance with the School's mission, Statement of Community, educational philosophy, and departmental curriculum and competencies Aligns curriculum with teachers of the same grade level or course Implements a variety of brain-based teaching strategies including movement, interleaving, and other effective strategies informed by the learning sciences to maximize each student's learning potential Effectively implements best-practice pedagogical strategies that include a variety and balance of direct instruction, individual student practice, whole-class discussion, collaborative learning, inquiry-based learning, experiential, and hands-on learning Clearly defines and communicates expectations for student success Uses assessments as a student learning tool by providing clear and timely feedback so students can learn from their mistakes and improve their long-term learning Understands the strengths and growth areas of each student Reflects on lesson design, implementation, and student outcomes and makes adjustments to ensure student success Manages the classroom to ensure a physically and emotionally safe climate at all times for self and students Responds to needs of the whole class and individual students and collaborates with the counseling and learning support staff to understand and implement teaching strategies recommended in learning plans Cultivates in each student an understanding of and appreciation for a wide range of perspectives, approaches to learning, and content Develops and regularly updates the curriculum framework and syllabi in collaboration with the Associate Head of School for People & Program, division directors, department chair, colleagues, and/or consultants on an annual basis and during the curriculum review cycle Participates in the Professional Growth and Development Program focusing on Planning and Preparation, Instruction, Classroom Environment, and Professional Responsibilities (Danielson Framework) as outlined in the Employee Handbook ADDITIONAL RESPONSIBILITIES: Shares in the day-to-day life of the school community, which includes serving as an advisor, organizing clubs, attending assemblies, participating in committees as necessary (i.e., Grade Level Team, Student Services Team, division-based Leadership Team), and fulfilling assigned duties (such as lunch supervision, carpool, and bus duty) Is active and present as a GDS community member by participating in school functions and students' extracurricular life (such as admission events, attending arts and athletics events, and planning and/or serving as a chaperone on day and/or overnight field trips) Communicates in a timely manner with students and parents to inform them about successes, progress, and/or concerns Performs other duties as assigned by the Head of School GDS Cultural Competencies GDS Employee Skills Human-Centered Data-Informed Empathetic Collaborative Professionalism Technologically Fluent Adaptable & Growth Mindset Inclusive Productive conflict resolution Integrity Welcoming Respectful Listens to Understand Relationship-Focused Student-Centered Field Expertise Coachable Lifelong Learner Kind Teacher Competencies Kid Champion Chief modeler of respect, kindness, integrity, and responsibility Intellectually Curious Lover of learning for self and students Curriculum expert Culturally competent Proactive, Effective, and Professional Communicator Reflective Responsive Patient Position Requirements Bachelor's degree; Master's degree and requisite certification in teaching area preferred Teaching experience (minimum of two years preferred) WORKING CONDITIONS: Daily work requires supervising students both indoors and outdoors. Faculty are required to participate in regular safety drills, learn CPR, learn how to apply a tourniquet, provide basic first aid, administer epi-pens when needed, and be able to support other student-specific health-related needs. Some weekend, evening, or early morning work may be required from time to time. PHYSICAL REQUIREMENTS: Teachers of young children must be able to assist the children in toileting, hand washing, nose-blowing, etc. They must be able to move quickly and frequently from standing to sitting with ease, lift up to 50 pounds, and sit on small chairs and the floor. Teachers must also be able to traverse the classroom and adjust one's tone and height, by bending or leaning, in order to teach each child. All teachers must be able to provide adequate supervision indoors and outdoors, and they must be able to ensure the safety of students during drills and emergencies that may arise from time to time. This position has frequent exposure to loud sounds and high noise levels on a weekly basis. DIRECT REPORTS: There are no direct reports for the Part-Time Lower School Math Specialist.

Westchester Country Day School is seeking a Prep Cook for our Food Services Department. This role performs a variety of routine duties related to the production and serving of food to students and staff in our Wilson Student Center cafeteria. This role, also, performs routine cleaning of kitchen facilities and equipment on a daily/regular basis. Work can be performed on a relatively independent basis under a fixed time schedule each day. Candidates for this position need to have skills which include ability to communicate and work effectively with fellow workers, and knowledge of related food preparation duties. Ability to adhere to OSHA and school safety regulations. Work within the school communicable disease control plan (bloodborne pathogens) and be aware of the existence and potential exposure to hazardous chemicals as identified on the MSDS sheets. Job Responsibilities include, but are not limited to: - Regular attendance is an essential function of this position. - Assist in the preparation and serving of food in a quick and pleasant manner. Often responsible for the preparation of a particular dish or baked product. - Assist in regularly replenishing the supply of foods during meal services including dishes, trays and utensils. - Assists in the daily clean up of the kitchen and service areas. Clean up of dining dishes and pots and pans. - Assists in the proper storage and disposal of unused food. - Serves students and staff from the serving line. - Maintains the trash and garbage collection area in a neat and sanitary fashion. - Washing/peeling/cutting of vegetables, preparing recipes, and washing dishes. - Follow sanitation standards and health codes. - Performs other job duties as requested by the supervisor as needed. Schedule: Full Time, Monday - Friday 8:00 a.m. - 2:00 p.m. Benefits package includes medical, dental, and vision coverage to employees and qualified dependents. In addition, Westchester Country Day School provides paid time off and paid holidays. Please apply online at *********************************** by completing the application and uploading a letter of interest, resume, and references. Questions can be directed to Penny Rowe, CFO, at *****************************.

REPORTS TO: Director of Athletics FLSA JOB CLASSIFICATION: JOB PURPOSE: Greensboro Day School seeks an experienced athletic trainer with additional experience in athletics support and/or administration for a full-time Head Athletic Trainer and Assistant Athletic Director position for the 2025-26 school year with flexibility to extend the start date until July 2026. The Head Athletic Trainer serves as the leader and coordinator of all sports medicine services within the athletic program in conjunction with the Director of Athletics. The Head Athletic Trainer works collaboratively with the Team Physician, Health Center staff, and other healthcare professionals to provide medical care for the athletic program and our school community. The Head Athletic Trainer administers all areas expected as an athletic trainer including but not limited to injury care and prevention; first aid; injury rehabilitation; planning and record keeping for student-athletes; and evaluating and renewing Emergency Action Plans. In addition, this position assists with data tracking of athletes, including approving required athletic participation forms in Magnus Health/Sportsware, and assists the Director of Athletics with day to day operations, coverage of practices, game management responsibilities at assigned games, and administrative duties. The Head Athletic Trainer will also be responsible for evaluating the feasibility of a student athletic training program and manage the renewal of the school's NATA Safe Sports School recognition. This is a full-time, 10-month (generally July 25 - May 25), on-campus position, five days per week, Monday through Friday, and requires regular evening and weekend work. The Head Athletic Trainer and Assistant Athletic Director models the GDS Community Cornerstones of Respect, Kindness, Integrity, and Responsibility and demonstrates a high level of customer service in line with the mission of the school PRIMARY RESPONSIBILITIES: Athletic Trainer Provides sports medicine coverage for all student-athletes during practices and athletic competitions including injury prevention, evaluation, treatment, rehabilitation, and medical referrals as necessary Reviews and approves required student-athlete participation forms in Magnus Health Maintains daily treatment records and injury/illness documentation Assists in maintaining athletic training facility and equipment Assists with game day setup Maintains professional credentials for NATA BOC certification and North Carolina State Licensure Works within the scope of practice and the NATA Code of Ethics for Athletic Trainers Performs other duties as assigned by the Director of Athletics Assistant Athletic Director Assists with scheduling daily medical coverage for practices and events Serves as liaison for visiting teams Works collaboratively with students, coaches, parents, faculty, staff, and administration as part of the athletic department Performs other duties as assigned by the Director of Athletics ADDITIONAL RESPONSIBILITIES: Teaches up to two physical education courses as needed (i.e. Sports Medicine, PE) Performs other duties as assigned by the Head of School GDS Cultural Competencies GDS Employee Skills Human-Centered Data-Informed Empathetic Collaborative Professionalism Technologically Fluent Adaptable & Growth Mindset Inclusive Productive conflict resolution Integrity Welcoming Respectful Listens to Understand Relationship-Focused Student-Centered Field Expertise Coachable Lifelong Learner Kind Position Requirements Bachelor's degree in athletic training or Entry Level Master's in athletic training A minimum of three years of experience as an athletic trainer NATA BOC Certification North Carolina license eligible - NCBATE National Provider Identification (NPI) number required Experience in maintaining electronic medical records Current CPR, First Aid, and AED certification Knowledge and understanding of NCISAA policies and rules Excellent communication and interpersonal skills Personal qualities of credibility and unwavering commitment to Greensboro Day School's mission A sense of humor is appreciated WORKING CONDITIONS: This position requires regular evening and weekend work, working outdoors, working with challenging clients, crisis and emergency situations, and collaboration with first responders or healthcare professionals (physicians, EMTs, fire, police, rangers, etc.). PHYSICAL REQUIREMENTS: The position can involve lifting up to a maximum of 100 pounds with frequent lifting and/or carrying of objects weighing up to 25 pounds. Medium strength is required to position patients for examination. The position may assist patients as needed, helping them on and off the field or exam table. The position must be able to stand for long periods of time and run to respond to incidents on a moment's notice. The position must be able to work in outdoor conditions frequently subject to varying weather conditions and inside gym or classroom settings. The position is likely to come in contact with blood and body fluids. The position also requires desk work and sitting for periods of time. DIRECT REPORTS: There are no direct reports for the Head Athletic Trainer and Assistant Athletic Director.

Assistant Director of Admission & Enrollment Job Description Greensboro Day School seeks an experienced admissions professional for the position of Assistant Director of Admission Enrollment for the 2026-27 school year to begin on July 1, 2026.REPORTS TO: Director of Admission & Enrollment FLSA JOB CLASSIFICATION: Exempt, 12 Month Position JOB PURPOSE: The Assistant Director of Admission & Enrollment serves as one of Greensboro Day School's strongest advocates and ambassadors, promoting the School to various constituents and representing the school community always. The Assistant Director will apply an ethical and equitable process during all phases of the application and admission process. Working collaboratively with fellow faculty and staff throughout the Greensboro Day School community, the Assistant Director will work closely with prospective families, lead Admission events on campus, and facilitate Admission committees as an application reader and voting member. This is a full-time, 12-month, on-campus position, five days per week, Monday through Friday, and requires regular evening and weekend work. The Assistant Director of Admission & Enrollment models the GDS Community Cornerstones of Respect, Kindness, Integrity, and Responsibility. PRIMARY RESPONSIBILITIES: Articulates the School's mission in advancing the School to families, preschools, outreach programs, and other professional organizations Builds relationships with prospective and current families Provides warm and welcoming customer service for all prospective families throughout the admission process Meets with prospective families and effectively communicates the value of a Greensboro Day School education through interviews, campus tours, emails, and phone calls Manages the admission process that adheres to best practices as set by NAIS for an assigned number of grade levels, which includes evaluating applications and gathering required documents Presents completed applicant files to the Admission Committee and facilitates discussion for a decision on admissibility Possesses the willingness and ability to have difficult conversations with prospective families Manages records and data in Enrollment Management (Blackbaud); includes building and managing enrollment contracts, applications, and inquiry forms Plans, implements, and/or attends events including admission assessments, Open Houses, events for prospective families, off-campus outreach efforts, and other activities involving retention, recruitment and outreach Assists in updating Admission Office publications and website content Helps maintain documents to track historical data, enrollment trends, attrition, retention, etc. ADDITIONAL RESPONSIBILITIES: Collaborates with the divisions to ensure a smooth transition for all students into Greensboro Day School; includes but is not limited to orientation, tour guides, and open houses Assists the Marketing and Communications Office as needed Performs other duties as assigned by the Head of School GDS Cultural Competencies GDS Employee Skills Human-Centered Data-Informed Empathetic Collaborative Professionalism Technologically Fluent Adaptable & Growth Mindset Inclusive Productive conflict resolution Integrity Welcoming Respectful Listens to Understand Relationship-Focused Student-Centered Field Expertise Coachable Lifelong Learner Kind Admission Staff Competencies Innovative ideas for family experience Strategic skills for marketing value proposition Strategic goal setting for enrollment Enrollment trends & local demographic acumen Data analysis & dashboard application Market & demographics acumen Position Requirements Bachelor's degree A minimum of four to six years of progressively responsible experience in admission or equitable experience in business or industry Technology proficiency in Microsoft Office tools (Word, Excel, and PowerPoint) and Google Suite Experience with Blackbaud or similar school management platform is preferred or a willingness to learn is required Appreciation for and experience working in an independent school education is preferred Superb written and verbal communication skills Exceptional interpersonal skills and the ability to interact comfortably with a variety of people Strong organizational skills with excellent attention to detail Problem solving orientation & sound judgment Ability to meet deadlines is non-negotiable Personal qualities of credibility and unwavering commitment to Greensboro Day School's mission A sense of humor and creativity are appreciated WORKING CONDITIONS: The work environment for this position is mostly sedentary and confined to an office setting. The noise level is usually quiet to moderate level but may be loud on occasion. The nature of this position may require supervising students both indoors and outdoors. All faculty and staff are required to participate in regular safety drills. Regular evening and weekend work is required. PHYSICAL REQUIREMENTS: The duties of this job take place in an office setting. This position is frequently required to operate a computer and file and retrieve written documents. The physical demands include, but are not limited to, standing, sitting, walking, lifting, carrying, reaching, handling, kneeling, crouching and bending. There will be extended periods of sitting required when performing administrative tasks and while attending meetings. Must be able to lift up to 50 pounds. Specific vision abilities required by this position include close vision, distance vision, and the ability to adjust focus. DIRECT REPORTS: There are no direct reports for the Assistant Director of Admission & Enrollment.

Job DescriptionREPORTS TO: Director of Athletics FLSA JOB CLASSIFICATION: Part-Time, Non-Exempt, Seasonal JOB PURPOSE: The GDS Athletic Coach works collaboratively with the coaching and athletic department staff in supporting the team's goals and objectives. GDS is a member of the North Carolina Independent Schools Athletic Association (NCISAA) and the Piedmont Triad Athletic Conference (PTAC). GDS competes for regular season conference championships as well as postseason conference tournament championships in certain middle school sports. A GDS Coach models our Community Cornerstones of Respect, Kindness, Integrity, and Responsibility. Coaching positions at GDS have a variable schedule that requires regular evening and possible weekend hours. The start and end dates for each season are determined by the game schedule and the championship dates. PRIMARY RESPONSIBILITIES: Coaches the team educating students on the rules of the game and proper etiquette following NFHS, NCISAA, PTAC, and GDS guidelines Supervises students on bus to away matches, during practices, and home and away contests Communicates with parents each week on upcoming practice and game schedule and assists with other communication duties as assigned Completes and has an understanding of documents and courses related to coaching expectations, concussion awareness, GDS emergency action plans, and sudden cardiac emergency awareness ADDITIONAL RESPONSIBILITIES: Performs other duties as assigned by the Director of Athletics and/or the Head of School GDS Cultural Competencies GDS Employee Skills Human-Centered Data-Informed Empathetic Collaborative Professionalism Technologically Fluent Adaptable & Growth Mindset Inclusive Productive conflict resolution Integrity Welcoming Respectful Listens to Understand Relationship-Focused Student-Centered Field Expertise Coachable Lifelong Learner Kind Coaching Competencies Kid Champion Proactive, Effective, & Professional Communicator Position Requirements Playing and/or coaching experience at the high school, collegiate, and/or professional level Knowledge of rules related to the sport (NFHS and NCISAA) Energetic and motivating coaching style Experience as a positive contributor to a coaching staff and/or athletic department WORKING CONDITIONS: Daily work requires supervising students outdoors as well as indoors at times including traveling to away contests and events. Some weekend, evening, or early morning work may be required from time to time depending on the season schedule. PHYSICAL REQUIREMENTS: All coaches must be able to provide adequate supervision indoors and outdoors, and they must be able to ensure the safety of students during practices and contests or events. They must be able to move quickly and frequently from standing to sitting with ease and lift up to 50 pounds. Must be able to traverse various athletic grounds and facilities. This position has frequent exposure to loud sounds and high noise levels on a weekly basis. DIRECT REPORTS: There are no direct reports for the Coach.

Job DescriptionREPORTS TO: Coffee and Smoothie Shop Manager FLSA JOB CLASSIFICATION: Non-Exempt, Part-Time 15 hrs/wk, M-F, 7:15 a.m. - 10:15 a.m. JOB PURPOSE: The Part-Time Barista prepares high-quality espresso and coffee beverages and smoothies while providing warm, efficient service to students, faculty, staff, and visitors. This role contributes to the welcoming and community-oriented atmosphere of Greensboro Day School's on-campus coffee shop and helps ensure smooth daily operations. This is a 10-month, part-time on-campus position, five days per week, 7:30 a.m. - 10:30 a.m. Monday through Friday, including the opportunity to work a few evenings and weekends each year for special events on campus. The Barista models the GDS Community Cornerstones of Respect, Kindness, Integrity, and Responsibility. PRIMARY RESPONSIBILITIES: Greets customers with friendliness, professionalism, and care Prepares espresso-based beverages, brewed coffee, specialty drinks, and smoothies with consistency and accuracy Educates customers on beverage options and accommodates special requests as appropriate In the absence of the full-time cashier, operates a point-of-sale system, handles card transactions and manages school account purchases Maintains cleanliness and organization of coffee and smoothie bar, equipment, seating areas, and condiment stations Monitors inventory of coffee, milk, syrups, smoothie ingredients, and supplies; restocks as needed Follows all food safety, sanitation, and hygiene protocols in accordance with school and health regulations Assists with opening duties, including cleaning equipment and restocking Collaborates with the coffee shop team to ensure timely service and a positive customer experience Supports and upholds the values and inclusive community standards of Greensboro Day School ADDITIONAL RESPONSIBILITIES: Works occasionally after hours for special events Performs other duties as assigned by the Head of School GDS Cultural Competencies GDS Employee Skills Human-Centered Data-Informed Empathetic Collaborative Professionalism Technologically Fluent Adaptable & Growth Mindset Inclusive Productive conflict resolution Integrity Welcoming Respectful Listens to Understand Relationship-Focused Student-Centered Field Expertise Coachable Lifelong Learner Kind Position Requirements Associate's or bachelor's degree in hospitality, business, or related field preferred Minimum 2 years of experience in food service leadership Minimum of two years in coffee shop or café management strongly preferred Strong barista skills including espresso preparation, drink presentation, and recipe consistency Knowledge of smoothie production, fresh ingredients, and nutrition best practices is a plus Excellent customer service, communication, and team leadership skills Proficient with POS systems and basic financial reporting Ability to lift up to 30 pounds and work on your feet for extended periods WORKING CONDITIONS: The work environment for this position can include sedentary and confined to an office and active participation in school events. Extended work hours are common. Some weekend, evening, or early morning work may be required from time to time. The noise level in this work environment is moderate to high. PHYSICAL REQUIREMENTS: Primary functions require sufficient physical ability and mobility to work in a retail food setting; to stand or sit for prolonged periods of time; to operate equipment and tools that require safety protocols, occasionally stoop, bend, kneel, crouch, reach, and twist; to lift, carry (ability to lift up to 50 pounds), push, and/or pull light to moderate amounts of weight; to operate office equipment requiring repetitive hand movement and fine coordination including use of a computer keyboard; and to verbally communicate to exchange information. Specific vision abilities required by this position include close vision, distance vision, and the ability to adjust focus. DIRECT REPORTS: None

REPORTS TO: Director of Auxiliary Operations FLSA JOB CLASSIFICATION: Exempt, 10 Month Position, Part Time JOB PURPOSE: Greensboro Day School seeks an experienced Piano Instructor to teach in our Auxiliary Programs for the 2025-26 school year. In this after-school role, the Piano Instructor will deliver high-quality, personalized instruction that nurtures musical growth to students in Kindergarten through Grade 12. This is a 10-month, on-campus position. This position has a flexible schedule, with the instructor working up to five days a week, Monday-Friday, from 3:30-6:00 p.m. The Auxiliary Programs Piano Instructor models the GDS Community Cornerstones of Respect, Kindness, Integrity, and Responsibility. PRIMARY RESPONSIBILITIES: Provides one-on-one piano instruction to students in Kindergarten through Grade 12, tailoring lessons to each student's skill level, learning style, and goals Plans and delivers lessons that build technique, repertoire, theory, and overall musicianship, supporting steady progress Prepares students for winter and spring recitals, guiding repertoire selection, performance readiness, and stage presence Communicates regularly with parents and guardians to share updates, set goals, and offer practice tips Creates a positive, focused learning environment that fosters creativity, discipline, and enjoyment of music Maintains studio spaces, instruments, and materials, reporting any maintenance needs promptly Collaborates with music instructors, enrichment staff, and administrative teams to support shared events and programming ADDITIONAL RESPONSIBILITIES: Performs other duties as assigned by the Director of Auxiliary Operations and the Head of School GDS Cultural Competencies GDS Employee Skills Human-Centered Data-Informed Empathetic Collaborative Professionalism Technologically Fluent Adaptable & Growth Mindset Inclusive Productive conflict resolution Integrity Welcoming Respectful Listens to Understand Relationship-Focused Student-Centered Field Expertise Coachable Lifelong Learner Kind After School Care Staff Competencies Kid Champion Chief modeler of of respect, kindness, integrity, & responsibility Intellectually Curious Lover of learning for self and students Culturally competent Proactive, Effective, & Professional Communicator Reflective Responsive Patient Position Requirements Bachelor's Degree in music with a concentration or major in piano performance or pedagogy; Masters Degree or higher preferred Minimum of two years of experience teaching private piano lessons to children and adolescents Experience in school-based or after-school music programs preferred Familiarity with multiple pedagogical approaches (e.g., Suzuki, Alfred, Faber) and a broad repertoire spanning classical, contemporary, and popular genres preferred Ability to accompany student performances or collaborate in small ensembles as needed preferred Strong interpersonal, verbal, and written communication skills, with a talent for building rapport with students and families Strong organization and effective time management skills Personal qualities of credibility and unwavering commitment to Greensboro Day School's mission A sense of humor is appreciated WORKING CONDITIONS: Daily work requires supervising students both indoors and outdoors. Faculty are required to participate in regular safety drills, learn CPR, learn how to apply a tourniquet, provide basic first aid, administer epi-pens when needed, and be able to support other student-specific health-related needs. Some weekend, evening, or early morning work may be required from time to time. PHYSICAL REQUIREMENTS: Staff members must be able to move quickly and frequently from standing to sitting with ease, lift up to 50 pounds, and sit on small chairs and the floor. Must also be able to traverse the classroom and adjust one's tone and height, by bending or leaning, in order to teach each child. All staff members must be able to provide adequate supervision indoors and outdoors, and they must be able to ensure the safety of students during drills and emergencies that may arise from time to time. This position has frequent exposure to loud sounds and high noise levels on a weekly basis. DIRECT REPORTS: There are no direct reports for the Auxiliary Programs Piano Instructor position.

REPORTS TO: Middle School Director FLSA JOB CLASSIFICATION: JOB PURPOSE: Greensboro Day School seeks an experienced science teacher for a full-time Middle School (8th Grade) Science Teacher position for the 2026-2027 school year. Greensboro Day School teachers are mission focused, human-centered and experts of their craft. They are responsible for supporting the intellectual, physical, social, and emotional growth of their students and facilitating a classroom community of respect, kindness, integrity, and responsibility. GDS teachers are lifelong learners, field experts, and most of all, champions of children. They design and develop effective learning experiences that are developmentally appropriate, engaging, and guided by evidence-based practices and cognitive research. The Middle School Science teacher promotes the development of scientific practices, cross-cutting concepts, and disciplinary core ideas across a range of topics/disciplines. Using hands-on labs, they will teach students foundational science skills and develop critical thinking, encouraging curiosity and exploration. This is a 10-month, on-campus position, five days per week, Monday through Friday, and requires occasional evening and weekend work. PRIMARY RESPONSIBILITIES: Teaches 4-5 sections of Middle School Science Coaches a Science Olympiad team (if teaching 4 sections) Facilitates a study hall every other day Advises 12-18 students during the dedicated advisory period Effectively plans, implements, and assesses student learning Designs curriculum and applies a pedagogical approach that are aligned with appropriate child and adolescent developmental stages Uses varied methods of instruction and assessment that are in accordance with the School's mission, Statement of Community, educational philosophy, and departmental curriculum and competencies Aligns curriculum with teachers of the same grade level or course Implements a variety of brain-based teaching strategies including movement, interleaving, and other effective strategies informed by the learning sciences to maximize each student's learning potential Effectively implements best-practice pedagogical strategies that include a variety and balance of direct instruction, individual student practice, whole-class discussion, collaborative learning, inquiry-based learning, experiential, and hands-on learning Clearly defines and communicates expectations for student success Uses assessments as a student learning tool by providing clear and timely feedback so students can learn from their mistakes and improve their long-term learning Understands the strengths and growth areas of each student Reflects on lesson design, implementation, and student outcomes and makes adjustments to ensure student success Manages the classroom to ensure a physically and emotionally safe climate at all times for self and students Responds to needs of the whole class and individual students and collaborates with the counseling and learning support staff to understand and implement teaching strategies recommended in learning plans Cultivates in each student an understanding of and appreciation for a wide range of perspectives, approaches to learning, and content Develops and regularly updates the curriculum framework and syllabi in collaboration with the Associate Head of School for People & Program, division director, department chair, colleagues, and/or consultants on an annual basis and during the curriculum review cycle Participates in the Professional Growth and Development Program focusing on Planning and Preparation, Instruction, Classroom Environment, and Professional Responsibilities (Danielson Framework) as outlined in the Employee Handbook ADDITIONAL RESPONSIBILITIES: Shares in the day-to-day life of the school community, which includes serving as an advisor, organizing clubs, attending assemblies, participating in committees as necessary (i.e., Grade Level Team, Student Services Team, division-based Leadership Team), and fulfilling assigned duties (such as lunch supervision, carpool, and bus duty) Is active and present as a GDS community member by participating in school functions and students' extracurricular life (such as admission events, attending arts and athletics events, and planning and/or serving as a chaperone on day and/or overnight field trips) Serves as a chaperone during the annual Building Community Retreats (BCRs) as needed, which typically requires 1-3 nights of overnight chaperoning Communicates in a timely manner with students and parents to inform them about successes, progress, and/or concerns Performs other duties as assigned by the Head of School GDS Cultural Competencies GDS Employee Skills Human-Centered Data-Informed Empathetic Collaborative Professionalism Technologically Fluent Adaptable & Growth Mindset Inclusive Productive conflict resolution Integrity Welcoming Respectful Listens to Understand Relationship-Focused Student-Centered Field Expertise Coachable Lifelong Learner Kind Teacher Competencies Kid Champion Chief modeler of respect, kindness, integrity, & responsibility Intellectually Curious Lover of learning for self and students Curriculum expert Culturally competent Proactive, Effective, & Professional Communicator Reflective Responsive Patient Position Requirements Bachelor's degree required; Master's degree or higher preferred; Degree in Science or related field of study preferred Successful teaching experience (minimum of two years preferred) WORKING CONDITIONS: Daily work requires supervising students both indoors and outdoors. Faculty are required to participate in regular safety drills, learn CPR, learn how to apply a tourniquet, provide basic first aid, administer epi-pens when needed, and be able to support other student-specific health-related needs. Some weekend, evening, or early morning work may be required from time to time. PHYSICAL REQUIREMENTS: The position may require prolonged periods of sitting at a desk, standing to teach, and working on a computer. They must be able to move quickly and frequently from standing to sitting with ease and lift up to 50 pounds. Teachers must also be able to traverse the classroom and adjust one's tone and height, by bending or leaning, in order to teach each child. All teachers must be able to provide adequate supervision indoors and outdoors, and they must be able to ensure the safety of students during drills and emergencies that may arise from time to time. This position has frequent exposure to loud sounds and high noise levels on a weekly basis. DIRECT REPORTS: There are no direct reports for the Middle School Science Teacher.

REPORTS TO: Transportation Coordinator (Hourly) JOB PURPOSE: Greensboro Day School is looking for a responsible and reliable school bus driver to transport students to and from school following a scheduled route and ensuring their safety. The school bus driver's responsibilities include ensuring proper vehicle maintenance, observing safety and traffic rules, and maintaining order among students while they are on the bus. To be successful as a school bus driver you should enjoy working with children and strictly observe passenger transport regulations. Ultimately, a top-notch school bus driver should be meticulous when it comes to vehicle inspections and regard passenger safety as the highest priority. The School Bus Driver will model the GDS Community Cornerstones of Respect, Kindness, Integrity, and Responsibility. PRIMARY RESPONSIBILITIES: Be attentive to traffic and weather conditions and ensure passenger safety. Follow the planned route and schedule for departure times and stops. Regularly check vehicle safety such as tires, brakes, turn signals, mechanical equipment, etc. Monitor and report fuel consumption, mileage, and passenger numbers. Report delays, accidents, and emergencies. Respond to emergency and non-emergency situations. Inspect the vehicle thoroughly before and after each trip. Assist with the loading and unloading of the bus when required. Enforce conduct and safety rules on the bus. Maintain a clean vehicle. GDS Cultural Competencies GDS Employee Skills Human-Centered Data-Informed Empathetic Collaborative Professionalism Technologically Fluent Adaptable & Growth Mindset Inclusive Productive conflict resolution Integrity Welcoming Respectful Listens to Understand Relationship-Focused Student-Centered Field Expertise Coachable Lifelong Learner Kind Position Requirements Associate's Degree preferred CDL license required Passenger and school bus endorsement required Clean driving record Previous experience as a bus driver Previous experience working with children preferred Independent school experience helpful Working knowledge of first aid procedures Excellent communication skills Working Conditions Drivers work part time-many are on the road fewer than twenty hours per week-and only when school is in session. Some volunteer to drive buses for field trips or extracurricular activities so they can work more hours. Driving can be stressful in bad weather or heavy traffic. While they may have to deal with unruly students at times, most drivers enjoy the interaction with children and take their responsibilities very seriously. Physical Requirements All school bus drivers within the state of North Carolina must meet physical requirements established by the North Carolina Department of Transportation. The physical demands include, but are not limited to, standing, sitting, walking, lifting, carrying, reaching, handling, kneeling, crouching and bending. There will be extended periods of sitting required when transporting students. Must be able to lift up to 50 pounds. Exposure to loud noise for long periods of time. Direct Reports There are no direct reports for this position.

REPORTS TO: Chief Philanthropy Officer FLSA JOB CLASSIFICATION: JOB PURPOSE: In collaboration with the Philanthropy & Alumni Office staff, the Director of Annual Giving is responsible for designing, planning, and leading the Student & Teacher Impact Fund campaign through the solicitation of all GDS stakeholders to meet the School's Student & Teacher Impact Fund budget goal. This is a 12-month, part-time (25 hours per week), on-campus position, five days per week, Monday through Friday, and requires regular evening and weekend work. Regular work hours are 8:00 a.m. - 1:00 p.m. The Director of Annual Giving models the GDS Community Cornerstones of Respect, Kindness, Integrity, and Responsibility. PRIMARY RESPONSIBILITIES: In collaboration with the Chief Philanthropy Officer, effectively develop and implements a comprehensive fundraising plan and appeal schedule for the GDS Student & Teacher Impact Fund for parents, faculty, staff, alumni, grandparents, parents of alumni, and other community members Designs and implements a plan to support an annual giving cycle, including goals and strategies to build and diversify the GDS donor base and elevate overall giving Creates compelling and creative messaging around support for GDS including appeals, acknowledgements, pledge reminders, and collateral print and digital materials Identifies, synthesizes, and adapts messaging for various audiences in a way that compels action and motivates gifts Manages all technology platforms relating to the Impact Fund to reflect real time progress, competition incentives, and creative opportunities for constituents to engage with the campaign throughout the year Works collaboratively with the Marketing & Communications Team on messaging, branding, and calendaring related to the Impact Fund Creates and manages a multidimensional appeal schedule, in collaboration with the Chief Philanthropy Officer, requiring coordination with various stakeholders (i.e. class agents and grade-level parent representatives) Oversees the annual giving day (#1DayforGDS), including the recruitment and management of parent and alumni volunteers ADDITIONAL RESPONSIBILITIES: Actively participates in philanthropy-related fundraising and stewardship events Participates actively in advancement and other school related events Performs other duties and special projects as assigned by the Head of School GDS Cultural Competencies GDS Employee Skills Human-Centered Data-Informed Empathetic Collaborative Professionalism Technologically Fluent Adaptable & Growth Mindset Inclusive Productive conflict resolution Integrity Welcoming Respectful Listens to Understand Relationship-Focused Student-Centered Field Expertise Coachable Lifelong Learner Kind Philanthropy & Alumni Office Staff Competencies Fundraising Acumen Innovative Ideas for Secondary Revenue Streams Strategic Goal Setting for Campaigns Data Analysis Multi-constituent connection through communication & events Relationship cultivators Position Requirements Bachelor's Degree Minimum of 2-3 years of successful experience fundraising Experience fundraising in an independent school or educational setting preferred Successful experience cultivating relationships with diverse constituencies Excellent interpersonal skills Passion for education Thrives when multitasking and managing a variety of projects Superb oral and written communication skills Capacity to both work independently and thrive in a team environment Willingness and ability to travel and work outside normal business hours as needed Demonstrated eagerness and ability to effectively communicate and support the GDS mission Personal qualities of credibility and unwavering commitment to Greensboro Day School's mission A sense of humor is appreciated WORKING CONDITIONS: The work environment for this position is mostly sedentary and confined to an office setting. The noise level is usually quiet to moderate level but may be loud on occasion. The nature of this position may require supervising students both indoors and outdoors on occasion. All faculty and staff are required to participate in regular safety drills. Extended work hours are common. Regular weekend, evening, or early morning work is required. Travel is required. PHYSICAL REQUIREMENTS: The duties of this job take place in an office setting. This position is frequently required to operate a computer and file and retrieve written documents. The physical demands include, but are not limited to, standing, sitting, walking, lifting, carrying, reaching, handling, kneeling, crouching and bending. There will be extended periods of sitting required when performing administrative tasks and while attending meetings. Must be able to lift up to 50 pounds. Specific vision abilities required by this position include close vision, distance vision, and the ability to adjust focus. DIRECT REPORTS: There are no direct reports for the Director of Annual Giving.

Assistant Director of Admission & Enrollment Job Description Greensboro Day School seeks an experienced admissions professional for the position of Assistant Director of Admission Enrollment for the 2026-27 school year to begin on July 1, 2026.REPORTS TO: Director of Admission & Enrollment FLSA JOB CLASSIFICATION: Exempt, 12 Month Position JOB PURPOSE: The Assistant Director of Admission & Enrollment serves as one of Greensboro Day School's strongest advocates and ambassadors, promoting the School to various constituents and representing the school community always. The Assistant Director will apply an ethical and equitable process during all phases of the application and admission process. Working collaboratively with fellow faculty and staff throughout the Greensboro Day School community, the Assistant Director will work closely with prospective families, lead Admission events on campus, and facilitate Admission committees as an application reader and voting member. This is a full-time, 12-month, on-campus position, five days per week, Monday through Friday, and requires regular evening and weekend work. The Assistant Director of Admission & Enrollment models the GDS Community Cornerstones of Respect, Kindness, Integrity, and Responsibility. PRIMARY RESPONSIBILITIES: Articulates the School's mission in advancing the School to families, preschools, outreach programs, and other professional organizations Builds relationships with prospective and current families Provides warm and welcoming customer service for all prospective families throughout the admission process Meets with prospective families and effectively communicates the value of a Greensboro Day School education through interviews, campus tours, emails, and phone calls Manages the admission process that adheres to best practices as set by NAIS for an assigned number of grade levels, which includes evaluating applications and gathering required documents Presents completed applicant files to the Admission Committee and facilitates discussion for a decision on admissibility Possesses the willingness and ability to have difficult conversations with prospective families Manages records and data in Enrollment Management (Blackbaud); includes building and managing enrollment contracts, applications, and inquiry forms Plans, implements, and/or attends events including admission assessments, Open Houses, events for prospective families, off-campus outreach efforts, and other activities involving retention, recruitment and outreach Assists in updating Admission Office publications and website content Helps maintain documents to track historical data, enrollment trends, attrition, retention, etc. ADDITIONAL RESPONSIBILITIES: Collaborates with the divisions to ensure a smooth transition for all students into Greensboro Day School; includes but is not limited to orientation, tour guides, and open houses Assists the Marketing and Communications Office as needed Performs other duties as assigned by the Head of School GDS Cultural Competencies GDS Employee Skills Human-Centered Data-Informed Empathetic Collaborative Professionalism Technologically Fluent Adaptable & Growth Mindset Inclusive Productive conflict resolution Integrity Welcoming Respectful Listens to Understand Relationship-Focused Student-Centered Field Expertise Coachable Lifelong Learner Kind Admission Staff Competencies Innovative ideas for family experience Strategic skills for marketing value proposition Strategic goal setting for enrollment Enrollment trends & local demographic acumen Data analysis & dashboard application Market & demographics acumen Position Requirements Bachelor's degree A minimum of four to six years of progressively responsible experience in admission or equitable experience in business or industry Technology proficiency in Microsoft Office tools (Word, Excel, and PowerPoint) and Google Suite Experience with Blackbaud or similar school management platform is preferred or a willingness to learn is required Appreciation for and experience working in an independent school education is preferred Superb written and verbal communication skills Exceptional interpersonal skills and the ability to interact comfortably with a variety of people Strong organizational skills with excellent attention to detail Problem solving orientation & sound judgment Ability to meet deadlines is non-negotiable Personal qualities of credibility and unwavering commitment to Greensboro Day School's mission A sense of humor and creativity are appreciated WORKING CONDITIONS: The work environment for this position is mostly sedentary and confined to an office setting. The noise level is usually quiet to moderate level but may be loud on occasion. The nature of this position may require supervising students both indoors and outdoors. All faculty and staff are required to participate in regular safety drills. Regular evening and weekend work is required. PHYSICAL REQUIREMENTS: The duties of this job take place in an office setting. This position is frequently required to operate a computer and file and retrieve written documents. The physical demands include, but are not limited to, standing, sitting, walking, lifting, carrying, reaching, handling, kneeling, crouching and bending. There will be extended periods of sitting required when performing administrative tasks and while attending meetings. Must be able to lift up to 50 pounds. Specific vision abilities required by this position include close vision, distance vision, and the ability to adjust focus. DIRECT REPORTS: There are no direct reports for the Assistant Director of Admission & Enrollment.