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Employment Opportunities


Waring School is a co-educational, college preparatory day school for a student population of 169, grades 6-12 in Beverly, MA. Waring’s mission is “To create and sustain a community of lifelong learners who are working together for the individual and common good.” At Waring, we are committed to building a diverse, equitable, and inclusive community that affirms individual voices. Waring encourages candidates of color and of underrepresented groups to apply for our positions as well as teachers/staff from public schools. 



  • Director of Advancement

    Job Title: Director of Advancement 

    Full-Time, Exempt. Reports to the Head of School. Preferred start date is ASAP.

    Mission:  Waring School is a co-educational, college preparatory day school for a student population of 168, grades 6-12 in Beverly, MA. Waring’s mission is “To create and sustain a community of lifelong learners who are working together for the individual and common good.”

    Summary: At Waring, we are committed to building a diverse, equitable, and inclusive community that affirms individual voices and promotes anti-racist education. Waring encourages candidates of color and of underrepresented groups to apply for our positions as well as teachers/staff from public schools. 

    The Director of Advancement works closely with the Head of School and the Board of Trustees and supervises a small staff to provide leadership for 1) the development program as it builds a strong culture of philanthropy throughout the school 2) internal and external communications for the school.

    Essential Duties and Responsibilities:


    • Oversees all aspects of the development program, including fundraising, leading the annual giving program, guiding a future capital campaign, creating a strong alumni network, and hosting special development events, including the annual Waring Auction. 
    • Identifies, researches, and spearheads the implementation of a diverse and multifaceted fundraising program to support the school’s strategic plan currently underway; cultivating a culture of giving and gratitude across all constituencies.
    • Manages the school’s major gift fundraising efforts including expanding and maintaining the donor pipeline, personally soliciting major gift prospects and coordinating the Head of School’s solicitations.
    • Identifies, solicits and stewards corporate and foundation funding opportunities.
    • Plays a leading role, in collaboration with the Head of School and Board of Trustees, in strategic planning and future campaign feasibility and planning.
    • Strengthens relationships with the school’s alumni and further develops alumni programming in coordination with the Alumni Relations Officer.
    • Oversees cultivation and stewardship activities with the Development Officer as well as personally executing many of these.
    • Enhances existing relationships while building new relationships, systems, and programs that further tap into the generosity and resources of the community.
    • Oversees, updates, and maintains the Raiser’s Edge database in collaboration with the Development Officer.
    • Responsible for the giving portion of the school website and ensures appropriate methods are in place to receive donations (including online giving form, Venmo, stock transfers, checks, wire transfers.)
    • Manages the development budget and works closely with the Director of Finance and Head of School on fundraising goal setting; regularly tracks expenses and income and reports progress toward goals.
    • Utilizes systems, processes, and analytics to measure, monitor, project, and report on the effectiveness of fundraising activities, including annual benchmarking with NAIS, AISNE, and other appropriate organizations

    Volunteer Management:

    • Coordinates the school’s volunteerism efforts and liaises closely with the Parents’ Group in close collaboration with the Events Coordinator.
    • Leads the school’s annual fundraising Auction event in close collaboration with the Advancement team and parent volunteers.
    • Nurtures and maintains a highly collaborative relationship with the Head of School, the Board Chair, and individual Board members, supporting them in all their responsibilities and committee work, particularly fundraising.
    • Serves on the Development Committee of the Board; collaborates on overall fundraising strategy, Board of Trustee solicitations, and regularly reporting fundraising metrics. 
    • Liaises with the Trustee Committee of the Board, recommending trustee candidates, recruitment of new trustees and training trustees in development function.


    • In partnership with members of the leadership team and other colleagues, advances the mission, program, and goals of the school through strategic messaging.
    • Creates content and provides oversight for all of the school’s internal and external communications, including Weekly internal school newsletter, all school emails to parents and all external communications; collaborates with Administrative Assistant and Alumni Relations Officer on sending emails via MailChimp.
    • Responsible for the school’s social media presence; collaborate with colleagues and be one of the staff members curating, creating, and posting content.
    • Develops and maintains relationships with local media and pitches stories to the media to elevate the visibility of the school.
    • Coordinates with the Diversity, Equity, Inclusion, Justice, Action (DEIJA) team to share the DEIJA work being done and and integrate it into communications.
    • Ensures there is photography and videography at school events, working with outside vendors as needed.
    • Leads crisis communications and rapid response messaging to deal with time-critical situations. 
    • Collaborates with the Director of Admissions on communication needs to expand and enhance the school’s visibility and reputation.


    • Supervises and trains the Development Officer and Alumni Relations Coordinator. In conjunction with the Director of Admission, supervise and trains the Events Coordinator & Administrative Assistant and a future Communications Associate/Consultant role TBD.)
    • Supports school-wide event efforts (e.g. Graduation, Convocation, Grandparents Day, in consultation with the Events Coordinator and other colleagues.)
    • Serves as a key member of the school’s administrative team and provides guidance to the head of school on matters of fundraising and communications.
    • Serve as a leader for the school community participating in daily life and operation of the school in a present and hands-on manner with students and faculty.
    • Flexibility to help with an “all-in” culture is critical. 

    Job Requirements:

    • Bachelor’s Degree required. Masters degree preferred.
    • At least 5+ years of relevant professional experience
    • Demonstrated leadership in growing a comprehensive fundraising program, including unrestricted giving.
    • A record of measurable results in organizing and implementing such activities as: major gifts, annual gifts, planned giving, grant-writing, corporate and foundation giving, direct mail and special events
    • Proven success as a frontline fundraiser with experience identifying, cultivating, soliciting closing gifts from individual donors, corporations and foundations for unrestricted and directed gifts of five figures and higher
    • Campaign fundraising experience preferred.
    • Ability to effectively gain the respect and support of various constituencies, including board members, faculty, parents and donors.
    • Experience motivating and managing volunteers
    • Demonstrated experience in managing budgets; ability to analyze and interpret detailed financial information
    • Computer literacy and knowledge of Raiser’s Edge and/or MailChimp is highly desirable
    • A track record as an excellent writer and effective verbal communicator
    • High level of professionalism in the way one conducts oneself with colleagues, prospects, donors, and volunteers.

    Personal Qualities:  

    The Director of Advancement will be:

    • Committed to and enthusiastic about Waring School’s mission and programs
    • Highly entrepreneurial, resourceful and flexible
    • A strategist who is adept at planning, prioritizing, multi-tasking, organizing and following through, while remaining highly energetic and focused
    • A team builder with strong skills in management and leadership
    • A catalyst with vision that can create excitement and energy around Waring School’s programs and encourage others to support the school – persuasive, persistent, and determined in the pursuit of the school’s fundraising goals
    • Straightforward, self-motivated, and diplomatic – sharing information readily, listening as well as giving advice and respecting the abilities of others
    • Sensitive to the often confidential nature of fundraising
    • Energetic and willing to work hands-on in developing and executing a variety of fundraising activities


    Salary is commensurate with experience. Comprehensive benefits package included, including retirement plan with match, health, dental, vision and life insurance, and Waring 50% tuition remission for dependent children after one year of service. Six weeks paid vacation time includes one week during December break, one week during spring break, and four weeks in the summer. This position is required to participate in regular evening and weekend commitments for Board meetings and school events.

    Application Process:

    To apply for this position, please submit a letter of interest and resume to Tim Bakland, Head of School. 

    Email: positions@waringschool.org

    Waring School

    35 Standley Street

    Beverly, MA 01915

    Waring School is an Equal Opportunity Employer. We actively seek to increase the diversity of our faculty and student body, and do not discriminate in employment practice with regards to gender, gender identity or expression, race, color, disability status, sexual orientation, genetic information, religion, or national and ethnic origin. 

    Faculty/Staff Behavioral Standards

    Waring School, 2019-2020




    • Model civility, accountability, engagement, preparation, empathy. 
    • Be consistent. Everything we do is a form of teaching. 
    • Be mindful that a healthy teacher/student relationship is centered on student growth; teachers/staff are not peers or parents.
    • Communicate clearly, be transparent, set expectations, listen, observe. 
    • Embrace professionalism, set goals, ask for help, embrace feedback. Cultivate honest, collegial conversation with peers. 



    • Practice kindness, caring and engagement with our students; maintain a professional relationship with them, not a friendship.  
    • Be mindful of physical boundaries. Respond immediately and clearly if a student or faculty member violates a physical boundary. 
    • Refrain from intrusive conversations with students about their personal or social lives and likewise about ours.  
    • Maintain transparency in all relationships with school community members inside and outside of the classroom. 



    • Be cognizant of the power and responsibility we hold as educators, exercising authority only for positive outcomes, while empowering others to succeed.
    • Model collaboration and shared leadership whenever appropriate, recognizing the diversity of strengths and the individual voices in our students and colleagues.
    • Be keenly aware of what others are expressing through their actions, words, and gestures.
    • Be truthful and honest with ourselves and with all those in the Waring community.



    • Act consistently with the expectations of the Waring Ethic and actively support others as they seek to do so. 
    • Communicate concerns about possible misconduct (to each other as appropriate) and to the designated contacts.
    • Accept responsibility for the impact of our actions on students and others.
    • Seek and accept assistance for workplace issues before they impact students or colleagues.


    Shared Experience: Presence and Engagement 

    As we ask of our students, we depend on presence and engagement of all who work at Waring. We are all stewards of the school and of the community. Certain duties and obligations are tangible and can be accounted for (arriving to class on time and prepared, returning papers, completing assessments/evaluations on time, etc.) while many elements of Waring life are more qualitative or intangible (singing in chorus, watching a soccer game, joining students for lunch, etc.). Waring asks that its faculty and staff fulfill regular duties and obligations while maintaining professional boundaries (see Behavioral Standards), and being mindful of work-life balance and wellness.  


    Faculty/Staff Meetings

    Weekly and other Regular Meetings

    Faculty Meetings serve as a rich platform and forum for a school driven by the ideas of its teachers and staff. All faculty and staff are expected to attend Faculty Meetings (Thursdays, 3:30-5:30pm) and the appropriate Department, Team and Administrative Meetings to the extent of their part-time/full-time employment percentage or as otherwise agreed upon by the Head of School, Associate Head of School or designated supervisor or Department Chair. Exceptions to this policy must be approved by the Head of School or designated supervisor.


    Teaching faculty are expected to attend Department and Team-Teaching meetings as agreed upon with the Chair.  Non-teaching staff are expected to attend Team and Administrative Meetings as appropriate. Area and Department Chairs are expected to attend scheduled meetings of those groups (typically on Monday afternoons). 


    August and June Faculty/Staff Meetings

    All faculty and staff are expected to attend August Faculty Meetings (typically the last week of August), including Orientation as appropriate and year-end June Faculty Meetings following Endterm (typically the third week of June) to the extent of their part-time/full time employment percentage or as otherwise agreed upon by the Head of School, Associate Head of School or designated supervisor or Department Chair. 


    Camping Trip

    Waring’s Camping Trip tradition dates back to the early years of the school and is the defining opening all-school ritual for the year.  It sets the tone for senior class leadership, helps new students and new faculty/staff members integrate into the community, and sets the stage for shared experiences.


    All teaching faculty and most staff (except those whose duties are campus-bound) are required to take part in Camping Trip. Full-time faculty are present for the duration of the trip, and part-time faculty are present to the extent of their work-time percentage or as agreed upon by school leadership. 


    Tutors and Co-Tutors are cabin leaders and must be present to watch over their Tutorials following each night’s final activity until the following morning breakfast and any other Tutorial events. Tutors should check in frequently with their Tutees over the day, especially new or homesick students.


    Non-Tutor faculty and staff are critical members of the Camping Trip experience and are expected to help lead activities, help cover for Tutors as appropriate, and generally help to oversee the student experience and monitor student well-being. We encourage all faculty and staff to join student tables during lunch and dinner times.


    Transportation to and from Northwoods

    As a general rule, Tutors should travel to and from Northwoods with their Tutorials, either in the hired buses or in Waring vehicles or rented vans.  Exceptions should be vetted with the Camping Trip Coordinator.


    We strongly encourage other faculty and staff to travel in the hired buses and we count on faculty supervision and presence.  Waring is not budgeted to reimburse driving expenses for those who use their cars for convenience.  Part-time staff are strongly encouraged to carpool to and from Northwoods if they are not able to use the coaches.  


    In an effort to be sustainable, maintain affordability and to encourage carpooling, Waring will only cover travel expenses for a limited number of drivers each day during the trip who: 

    1. do not use their car for personal convenience; 
    2. participate in the North Woods ride-share program overseen by the Camping Trip Coordinator.



    Endterm and Junior Trip are considered part of Waring’s regular program and are graduation requirements for students.  Likewise, Teachers and Staff carry out regular duties during Endterm. It is expected that all teaching faculty co-lead Endterms to the extent of their regular working percentage. 


    Non-teaching staff carry out their regular area duties during Endterm, but are each expected to sponsor and lead at least (1) 2-hour activity for up to 2 Endterm groups (e.g. film & discussion, capture the flag, cooking, etc.) both to integrate themselves into the experience, and to relieve teaching faculty.


    Teaching faculty who have administrative duties as part of their hours (Department Chairs, Teachers with blended roles) are expected to co-lead Endterms to the extent of their teaching hours, while maintaining the administrative allotment for those individual duties. 


    Professional Days

    Professional Days serve as enrichment opportunities for faculty and staff and/or as days allotted for teaching faculty to complete evaluations while staff carry on with their regular duties. 


    On Professional Days allocated for workshops, speakers, or planning, full participation of all faculty and staff is required. Part-time faculty or staff should inquire in advance with the appropriate school leader as to the amount of presence expected.


    During Professional Days allotted for the writing of student assessments (“evaluations”), teachers are permitted to work off campus, while non-teaching Staff carry out regular business, including any professional development opportunities they have had approved.  


    Prep Time / Office Hour Availability & Focus-Flex 

    As with many professions, and particularly with the vocation of teaching and education, it is impossible to quantify precisely the ‘soft hours’ in the work-life cycle. (Reading for class prep and reading for pleasure are good examples where the lines often blur.) Waring asks that all faculty and staff be mindful of their own wellness and work-life balance as they fulfill their duties and that they prepare for classes, attend to students who need extra help, answer questions, etc., to the degree reasonably asked of a teacher. 


    That said, the “teaching load” for teaching faculty is calculated at a 100% equivalency of 25 “contact hours” per week. Therefore, each contact hour accounts for a proportional amount of time for planning and prep, no matter the or part-time status. Teachers who are employed part-time between 40% and 75% receive an additional (1) contact hour for prep; those who are employed greater than 75% receive (2) contact hours for prep. 


    Teaching faculty are expected to be available on campus to the extent of their working percentage, the same applying proportionately for Focus-Flex periods and other unscheduled time. 


    Emails, Phone Calls and Communications

    Waring encourages mindfulness for a healthy work-life balance and a professional approach in all emails, phone calls and communications with colleagues, students and parents. 


    Faculty and staff are expected to respond to Waring-related emails and calls within (1) business day (during the academic year and when staff are not on vacation). We state this policy in our Family Handbook so that parents and students be mindful of teachers’/staff’s personal time and work-life balance, particularly during off-hours. When emergencies or sensitive situations arise, we encourage in-person communications or phone calls over the use of email. When emergencies or sensitive situations arise during off-hours, Waring expects teachers and staff to respond in a reasonably timely fashion as they are able and with work-life balance in mind. Here again, we encourage the use of phone calls over emails in such cases.


    All-School Meeting

    Waring is defined by full-school experiences and giving a forum for full participation. Therefore, teachers and staff are expected to attend All-School Meetings as their duties allow and as their full-time/part-time status allows. We encourage all teachers and staff to lead All-School Meeting activities individually or in groups. We discourage scheduling any other sort of meeting (with colleagues, students or parents) during ASM, unless completely unavoidable.  More importantly, teachers and staff should model good engagement in All-School Meeting and encourage active participation of students, and appropriately correct the behavior students who misbehave. 


    All-School and Special Events

    In the spirit of shared experiences and full-school activity, there are certain events at which attendance is mandatory, including: Convocation, Baccalaureate and Graduation. Naturally conflicts do arise and if you have a personal conflict for any of these events please speak with the Head or Associate Head of School. Certain duties of staff bring attendant requirements for events (e.g. Admissions staff attend many recruitment events, etc.). Depending on the area and duties of teachers and staff, other events may be required from time to time (the hosting of a “Soirée”, programming for Open School, etc.)  We see other events - soirées, athletic events, concerts, plays - as part of the life of the school and we encourage attendance at these events to a reasonable degree and with work-life balance in mind. The presence at special events by faculty and staff goes a long way in shaping and enriching Waring’s culture. 


    Special Activity Days

    From time to time, there is special programming during school hours that takes the place of regular classes (“special days” or “student led activities” fall in this category).  During these times, just like Camping Trip, we expect teachers and staff to be present and on duty to the extent of their contracted work percentage. 


    Faculty/Staff Goal-Setting 

    Just as the Board and Head of School set yearly, measurable goals, all faculty and staff are expected to do the same. Faculty and staff write draft goals for the following year during our June meetings, shared with the appropriate supervisor, Associate Head of School and/or Head of School as appropriate. Teachers and staff return to these goals in August and final drafts are due by the start of classes in September. These goals are included in employee personnel files as an important part of development and self-assessment and are factored into teacher/staff performance evaluations as appropriate. 


    Vacation Periods: Teachers & Administrative Staff

    Teaching Faculty 

    With the exception of Professional Days and August/June Faculty Meeting weeks, vacation for Teaching Faculty follows that of the academic calendar. This vacation time generally includes: 2 weeks of “Winter Break”, 2 weeks of “March Break”, 8 weeks between June Faculty Meetings and August Faculty Meetings, and other single-day holidays: Labor Day, Indigenous Peoples’ Day (aka Columbus Day), MLK Jr. Day, Presidents’ Day, Patriots’ Day, and Memorial Day. From time to time, Teaching Faculty may be encouraged or required to pursue professional development (courses, licensures, retreats) that may occur during these periods to maintain best practices, grow as teachers, or meet the expectations of Waring employment. 

    Administrative Staff 

    Unless otherwise agreed, full-time administrative staff take 1 week vacation during “Winter Break”, 1 week during “March Break”, 4 weeks during the summer, and the following single-day holidays: Labor Day, Indigenous Peoples’ Day (aka Columbus Day), MLK Jr. Day, Presidents’ Day, Patriots’ Day, and Memorial Day. The precise timing of a staff member’s vacation days may vary based on the needs of the administrative area and the school. Other variations due to personal preference or convenience must be approved by the Head of School and/or designated supervisor. All work days during academic vacation periods are expected to be on-site unless approved in writing by the Head of School or designated supervisor. 

At Waring, we are committed to building a diverse, equitable, and inclusive community that affirms individual voices and promotes anti-racist education. Waring encourages candidates of color and of underrepresented groups to apply for our positions as well as teachers/staff from public schools. Waring School actively seeks to increase the diversity of its faculty and student body, and does not discriminate in employment practice with regards to gender, race, color, disability status, gender identity or expression, sexual orientation, genetic information, religion, or national and ethnic origin. Waring offers competitive salaries and excellent benefits.