Each new faculty member is assigned a fellow teacher as a mentor. This person functions as part of a larger support structure for new teachers, which includes the New Faculty Committee, the administration, and all other faculty members. Mentors are paired with new faculty to help new teachers learn the school's culture and grow professionally. These experienced and respected members of the Country Day community are a "friendly face" for teachers on campus. Mentors help teachers grow professionally by partnering with them to evaluate their work.

Professional Development opportunities are often fully funded by Country Day because ongoing training is crucial to faculty growth and development. Annual ISAS and NAIS conferences, workshops in a teacher's subject or grade area, and specialized training with the newest researchers in learning and child development are resources that faculty take advantage of to continue to improve their craft as teachers.

On campus, opportunities for professional growth abound. Department chairs, mentors, division heads, and other administration observe classes and meet with faculty about their professional growth. Every faculty member meets with the Head of School at the end of each school year to discuss their professional development over the past year. This meeting allows teachers to discuss concerns with the Head, review their accomplishments, and discuss goals for the coming year. In addition to the ongoing individual professional development during the year, at the beginning and end of each school year, faculty gather to discuss critical curricular matters, work together in cross-divisional groups, and meet with education, curriculum, diversity, and child development experts.

A compelling platform where faculty come together to engage in thought-provoking dialogues and share new ideas. These meetings have become an avenue for faculty to connect each month meaningfully. Topics span the gamut from conference presentations to discussions on books and articles to personal initiatives.

Originally conceived to celebrate and support faculty intellectual engagement, the annual journal has since expanded to include essays, creative nonfiction, book reviews, film reviews, and interviews. The review’s writers are free to explore and roam their intellectual curiosity.

Read the Boothby Review