Serves as a member of the psychological services department to evaluate the needs of students with language-based learning disabilities in an educational setting; to assist students in understanding and seeking solutions to social, emotional, or academic challenges; to serve as a resource pertaining to student behavior management and learning strategies; to participate in all psychological services master planning activities; to be an active member of one of the division educational advisory teams; and to do other related functions as needed.

Reports to: 

Director of Psychological Services 

Key Responsibilities: 

• Perform his/her educational duties in a sound, professional manner, devoting his/her full professional time to supporting the Instructional program of the School and devoting his/her best effort, skills, and attention to further the interest of the School, its students, faculty, administrators, and program.
• Serve as a member of either the Lower or Upper School Educational Advisory Teams that will be responsible for all the students in the division, attending to their academic, social, and emotional learning needs and general well-being.
• Perform duties including Psycho education reports, group and individual counseling of students, teacher consultations, parent consultations, and attendance at staff meetings.

Required Knowledge, Abilities, and Skills: 

• Working knowledge of child development, learning disabilities, and special education

• Ability to interact with a wide variety of people 

• Ability to establish an effective rapport/relationship with children, parents, faculty, and staff

• Ability to work collaboratively with members of the educational advisory team and learning support team 

• Ability to effectively communicate, orally and in writing 

• Ability to adapt techniques to varying personalities and environments

• Knowledge of principles, practices, trends, goals, and objectives of the school and its mission 

• Knowledge of philosophical and educational aspects affecting a psychological services program 

• Knowledge of human relationships, conflict resolution strategies and procedures, and team-building methods and techniques

Performance: 

• Prioritize and manage own time effectively and balance the various demands of the position.
• Develop annual goals in consultation with the Director of Psychological Services 
• Complete an annual self-reflection as part of the evaluation process 
• Review annual self-reflections of department members as part of the evaluation process 
• Give his/her attention to extracurricular requirements as required by the School, including but not limited to, attendance at school events and education meetings. 
• Responsible for all other duties related to the position as directed by the Director of Psychological Services or the Head of School or his/her designee.
• Members of the Eagle Hill faculty are responsible for helping to develop and implement student IEPs as developed by the PPT. 

Expected Credentials: 

• Possession of Certification as a School Psychologist or School Social Worker as required by the State of Connecticut

• Bachelors and Masters Degree with at least one in the field of psychology or social work. PhD preferred.
• At least three years of related experience.

Serves as a member of the psychological services department to evaluate the needs of students with language-based learning differences in an educational setting; to assist students in understanding and seeking solutions to social, emotional, or academic challenges; to serve as a resource pertaining to student behavior management and learning strategies; to participate in all psychological services master planning activities; to be an active member of one of the division educational advisory teams.

Reports to:

Director of Psychological Services

Key Responsibilities:

• Perform his/her educational duties in a sound, professional manner, devoting his/her full professional time to supporting the Instructional program of the School and devoting his/her best effort, skills, and attention to further the interest of the School, its students, faculty, administrators, and program.
• Serve as a member of either the Lower or Upper School Educational Advisory Teams that will be responsible for all the students in the division, attending to their academic, social, and emotional learning needs and general well-being.
• Perform duties including group and individual counseling of students, teacher consultations and training, parent consultations, and workshops, and deliver Eagle Hill social emotional learning (SEL) curriculum to students.

Required Knowledge, Abilities, and Skills:

• Working knowledge of child development, learning disabilities, and special education
• Ability to interact with a wide variety of people
• Ability to establish an effective rapport/relationship with children, parents, faculty, and staff
• Ability to work collaboratively with members of the educational advisory team and learning support team
• Ability to effectively communicate, orally and in writing
• Ability to adapt techniques to varying personalities and environments
• Knowledge of principles, practices, trends, goals, and objectives of the school and its mission
• Knowledge of philosophical and educational aspects affecting a psychological services program
• Knowledge of human relationships, conflict resolution strategies and procedures, and team-building methods and techniques

Performance:

• Prioritize and manage own time effectively and balance the various demands of the position.
• Develop annual goals in consultation with the Director of Psychological Services
• Complete an annual self-reflection as part of the evaluation process
• Review annual self-reflections of department members as part of the evaluation process
• Give his/her attention to extracurricular requirements as required by the School, including but not limited to, attendance at school events and education meetings.
• Responsible for all other duties related to the position as directed by the Director of Psychological Services or the Head of School or his/her designee.
• Members of the Eagle Hill faculty are responsible for helping to develop and implement student IEPs as developed by the PPT.

Expected Credentials:

• Possession of Certification as a School Psychologist or School Social Worker as required by the State of Connecticut
• Bachelors and Masters Degree with at least one in the field of psychology or social work. Ph.D. preferred.
• At least three years of related experience.

Accepting applications for permanent substitute/support teachers for the 2022-2023 school year. 

• It is expected that all Permanent Substitute/Support Teachers will have at least a Bachelor’s Degree, preferably in an appropriate instructional area (i.e. special education, elementary education, literacy).
• Click here for a full job description.
• Applicants should upload their resume and letter of intent below.

The Permanent Substitute/Support Teacher plays an integral role in the instructional program by helping to provide high-quality instruction that meets the needs of each child.  The Support/Substitute teacher is responsible for implementing lesson plans created by classroom teachers for use when they are not in class. When not substituting, the Permanent Substitute/Support Teacher may be assigned to specific classes to serve as a classroom aide.

Close collaboration with colleagues ensures that the ‘team’ approach vital to each child’s success at Eagle Hill is supported. The school mission, philosophy, and culture are grounded in a belief in the worth of every individual and the importance of treating all with respect and support, and the Permanent Substitute/Support Teacher is expected to embrace this collaborative viewpoint through his/her daily interaction with all members of the Eagle Hill community.

Accepting applications for assistant teachers for the 2022-2023 school year. 

• It is expected that all Assistant Teachers will have at least a Bachelor’s Degree, preferably in an appropriate instructional area (i.e. special education, elementary education, literacy).
• Click here for a full job description.
• Applicants should upload their resume and letter of intent below.

The Assistant Teacher plays an integral role in the instructional program by working closely with the Classroom Teacher, helping to provide high-quality instruction that meets the needs of each child. 

Close collaboration with colleagues ensures that the ‘team’ approach vital to each child’s success at Eagle Hill is supported. The school mission, philosophy, and culture are grounded in a belief in the worth of every individual and the importance of treating all with respect and support, and the Assistant Teacher is expected to embrace this collaborative viewpoint through his/her daily interaction with all members of the Eagle Hill community.

Accepting applications for qualified special education or literacy teachers for the 2023-2024 school year. 

• It is expected that all teachers will have at least a Bachelor’s Degree and will complete a Master’s Degree in an appropriate instructional area (i.e. special education, literacy) and will apply for a Connecticut State certification in their instructional assignment area.
• Click here for a full job description.
• Applicants should upload their resume and letter of intent below.

The teacher plays an integral role in the instructional program by working with students, providing high quality instruction that meets the needs of each child in his/her class.  Close collaboration with colleagues ensures that the ‘team’ approach vital to each child’s success at Eagle Hill is supported.  The school mission, philosophy, and culture are grounded in a belief in the worth of every individual and the importance of treating all with respect and support, and the teacher is expected to embrace this collaborative viewpoint through his/her daily interaction with all members of the Eagle Hill community.

Full-time teaching at Eagle Hill School:

• School day is from 8 a.m.-4 p.m.
• After 2 p.m., when the academic day ends, full-time teachers are involved in coaching, teaching an afternoon activity (i.e. cooking, drama, photography), or proctoring study halls
• All full-time faculty members have a two-week winter and two-week spring break (usually, the last two weeks of March)
• Each new full-time teacher is assigned a veteran Master Teacher as a mentor.