Assistant Director of Academic

Bring your passion for learning support, student growth, and innovative practice to St. Mark’s as we reimagine how to best empower all learners.

k’s, we believe in fostering student independence through intentional support and thoughtfully designed scaffolding. Our evolving vision for learning support is rooted in building habits of accountability, resilience, and care for others.

As a residential school, we view the work of faculty holistically. We engage with students both in and beyond the classroom, creating opportunities for meaningful connection throughout the day and across campus life. Faculty typically contribute to one or two seasons in the co‑curricular or athletic program and take part in weekly evening and monthly weekend responsibilities that enrich the student experience.

Housing may be available for this position.

Reporting to the Director of Academic Support, the Assistant Director of Academic Support serves as a key faculty member of the Academic Office team.

You will:

• Work directly with students in 1:1 academic coaching to teach strategies for organization, time management, prioritization, and effective study through active learning techniques
• Facilitate student reentry to full participation in the academic program following health‑related leaves, including concussions
• Partner with advisors and teaching teams to ensure transparent, efficient, and collaborative support processes
• Coordinate and mentor a team of peer tutors, working closely with the Director and with faculty who provide academic support during both the academic day and evening
• Participate in quarterly progress reviews and assist in follow‑up planning and actions
• Teach a weekly academic support course for new students
• Facilitate directed study sessions during the school day and/or in conjunction with assigned evening responsibilities
• Offer regular workshops on learning skills for students
• Assist the Director with writing accommodation plans, implementing accommodations, and preparing applications for accommodations on standardized tests

The successful candidate will:

• Bring experience supporting neurodiverse learners and a commitment to equitable access for all students
• Demonstrate a deep understanding of adolescent development and current, research‑based teaching practices
• Model flexibility, creativity, and responsiveness to the unique needs of individual learners
• Collaborate enthusiastically with colleagues across disciplines and contribute meaningfully to all aspects of school life
• Engage actively in the residential community, participating in students’ lives beyond the classroom
• Convey patience, empathy, enthusiasm, and optimism when working with students and faculty alike
• Exhibit excellent communication, interpersonal, and organizational skills, and work effectively with students, families, and colleagues
• Commit to ongoing professional growth and reflective practice, continually seeking opportunities to refine and expand best practices in academic support

• A welcoming, close‑knit community of students and colleagues who value connection, collaboration, and curiosity
• Comprehensive benefits, including housing, meals, health coverage, and tuition remission
• Access to beautiful campus facilities, from the fitness center to wooded walking trails
• An exciting opportunity to help shape an inclusive, “open-to-all” learning support program
• The chance to make meaningful daily impact—supporting students both in their academic journeys and in the broader life of the school

St. Mark’s School is a coeducational boarding high school of approximately 375 students, located in Southborough, MA (22 miles west of Boston). Since 1865, St. Mark’s has prioritized deep curiosity, character formation, and community.

We are committed to diversity, equity, and inclusion and welcome applications from candidates of all backgrounds and experiences.

We invite interested candidates to apply through the St. Mark’s School Faculty Employment page.

• Minimum: Bachelor’s degree in a relevant field and at least five years of experience in a 9–12 educational setting supporting students with and without documented learning differences
• Preferred: Master’s degree or higher in Special Education or a related field