Detroit Country Day School, Chief Academic Officer

Detroit Country Day School seeks an experienced, dynamic, and innovative academic leader to serve as its Chief Academic Officer (CAO). The CAO leads the educational direction of the school, ensuring the highest standards of excellence across all grade levels (PK-12). This position continuously evaluates and advances the school’s academic programs, with specific focus on pedagogy, curriculum, co-curricular programs, technology, learning support, external and global partnerships, and professional development. 

The most qualified candidate is a proven academic leader with significant teaching experience, a deep understanding of PK-12 curriculum and pedagogy, and a clear vision for navigating educational challenges and opportunities in independent schools. 

The CAO reports directly to the Head of School and is a member of the highly collaborative and experienced Senior Administrative Team. The CAO works closely with and provides leadership and counsel to the Head of School, Division Directors, and Department Chairs. 

Position Responsibilities

The CAO has a broad portfolio of daily leadership and management responsibilities focused on evaluating and advancing the School’s academic framework and footprint. Working with school leadership, this position drives the academic engine of the school, safeguarding DCDS’s rigorous and immersive academic programs while identifying and implementing strategic initiatives, enhancing teaching and learning, and fostering an environment of educational excellence and continuous growth. In addition, the CAO has direct oversight of education technology, learning support, professional development, and global and external partnerships, as well as leadership of the Curriculum Leadership Council (CLC) and Teaching & Learning Council (TLC). 

Specific position responsibilities include:

Leadership and Management 

• Oversight of the Education Technology and PK-12 Learning Support departments, and Global Education programs, with direct reports including the Director of Education Technology, Director of PK-12 Learning Support, and Global Travel Coordinator. 
• Chair the Curriculum Leadership Council (CLC) and Teaching and Learning Council (TLC) in close partnership with the Head of School and Division Directors.
• Inspire, collaborate with, and support various academic leaders, including department chairs, directors, deans, and councils, to explore, implement, and assess PK-12 curriculum and innovative approaches to teaching and learning.
• Working with the Director of Education Technology, investigate advances in education technology and recommend new policies, programs, and initiatives, like Artificial Intelligence (AI), that enhance teaching and learning and keep DCDS on the forefront of innovation.
• Working with the Director of PK-12 Learning Support, lead and collaborate with DCDS’s academic support professionals to ensure support services grow student success. 
• Strengthen current global programs and determine new ones that connect students to and prepare them for their global world.

Pedagogy and Curriculum

• In close partnership with school leadership, develop, implement, and evaluate student learning experiences, assessment methods, and curricular paths. 
• Develop and implement innovative practices in learning, teaching, and, to some degree, character education and wellness that continue to move students toward the Portrait of a DCDS Student. 
• Solidify and strengthen the School’s commitment to Mind, Brain, and Education (MBE) by further defining and enhancing MBE at DCDS and better positioning the school as a regional and national leader in MBE, as well as other educational issues. 
• Working with Division Directors and Department Chairs, strengthen horizontal and vertical curricular alignment and build cohesion and guide the evolution of academic programs. 
• Improve communication and coordination of curricular pathways between grade levels, with particular attention to the transitions between divisions. 
• Working with school leadership, continue to grow and evolve current offerings, such as STEM, Robotics, and Engineering, and identify, design, and implement new innovative and immersive offerings, such as Artificial Intelligence and Entrepreneurship, into the PK-12 curriculum.
• Working with school leadership, examine and update, when needed, the Upper School graduation requirements and consider the possibility of adding new signature programs, such as certificates of distinction in major academic areas of study.
• Working with school leadership, continue to strengthen, evolve, and align the learning support program to best support the needs of students in grades PK-12. 
• Keep issues related to innovation, curriculum, and pedagogy at the forefront of the conversations at Detroit Country Day School. 

Professional Development 

• Play a leading role in determining the professional growth initiatives that meet the developmental needs of faculty and the institution. 
• Organize and implement varieties of ongoing professional development, serving both the internal and external communities of professional learners.
• Support faculty by identifying significant resources available for them to experiment with emerging teaching methods, keeping DCDS up to date with best teaching and learning practices and performances. 
• Determine a comprehensive approach to professional growth and adult learning, by not only planning and coordinating internal offerings, but also identifying and supporting participation at external conferences and workshops.
• Provide academic coaching and mentoring to faculty and assist Division Directors and Department Chairs with faculty observations and evaluations.

External Partnerships, Research, and Development 

• Analyze PK-12 student performance data to measure the effectiveness and strength of academic programs. 
• Plan, organize, and execute research in the field of innovation and education, both in partnership with others and independently on behalf of the school. 
• Pursue and establish meaningful collaborative partnerships with institutes of higher learning, corporations, government and NGO’s, other independent schools, community partners, and industry leaders. 
• Contribute to academic journals, speak at local, regional, and national conferences, represent the School by holding memberships and leadership roles, when possible, in various professional associations, and actively participate in professional development related to furthering education and innovation in independent schools.

Other

• Serve as an active member on the Senior Administrative Team.
• Serve as the primary liaison with the Independent Schools Association of the Central States (ISACS).
• Play a leadership role in the ISACS Self-Study and Accreditation processes.
• Attend Board of Trustees meetings and report to the Board, when necessary.
• Present at and participate in Admission programs.
• All other duties as assigned by the Head of School.

Position Qualifications

Detroit Country Day School seeks a Chief Academic Officer who is:

Visionary  ·  Strategic  ·  Experienced  ·  Curious  ·  Inspirational  ·   Engaging  · 

Collaborative  ·  Big Thinker  ·   Authentic  ·  Empathetic  ·  Creative  ·  Resilient  ·  

Dedicated  · Thoughtful  ·  Motivated  ·  Disruptive  ·  Bridge Builder  ·  Charismatic

The ideal candidate possesses the following qualifications and personal attributes:

• A deep understanding of the developmental needs of K-12 students.
• A team player with a comprehensive grasp of best practices in independent schools.
• High emotional intelligence and a nuanced understanding of the complexities involved in leading curricular change.
• Strong interpersonal skills, able to establish strong partnerships with academic administrators, and develop authentic relationships with members of the faculty, all of whom are deeply passionate about providing the best learning outcomes for their students.
• An understanding of and commitment to being current with emerging educational pedagogies and practices. 
• An ability to propose bold initiatives but do so in a way that strikes an inviting and welcoming tone. 
• An understanding of the importance of traditions and customs as well as leading academic growth and evolution in schools.
• Confidence and humility needed to advocate for and welcome new ideas, invite and process disagreement, and receive and offer feedback.
• Effective at being the public face and voice of an institution. 
• A compelling public speaker with a strong intellect, as well as a fair-minded, transparent, and engaged leader who values interpersonal relationships and genuinely enjoys working with faculty, students, and their parents.
• Experience developing and implementing curriculum in PK-12 schools.
• The institutional eye and ability to be aware of the day-to-day while also being strategic. 
• A systems thinker and a coherence maker.
• An understanding of learning support programs and neurodiversity in schools.
• An understanding of education technology, including Artificial Intelligence, and the impact it has on advancing teaching and learning. 
• Passion for remaining current with research on Mind, Brain, and Education (MBE).
• The ability to be a coach and/or leader of leaders.
• A warm and visible leader with a sense of humor.

Additional Qualifications and Personal Attributes

• An advanced degree, as well as a demonstrated commitment to professional development and growth.
• Significant experience as a classroom teacher, preferably across a range of ages, and as a curricular leader within a multi-division school with a deep knowledge of current best practices in pedagogy and curriculum development.
• Significant leadership experience in an academically rigorous school. 
• Experience on a senior administrative team and working closely with a Head of School. 
• Experience managing a team, setting clear goals, responsibilities, expectations, and clear methods of accountability.
• Ability to supervise and manage multiple departments and personnel.
• Creative and strategic thinker who identifies and implements growth and improvement opportunities to better the institution and/or improve organization-wide productivity.
• Strong interpersonal, written, and verbal communication skills to successfully engage with the full range of school constituencies. 
• A personal and professional commitment to diversity, equity, and inclusion, global citizenship, and intercultural competence and the skill set and mindset to model civil discourse and contribute to developing belonging within a school community.
• Interest in participating actively and regularly in a fast-paced and lively school environment.
• Commitment to the mission, values, and vision of Detroit Country Day School.

Application Process

APPLICATION DEADLINE: November 17, 2025

Interested candidates should submit a copy of their resume and cover letter directly to Rich Dempsey, Head of School, at rdempsey@dcds.edu. Please use "Chief Academic Officer" in the subject line of your email. 

Please note that references will be contacted only at the finalist stage of the hiring process.

Targeted start date is July 1, 2026.

The successful candidate will receive a compensation package that includes a highly competitive salary plus generous health and retirement benefits.

Contact Information

Interested candidates are encouraged to visit the Detroit Country Day School website at www.dcds.edu and should contact Richard Dempsey, Head of School, at rdempsey@dcds.edu with any questions.

https://www.dcds.edu/about/careers

www.dcds.edu