Director of Student Wellbeing

Found in: beBee jobs US - 1 week ago

Indianapolis, Indiana, United States Tabor Academy Full time

Summary:

Tabor Academy seeks a compelling, passionate, and visionary educator to serve in our Student Life Office and to develop and deliver comprehensive, cohesive, and research-informed programming for Grades 9 – 12. Overseeing our broader wellbeing commitments and initiatives, the Director of Student Wellbeing will report directly to the Dean of Students and will work in partnership with the full Student Life Office, the Director of Health Services, School Counselors, the Academic Dean, the faculty and staff, students, and families to provide relevant and responsive experiences. As a residential school, Tabor considers the work of faculty broadly, and we engage with students both during and beyond the academic day. Faculty members at Tabor can expect to be responsible for weekly evening and monthly weekend supervisory duties and to be responsible for contributing to the life of the school for two seasons in the co-curricular and/or athletic program. This position may include housing.

Primary Areas of Oversight & Collaboration:

  • Develop and implement a health and wellness curriculum for grades 9-12; including human development, SEL education, and mindfulness.
  • Stay current with the latest research and best practices in adolescent health education and integrate this knowledge into the curriculum.
  • Create a supportive and inclusive classroom environment that respects student diversity and promotes healthy lifestyles.
  • Collaborate with school counselors, Health Center staff, and administrators to support student health and well-being.
  • Lead health team meetings and coordinate medical leaves with Health Center and Counseling staff.
  • Advocacy for overall community mental, emotional health and creative ideas for stress management, balance, and well-being.
  • Serve as a Class Dean.
  • Other areas related to this role, as coordinated with the Dean of Students. The successful candidate will:
    • Embrace an initiative-driven faculty culture focused on advancing Tabor Academy's mission.
    • Pursue an understanding of current teaching pedagogies and adolescent development.
    • Model flexibility in both implementing best learning practices and pursuing success for each student.
    • Possess a high degree of cultural competency and demonstrated experience working with diverse populations and perspectives.
    • Demonstrate fluency with academic technology that advances learning for students and a willingness to integrate technology into student experiences.
    • Enjoy collaborating with colleagues within and across subject areas, and throughout multiple aspects of school life.
    • Invest in the community and participate in the lives of our students outside of the classroom.
    • Convey patience, empathy, enthusiasm, and optimism in their work with adolescents and faculty.
    • Possess excellent interpersonal, communication (writing, listening, speaking), and organizational skills, and exhibit the ability to interact and work effectively with students, parents, faculty and other employees.
    • Commit to self-reflection, work independently, and pursue professional growth and networking opportunities that will allow for full engagement in discovering and implementing best practices in this role. Qualifications:

      Minimum: Bachelor's degree in a relevant fiel

      Preferred: Experience in secondary or post-secondary instruction and/or residential oversight.

      Tabor Academy is eager to consider applications from people traditionally underrepresented in independent boarding school communities.

      To Apply:

      Electronic materials only, please. If interested, please send cover letter, resume, and educational philosophy to with "Student Wellness" in the Subject line.

      Tabor Academy does not unlawfully discriminate on the basis of age, gender, religion, race, color, sexual orientation, gender identity, genetic information, pregnancy or pregnancy-related condition, disability, or national or ancestral origin in the administration of its educational policies, scholarship and loan programs, athletic and other Academy-administered programs, or in the administration of its hiring and employment practices.

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