Director of Upper School

Director of Upper School

Chadwick School

Palos Verdes Peninsula, California

Chadwick School is an independent, K-12, coeducational day school dedicated to academic excellence, the development of exemplary character, and self-discovery through experience. A highly educated faculty and staff bring out the best in the talented student body through active learning, challenging academics, one-on-one mentoring, unparalleled global opportunities, nationally distinguished outdoor education and community service programs, outstanding athletic opportunities, and award-winning visual and performing arts.

The core values of respect, responsibility, honesty, fairness, and compassion are widely shared and fostered daily in classrooms, during co-curricular activities, and through the camaraderie of this close-knit community.

Located on a beautiful, 45-acre hilltop campus on the scenic Palos Verdes Peninsula in Los Angeles County, Chadwick enrolls over 850 students drawn from more than 45 Southern California communities.

Job Title: Director of Upper School
Division/Department: 9-12

Reports To: Head of School

Location: Palos Verdes, CA

Level/Grade: K-12           

Type of position/FLSA: Full-time Exempt

POSITION SUMMARY
The Upper School Division Director is the chief administrative, instructional, and pastoral leader of the Upper School (Grades 9-12). This position ensures that all curricular and co-curricular programs align with Chadwick's mission and core values, supporting the intellectual, social, and emotional growth of students as they develop independence, identity, and readiness for college and life beyond Chadwick.

As a visible and trusted leader, the Upper School Director shapes and sustains a distinct divisional identity: one that celebrates the intellectual curiosity, growing independence, and emerging adult sensibilities of students in Grades 9-12. Under the Director's leadership, the Upper School offers a cohesive, innovative, and developmentally responsive program that pairs milestone experiences with a rigorous, college-preparatory curriculum. The Director also continually hones what makes a Chadwick Upper School education distinctive--its signature programs, relationships, and traditions--and champions it both within the school and in the wider community.

An inspiring educator and empathetic leader, the Director builds community, strengthens faculty practice, and upholds a culture of academic excellence, inclusion, and belonging anchored in the core values and honor code. The Director also oversees faculty growth and evaluation, caregiver partnership and communication, and divisional operations; partners closely with the Assistant Director of the Upper School, who leads student life and student conduct and leadership development; and helps shape the school's strategic direction as a member of the School and Academic Leadership Teams.

ASSOCIATED RESPONSIBILITIES

• Shape and evolve the Upper School's identity and program to reflect Chadwick's mission, vision, core values, and core competencies while honoring the developmental needs of older adolescents and young adults.
• Continually assess and strengthen the programs, relationships, and traditions that distinguish a Chadwick Upper School education, keeping the division's value clear and compelling to current and prospective families.
• Ensure that the academic program remains coherent and rigorous across Grades 9-12, with signature projects and milestone experiences that build on one another from year to year.
• Partner with the College Counseling Office to ensure that college readiness, guidance, and the college search and application process are thoughtfully integrated into the Upper School program and that students and families are well supported through this defining chapter of the Upper School experience.
• Collaborate with leaders in Athletics, Visual and Performing Arts, Experiential Education, and other co-curricular programs to ensure a well-designed, high-quality experience that nurtures the whole student.
• Collaborate with the Upper School Assistant Director and student support team to ensure that student life, leadership, and advisory programming align with developmental goals for Grades 9-12.
• Partner with the Admissions Office to support admission, retention, and family engagement efforts, ensuring that the value of the Upper School experience--as the culminating chapter of the Chadwick journey and the launchpad to college and life beyond--is clearly understood, celebrated, and championed.
• Teach one section of a course to stay connected to students, remain actively engaged in classroom life, and model best practices in teaching and learning in partnership with faculty.

• Support the recruitment, hiring, development, and retention of talented faculty committed to active, student-centered, and mission-aligned teaching.
• Attend to faculty well-being through clear and timely communication, balanced workloads, and strong community connection.
• Oversee faculty growth and evaluation using Chadwick's Teaching and Learning Cycle, including regular classroom observations, goal-setting meetings, and feedback conversations.
• Foster a collaborative, reflective faculty culture that emphasizes professional learning and mutual trust in alignment with the Chadwick mission.
• Partner with the Assistant Head of School for Teaching and Learning and Department Chairs to advance curriculum innovation, assessment practices, and faculty professional development.
• Lead faculty meetings that connect professional growth to the school's mission, students' developmental needs as they prepare for college and adulthood, and a shared vision for divisional excellence.

• Champion a culture of integrity and belonging grounded in Chadwick's core values and the honor code, partnering with the Assistant Director to ensure that student behavior development, decision-making, and community standards consistently reflect and reinforce these commitments.
• Partner with the Director of Diversity, Equity and Inclusion and the Equity Team to ensure that inclusion, belonging, and equity are embedded throughout the Upper School's culture and program.
• Support the design and implementation of advisory, leadership, and co-curricular programs that nurture student voice, agency, empathy, and resilience.
• Oversee the Upper School counselor and learning specialist to promote student well-being through individualized, coherent support systems.
• Maintain visibility and connection with students through daily interactions, classroom visits, community gatherings, and milestone events.
• Collaborate with program leaders and teachers to ensure developmentally appropriate expectations, transitions, and community experiences that support the whole student, including the transition into the Upper School and on to college.

• Oversee the daily operations of the Upper School, including scheduling, communication, and the division's operating budget.
• Serve as a visible, engaged, and accessible leader in all areas of the division, fostering trust and partnership with students, families, and faculty.
• Act as an ambassador for the Upper School and for Chadwick as a whole, representing the division at evening and weekend events, arts and athletics programming, community gatherings, and admission and advancement functions beyond the school day.
• Communicate clearly, consistently, and compassionately with caregivers about student progress, school priorities, and community expectations, while supporting students' growing independence and self-advocacy as partners in their own education.
• Collaborate across divisions to ensure alignment in student transitions, policies, and programming.
• Work with the operations office to ensure safe practices for all Upper School events, trips, and activities.
• Lead divisional events with operational support from the Upper School Office Manager, ensuring meaningful, well-executed community experiences.
• Collaborate with counterparts at Chadwick International to share best practices and strengthen alignment across campuses.
• Contribute to the school's strategic direction as a member of both the School Leadership Team and the Academic Leadership Team.
• Perform other duties as assigned.

REQUIRED AND PREFERRED EDUCATION, EXPERIENCES, AND SKILLS
 

• Strong written and oral communication skills in English are required.
• A bachelor’s degree is required; a master’s degree in educational leadership or a related field is strongly preferred.
• A minimum of five years of successful teaching experience, preferably with students in grades 9–12, is required.
• Relevant administrative and instructional leadership experience is required.
• Demonstrated success in supporting faculty growth, program design, and curriculum development is preferred.
• Strong knowledge of pedagogy and adolescent development, including an understanding of developmentally responsive practices, is required.
• Experience fostering a positive, inclusive, and collaborative faculty culture is preferred.
• Consistently exemplary personal and professional ethics in keeping with the school’s Core Values are required.
• The ability to develop, articulate, and pursue a compelling vision while fostering collaboration and trust is required.
• Excellent interpersonal skills and the ability to build strong relationships with students, faculty, and families are required.
• Flexibility, initiative, and strong organizational and time-management skills are required.
• Comfort and fluency with technology and data-informed decision-making are required.

Compensation: $200,000 to 230,000 - salary based on years of experience, credentials and other qualifications.  

WORK ENVIRONMENT AND PHYSICAL REQUIREMENT

• Required to lift and carry up to a maximum of 25 lbs., in a correct manner consistent with the appropriate training provided by the School.
• Occasionally required to use hand to finger, handle or feel objects, touch and use tools, reach with hands and arms, climb stairs, bend, stoop, twist, lift, reach, push, pull, grasp, balance, kneel, crouch, crawl, grasp, talk, hear, and walk during the course of employment.
• Walking and being outdoors for somewhat extended periods of time on a regular basis is part of the job as the school sits on 45 acres of land.
• Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception and an ability to adjust focus.
• Will extensively use telephone, computer, copier, and other office equipment in the course of a day.

Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential function of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing this job, the employee is exposed to weather conditions prevalent at the time.  This may include warm, hot, or cold temperatures.  The noise level in the work environment is moderate.

CLEARANCES

Required Screenings: TB assessment Clearances: Livescan background check

Note: This job description is not designed to cover or contain a comprehensive listing of activities, duties, and responsibilities that are required of the position.

By submitting an Employment Application, I hereby understand and agree that consistent with its obligations under Education Code Section 44051 subd. (a)(2) and as a part of the application consideration process, Chadwick School will contact each Educational Employer and inquire about your employment history including, without limitation, whether I was the subject of any credible complaints of, substantiated investigations into, or discipline for, egregious misconduct, as defined in Education Code Section 44932, subd. (a)(1).