Director of Academic Mentorship Program, Darrow School

Posted: 03/20/18 | SHARE:


Darrow School, a small independent, co-ed, boarding/day school for grades 9-12, located on the New York State side of the Berkshires, offers an innovative, individually-focused college-preparatory curriculum, featuring a unique combination of dynamic classroom instruction, active learning, and environmental consciousness. Students learn within an atmosphere that supports intellectual curiosity, creativity, and experimentation. The School emphasizes differentiated instruction and student-centered, active learning as key teaching philosophies.
Darrow School faculty and staff are fully engaged in the life of a boarding school beyond the academic day as well, supporting students in a range of co-curricular programming, including athletics, residential life, weekend activities, and signature programs like Hands-to-Work, Winterm, and Spring Term. Darrow School’s mission is to create a community of learning able to empower students with a wide variety of backgrounds and abilities, building on each student’s individual talents and interests to inspire enduring confidence for success in college and life.

The Director of the Academic Mentorship Program reports directly to the Director of Studies, and oversees the Academic Mentoring Program. Academic mentoring at Darrow consists of educational training sessions that enable students to produce superior academic work. Utilizing his or her expertise in Special Education or related field, the Director assigns students to mentors, taking into account the students’ particular learning profiles and support needs. The Director manages the department budget, and oversees, supports and coordinates the mentoring team. Further, the Director carries out evaluation of the mentoring program and its outcomes on an ongoing basis, planning, proposing and implementing necessary program revisions.

Manage the department budget in coordination with Director of Studies

Oversee, support and coordinate the mentoring team, assigning students to mentors, creating an appropriate schedule for mentoring in consultation with the Director of Studies.

Work with the Dean of Students, Counselor, and the Learning Specialist to create and manage strategies to support students for whom there are academic concerns.

Serve as a mentor based on program needs and enrollment numbers.

Carry out ongoing program evaluation, and plan, propose, and implement necessary program revisions.

Provide ongoing training for teachers and mentors, and communicate with parents as needed.

Ensure special attention be given to growing ESOL support mechanisms.

Work with the Professional Development Coordinator and Director of Studies to encourage mentors to attend appropriate workshops and conferences, as well as visit other schools, in support of personal and professional goals. Assist in planning faculty in-service days, including opening and closing faculty meetings in conjunction with Director of Studies.

Committees: Be a member of the Program Team, and others as assigned.

Advising: Each faculty member, including the Director of AMP, will be assigned students to serve as their advisor. Mentor, academic counselor, communicator, defender, contact, parent, host, and institution representative are but some of the roles advisors are expected to fulfill. Perhaps, however, the role may be summed up in three categories: knowledge, guidance, and contact — each separate but interrelated and overlapping. The Advisor is an important communications link between the student, teachers and family. Advisors meet briefly with their advisees several times over the week and often arrange for longer sessions to discuss academic progress, sports, and other concerns that arise during the year.


Master’s degree in Special Education, educational assessment, or a relevant related field (state certification not required)
● Educational professional with at least five years’ experience in leadership and/or mentoring faculty
● Exceptional administrative, management and leadership skills
● Strong organizational and interpersonal skills; ability to work effectively with all stakeholders, including administration, faculty, parents and students
● Appreciation for the social-emotional aspects of school life, and a proven track record of building supportive social-emotional connections with colleagues and students
● Track record of actively collaborating with teens to solve problems
● Ability to drive the school’s vehicles; training will be provided
● Ability to work outdoors
● Valid driver’s license
● Experience in a residential program for adolescents
● Good communications skills, both oral and written
● Commitment to the 24 hours a day, 7 days a week life of a boarding school
● An educational philosophy consistent with the mission of the school

Additional Information

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities of this position.
● While performing the duties of this job, the employee is regularly required to talk or hear
● The employee is required to sit, stand, walk, use hands to find, handle or feel and reach with hands and arms
● Must frequently lift and/or move up to 25 pounds
● Must be able to work in heat and cold as well as environments with adverse conditions including dirt, dust and pollen, odors, sun, wetness, humidity, rain and noise

Job Classification: Faculty, Supervisor, Director of Studies

Employment Status: Full Time/Exempt, 11 months (Aug-June)

Competitive salary and benefits, with optional campus housing for this 11-month position (August - June).

To Apply:

Interested candidates should submit a cover letter and resume to 

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