Community Engagement
2 weeks ago
**About the School**
Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. Governed by a Board of Trustees elected by the parent body and administered by an appointed Head of School, it was founded by seven families who wanted to create a school committed not only to academic excellence and educational innovation but also to a value system emphasizing appreciation and respect for others. Believing that diversity was the ground out of which all deep and rich learning occurs, they established a school where all children would be welcome, celebrated, and challenged to be their best selves.
Today, the School's philosophy, programs, and position in the national educational landscape strongly reflect its roots. Having grown from 12 children in 1945 to 1075 students in PK-12 today, GDS is recognized as one of Washington, D.C.’s and the nation’s most dynamic educational institutions.
Since the school’s founding, GDS has called eight different locations home. In the fall of 2020, in the midst of the pandemic, the Lower, Middle, and Upper Schools were all joined on one extraordinary campus.
**About the Position**
- Georgetown Day School, an independent day school in Washington, D.C., seeks a Community Engagement and Experiential Learning (CEEL) Coordinator. The Coordinator will serve as an important member of a busy, three-person, cross-divisional CEEL Office that aims to connect students PK-12 with meaningful hands-on learning experiences. The Coordinator, in partnership with the Director of Community Engagement & Experiential Learning and Associate Director, will assist in executing and reporting out curricular, co-curricular, and extracurricular experiential programs.The CEEL Coordinator will help to plan and facilitate events and programs, including those relevant to the eight GDS CEEL pillar programs:PK-12 Buddy Program
-Lower School Community Engagement & Experiential Learning
-Middle School Community Engagement & Experiential Learning
-High School Minimester
-High School Community Engagement & Graduation Requirement
-High School Summer Policy Institute
-11th Grade Internship Program
-GDS Summit on Sexual Assault and Consent
As a diverse, inclusive school devoted to preparing our students to live and work in an increasingly fast-paced and globalized society, GDS is particularly interested in professionals with demonstrated interest in working in a school setting.Location: On campus
Start Date: July 1, 2024
Type of Opportunity: Full-time, salaried, exempt with benefits.
**Primary responsibilities**:
Manage the logistics of all CEEL programs, including: ordering supplies, building schedules, building rosters, booking travel, managing permission forms, etc.
-Track budgets and process all honoraria for community partners
-Produce regular content for school newsletters, web communications, and marketing materials
-Guide and supervise students during experiential activities on and off campus
-Coordinate with key partners to execute off-site activities, including but not limited to Dining, Transportation, Communications, and School Nurses
-Track all High School Community Engagement hours and support students in identifying meaningful volunteer opportunities
-Support Buddy Program pairing and activity design
-Support CEEL Associate Director and High School teachers in Minimester course planning
-Maintain and communicate CEEL program calendar; schedule CEEL meetings and events in partnership with divisional calendar managers
-Serve as a reliable resource to address regular student, parent, and teacher inquiries
-Serve as a thought partner to CEEL Director and Associate Director in evolving PK-12 programming
-Maintain an accessible and approachable presence in the CEEL Office, ensuring a warm and welcoming office environment that serves students, faculty, community partners, and families
**Qualifications and Skills**:
A collaborative and joyful approach to their job, with genuine love and enthusiasm for working with students in an innovative PK-12 learning space
-Well-developed oral and written communication skills
-Strong interpersonal skills to connect easily with students, parents, and colleagues
-Excellent organizational fluency, including careful attention to detail
-Comfort in solving problems independently
-Effective time management skills and a commitment to meeting time-sensitive deadlines
-The ability to successfully multitask in a fast-paced, demanding work environment
-A commitment to ongoing professional growth and development
-Bachelor’s degree preferred
**Americans with Disability Specifications**
**Physical Demands**:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
While performing the duties of this
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