https://careercenter.aisgw.org Latest AISGW Career Center Jobs Thu, 14 May 2026 03:22:34 Z https://careercenter.aisgw.org/jobs/rss/22270651/director-of-annual-giving https://careercenter.aisgw.org/jobs/rss/22270651/director-of-annual-giving McLean, Virginia, The Director of Annual Giving reports to the Director of Advancement. This position joins a dynamic Advancement Office team that spearheads all facets of institutional advancement, including fundraising, constituent relations and engagement, events, alumni relations, stewardship, and communications. The Director of Annual Giving is responsible for developing and implementing an effective, comprehensive Annual Giving program that raises $3 million each year. Reporting to the Director of Advancement and partnering with staff, volunteers, and the Board Advancement Committee, the Director of Annual Giving develops and implements strategies and programs to identify, cultivate, solicit, and steward annual gifts from trustees, alumni, parents, grandparents, parents of alumni, and friends, including personal solicitations, direct mail, and electronic communication. Major Areas of Responsibility: Develops and implements a strategic plan of action with objectives, timelines, and evaluation plans for The Potomac Fund, including identification, cultivation, solicitation, and stewardship of constituents. Spearheads The Potomac Fund case for support, creating and executing donor-facing communications, including appeals, stewardship pieces, and targeted outreach to drive participation and giving. Identifies, recruits, manages, and motivates approximately 100 volunteers from various constituencies of the Potomac community Works closely with the Director of Advancement, Director of Alumni Relations, Director of Advancement Events, and Campaign Coordinator to ensure coordination with their respective fundraising efforts.  Performs comprehensive data analysis and manipulation related to all aspects of the Annual Giving program. Uses statistics to evaluate current Potomac Fund programs and to make recommendations for program changes. Oversees the acknowledgment and recognition of all Potomac Fund gifts, including donor stewardship events and the Annual Report. Provides comprehensive updates and reports of Potomac Fund programs and activities to the Advancement Committee and the Board of Trustees. Participate in identifying and soliciting major and planned-giving prospects. Collaborate across the Advancement team to support donor engagement and pipeline development, aligning Annual Fund efforts with events, alumni relations, and Growing Ever Greater campaign priorities to strengthen participation and long-term giving. Represents Potomac Fund and promotes community awareness and support for the program. Qualifications: Bachelor’s degree with five to seven years of professional Advancement experience, preferably in an independent school environment.  Strong, collaborative, flexible, and energetic individual with seasoned fundraising skills and excellent judgment. Excellent interpersonal and communication skills. This position requires the personal presence to interact closely with board members, volunteers, school administration, faculty, and major donors. Assure discreet and confidential handling of all business.   Ability to articulate the case for Annual Giving, along with a desire to build lasting relationships with the School’s constituency. A proven track record of successful fundraising, leadership, and communication skills. Specifically, experience running an Annual Fund Expertise with Microsoft Office, the Google Suite, and CRM databases is essential. Experience with Veracross and GiveCampus is preferred. Willingness to develop an understanding and appreciation of the culture and traditions of The Potomac School. In striving to fulfill its mission, The Potomac School seeks candidates of diverse backgrounds who embody our core values of courage, integrity, humility, perseverance, and respect. Tue, 12 May 2026 12:58:52 -0400 https://careercenter.aisgw.org/jobs/rss/22253262/fourth-grade-teacher-beginning-august-2026 https://careercenter.aisgw.org/jobs/rss/22253262/fourth-grade-teacher-beginning-august-2026 Alexandria, Virginia, St. Stephen's and St. Agnes School (SSSAS) of Alexandria, VA is looking to hire a dedicated and enthusiastic teacher for fourth grade who wants to make a real difference in   the lives of students. Are you passionate about shaping the minds of young learners? Do you possess the skills to inspire, educate and empower fourth graders to reach their fullest potential? Do you have non-academic interests and passions that you are excited to share with others? Would you like to be part of a supportive and amazing faculty in a positive, inclusive environment? If so, please read on! We are seeking a Fourth Grade Teacher to join our dynamic team. They will play a crucial role in fostering a positive and supportive learning environment where students can thrive academically, socially, and emotionally. They will plan, prepare and deliver engaging and interactive lessons and activities based on the established curriculum, ensuring alignment with learning objectives and standards and adapting teaching materials and methods to meet the diverse needs of students in the classroom. Candidates should be able to establish and maintain a safe, orderly, and inclusive classroom environment conducive to learning and implement effective classroom management strategies to promote positive behavior and social-emotional growth. The successful candidate will maintain open and clear communication with parents/guardians regarding students' progress and classroom activities as well as collaborate with other teachers, specialists, and support staff to ensure a holistic approach to student development. All members of the faculty instill our school's mission by helping their students to become responsible, honest, compassionate, respectful citizens. The successful candidate will be required to exercise professional judgment and responsibility in keeping with the expectations of the School's faculty. The School accepts candidates with the following minimal qualifications: Bachelor's degree in Early Childhood Education, Elementary Education or the equivalent; advanced degrees are strongly encouraged; state certification is not required. A strong commitment to educating a diverse student body within a caring and creative environment. Excellent verbal and written communication skills. Previous teaching experience in an elementary classroom. Strong references who confirm the applicant's ability to exercise sound professional judgment. Overview St. Stephen's and St. Agnes School is an affirming and collegial community committed to our mission to "pursue goodness as well as knowledge and to honor the unique value of each of our members as a child of God in a caring community." SSSAS is an age 3 to Grade 12 Episcopal day school located on three campuses six miles from Washington, D.C., in beautiful and historic Alexandria, Va. We believe that educating the whole child by tending to their individual academic, social/emotional, cultural, and physical needs, prepares them to be knowledgeable, kind, and empathetic citizens in a complex world. Combining a rigorous academic program with outstanding opportunities in the arts, athletics, and service learning for our students, SSSAS is a community that values diversity, equity, inclusion, and belonging, and we seek candidates who share these same values. Our culture promotes lifelong learning, and employees have a wealth of opportunities available to them to continue expanding their knowledge of both their disciplines and in their field of education. Cultural competency workshops for all faculty and staff, regular, small-group DEIB exploration/workshops, support for graduate studies, summer study grants, and conferences (e.g., People of Color Conference, the National Association of Independent School Annual Conference, and CASE-NAIS) are just a few of the ways in which we support and encourage our Saints faculty and staff to continue to develop and learn in their field and as part of our community. READY TO JOIN OUR COMMUNITY? We understand your time is valuable, and that is why we have a very quick and easy application process. If you feel that you would be right for this job, please fill out our initial 3-minute, mobile-friendly application . We look forward to meeting you! Interested applicants should apply through the SSSAS website at https://www.sssas.org/about-us/employment For more information about St. Stephen's and St. Agnes School, we invite you to visit our website at www.sssas.org For more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website. https://sssas.isolvedhire.com/jobs/1764304-404986.html   Tue, 05 May 2026 09:26:40 -0400 https://careercenter.aisgw.org/jobs/rss/22235643/director-of-admissions https://careercenter.aisgw.org/jobs/rss/22235643/director-of-admissions Alexandria, Virginia, Burgundy Farm Country Day School, a progressive JK-8 school set on a pastoral 26-acre former dairy farm just outside Washington, D.C., seeks a relational, strategic, and community-centered leader to serve as its next Director of Admissions. Burgundy offers something genuinely rare in the competitive DC metropolitan independent schools market: an education that is experiential, joyfully student-centered, and academically rigorous. For a mission-driven admissions leader, this is an opportunity to join a school where children are known as whole people, where a close-knit community of students, families, faculty, and alumni is central to the experience, and where the work of admissions carries real impact for the school's future. Burgundy's culture is as distinctive as its campus. Built on kindness, respect, and a genuine belief that every voice matters, Burgundy is a school where children arrive each morning with joy and leave each afternoon happy and fulfilled, having spent much of their day outdoors, engaging the natural world and former farm campus as a living classroom. Faculty bring deep experience and knowledge to their work, teaching with the kind of creativity and conviction that comes from professional autonomy. Families are not peripheral to the Burgundy experience; they are woven into its fabric, forming a multigenerational community that extends well beyond the years their children are enrolled. And threaded through everything is a deep and sincere commitment to diversity, equity, and inclusion and to preparing students to engage thoughtfully and compassionately with a complex, diverse world. Burgundy enters its next chapter with real momentum and a clear-eyed sense of the work ahead. Enrollment growth is the priority: expanding the school's reach across the greater DMV region, telling Burgundy’s story and impact, connecting with communities and families who may not yet know Burgundy, and building a broader and more diverse enrollment pipeline. Equally important is helping families understand that Burgundy's progressive, experiential approach produces graduates who are academically and socially prepared and who thrive and contribute in diverse ways to their high school communities. Burgundy graduates are in demand for their remarkable talents, and through them, Burgundy makes a special contribution to the DMV community and to the world. That is a story worth telling with clarity and conviction, and the incoming Director will be its primary author. As Burgundy enters its 80th year, the School must be enrolled more fully in order to thrive for another 80.  For the right leader, this is a chance to shape how one of the region's most distinctive schools is known and to build a strong maximum enrollment. Reporting to Head of School Jeff Sindler and serving as a member of the Administrative Team, the Director of Admissions leads all aspects of enrollment management, including recruitment, admissions, financial aid, and re-enrollment, while supervising the Admissions Coordinator and partnering closely with colleagues across the school. This is a role that sits at the intersection of relationship and strategy, requiring someone who is equally at home building a connection with a prospective family and architecting a long-term enrollment plan. It calls for a leader who moves through the community with genuine curiosity and care, who becomes a true student of what makes Burgundy distinctive, and who brings both the vision to imagine what Burgundy's enrollment future could look like and the drive to make it real. STRATEGIC PRIORITIES In close partnership with the Head of School, the Administrative Team, and key members of the Burgundy community, the Director will lead and strengthen the school’s enrollment efforts by prioritizing the following: Design and implement a cohesive admissions recruitment and yield events strategy, bringing clarity and purpose to the calendar and ensuring each interaction meaningfully engages prospective families Grow and diversify the enrollment pipeline by expanding outreach across the greater DMV region, including deeper engagement in Washington, D.C. and Maryland, building sustained relationships with feeder schools, community organizations, and mission-aligned partners, and ensuring that recruitment strategies intentionally reflect the school's commitment to diversity, equity, and inclusion Articulate and amplify Burgundy’s story in ways that clearly communicate the rigor, distinctiveness, and long-term value of its progressive, experiential educational approach Strengthen family engagement and retention efforts by building meaningful, ongoing relationships with families from initial inquiry through graduation, ensuring a consistent, supportive, and deeply personal experience over time Elevate students, parents, and alumni as ambassadors, including revitalizing the student ambassador program and more intentionally leveraging community voices to share the Burgundy experience Foster a sense of shared ownership of admissions work across the community, engaging faculty, staff, and colleagues in communications, advancement, and academic leadership as active partners in welcoming prospective families, ensuring consistent messaging, and supporting the school's long-term enrollment health Bring structure, clarity, and consistency to admissions operations, ensuring a thoughtful, responsive experience for families while using data to inform strategy and decision-making   ESSENTIAL FUNCTIONS Strategic Enrollment Leadership Oversees all aspects of the admissions operation, including recruitment, admissions, financial aid, retention, and re-enrollment Serves as a member of the Administrative Team, collaborating closely with the Head of School, division heads, faculty, and business office to align enrollment goals with programmatic priorities and long-term financial sustainability. Supervises the Admissions Coordinator and partners closely with the school’s Database Manager to ensure accurate and efficient management of enrollment and contract processes. Oversees the integrity and effective use of enrollment data systems (e.g., Veracross, Ravenna) Provides regular enrollment reports and data analysis to the Head of School and Board of Trustees Recruiting & Outreach Leads all aspects of the recruitment and admissions process, ensuring a highly personalized, responsive, and mission-driven experience for prospective families Meets with and communicates effectively with all prospective families Designs and executes a high-touch, relationship-centered follow-up system to guide families through inquiry, application, financial aid, and enrollment Represents the school at local and regional fairs, events, and professional associations Executes open house and targeted recruitment events in collaboration with faculty, parents, students, and school leadership Oversees all aspects of the application process, including scheduling visits, coordinating assessments and interviews, managing application review, and communicating admissions decisions Attends and manages evening and weekend events Enrollment Management & Operations Partners with faculty and staff to support a consistent, mission-aligned experience for prospective and current families Collaborates with teachers and administrators to effectively communicate the school’s program, values, and student experience to prospective families Works closely with the business office on enrollment forecasting, tuition strategy, and financial planning. Develops and manages the admissions and enrollment budget, including marketing and outreach expenditures Directs and oversees Burgundy’s Parent and Student Ambassador program that helps welcome new families to the school Maintains longitudinal enrollment data and generates reports to inform strategy and institutional planning Conducts regular surveys and gathers feedback from prospective and current families to continuously improve the admissions and enrollment experience Performs other duties as assigned by the Head of School   QUALITIES AND ATTRIBUTES This is a role for someone who is both a connector and a builder: someone who moves through the community with curiosity and care, gets into classrooms, listens to teachers, and becomes a true student of what makes Burgundy distinctive, not to repeat talking points, but to tell its story with conviction. The successful candidate will be equally at home building a relationship with a prospective family and architecting a five-year enrollment strategy. They will bring genuine warmth and ease with people alongside strategic clarity and creative drive to position the school in a competitive market. The ideal candidate will have deep personal and professional alignment with progressive education, understanding not only what it means but how to make it compelling to families who may not yet know why it matters. They will be highly organized and operationally strong, comfortable rolling up their sleeves and executing the day-to-day work of a lean admissions operation while also bringing the boldness and creativity to expand the school's reach and reimagine how Burgundy finds and welcomes new families. Additional qualities and attributes include: Comfort with data not only as a reporting tool but as a strategic instrument, gathering, interpreting, and presenting enrollment intelligence to inform decisions and guide institutional planning A collaborative mindset and the credibility to generate buy-in across faculty, staff, and parent communities, fostering a sense of shared ownership of enrollment as a school-wide endeavor Comfort with difficult conversations, whether navigating a challenging admissions decision with a family or making the case internally for greater community participation in enrollment Familiarity with the DC metropolitan independent school market, including its competitive dynamics, key communities, and prospective family landscape, is a meaningful asset QUALIFICATIONS AND REQUIREMENTS Bachelor’s degree or equivalent required Leadership experience in admissions, enrollment management, or a closely related field, ideally within an independent or mission-driven school environment Demonstrated success in developing and implementing enrollment or recruitment strategies, from initial planning through execution A proven track record of building or rebuilding enrollment in a competitive or enrollment-challenged environment, with demonstrated success in growing inquiries, visits, application volume, and yield Demonstrated commitment to diversity, equity, and inclusion, and ability to engage and enroll families from a wide range of backgrounds and to contribute to a diverse and inclusive school community Exceptional interpersonal, communication, and relationship-building skills Strong commitment to customer service and community engagement Ability to collaborate effectively across departments, including faculty, administration, and business office Strong analytical skills and experience using data to inform decision-making High level of professionalism, discretion, and sound judgment Experience with enrollment management systems such as Veracross and Ravenna preferred MISSION STATEMENT  Burgundy Farm Country Day School believes that children learn best in an inclusive, creative, and nurturing environment that engages the whole child. Burgundy’s innovative, hands-on approach to education cultivates independent thinking, promotes academic excellence, instills respect for diversity, and teaches responsibility for self, for others, and for the natural world. DIVERSITY AND EQUITY STATEMENT  Burgundy embraces the actions needed to maintain a diverse school community and facilitate the complex conversations that will help us all make sense of history, current events, and our ever-evolving world. Our children are coming of age in an increasingly diverse and globalized world, and they must be prepared for it. A Burgundy Farm Country Day School graduate will embody the sensibilities and demonstrate the knowledge necessary to lead from a position of multicultural and cross-cultural competence in order to:   recognize and connect with our common humanity; acknowledge and have empathy for the different and at times painful experiences of others; foster the sharing of diverse values and ideas; facilitate engagement in creative and innovative processes of change as advocates for justice and equity; and become a thoughtful leader in a world that is more complex and diverse than ever before. THE SCHOOL Burgundy Farm Country Day School is a progressive, coeducational day school serving approximately 250 students from junior kindergarten through eighth grade in Alexandria, Virginia, just outside Washington, D.C. Founded on the belief that children learn best through active engagement, Burgundy emphasizes hands-on, interdisciplinary learning that nurtures curiosity, creativity, and independence, and extends that learning, for every student, across two remarkable campuses. Burgundy's approach reflects a deep commitment to educating the whole child, balancing academic rigor with social-emotional development, environmental stewardship, and a strong sense of community. Students develop not only as scholars but as independent thinkers, collaborators, and responsible stewards of the natural world, qualities that are woven into the fabric of daily life at Burgundy and that follow graduates long after they leave. THE PROGRAM Burgundy's academic program is grounded in a progressive educational philosophy that values active, student-centered learning and a deep respect for childhood. Across the grades, students engage in interdisciplinary study, inquiry, and hands-on exploration that invite them to think critically, make connections across subjects, and participate meaningfully in their own learning. The result is a program that is dynamic and developmentally responsive while also intentionally structured to build strong academic foundations. At Burgundy, that progressive approach is not separate from academic rigor; it is what produces it. Burgundy's program is academically serious, and the outcomes speak for themselves. Students are challenged to develop core skills, communicate clearly, analyze thoughtfully, and apply their learning in increasingly sophisticated ways as they move through the school. Graduates go on to attend a wide range of competitive independent, public, and specialized high schools across the Washington, DC region, including Sidwell Friends, Georgetown Day, Maret, National Cathedral School, St. Stephen's and St. Agnes, Madeira, Episcopal High School, and Thomas Jefferson High School for Science and Technology. Burgundy also supports families through a structured high school placement process that begins in seventh grade. Early Childhood (Grades JK–1) Burgundy’s Early Childhood program is grounded in a deep respect for young children as capable, curious learners who make sense of the world through play, exploration, and relationship. Classrooms are intentionally designed to foster creativity, language development, and early numeracy while supporting social growth and a strong sense of belonging. Teachers guide students through hands-on experiences and open-ended inquiry, creating environments where children feel safe to take risks, express themselves, work and share with others, and develop confidence in their emerging abilities. Daily routines and learning experiences are structured to support both independence and community, helping children build foundational habits such as cooperation, communication, and self-regulation. Through a balance of guided instruction and exploratory learning, students begin to develop the skills and dispositions that will support their continued growth as learners in the years ahead. Lower School (Grades 2–5) In the Lower School, students build on the foundations established in Early Childhood through increasingly structured academic experiences that develop core skills in literacy, mathematics, and critical thinking. Instruction is designed to deepen understanding while maintaining opportunities for inquiry and exploration, allowing students to engage meaningfully with content while continuing to develop confidence and independence. As students progress through the Lower School, they are expected to take on greater responsibility for their learning, engaging in more sustained work, collaborative projects, and reflective thinking. Teachers support this growth by creating classrooms that balance challenge with support, helping students strengthen their academic skills while also developing the habits of mind, organization, problem-solving, and self-awareness that prepare them for the transition to middle school. Middle School (Grades 6–8) In the Middle School, Burgundy students engage in more advanced and demanding academic work while continuing to benefit from the school’s student-centered approach. Coursework requires deeper reading, writing, analysis, and discussion, with students expected to think critically, communicate clearly, and engage thoughtfully with multiple perspectives. Interdisciplinary study remains a key feature of the program, allowing students to make connections across subject areas and apply their learning in meaningful ways.   At the same time, the Middle School experience supports students as they grow into more independent and self-aware learners. Faculty work closely with students to help them manage increasing academic expectations, develop organizational skills, demonstrate appreciation for diversity, and build confidence in their ability to advocate for themselves and create an inclusive community. This balance of challenge and support prepares students well for secondary school and contributes to their success in a wide range of selective, top-tier high school environments. Experiential & Outdoor Learning Experiential learning is central to Burgundy's program across all grade levels. Students learn by doing, through projects, fieldwork, and hands-on exploration, engaging academic content in ways that are active, meaningful, and connected to the world around them. This approach encourages curiosity, creativity, and critical thinking while helping students develop the ability to apply their learning in real-world contexts. Outdoor learning is not a supplement to the academic program at Burgundy; it is woven into its core. Students move fluidly between classroom and campus, using the school's woods, pond, barn, and fields as active learning environments. These experiences deepen students' understanding of scientific concepts and environmental systems while cultivating the habits of observation, investigation, and wonder that define a Burgundy education. Cooper’s Cove and the Burgundy Center for Wildlife Studies No element of Burgundy's program captures its educational philosophy more fully than the Burgundy Center for Wildlife Studies, located at Cooper's Cove, the school's 506-acre campus nestled in the mountains of West Virginia. Beginning in first grade, students travel to the Cove several times each year for multi-day, immersive field experiences that connect academic content to direct observation of the natural world. Away from the distractions of modern life and surrounded by field, forest, stream, and ridge, students engage in the kind of deep, place-based learning that is simply not possible within four walls. These experiences foster independence, resilience, scientific inquiry, and a profound sense of community, and they leave a lasting mark on every student who makes the journey. CAMPUS & GEOGRAPHY Often described as a "true hidden gem" in the DC metropolitan area, Burgundy's Alexandria campus surprises first-time visitors with how accessible this unique setting is from most of the region. Burgundy’s partially wooded former dairy farm campus just outside the Washington, DC Beltway creates anticipation and a dramatic shift the moment visitors turn onto its gravel driveway. The 26-acre Alexandria campus includes plentiful mature woods with walking trails, a pond with a learning dock, a barn with farm animals, a large sledding hill and playing field, and ample space for students to roam and explore. Colorful, light-filled, and uniquely designed classrooms open directly to the outdoors, reflecting Burgundy's belief that students learn best in a welcoming, creative, and friendly environment. Burgundy's campus story doesn't end in Alexandria. Beginning in first grade, students and teachers travel to the Burgundy Center for Wildlife Studies at Cooper's Cove, the school's 506-acre campus in West Virginia, for several days each fall and spring for academic immersion. Home to diverse wildlife, Cooper's Cove encompasses field, thicket, forest, stream, and pond, extending to a ridge with a panoramic view of an Appalachian valley. The remote setting and the deliberate avoidance of modern distractions give students direct experience with nature that supports their growth as scientists, individuals, and responsible stewards of the planet. Together, these two campuses give Burgundy a truly distinctive footprint that is equal parts neighborhood school and wilderness classroom. The Alexandria section of Fairfax County sits adjacent to Old Town Alexandria, the Pentagon, and the District of Columbia, and is a highly desirable area for its easy access to the region's major corridors. Alexandria consistently ranks as one of the best places in the country to live, work, and play, with the region offering an extraordinary range of cultural institutions, dining, parks, and recreational opportunities, all within easy reach of one of the world's great capital cities. As the most populous jurisdiction in Virginia, Fairfax County borders both the City of Alexandria and Arlington County and is home to major government and private-sector employers, giving the area a dynamic, internationally-minded character. For those considering a move to the region, the Northern Virginia/DC metro area offers an unmatched combination of intellectual vitality, cultural diversity, historic richness, and proximity to national institutions. 2025-2026 At A Glance 2 campuses - 26-acre main campus in VA; 506-acre wildlife sanctuary in WV Enrollment: 253 Students of color: 42% Number of faculty & staff: ~80 Teachers’ average years of experience: 15.5 Average Student/Teacher Ratio: 6:1 Average class size: 14 Students receiving financial assistance: 34% Average financial assistance award per student: $20,500   PROCEDURE TO APPLY Burgundy Farm Country Day School actively maintains its commitment to equal opportunity for all people. To fulfill this commitment, we recruit, hire, promote, and retain individuals in all job titles without regard to race, color, religion, gender (including pregnancy, childbirth and related medical conditions), gender identity or expression, age, national or ethnic origin, sexual orientation, military status, or disability. Interested candidates should CLICK HERE to submit the following materials confidentially in a single PDF file: A cover letter indicating your particular interest in and qualifications for the position A current resume The names, email addresses, and telephone numbers of five references, including at least two recent supervisors. References should speak to your ability to be an effective educator and administrator, to work successfully with children, and to work collaboratively and collegially with adults (references will be contacted only with the candidate’s permission). Please indicate your relationship with each reference (i.e. supervisor, colleague, or direct report). Please address any questions by email to johneric@strategenius.org Salary Range: $125,000-133,000 SEARCH CALENDAR Application deadline: Applications will be reviewed on a rolling basis, with priority given to those submitted by Friday, May 15, 2026 Semi-finalist interviews: Late May 2026 Finalist interviews: Early June 2026 Announcement: Early June 2026 Start date: July 2026 Tue, 28 Apr 2026 14:39:16 -0400 https://careercenter.aisgw.org/jobs/rss/22233637/director-of-advancement https://careercenter.aisgw.org/jobs/rss/22233637/director-of-advancement Leesburg, Virginia, Reports to: Head of School The Director of Advancement serves as a strategic partner to the Head of School and the Board of Trustees, acting as the primary architect for the school’s philanthropic future. This role leads the design and execution of a comprehensive advancement program that fosters a strong culture of philanthropy across the school community and supports long-term financial sustainability.  The Director of Advancement is a member of the school’s senior Administrative Team, contributing to institutional strategy, planning, and cross-function alignment. The position works closely with the Board of Trustees and Development Committee to advance the school’s fundraising priorities.The position reports to the Head of School.  Loudoun Country Day School (LCDS) is an independent, coeducational school in Leesburg, Virginia, educating about 360 students in preschool through 8th grade.  LCDS is an equal opportunity organization and will not allow discrimination based upon age, ethnicity, ancestry, gender, national origin, disability, race, size, religion, sexual orientation, socioeconomic background, political affiliation, or any other status prohibited by applicable law. We recognize and value all forms of diversity and are dedicated to providing an inclusive environment which honors each member for their individual differences, experiences and strengths.   All interested candidates should send a letter expressing their interest, specifying the grade(s) that would be the best match for their experiences and interests, along with a current resume and the names and contact information of at least three appropriate references to employment@lcds.org .   Essential Duties and Responsibilities Strategic Leadership & Fundraising Design and execute a multi-year advancement strategy that integrates annual giving, major gifts, campaigns, planned giving, and fundraising events into a cohesive and sustainable program aligned with the school’s strategic vision. Lead and strengthen the annual giving program. Partner with the Head of School and trustees to cultivate, solicit, and steward leadership-level gifts, and independently manage a portfolio of approximately 50-75 major gift prospects across the full donor lifecycle. Community Engagement & Governance Build and sustain strong relationships with the Head of School, Board leadership, and trustees, providing guidance and support to advance their role in fundraising. Serve as the primary staff liaison to the Development Committee, supporting its work to achieve annual and long-term goals. Recruit, mobilize, and support parents, alumni, and other volunteers to deepen engagement and advance fundraising priorities. Lead the strategy and execution of signature fundraising and community-building events, including the annual gala and other key initiatives. Collaborate and liaise with the parents association. Communications & Brand Visibility Partner with the Head of School, Admissions, and Communications Support to implement a comprehensive and strategic internal and external communications plan that supports both enrollment and fundraising. Instill donor confidence and clearly articulate fundraising strategy and campaign cadence. Ensure consistent and compelling institutional “brand” voice that effectively communicates the impact of philanthropy.  Oversee the creation of high-quality advancement materials, including annual fund collateral, acknowledgement letters, case statements, campaign communications, and donor impact reports. Collaborate on a comprehensive communications plan, including the school’s magazine, weekly e-newsletters, and strategic social media engagement. Operations & Data Management Manage the development budget with precision, ensuring responsible resource allocation and a strong return on investment for all fundraising campaigns and special events. Standardize reporting, providing regular reporting and analysis to the Head of School, including key performance indicators and fundraising progress. Provide periodic fundraising updates and reports to the Development Committee of the Board of Trustees.  Supervise and mentor the Advancement Associates (PT Database & Gift Processing Coordinator and PT Event Coordinator) supporting professional growth and ensuring strong execution of database management, gift processing, and reporting, and advancement events such as the annual gala and auction. Oversee and enhance all fundraising operations, including donor systems, database management, gift processing, gift acknowledgements, and reporting; ensuring compliance with industry standards, accuracy, efficiency, and data-driven decision making. Qualifications and Experience Education: Bachelor’s degree required; Master’s degree in Non-Profit Management or Communications, preferred. Professional Experience: 5-8 years of progressive leadership in development within an independent school setting. Proven Track Record: Demonstrated success in personally soliciting and closing major gifts and managing multi-year capital campaigns.  Technical Proficiency: Expert-level experience with donor management systems (e.g., Raiser’s Edge, Blackbaud).  Leadership and Presence: Ability to build trust and inspire confidence among donors, volunteers, and school leadership, with exceptional boardroom presence and the ability to connect with and influence high-net-worth individuals and executive leadership. Communication Skills: Exceptional written and verbal communication skills, with the ability to articulate a compelling case for support. Due to the fiduciary responsibilities of this role, including access to sensitive donor financial information and school accounts, the final candidate will be required to successfully complete a comprehensive background check, including a criminal history and credit check. Physical Requirements & Working Conditions Ability to work occasional evenings and weekends for donor events and board meetings. Ability to lift and transport materials to events and travel locally as needed Ability to drive a vehicle and possession of a valid driver’s license. Key Competencies: Strategic Vision & Long-Range Planning, Relationship Management, Communications & Storytelling, Budgeting & Financial Literacy, Integrity, Cultural Competency, Change Management, Conflict Resolution   Mon, 27 Apr 2026 15:28:25 -0400 https://careercenter.aisgw.org/jobs/rss/22218286/fourth-grade-lead-teacher https://careercenter.aisgw.org/jobs/rss/22218286/fourth-grade-lead-teacher Leesburg, Virginia, Supervisor: Lower School Division Director Classification: Exempt, 10-Month Loudoun Country Day School (LCDS) is looking for an enthusiastic, talented educator to join our team as a Fourth Grade Lead Teacher for the 2026–2027 academic year. This is a full-time position, and the individual hired will teach Language Arts and Math every day to the students in their homeroom, and a specialty subject (possibly science, social studies, writing, or grammar) twice per week to all of the students in the fourth grade. They will also attend teacher workdays and meetings, and assume various duties commensurate with those of other LCDS full-time teachers Loudoun Country Day School (LCDS) is an independent, coeducational school in Leesburg, Virginia, educating about 365 students in preschool through 8th grade. LCDS is an equal opportunity organization and will not allow discrimination based upon age, ethnicity, ancestry, gender, national origin, disability, race, size, religion, sexual orientation, socioeconomic background, political affiliation, or any other status prohibited by applicable law. We recognize and value all forms of diversity and are dedicated to providing an inclusive environment which honors each member for their individual differences, experiences, and strengths. All interested candidates should send a letter expressing their interest, specifying the grade that would be the best match for their experience and interests, along with a current resume and the names and contact information of at least three appropriate references to employment@lcds.org. The ideal candidate will have: Bachelor’s degree is required (advanced degree is preferred), preferably in Education or one of the subjects that would be taught by the candidate (English, Math, Science, Social Studies) Multiple years of experience teaching students in the age range of the grades the candidate would be teaching is required Ability to connect and build positive relationships with children Ability to work collaboratively as a member of a team Growth mindset and willingness to seek professional development opportunities Excellent written and verbal communication skills Comfort level using technology and incorporating it into teaching Tue, 21 Apr 2026 13:15:53 -0400 https://careercenter.aisgw.org/jobs/rss/22218290/fifth-grade-lead-teacher https://careercenter.aisgw.org/jobs/rss/22218290/fifth-grade-lead-teacher Leesburg, Virginia, Supervisor: Lower School Division Director Classification: Exempt, 10-Month Loudoun Country Day School (LCDS) is looking for an enthusiastic, talented educator to join our team as a Fifth Grade Lead Teacher for the 2026–2027 academic year. This is a full-time position, and the individual hired will teach Language Arts and Math every day to the students in their homeroom, and a specialty subject (possibly science, social studies, writing, or grammar) twice per week to all of the students in the fifth grade. They will also attend teacher workdays and meetings, and assume various duties commensurate with those of other LCDS full-time teachers. Loudoun Country Day School (LCDS) is an independent, coeducational school in Leesburg, Virginia, educating about 365 students in preschool through 8th grade. LCDS is an equal opportunity organization and will not allow discrimination based upon age, ethnicity, ancestry, gender, national origin, disability, race, size, religion, sexual orientation, socioeconomic background, political affiliation, or any other status prohibited by applicable law. We recognize and value all forms of diversity and are dedicated to providing an inclusive environment which honors each member for their individual differences, experiences, and strengths. All interested candidates should send a letter expressing their interest, specifying the grade that would be the best match for their experience and interests, along with a current resume and the names and contact information of at least three appropriate references to employment@lcds.org. The ideal candidate will have: Bachelor’s degree is required (advanced degree is preferred), preferably in Education or one of the subjects that would be taught by the candidate (English, Math, Science, Social Studies) Multiple years of experience teaching students in the age range of the grades the candidate would be teaching is required Ability to connect and build positive relationships with children Ability to work collaboratively as a member of a team Growth mindset and willingness to seek professional development opportunities Excellent written and verbal communication skills Comfort level using technology and incorporating it into teaching     Tue, 21 Apr 2026 13:22:10 -0400 https://careercenter.aisgw.org/jobs/rss/22218120/director-of-physical-education-and-athletics https://careercenter.aisgw.org/jobs/rss/22218120/director-of-physical-education-and-athletics Leesburg, Virginia, Director of Physical Education and Athletics Reports To: Head of School Position Summary: Reporting to the Head of School and serving on the school’s Leadership Team, the Director of Physical Education and Athletics is responsible for the overall leadership, management, and supervision of the school's physical education and athletic programs. This includes developing and implementing programs, managing budgets, ensuring compliance with regulations, hiring personnel, establishing policies, teaching as needed, and promoting a positive athletic environment.  This is a 10 month position with the expectation of some part-time work over the summer including but not limited to attending a one to two day leadership retreat, completing the PE/Athletic scheduling needs for the new school year, and ensuring annual summer maintenance is scheduled/completed. Responsibilities: Curriculum and Program Development: Develop and implement a comprehensive physical education and athletic program for all grade levels in collaboration with divisional directors Ensure that the program aligns with the Mission, Vision, Philosophy, and standards of Excellent Teaching of Loudoun Country Day School Develop and implement a class schedule for Physical Education classes in conjunction with the master class schedule Identify and implement new programs and initiatives that enhance the physical education and athletic program Athletics Management: Shape and guide the vision for interscholastic athletics at LCDS Schedule games, events, transportation, referees, and practices for sports teams, including the use of off-campus facilities  Supervise and evaluate all coaching staff, including hiring, training, and performance management Coordinate with coaches regarding practice schedules, games, and transportation Mentor and support to coaches and physical education teachers to ensure they are providing the best possible experience for students  Budget Management: Prepare and manage the department's budget, including allocation of funds for equipment, facilities, coaching stipends, referees, and other needs Monitor and track expenditures to ensure budget adherence Develop and implement plans for budget requests and allocations Compliance and Regulations: Ensure that the physical education and athletic program complies with all applicable laws, regulations, and policies Ensure the highest level of safety for all games, practices, facilities and equipment Stay informed about changes to regulations and policies and implement necessary changes to the program.  Facility Management: Ensure the maintenance and upkeep of all physical education and athletic facilities (gym, tennis courts, athletic fields, cross country course) in close collaboration with the Director of Maintenance and the CFO   Monitor and evaluate the use and maintenance of facilities that are used for athletic events and the rental program Manage the day to day operations of field set up, including lining, painting, moving equipment, setting up goals and nets, and preparing for/breaking down athletic events Collaborate with the Director of Auxiliary Programs to support facilities rentals Communication and Promotion: Maintain open communication with students, parents, coaches, and other staff members Communicate the athletic schedule to all students, parents, coaches, and the school administration Ensure the data entry of events, policies, and requirements into various school platforms Promote the physical education and athletic program through various channels in collaboration with the Director of Advancement/Communications  Other Responsibilities: Assist in the identification and delivery of staff development opportunities Teach or co-teach in the LCDS Physical Education Program (currently 4th and  5th grade PE) Coach each season (currently coaches Boys Soccer, Girls Basketball, Girls Lacrosse, Girls Soccer, and Extracurricular Cross Country) Support and offer after school auxiliary programs such as Little Dribblers and Top Golf Lessons Obtain and maintain a Commercial Driver's License with Passenger and School Bus Endorsements in order to drive students to athletic events    To apply: https://www.lcds.org/employment _______ Loudoun Country Day School (LCDS) is an independent, coeducational school in Leesburg, Virginia, educating about 360 students in preschool through 8th grade.  LCDS is an equal opportunity organization and will not allow discrimination based upon age, ethnicity, ancestry, gender, national origin, disability, race, size, religion, sexual orientation, socioeconomic background, political affiliation, or any other status prohibited by applicable law. We recognize and value all forms of diversity and are dedicated to providing an inclusive environment which honors each member for their individual differences, experiences and strengths.   All interested candidates should send a letter expressing their interest, specifying the grade(s) that would be the best match for their experiences and interests, along with a current resume and the names and contact information of at least three appropriate references to employment@lcds.org . Qualifications: Bachelor's degree required, preferably in physical education, sports management, education, or related field Extensive knowledge of physical education and athletic programs Proven experience in supervising and managing coaching staff,  athletic programs, and school events Strong leadership, communication, and organizational skills Demonstrated growth mindset and receptiveness to feedback Ability to work effectively with students, parents, coaches, and other staff members Ability to work after school, evenings and weekends as needed CDL or the willingness to obtain a CDL within the first six months of employment Key Competencies: Leadership, Communication, Organization, Problem-solving, Budget Management, Compliance, Strategic Planning, Conflict Resolution, Teamwork, and Adaptability Tue, 21 Apr 2026 10:01:26 -0400 https://careercenter.aisgw.org/jobs/rss/22203085/advancement-associate-annual-giving-alumni-relations https://careercenter.aisgw.org/jobs/rss/22203085/advancement-associate-annual-giving-alumni-relations McLean, Virginia, The Advancement Associate, Annual Giving and Alumni Relations is a key member of The Potomac School’s Advancement Office and plays an important role in supporting annual giving, alumni relations, stewardship, events, and constituent communications. Reporting to the Director of Annual Giving and Director of Alumni Relations, this position is ideal for a highly organized, proactive, and relationship oriented professional who can manage multiple priorities, work independently, and contribute to a wide range of advancement initiatives with strong follow-through and attention to detail. Areas of Responsibility Annual Giving Support the planning and execution of annual giving initiatives, appeals, and constituent outreach Assist with annual giving volunteer coordination, including communications, tracking, follow up, and meeting support Help prepare donor lists, reports, briefing materials, and project updates to support fundraising efforts Support donor stewardship and acknowledgement activities Alumni Relations Support the planning and execution of alumni engagement efforts designed to strengthen alumni connection to The Potomac School Assist with the coordination of alumni events, reunion related outreach, volunteer activity, regional programming, and other alumni initiatives Draft, prepare, and coordinate alumni communications, invitations, RSVP tracking, and follow up Support digital outreach efforts, including social media content and online engagement, in partnership with colleagues Operations and Project Management Maintain accurate constituent and engagement records in Veracross, GiveCampus, and other Advancement platforms Support data integrity, reporting, acknowledgements, and tracking for fundraising and engagement efforts Manage administrative details for a variety of projects across the Advancement Office Welcome and assist office visitors and support general office hospitality Assist with scheduling, travel arrangements, expense reporting, and department supplies as needed Collaborate with Communications Team to coordinate messaging and engagement through various channels of communication Maintain discretion and confidentiality in all aspects of work Qualifications Bachelor’s degree required Three to five years of relevant experience in advancement, alumni relations, annual giving, communications, event coordination, or related work, preferably in an independent school, nonprofit, or higher education setting Excellent written, verbal, and interpersonal communication skills Strong organizational skills and exceptional attention to detail Demonstrated ability to manage multiple projects and deadlines in a fast-paced environment Ability to work independently, take initiative, anticipate next steps, and solve problems thoughtfully Strong relationship building skills and a customer service orientation Comfort with both front-facing responsibilities and administrative work Proficiency with Microsoft Office and Google Workspace required; experience with Veracross, GiveCampus, Constant Contact, Canva, and major social media platforms strongly preferred. Ability to handle confidential information with discretion and professionalism Appreciation for the mission, culture, and traditions of The Potomac School In striving to fulfill its mission, The Potomac School seeks candidates of diverse backgrounds who embody our core values of courage, integrity, humility, perseverance, and respect. Wed, 15 Apr 2026 14:53:12 -0400 https://careercenter.aisgw.org/jobs/rss/22198588/business-office-associate https://careercenter.aisgw.org/jobs/rss/22198588/business-office-associate McLean, Virginia, The Madeira School is seeking a Business Office Associate to join its business office staff. The successful candidate will serve as the School Store Associate and assist the business office with payroll, benefits and other processes. School Store Associate (about 60%) Welcome customers and assist them in finding items Maintain a clean, organized, and visually appealing sales floor, including restocking shelves and arranging displays. Answer customer inquiries regarding products, store policies, and services. Operate the point-of-sale (POS) system, process payments, handle returns, and manage customer transactions efficiently and accurately. Assist with fulfillment of online sales orders Assist in inventory management tasks, including receiving shipments, conducting stock counts, and reporting low stock or product discrepancies to management. Assisting in maintaining the back stock room. Assist with researching, sourcing, purchasing, and pricing of merchandise. Sort USPS mail and package deliveries daily, arranging for internal package delivery; responding to inquiries from employees, students, and parents regarding mail and package delivery and shipping. Assist with shipping of packages. HR and Business Office Support (about 40%) Complete regular HR processes and routine tasks required for programs/systems including but not limited to, payroll, benefits, background checks, applicant information, record management and database upkeep. Complete insurance reconciliations, working with the accounting team. Complete compliance processes and filings (ex. EEO-1, Medicare Part D) and workers compensation audit. Work with vendors and brokers to correct processing errors and answer questions. Assist with email and filing. Additional support for the business office team as needed. Requirements Bachelor’s degree required. 1-2 years of related experience preferred. Excellent verbal and written communication skills. Excellent organizational skills and attention to detail. Ability to handle sensitive and confidential matters with appropriate discretion. Strong computer skills, including familiarity with databases, Microsoft Office Suite or related software. Willingness to work on multiple projects and continue to learn. Appreciation of and commitment to boarding and/or single sex education, diversity and to serving the needs of a diverse population. Ability to work independently and in a team setting. Mon, 13 Apr 2026 16:28:32 -0400 https://careercenter.aisgw.org/jobs/rss/22198499/director-of-middle-school-admission https://careercenter.aisgw.org/jobs/rss/22198499/director-of-middle-school-admission Alexandria, Virginia, The Director of Middle School Admission reports to the Director of Enrollment Management and works closely with the Directors of Lower and Upper School Admission and the larger admission team across all three campuses. The Director is supported by an Associate Director who reports jointly to this position and the Director of Upper School Admission. The Director is responsible for management of all aspects of Middle School admission and the allocation of financial assistance. The school annually sets enrollment targets in consultation with the Director that are a primary measure of success. Key Responsibilities Hardworking and driven; motivated by measurable goals in a competitive market. Successfully engages Middle School-aged students (6th to 8th grade) with an authentic and approachable demeanor. Sincere and warm personality, genuinely relates with a diverse population of stakeholders, including parents, students, faculty, and school leadership. Collaborative team player who also works well independently, takes initiative, welcomes and provides feedback, and is willing to do what needs to be done. Shows strong written and interpersonal communication skills, professionalism, and detail-orientation. Preferred Qualifications Demonstrated, measurable success and experience in admission, recruitment, and CRM/Databases. Independent school experience as a parent, student or employee. Evidence of exceptional customer service. Undergraduate degree in an appropriate field Overview St. Stephen's and St. Agnes School is an affirming and collegial community committed to our mission to "pursue goodness as well as knowledge and to honor the unique value of each of our members as a child of God in a caring community." SSSAS is an age 3 to Grade 12 Episcopal day school located on three campuses six miles from Washington, D.C., in beautiful and historic Alexandria, Va. We believe that educating the whole child by tending to their individual academic, social/emotional, cultural, and physical needs, prepares them to be knowledgeable, kind, and empathetic citizens in a complex world. Combining a rigorous academic program with outstanding opportunities in the arts, athletics, and service learning for our students, SSSAS is a community that values diversity, equity, inclusion, and belonging, and we seek candidates who share these same values. Our culture promotes lifelong learning, and employees have a wealth of opportunities available to them to continue expanding their knowledge of both their disciplines and in their field of education. Cultural competency workshops for all faculty and staff, regular, small-group DEIB exploration/workshops, support for graduate studies, summer study grants, and conferences are just a few of the ways in which we support and encourage our Saints faculty and staff to continue to develop and learn in their field and as part of our community. READY TO JOIN OUR COMMUNITY? St. Stephen's & St. Agnes School in Alexandria, VA has engaged DovetailED to lead a search for a Director of Middle School Admission to start July 1, 2026 or sooner. Interested candidates should review the Opportunity Statement and submit a cover letter, resume, and list of references as a consolidated PDF to Zack Lehman, President at DovetailED Talent Sourcing , at zack@dovetailedsourcing.com. St. Stephen's & St. Agnes School Director of Middle School Admission Opportunity Statement Link:  https://bit.ly/sssas-ms-admission . For more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website. https://sssas.isolvedhire.com/jobs/1748611-404986.html Mon, 13 Apr 2026 14:20:20 -0400 https://careercenter.aisgw.org/jobs/rss/22192054/upper-school-math-teacher https://careercenter.aisgw.org/jobs/rss/22192054/upper-school-math-teacher Middleburg, Virginia, Hill School is seeking a full time Math instructor for the 2026-2027 school year. Primary duties will include teaching upper school (primarily 5th-8th grade) math classes and collaborating with the school’s team of math instructors. Additional responsibilities may include coaching athletics or other duties determined by the candidate’s background and interests, as well as the school’s needs.Teaching experience and a degree in Mathematics preferred. Enthusiasm for working with students across the middle school age range is essential, as is being well organized, having a strong work ethic, enjoying collaborating with others, and having an educational philosophy that is aligned with Hill School’s. Fri, 10 Apr 2026 12:30:30 -0400