Director of Teaching and Learning

Position Summary The Director of Teaching and Learning (DTL) is a highly skilled and experienced educator with demonstrated capabilities in faculty professional development, curriculum leadership, and academic program innovation. The DTL reports to the Associate Head of School, is a key member of Charlotte Latin's Academic Leadership Team, and a collaborative partner in support of the school's efforts to vertically align the TK-12 curriculum, identify and support pedagogical needs, and build a faculty culture guided by intellectual curiosity and professional growth. The ideal candidate embodies the attributes outlined in the Portrait of the Latin Leader and is a thoughtful, empathetic educator with excellent communication and organizational skills. Essential Duties and Responsibilities Lead the development, articulation, and alignment of curriculum across all academic divisions. Craft an annual, data-driven professional development plan and activities to support teacher growth and student outcomes, which includes working in partnership with Human Resources to develop a system to track faculty professional development and partnering with divisional academic leaders to ensure alignment between instructional goals and professional development pursuits. In partnership with the Academic Leadership Team and Human Resources, design a comprehensive faculty onboarding experience that orients teachers to Charlotte Latin School's expectations, builds essential pedagogical skills, and fosters a sense of belonging and engagement. Assist with the Latin Fellows program. Facilitate PLCs or other group conversations to promote the use of exemplary instructional practices to improve student achievement, especially those aligned with competency-based instruction and other evidence-based best practices. Support divisional teaching and learning leaders (and their faculty) through mentorship, pedagogical content knowledge development, coaching plans, classroom lesson demonstrations, conferences, and other proven strategies and best practices. Consult on the selection of instructional resources and other tools that create efficient and effective systems for curriculum documentation, assessment design, and other academic practices. Support key academic initiatives outlined in the school's strategic plan or others communicated by the Associate Head of School. Supervisory Responsibilities The following full-time employees are direct reports: Head Librarian Education and Experience: A Master's degree in Education, Teaching and Learning, Curriculum and Instruction, or related field is required. Extensive knowledge of and experience with the implementation of research-based best pedagogical practices and models, including differentiation, project-based learning, inquiry-based learning, backwards design, standards-based learning, and performance-based assessment, is required. Minimum 10+ years of teaching and/or academic leadership experience in K-12 education is required. Independent school experience is strongly preferred. Deep understanding of issues related to diversity, equity, inclusion, and belonging in educational settings Proven experience with curriculum development and teacher professional development Strong facilitation skills with the ability to lead difficult conversations with grace and cultural sensitivity Excellent interpersonal, communication, and relationship-building skills The ideal candidate embodies the attributes outlined in the Portrait of the Latin Leader and is a thoughtful, empathetic educator with excellent communication and organizational skills. This role requires someone who deeply understands their own leadership style, blind spots, and sensitivities as outlined in the following core leadership competencies: Self-Awareness: Regulates urgency, adapts tone to the audience, and knows when to defer vision. High Empathy: Understands diverse perspectives (e.g., Lower School vs. varsity coach), anticipates resistance, and responds to pushback with curiosity. Interpersonal Relationship Skills: Builds coalitions, tailors influence (1:1 vs. public), and maintains relationships through productive tension. Influence Without Authority: Frames development as support, uses data/narrative to persuade, and knows when to push or plant seeds. Emotional Self-Regulation: Stays steady amid change/feedback, avoids taking resistance personally, and models program behaviors. Adaptability / Flexibility: Leads selflessly, comfortable with iteration, balances long-term vision with short-term adjustment. Systems Thinking with Emotional Insight: Designs growth-focused metrics, spots systems that exclude/overwhelm, and considers the faculty's cognitive and emotional load. Conflict Management: Names tension early, facilitates dialogue over avoidance, and keeps disagreements mission-focused. Authenticity & Moral Compass: Models values visibly, makes values-based decisions, and holds students accountable with dignity. Working Conditions and Environment Intermittently lift, carry, push, and pull up to 15 pounds. Continuously see, sit, balance, grasp, and have repetitive use of arms, wrists, hands, and fingers; and some fine finger dexterity. Frequently talk and hear. Intermittently stand, stoop, bend, twist, crouch, kneel, crawl, walk, climb stairs and ladders, operate foot and hand controls, squeeze, and reach above shoulders. Exposure to dust, chemicals, fumes, flammables, grease, dirt, stacked materials, electrical equipment, machinery, low to medium noise levels, and moderate indoor temperatures of heat and cold. Long or odd hours, as needed.

Created: 2026-03-10