Upper School Head
Job Title: Upper School Head
Location: The Emery/Weiner School
Reports To: Head of School
Classification: Exempt
Status: Full-Time
Start Date: Academic Year of 2025-2026
Position Overview
The Upper School Head at The Emery/Weiner School provides dynamic, strategic, and student-centered leadership for all aspects of the upper school program (grades 9-12). This role involves managing academic, social, and emotional programs, supporting faculty, and engaging with families to build a nurturing and innovative learning environment. The Upper School Head is a key member of the school’s senior leadership team, contributing to the school’s overall strategic goals, with a particular focus on fostering a culture of inclusivity, intellectual curiosity, and personal growth.
Key Responsibilities
- Leadership and Management
- Lead the vision, mission, and goals of the upper school in alignment with Emery/Weiner’s values and strategic plan.
- Oversee daily operations of the upper school, including academic programming, student life, and faculty support.
- Supervise, mentor, and evaluate upper school faculty, fostering a culture of professional growth and excellence in teaching.
- Oversee the hiring process for upper school faculty and staff.
- Support the upper school dean of students in ensuring a safe educational environment for all and in managing student discipline and character development.
- Collaborate with the Academic Leadership Team in evaluating and improving teaching, learning, and curriculum in the upper school.
- Academic Excellence
- Collaborate with department chairs and faculty to design, implement, and evaluate a rigorous and inclusive curriculum that meets the diverse needs of students.
- Support faculty in using innovative teaching practices and incorporating technology to enhance student engagement and learning.
- Implement and monitor academic assessments to ensure meaningful student progress and identify areas for support and enrichment.
- Student Support and Engagement
- Create and maintain a positive, supportive school climate that promotes student well-being, respect, and community.
- Oversee counseling and support services to address the social, emotional, and academic needs of students.
- Actively engage with students, fostering strong relationships and a sense of belonging within the upper school community.
- Parent and Community Engagement
- Communicate regularly with parents and families, fostering strong partnerships to support student success and well-being.
- Engage parents with a balance of strong leadership and a warm, approachable presence.
- Adeptly navigate difficult conversations with all constituencies, listening and communicating thoughtfully and effectively while working through differences of opinion.
- Engage with the broader school community through events, communications, and outreach that enhance the upper school’s presence and reputation.
- Partner with the admissions team to attract and retain mission-aligned families.
- Professional Development and Collaboration
- Foster a collaborative culture among faculty, encouraging teamwork, creativity, and innovation.
- Support ongoing professional development initiatives aligned with the school’s strategic priorities and current educational best practices.
- Collaborate with other school divisions to ensure a smooth transition for students moving into high school.
Qualifications
- Education & Experience
- A Master’s degree in education, educational leadership, or a related field.
- A minimum of 5 years of relevant teaching or administrative experience, preferably in an independent or Jewish day school setting.
- Successful leadership experience, preferably in an upper and/or independent school.
- Skills & Attributes
- Strong leadership, interpersonal, and communication skills.
- Commitment to student-centered education and fostering an inclusive community.
- An ability to think strategically and work collaboratively across departments and divisions.
- Knowledge of upper school students’ developmental, academic, and social needs.
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