Director of Equity and Belonging
The Derryfield School, Manchester, NH
The Director of Equity and Belonging, a senior academic administrative position, will report directly to the Head of School and be a member of the senior administrative team. The Director serves as the institutional leader who will help develop and implement a strategic vision and corresponding systems and structures for Derryfield to honor its commitment to equity and belonging. Primary responsibilities include partnering with the senior administrative team and the Head of School to ensure equity in organizational structures and processes; identifying strategies for the recruitment, hiring, and retention of faculty and staff; developing and implementing faculty and staff professional development; creating and implementing programs designed to foster a culture of inclusion and a sense of belonging among students, faculty, and staff; working closely with Director of Enrollment to support recruitment of prospective students and families; partnering with academic leaders to review and develop curriculum and programming through an equity and belonging lens; and supporting student and faculty affinity group mentors and leaders. In addition, the Director will teach one to two classes in a discipline of expertise and serve as an advisor of six to eight students.
Salary for this position is competitive with similar positions for day schools in New England. For information about the school, please visit our website at discover.derryfield.org. An equal opportunity employer, Derryfield is fully committed to attracting, retaining, and developing the most qualified employees without regard to their race, gender, color, age, nation of origin, sexual orientation, disability, or any other characteristic protected by law.
- A Master’s degree is preferred
- Proven commitment to strategic thinking and team building
- Excellent verbal and written communication skills
- Inspiring, collaborative, confident, flexible, and professional leader
- Knowledge of and/or experience in independent schools