DIVISION: High School
DEPARTMENT: High School Administration
REPORTS TO: High School Principal
START DATE: July 1, 2025
STATUS: Full-time, 12-month role, benefits eligible, exempt
SALARY RANGE: $95,000-110,000 annually
Note: Applications will be reviewed on a rolling basis.

Georgetown Day School, an independent day school in Washington, DC, seeks two High School Deans (full-time) for the 2025-2026 school year. Primary job responsibilities include overseeing two grade levels (9th and 10th; 11th and 12th), providing comprehensive academic and social-emotional support, and fostering student well-being. Secondary responsibilities include collaborating with the Student Support Team, implementing restorative practices, and teaching up to four sections of Seminar.

Essential Duties/Responsibilities

• Serve as an advocate for student mental health by integrating support services and addressing issues such as anxiety, depression, and social isolation.

• Provide academic and social-emotional oversight for two grade levels, fostering consistency and long-term relationships with students.

• Collaborate with counselors and learning specialists to lead Student Support Team (SST) meetings for a holistic approach to student well-being.

• Address behavioral issues and oversee disciplinary actions with a focus on restorative justice and equity in collaboration with the Office of Diversity, Equity, and Inclusion.

• Design and facilitate advisory programming that promotes resilience, coping skills, and digital well-being.

• Teach four sections of Seminar courses, providing a student-centered and relationship-driven classroom experience.

• Monitor students' academic progress and social-emotional growth, supporting them during challenging transitions and times.

Additional Duties and Responsibilities

• Participate in and contribute to faculty and grade-level team meetings.

• Engage with parents, caregivers, and the wider GDS community to support student success.

• Support the development and implementation of inclusive policies and programming that affirm all students.

• Accomplish all tasks as appropriate. Other duties outside this description may be assigned as necessary.

For full-time, permanent roles, a summary of employee benefits are available on the GDS website: https://www.gds.org/about/careers-at-gds

As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student’s individual learning experience in equitable and meaningful ways.

Qualifications

Experience, Education, and Licensure

• Bachelor’s degree required
  
  

• Master’s degree in education, counseling, or a related field is preferred
  
  

• Minimum of three years of experience in education, counseling, or student support preferred

Skills

• Strong commitment to student mental health and emotional well-being.
  
  

• Proficient in restorative justice practices and conflict resolution.
  
  

• Demonstrate ability to support diverse learners and foster an inclusive school environment.

• Excellent interpersonal and organizational skills to collaborate effectively across various teams and departments.
   

Americans with Disability Specifications

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

Work Environment:

Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.

Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time.

The noise level in the work environment is usually moderate.

About Georgetown Day School

Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. Governed by a Board of Trustees elected by the parent body and administered by an appointed Head of School, it was founded by seven families who wanted to create a school committed not only to academic excellence and educational innovation but also to a value system emphasizing appreciation and respect for others. Believing that diversity was the ground out of which all deep and rich learning occurs, they established a school where all children would be welcome, celebrated, and challenged to be their best selves. Today, the School's philosophy, programs, and position in the national educational landscape strongly reflect its roots. Having grown from 12 children in 1945 to 1075 students in PK-12 today, GDS is recognized as one of Washington, D.C.’s and the nation’s most dynamic educational institutions. Since the school’s founding, GDS has called eight different locations home. In the fall of 2020, in the midst of the pandemic, the Lower, Middle, and Upper Schools were all joined on one extraordinary campus.

Connections working at Georgetown Day School