Assistant Principal - Lower School

Rye Country Day School seeks a thoughtful and collaborative Assistant Principal of Lower School beginning July 2026 to advance teaching and learning in grades PK–4. Reporting to the Principal of Lower School, this leader plays a central role in shaping a cohesive, mission-aligned academic program grounded in research-based practice, deep knowledge of child development, and a strong commitment to equity, belonging, and student wellbeing. The Assistant Principal partners closely with faculty and the Lower School leadership team to strengthen instructional practice, support curriculum coherence, and ensure that students experience joyful, purposeful, and developmentally responsive learning each day. Central to this role is cultivating meaningful, trust-based partnerships with faculty—grounded in attentive listening, collaboration, and shared reflection—to align classroom practice with academic priorities and the broader PK–12 curricular framework.

Rye Country Day School is a coeducational, Prek-12, college preparatory school located in Westchester County, New York dedicated to providing students with an excellent education using both traditional and innovative approaches. We are actively committed to creating and sustaining a school community that is nurturing, supportive, diverse, and inclusive, one in which all students can participate fully and achieve their maximum potential through academic, athletic, creative, and social endeavors. We expect and promote moral responsibility and strive to develop strength of character within a respectful school community.

Primary Responsibilities

Instructional Leadership and Program Excellence

• Model and uphold Rye Country Day School’s mission, core values, and expectations for academic integrity and ethical conduct.
• Provide instructional leadership grounded in best practices in elementary education, including literacy, numeracy, executive functioning, and social-emotional development.
• Articulate, promote, and support the implementation of research-informed instructional practices across PK–4.
• Lead and support cycles of curriculum reflection, review, and refinement to ensure coherence, rigor, vertical alignment, and developmental progression.
• Champion a comprehensive assessment approach and data-informed instruction to support student growth.
• Advance equitable teaching and learning practices through an equity lens, identifying and addressing opportunities across PK–4.
• Support faculty in integrating innovative teaching strategies, technology, and experiential learning.

Faculty Partnership and Professional Learning

• Serve as a collaborative instructional leader and coach through classroom observation, feedback, and reflective dialogue.
• Oversee the Associate Teacher Program and support induction, mentoring, and development of new faculty.
• Partner with faculty on goal-setting, professional growth, and instructional improvement.
• Design, facilitate, and lead professional learning experiences, faculty meetings, grade-level team meetings, and collaborative planning focused on curriculum, instruction, and student learning.
• Collaborate with the Lower School Principal on faculty hiring, onboarding, supervision, and evaluation.

Student Learning, Academic Oversight, and Family Engagement

• Monitor student academic progress in collaboration with teachers and learning support teams; partner with specialists to design and support interventions.
• Oversee key academic systems, including report cards, narrative feedback, and curriculum communication.
• Review academic reporting and participate in student support and parent-teacher meetings as needed.
• Build trusting, proactive partnerships with families through clear, consistent, and compassionate communication.

Lower School Leadership and Operations

• Partner with the Lower School Principal to set and implement annual academic and programmatic priorities aligned with the school’s mission and Portrait of a Graduate.
• Support school routines, systems, and procedures that foster a positive and productive school culture.
• Support emergency response protocols and child safeguarding practices
• Manage student behavior incidents and disciplinary processes in collaboration with the Leadership Team, ensuring consistent, developmentally appropriate, and restorative practices.
• Contribute to the development and ongoing refinement of student and faculty schedules.
• Partner with the Administrative Assistant to ensure effective substitute coverage and operational continuity.

PK–12 Alignment and Schoolwide Engagement

• Partner with Lower and Middle School leaders to support a thoughtful transition from Grade 4 to Grade 5.
• Serve on PK–12 academic and strategic committees to advance curriculum alignment and instructional coherence.
• Collaborate with Signature Program and DEI leaders to align Lower School priorities with schoolwide initiatives.
• Support cross-divisional collaboration and integrated learning opportunities aligned with PK–12 priorities.

Qualifications

• An advanced degree in education or a related field is preferred.
• Significant experience teaching and/or leading in a Lower School or elementary setting.
• Deep understanding of curriculum design, assessment, and research-based instructional practices.
• Demonstrated skill as an instructional coach and leader of adult learning.
• Strong communication, organizational, and collaborative leadership skills.
• A clear commitment to equity, inclusion, and the academic and social-emotional well-being of all students.
• Ability to balance strategic vision with hands-on leadership and operational oversight.

RCDS seeks faculty and staff who support our mission to foster a lifelong passion for learning, understanding, and service in an ever-changing world, and who share our commitment to creating and sustaining a vibrant, thriving, and inclusive multicultural learning community. The school is committed to providing invigorating and supportive work experiences for its diverse community of employees. Faculty and staff are offered meaningful opportunities for professional development, growth, and leadership; highly competitive salaries; and extensive benefits. RCDS is committed to diversity and inclusion throughout the community and curriculum. Please visit our website- – to learn more about the school’s rigorous curriculum, values, and strategic initiatives.

Rye Country Day School is an equal opportunity employer and complies with all federal, state, and local laws, which prohibit discrimination in employment because of race, color, national origin, citizenship, age, sex, religion, disability, marital status, sexual orientation, and veteran status.

Interested candidates should apply by submitting a resume and cover letter via the following link: .

*Salary Range: $125,000 - $145,000

*Salary commensurate with experience