Chief Engagement and Inclusion Officer

Staff / Full-Time

Beaver Country Day School, Chestnut Hill, MA

Beaver Country Day School—an independent day school located just outside of Boston, serving grades 6-12—seeks a creative, innovative, and forward-thinking Chief Engagement and Inclusion Officer (CEIO). This is a full-time position beginning with the 2023-2024 school year that will report directly to the Head of School.

ABOUT OUR SCHOOL AND OUR PEOPLE

We are not your typical independent school. Education is not traditionally seen as forward-thinking. But that’s not the case at Beaver. We welcome change and seek feedback to improve continuously. Our “Launch, Test, Refine” mindset promotes flexibility, risk-taking, open-mindedness, and innovation. Our business is providing a future-focused education rooted in real-world context and experience and our clients are our students.

The Beaver mindset and approach to teaching place our students at the center of learning experiences in all settings, curricular and co-curricular.

  • Our students in grades 6-12 are interesting and passionate individuals, who, above all, are genuinely happy to be at Beaver. We provide students with opportunities to be co-creators of their learning, making it a deeper, more meaningful experience.  We are committed to providing an educational environment in tune with the real world and doing authentic work.

  • Our teachers and educational leaders are committed to—and excited about— expanding the nature of school, and igniting and fueling the passions of all our students.

  • Our mindset is to make excellent mistakes, launch/test/refine, and not be defined by binary thinking. Instead, we look to approach things from a both/and outlook: tradeoffs don’t have to be the answer and instead, that’s where creativity comes in. We are a community of creative thinkers and doers.

  • Our values include collaboration, partnership, and above all, creating a diverse, inclusive, and equitable environment for our community. The work of diversity, equity, inclusion, and social justice is a priority and a steadfast commitment.  It is never “done”, and we will always make decisions with this philosophy at the core of who we are. For all Beaver students to feel a sense of belonging, it’s important that they see themselves reflected in the community, curriculum, and all our programming.

  • Our goal every day is to create a school that is making an impact – for our students, and for education as a whole. We don’t take that work lightly, we need people that are relentlessly committed to it and excited to do this work—together. 

Approach to Teaching and Learning:

The successful candidate will have a commitment to:

  • Aligning the work to the BVR Mindset and New Basics as critical to the Beaver Student Experience

  • A future-focused education with an understanding of the complexity and ever-changing nature of the world our students are inheriting

  • A “next practice” mindset that understands how teaching and learning are changing and how practices should adapt

  • Student-centered, culturally proactive, and responsive pedagogy in which all students are met where they are, and see themselves represented and valued

ABOUT THE POSITION

In line with Beaver’s Distributive Leadership Model for our work around diversity, equity, inclusion, and social justice, the Chief Engagement and Inclusion Officer (CEIO) will collaborate regularly with students, teachers, staff, administrators, families, and external experts to work towards a healthy community culture for all members of our school. The CEIO will work to evolve and leverage our institutional systems around inclusion and belonging to maintain and grow inclusive teaching practices for the entire school, identify resources and support for professional development, and lead and sustain community engagement opportunities. The CEIO will report directly to the Head of School while working collaboratively with the Director of the Upper School, who leads the Upper School Administrative Team. The CEIO will also work with the Middle School Director of Engagement and Inclusion to ensure alignment of our work in grades 6 through 12.

SUPPORTING THE PEOPLE

Supporting Students (with a focus on affirming identity, building community, and cultivating leadership skills*)

  • Work with students in a variety of ways to better understand individual students and foster connections within the community; this might include teaching, advising, and/or leading a club or extracurricular activity

  • Gather data relating to the school’s community culture through classroom observations and conversations with students, faculty, and staff in the Middle and Upper Schools

  • Create and lead on-boarding and ongoing programming to help students understand how to navigate Beaver, self-advocate, and develop leadership skills through reflection and goal setting

  • Support and mentor student affinity group leaders

*Based on Beverly Daniel Tatum’s ABCs of Representation in Education

Supporting Teachers and Staff  (with a focus on teacher practice to improve student belonging, engagement, and learning)

  • Observe teachers and students in class and provide non-evaluative feedback to improve pedagogy, inclusive classroom practices, and feedback mechanisms

  • Share resources and strategies with faculty to focus on affirming identity, building community, and cultivating leadership skills in the classroom

  • Support teachers as they develop content and methods for creating inclusive and engaging classroom experiences and identity-safe pedagogical practices

  • Develop, in collaboration with the Director of Teaching, Learning, and Innovation, targeted professional development programs for faculty and staff to advance cultural competency and other diversity, equity, inclusion, and social justice skills

  • Work collaboratively with the Director of Upper School to create programming for Upper School faculty division meetings

Supporting All-school Administration and Upper School Administration (with a focus on student learning/engagement, teacher practice, and leveraging/improving systems to learn about students and enhance learning and feedback)

  • In partnership with the Head of School, lead the strategic vision and implementation of the school’s diversity, inclusion, equity, and social justice efforts

  • Collaborate with the Head of School and Core Senior Leadership Team to review and develop institutional policies, practices, and programs that support the BVR Priorities, especially “Creating Healthy Community Culture” and “Fostering Adaptability Through a Future-Focused Approach”

  • In collaboration with other members of the Core Senior Leadership Team, support  recruitment and retention efforts with a focus on building and sustaining the diversity of the faculty and staff

  • Collaborate with parents and caregivers on educational programs and serve as a resource for families to ensure that this vital constituency engages with school and their own DEIJ work

  • Participate in the work of the Upper School Administrative Support Team

  • Collaborate with Upper School Deans to coordinate advisory curriculum with a focus on developing student’s sense of character, embracing identity, and creating a stronger sense of community

Supporting Families

  • Discuss individual student needs with parents/caregivers

  • Facilitate communication among parents/caregivers, teachers, and outside professionals

  • Serve as an Upper School advisor

  • Coordinate and support family events with other BVR administrators

SUSTAINING THE SYSTEMS

Formal Feedback & Data Collection and Review (in collaboration with Core Team and US Admin)

  • Work with the Middle School Director of Engagement and Inclusion to create and oversee the implementation of formal and informal data collection and analysis

  • Assess and monitor professional growth of Upper School staff and cross-divisional staff in relation to equity and inclusion work

  • Work with the Middle School Director of Engagement and Inclusion to create and oversee the implementation of data collection and analysis

  • Build and maintain relationships with outside professionals and thought leaders on topics of equity and inclusion

ADVANCING PROFESSIONAL LEARNING, PROFESSIONAL DEVELOPMENT, AND COMMUNITY ENGAGEMENT

  • Keep abreast on best practices in teaching and learning, particularly as related to affirming identity, building community, and cultivating leadership skills

  • Curate and distribute learning opportunities and resources

  • Identify and engage professional experts who can supplement or enhance professional development programming and the work of the school

QUALIFICATIONS

Strong candidates will possess the following qualifications:

  • A minimum of five years of experience leading diversity, equity and inclusion work in educational institutions

  • Participation in in-depth training in diversity, inclusion and multicultural practices at nationally recognized seminars and workshops

  • Strategic thinking skills, with a record of accomplishment in the implementation of effective and sustainable academic and affective programs in diversity, equity, inclusion and anti-racism in school settings

  • Community building skill set and the capacity and interest to work with a broad spectrum of learners to build cross-cultural competency in all constituencies — students, parents, employees, trustees, and other members of our school

  • Capacity to facilitate conversations, mediate conflicts and represent the school in the larger community

  • Strong oral and written communication skills, including public speaking and experience leading diversity and inclusion trainings and developing cross-cultural skills in others

  • Strong interpersonal skills, with the ability to work collegially and collaboratively with multiple constituencies and interface with several academic and non-academic departments

  • Capacity to enjoy working with colleagues, young people and their parents in a school environment

  • A  growth mindset

  • A Bachelor’s degree is required, Master’s degree preferred

Expected Hours of Work

  • A full-time position that requires occasional evening and weekend work and requires active engagement in the life of the School.

Benefits

Beaver offers competitive compensation and a generous benefits package to its faculty, staff, and administrators. Some highlights of the plan include (for more information visit our website):

  • Group health insurance (Blue Cross Blue Shield)

  • Group dental insurance (Delta Dental)

  • Life insurance

  • Long-term disability insurance

  • Retirement plan

  • Flex spending plan for medical and dependent care expenses

  • Employee Assistance Program

  • Beaver tuition remission for children of employees

  • Full remission of “General Camp” Summer Program tuition for children of employees

  • Paid professional development opportunities

  • Breakfast and lunch provided when school is in operation, as well as coffee and snacks

  • Subsidized health club membership

  • Free parking and close to the MBTA Green Line D.

Additional things to know:

  • We take cleaning and building safety seriously. You can feel confident in an attentive and flexible model of work that prioritizes our community health at every step.

  • Complete vaccination against COVID-19 is currently a condition of employment at the School. The School considers requests for exemption on medical or religious grounds on a case-by-case basis. The School’s COVID-19 and other policies are subject to change at any time.

Questions about this position can be directed to Zaira Santiago, Associate Head of School for Special Projects, or Chai Reddy, Director of the Upper School.

Please apply by Tuesday, January 17th 2023.

Beaver Country Day School

Chestnut Hill, MA
Middle School, High School
Day
All Gender