Employment

The members of the Dwight-Englewood School faculty and staff community are a lively, engaged group of exceptional individuals who passionately believe in "meeting the challenges of a changing world" and are committed to "mak(ing) it better."

To learn more about being a member of our community click on the links listed below.

List of 6 items.

Teaching at D-E
- Faculty/Student Ratio is 1:9
- Class Size: Average class size is 16. In all three divisions (Lower, Middle & Upper Schools), classes rarely exceed 18 students.
- Class load: Middle and Upper School teachers generally teach 18 50-minute periods per week, the equivalent of four-and-a-half courses.
- There is a strong teacher voice in curriculum planning, leading to many opportunities for cross-disciplinary teaching.
Support for Faculty
- Funds for professional development and advanced education are available.
- A student-support team of trained professionals to which faculty may turn when they have concerns about the achievement or behavior of students in their classes.
- A program of faculty supervision whose specific focus is on professional growth.
- Opportunities for close interaction with other teachers. This includes specific programs in which faculty are organized in teams, as well as informal networks in which the faculty work together.
Quality of Life

Limited subsidized housing, free lunch, computer loans, etc.
Salaries

D-E Administration and the Board of Trustees are committed to a competitive salary schedule. Faculty new to the school are placed on a salary step commensurate with their teaching experience and educational background.
Benefits
Dwight-Englewood's benefit package is competitive with other independent schools and provides the following:
- Health benefits: comprehensive medical & dental coverage, wellness program, and fitness center.
- Financial Planning: TIAA/CREF 403(b) retirement plan, flexible spending accounts, tuition assistance, and professional development funds.
- Income protection: workers' compensation, disability benefits, life insurance, and Accidental Death and Dismemberment.
Questions?

Email our Director of Human Resources, Lynda Soriano, at sorial@d-e.org

Current Openings

List of 7 items.

Gatehouse Security Officer (Part-Time)
SHIFT: Monday through Friday 3:00pm to 8:00pm (Subject to change)

Overall Responsibility
The Gatehouse Security Officer position staffs the Gatehouse entrance to the school community. The Gatehouse Security Officer delivers exceptional customer service while fostering an environment of safety and security. This includes but is not limited to; screening and documenting all traffic and/or persons entering the community, providing proper parking passes & maps, giving concise verbal directions to assist visitors with wayfinding, and directing emergency response vehicles to the proper location.

ESSENTIAL DUTIES AND RESPONSIBILITIES:
- Maintain a visible and professional presence at the Gatehouse.
- Provide concise and accurate directions to visitors and emergency response units.
- Follow safety protocol for COVID-19 by performing temperature checks for all visitors.
- Answer security phone calls and maintain communication with Facilities Office
- Monitor security cameras.
- Perform additional duties as assigned by Supervisors to ensure the effective and efficient operation of the Community such as snow removal and general maintenance and custodial duties.
- Strive to support the School’s Foundation Documents.
- Participate in appropriate in-service training and workshops.
QUALIFICATIONS:
- Minimum of a High School Diploma or GED Certificate required.
- Must possess a valid motor vehicle operator’s license.
- Valid Security Officer Registration Act (SORA) License required.
- AED / CPR Certified preferred.
- One year or more of progressively responsible experience in a security–related field preferred.
- Demonstrates excellent integrity and good moral character and initiative.
- Exhibits a personality that demonstrates excellent interpersonal skills to relate well with students, staff, administration, parents and the community.
- A positive attitude and willingness to work with a diverse population.
- Must have strong communication skills, problem solving skills, and be self-motivated.
- Computer literacy skills with excel and email required.
PHYSICAL DEMANDS/OTHER:
- Sufficient physical ability, strength, mobility and stamina to carry out job duties in hot, cold and inclement weather conditions.
- Walking, long periods of sitting, standing, and lifting are required.
- Ability to lift up to 50lbs.
- Security officer uniform required. (Supplied by School)
Qualified candidates should send cover letter & resume to: employment@d-e.org
Assistant Director for Engagement
Dwight-Englewood School (D-E) seeks a creative educator who will bring strong commitment, experiences, and passion to the role of Assistant Director for Engagement beginning August 2022.
The Assistant Director will assist the Assistant Head of School for Engagement, co-lead and co-facilitate the diversity/equity/inclusion/belonging (DEIB) and engagement work of the office, manage the Office of Engagement, serve as a member of the Engagement Team, and support schoolwide initiatives and projects related to DEIB and engagement. Reporting to the Assistant Head of School for Engagement, the Assistant Director will work closely with the Engagement Team, administrators/faculty/staff, and the parent community. The Assistant Director will also work extensively with D-E students and student groups, particularly in the Lower School and Middle School.
Principle Duties and Responsibilities in Collaboration with the Assistant Head of School for Engagement:
- Serve as the communications, logistics, and organizational assistant to the Assistant Head of School for Engagement
- Manage all communications, logistical, organizational, and supportive operations of the Office of Engagement
- Co-lead and co-facilitate Engagement Team meetings
- Collaborate with the Engagement Team in facilitating the rewriting and implementation of an updated D-E Diversity Values Statement and the development and implementation of a DEIB/Engagement Strategic Plan
- In collaboration with the Engagement Team, develop and implement curricular and extracurricular initiatives and events as well as professional development programming/delivery and parent engagement activities on DEIB and engagement with a concentration on Lower and Middle Schools faculty/staff, students, and families.
- Collaborate with the Assistant Head of School for Engagement, Division Heads, Deans, and Assistant Principals in advancing DEIB and engagement at each division by providing resources and support.
- Lead, participate in, and support student, faculty/staff, and parent affinity groups and co-lead coalitions of affinity-group sponsors and parent affinity group representatives
- Provide resources and support for administrator/faculty/staff professional development focused on DEIB and engagement.
- Support identity-based work in the Lower School and continuity with identity-based work in the Middle and Upper Schools
- Co-lead and co-facilitate the Belonging & Equity@D-E Committee and the Strategic Engagement Committee with the Engagement Team
- Assists with parent affinity groups and parent engagement activities through the D-E Parents Association
- Assist in faculty/staff recruitment, hiring, and retention
- Provide logistical and organizational support for emerging DEIB and engagement projects assigned to the Office of Engagement
- Serve as a representative of the Office of Engagement and the School both at D-E and in the wider community of independent schools and beyond
- Other duties as assigned
Qualifications and work habits:
- Bachelor’s degree in a field related to education, DEIB, or organizational development. Master’s degree preferred.
- Demonstrated deep, empathic, compassion for people
- Demonstrated knowledge and experiences with best practices in DEIB for independent schools, cultural competency, culturally relevant teaching and learning, anti-bias and anti-racist education, identity development, experiences multicultural education, and working with diverse students, families, and colleagues
- Teaching experience with and demonstrated understanding of Lower and Middle School students, early childhood, Lower and Middle School education and student development
- Experience coordinating DEIB and engagement projects and initiatives
- Demonstrated ability and capacity to work effectively with students, colleagues, and parents
- Excellent oral, written, and interpersonal skills
- Conflict management/resolution and restorative practice skills
- Strong work ethic, demonstrating integrity and discretion
- Strong research and interpersonal skills, written, and oral communication and presentation skills
- Able to balance and prioritize work and multiple projects with motivation, detail oriented, organized, and deadline driven
- Utilize innovative technology for the Office of Engagement.
- Remain abreast of current and compelling trends in DEIB, engagement, and organizational development in independent schools
- Flexible, dependable, approachable, and professional
The interested candidate should:
- Demonstrate an abiding commitment to D-E’s mission, principles, and values and to advancing DEIB and engagement throughout the school community
- Develop and sustain an ongoing focus on lifelong learning and identity development
- Have the ability to manage thoughtfully the personal, political, and institutional dynamics related to DEIB and engagement in independent schools
- Be discerning, thoughtful, and communicative
- Exhibit a collaborative approach to project and program leadership
- Find joy in working with young children and with middle schoolers
- Bring strong social-emotional acumen and intelligence.
Terms of Employment:
- This is a full-time, exempt administrative position beginning two weeks before school begins and working two weeks after the end of the school year, approximately 10 ½ months.
- Eight-hour workdays as well as attendance at faculty meetings and other school-wide meetings and events are required. Workday may be extended as needed for school events, including some weekends and evenings.
- Professional days are considered workdays.
Dwight-Englewood School is an equal opportunity employer and does not discriminate on the basis of sex, ethnicity, age, national origin, religion, genetic information, marital status, sexual orientation, gender identity, pregnancy or military veteran status. The diversity of our student body supports our commitment to employ a diverse faculty and staff. Educators from all backgrounds who bring knowledge and expertise in equity, diversity and multicultural education are especially encouraged to apply.

Interested candidates should send a cover letter and resume to: employment@d-e.org
Coaching Opportunities

DWIGHT-ENGLEWOOD
Open Coaching Positions for the 2022-23 School Year

Openings for Upper and Middle School Coaching Positions
(Fall Season)
* Head JV Girls Tennis Coach (Upper School)
* Head Boys’ Freshman Soccer Coach (Upper School)
* Assistant Girls’ Varsity Volleyball Coach (Upper School)
* Head Girls’ (Middle School) Soccer Coach
* Assistant Girls’ (Middle School) Soccer Coach
* Assistant Boys’ (Middle School) Soccer Coach

(Spring Season)
* Head Crew Coach (Upper School)
* Head JV Boys’ Tennis Coach (Upper School)
* Head Varsity Girls’ Lacrosse Coach (Upper School)
* Head JV Girls’ Lacrosse Coach (Upper School)
* Assistant Boys’ (Middle School) Baseball Coach
Fifth Grade Lead Teacher (September 2022 - June 2023)
Dwight-Englewood Lower School is a place where teachers encourage children to embrace every aspect of childhood while paying close attention to each students’ academic growth and progress.

Our faculty understand the importance of balancing explicit instruction with more open-ended inquiry, and they bring this perspective to their planning and work with students.

In addition, faculty understand the importance of observing and assessing students both formally and informally in all subject areas and throughout the day in order to plan instruction for whole groups, small groups and individuals.

The ability to listen, work with a diverse community and a range of learners, as well as humor and humility, are essential.

Dwight-Englewood encourages faculty to practice both the art and science of teaching, and we seek out teachers who are excited by the opportunity to do so.

Responsibilities:
- Support and model the spirit of the Mission and Foundation Documents of the Dwight-Englewood School in work with students, faculty, parents and community members
- Demonstrate knowledge of, experience with, the developmental, social, emotional and cognitive issues of the upper elementary grades
- Create differentiated, challenging lessons aligned with school philosophy, standards and curriculum
- Show ability to use reading and mathematical instructional strategies and structures, in particular balanced literacy, reading and writing workshop, guided reading, word study and Singapore Math
- Work collaboratively with grade level colleagues to plan consistent, though not necessarily identical, experiences
- Communicate with families about student progress, goals, benchmarks respectfully, openly and showing an ability to ask questions and listen with empathy
- Work with learning specialists to develop and deliver vertically coordinated curriculum and meet the needs of a range of students
- Collaborate with Special Area teachers in ways that deepen the learning experience
- Integrate technology to enhance teaching and learning
- Perform assigned supervisory duties that include, but are not limited to, recess, lunch and dismissal supervision
Knowledge, Skills and Abilities:
- Advanced degree in Elementary Education, and/or Special Education required
- Understanding of child development, curriculum expectations and benchmarks, for elementary school students
- Experience with, and a commitment to, diversity and equity work with young children
- Knowledge of Responsive Classroom or other philosophies that address building classroom communities based on engagement in learning and shared respect
- Familiarity with reading and writing workshop, balanced literacy, Singapore Mathematics
- Ability to address a range of learners, including those who are not meeting benchmarks
- Familiarity with a range of formal and informal assessments including but not limited to the Fountas and Pinnell Benchmark assessment tools, running records, and Words Their Way
- Previous experience working in an elementary school setting
Interested candidates should send cover letter and resume to: employment@d-e.org
Middle School Psychologist
Overview: Dwight-Englewood School, the largest independent school in Bergen County, NJ, and a growing, vibrant, and diverse learning community in the New York City metro area, is seeking to fill our Middle School Psychologist position. Beginning work in our new Middle School building, the Psychologist will have the unique opportunity of developing the culture and systems of this new space in collaboration with the teachers and administration. We seek an energetic, curious psychologist who wants to inspire students to learn more about themselves and the world around them.

The psychologist will work directly and indirectly with students in order to address social-emotional and learning needs of the middle school students in the Middle School.

Essential Responsibilities:
- Actively support the Mission of the School and put that vision into daily practice.
- Attend weekly departmental and/or divisional meetings after school.
- Provide support to students to address the social-emotional issues that impact their daily lives.
- Serve as a resource for teachers.
- Serve as a member of the Student Support Team to identify ways to address student needs and to create a cohesive plan both at school and at home.
Specific Duties:
- Provide short-term individual counseling in order to assess concerns and provide appropriate resources to students and families.
- Participate in Student Support Team and Team meetings to discuss students and to identify strategies to address individual needs.
- Collaborate with classroom teachers, deans, and administrators in order to support students.
- Review evaluations and utilize the information in order to best meet the students’ needs including incorporating appropriate accommodations.
- Create learning profiles to provide teachers with information in order to better support the student.
- Discuss evaluations with parents in order to help them understand their child’s learning profile as well as to provide the needed support in order for their child to experience academic success.
- Collaborate with outside service providers in order to create a consistent program for individual students.
- Observe students in classes in order to develop accommodations to best support the student.
- Work with faculty to further develop an understanding of the developmental and social-emotional needs of Middle School students.
- Collaborate with Middle School faculty to enhance the Advisory program which addresses both social-emotional and study skill issues.
- Serve as liaison to MS/US peer mentoring program.
- Participate in the life of the Middle School community as well as whole school initiatives.
Knowledge, Skills and Abilities:
The ideal candidate will have a doctoral level degree in school or clinical psychology and previous experience in a school setting. Strong preference for candidates who have worked extensively with the Middle School age group.

Terms of Employment:
- This is a four day a week position (or 80% percent) working in the Middle School.
- This is a ten month position including vacations for winter break and spring break as well as other school holidays.
- Eight hour work days as well as attendance at faculty meetings, division meetings and department meetings.
- Professional days are considered work days and participation in planned activities is mandatory.
Dwight-Englewood School is an equal opportunity employer and does not discriminate on the basis of sex, ethnicity, age, national origin, religion, genetic information, marital status, sexual orientation, gender identity, pregnancy or military veteran status. The diversity of our student body supports our commitment to employ a diverse faculty and staff. Educators from all backgrounds who bring knowledge and expertise in equity, diversity and multicultural education are especially encouraged to apply.

Applicants should send a cover letter and resume to employment@d-e.org
Upper School Class Dean
The Upper School is structured administratively to provide the best possible support, guidance and leadership for the students of the Upper School. Administrators must know students well and be able to work knowledgeably with each of them, and their families. Towards that end, the class deans were created to achieve that level of connection. The dean of a particular grade level assumes the overall responsibility for all students in that grade and follows the grade through the four years of high school. Those responsibilities emanate from the “whole child” approach that the School endorses in its foundation documents, and include all areas of a student’s life in school.

Primary Responsibilities:
- Monitoring overall progress for all students, both the academic and social-emotional growth of all members of one grade.
- Monitoring involvements in co-curricular life such as athletics, the arts, community service and other activities.
- The class dean travels with the grade throughout the four years of Upper School.
- As part of the Upper School Administrative team, the class dean participates in the planning and execution the daily operation of Upper School activities and events.
- Fostering a positive climate and visible presence in school and at school events.
- Facilitating communication among parents, faculty and students.
- Serve as the primary liaison between parents and school, interfacing with teachers as necessary to listen to parent concerns, school concerns with parents, and communicate about grade-level events.
- Serve as the nexus of the communication web and the support web for each student.
- Articulate the division’s strategies and goals in achieving the mission of the school and to set grade level objectives and policies accordingly in cooperation with team members and in concert with the principal.
Specific Duties:
- Leading a group of homeroom advisors who actively support the needs of the grade.
- Providing for the academic guidance of students; to maintain complete academic placement schedule records on all students. Work with department chairs and advisors on placement.
- Directing the academic scheduling process for this grade.
- Working with parents, faculty and other administrators in support of the grade.
- Monitoring and tracking attendance of students in the grade.
- Maintaining student discipline and follow-through with correspondence record keeping relating to discipline.
- Keeping the Principal fully informed on student issues and all other relevant matters pertaining to school life.
- Organizing grade-level activities to encourage grade unity and identity.
- Attending some evening and weekend events as scheduled (admissions, curriculum, social events)
- Collecting and reviewing faculty reports on students and coordinating support services for students with other school personnel, such as the Director of Student Support Services, the school psychologist.
- Assisting in the coordination of the co-curricular and extra-curricular activity programs of the school; to assist in the planning and the presentation of school assemblies and programs; to assist in maintaining a comprehensive calendar of school events.
- Teaching equivalent of one class.
Particular aspects of being dean of the ninth grade include:
- Transition into the Upper School of both rising eighth graders from the middle school and new students coming from outside of Dwight-Englewood, including an overnight orientation trip.
- Coordination of ninth grade teachers and advisors on academic and other “beginning Upper School” issues.
- Attendance at meetings and events about ninth grade such as admissions gatherings.
- Working with the Director of Social-Emotional Learning on the Peer Mentoring Class.
Knowledge, Skills and Abilities:
- Strong organizational, collaborative and communication skills.
- Strong working knowledge of adolescent development.
- Understands, connects well and enjoys working with adolescents.
- Creative thinker on issues of co-curricular and whole child education.
- Three to five years teaching experience at the Upper School level.
- Commitment to working with a diverse student body
- Demonstrated ability to work effectively with a wide range of constituencies in a diverse educational setting.
- Strong interpersonal skills.
- Warmth, humor, energy, and compassion for Upper School aged children and their parents.
Terms of Employment:

The deans return to school approximately one week prior to the faculty and remain approximately one week after the faculty leaves in June to organize and then close out the school year in an organized fashion. They may also be required to work for two or three days at the beginning of August to view and vet some student schedules.

Applicants should send cover letter and resume to: employment@d-e.org
Substitute Teachers

Independent coeducational day school
on a 41-acre campus in northern New Jersey suburb seeks:

SUBSTITUTE TEACHERS

Lower School (Pre-K – 5th Grade)
Middle & Upper Schools

If you are interested in applying, kindly send your resume to

employment@d-e.org

Dwight Englewood School is an Equal Opportunity Employer.

One Community – Infinite Possibilities

D-E 360° Program

D-E 360° Employment Opportunities

Questions?

Dwight-Englewood seeks resumes only for positions posted on its website. The address is on each opening. Due to the volume of applications, we are unable to answer phone queries.

Statement of Non-Discrimination

Dwight-Englewood is a non-profit corporation accredited by the Middle States Association of Colleges and Secondary Schools and the New Jersey Association of Independent Schools. Dwight-Englewood School is an equal opportunity employer and does not discriminate on the basis of sex, ethnicity, age, national origin, religion, genetic information, marital status, sexual orientation, gender identity, pregnancy or military veteran status. The diversity of our student body supports our commitment to employ a diverse faculty and staff. Educators and staff from all backgrounds who bring knowledge and expertise in equity, diversity and multicultural education are especially encouraged to apply.

New Employee Benefits & Resources Portal coming soon.

Human Resources

Summer Grants 2019

Ellie and Dick Phayer Adventure Endowment for Curricular Development

Diane Christian and Joan Maffetone – will be attending the Road Scholar program in Newfoundland and Labrador. The trip will provide the opportunity to learn about different peoples and cultures, providing immersion in words and phrases, stories and songs that are influenced by the dialects of the English, Irish, and Scottish immigrants. $2500 grant.

Frimi Sagan Summer Grant

Wendy Blasius - will be furthering her knowledge of Ancient Roman and Greek history by travelling in Southern Italy and visiting many of its architectural and historical sites. Requested and received $2000.

Daniel Carragher – plans to drive a part of the U.S. Civil Rights Trail (https://civilrightstrail.com/), focusing primarily on cities in Alabama (Birmingham, Selma, Montgomery, and Tuskegee), but starting in Memphis, TN, and ending in Atlanta, GA, in order to visit places he has lectured about for years. Requested and received $2350.

Talya Kagedan – will be attending the Embodied Positive Psychology Summit: Leadership in Education. Topics explored include the importance of meaning to create connectedness within the learning environment, the science of character education, whole-person engagement in lessons, and stress resilience and its impact on educators’ engagement and work longevity. Requested and received $1752.

Varun Khattar - plans to read historical, sociological, psychological, and educational literature and conducting exploratory research into existing school and community-based programs focused on Asian American identity and leadership development. Requested and received $2000.