About The Gunnery

The Gunnery, Mr. Gunn's School, was established in 1850 by Frederick W. Gunn. We are an independent college preparatory school serving 300 boarding and day students from Connecticut as well as 20 other states and 20 countries.  The 220-acre campus borders the village green of Washington, Connecticut, a small, beautiful, and historic town in the Litchfield Hills.

Interested applicants for faculty positions should be energetic, engaged teacher/scholars who are also committed to supporting the entirety of the boarding/day school experience, which includes coaching, dorm parenting and supporting weekend student activities.  A standard teaching load includes four sections and is, whenever possible, limited to two “preps.”  If staffing allows, we new faculty assume three sections in their first year of teaching.  Current faculty job openings are listed below. To apply for a position, please refer to the guidelines to the right and in the positing.

Faculty Philosophy

Accessibility is a function of the size of the school, but, more importantly, it is a function of the culture of the school, which we trace back to Frederick Gunn. It is what we live by as educators at The Gunnery.  As members of a boarding school community, Gunnery faculty members are actively involved in all aspects of campus life, as teachers, coaches, dorm parents, mentors and extra-curricular advisors. What this means for students is important – faculty members are accessible, take learning seriously, and support student exploration of many paths. Joining our faculty means joining a rich history and an embedded philosophy that we all serve as positive influences in the lives of our students.  It is in this way that our community thrives as a cohesive unit—all members participating in all aspects of life at The Gunnery.
Applicants for faculty positions should send a resume, transcript(s) and two letters of recommendation to:

Jennifer Badger
Dean of Faculty
The Gunnery
99 Green Hill Road
Washington, CT  06793

Applicants for other positions - please refer to the contact information provided in the job posting.

Professional Development

The Gunnery encourages its faculty members to pursue professional development opportunities and training that support their specific teaching and coaching responsibilities as well as their work with adolescents in a residential community. The school funds the entirety or a portion of such professional development and training on a case by case basis. All new faculty are assigned both an academic and a social mentor to help them transition effectively to a new school community.  In addition to a week-long new faculty orientation program at the beginning of the school year, all new faculty meet regularly with the Dean of Faculty and their mentors throughout the year.  Faculty who are new to teaching also audit an experienced faculty member's course whenever possible.

Current Faculty Openings

List of 1 frequently asked questions.

  • Assistant Head of School for Teaching and Learning

    Position:Assistant Head of School for Teaching and Learning

    Reports to:Head of School

    Start date: July 1, 2018

    Search process:

    Confidential Phase
    - Submit resume by October 20
    - Skype interviews completed by November 3

    Public Phase 
    - Finalists visit campus November 6 - 17

    Interested candidates should submit application materials, in confidence, via mail or via PDF in email by October 20, 2017 to:

    The Gunnery
    Attention: Wendy Rhodes, Executive Assistant to the Head of School
    99 Green Hill Road
    Washington, CT 06793


    Position Overview:
    The Gunnery is seeking candidates for an Assistant Head for Teaching and Learning with proven thought leadership, a deep understanding of curricular and pedagogical development, demonstrated administrative acumen, and strong interpersonal skills. The Assistant Head will be responsible with the Head of School for defining the school’s vision for academics and intellectual life within the context of The Gunnery’s mission and strategic goals.

    The position requires the ability to balance the micro with the macro and an ability to thrive in the day-to-day details of student scheduling, course change requests, and parental inquiries, while simultaneously leading the intellectual life of the school: its academic values and vision, and, ultimately, its reason for being. Candidates must be equally excited to take on both aspects of the job. 

    Throughout its history, The Gunnery has valued character and citizenship as much as intellect and achievement. Indeed, these are inseparable, inasmuch as wisdom and courage are the building blocks of character. We strive to support our students in the development of “eulogy virtues” as well as “resume virtues,” to borrow the terms David Brooks introduced in his book The Road to Character. Frederick W. Gunn, The Gunnery’s founder, recognized the inseparability of these values for a teacher to find success with students when he addressed a group of teachers at a convention in Hartford, Connecticut in 1877:

    There is an unconscious influence, a mysterious, silent emanation going out from the personality of every teacher which is one of the strong forces of nature. Silent as the force of gravity, more powerful than the will of man, this influence works like the unnoticed electricity of the atmosphere, and makes it certain that every teacher will actually teach that which he is. How, for example, can a narrow, selfish, pinched-up man make good readers of a class of boys? The noble sentiments of poets and philosophers are naught to him. His intellect cannot receive, his soul cannot contain them; his cold lips cannot give expression to the voice of love, of heroism, of tender pity and generous grief. If you would teach children to read the grand periods of Milton, you must, in the act, be a Milton yourself. Therefore, I say, if you would enjoy the loving confidence of noble boys, you must, first of all, make yourself worthy of that confidence. Let your own conscience serve as examining committee, and enter the school-room only with a first-class certificate.

    Candidates must understand and appreciate that education in a small boarding school is distinct from education in any other setting. Unlike teachers at colleges and universities, whom parents do not expect to assume the role of in loco parentis, boarding school teachers teach constantly, inside and outside the classroom. Likewise, students learn from the institution itself - from the structures that govern all aspects of their days, whether in the dining hall, the classroom, at rehearsal, in sports, or when they sit down in front of their computers in the evening. The Assistant Head will have a keen understanding of how student life supports a strong academic program and the role faculty members play in making the boarding school experience successful.

    Being a “triple threat” faculty member at a boarding school is one of the most demanding professions there is intellectually, emotionally, and physically. What we do is a way of life, an all-consuming experience that offers distinctive opportunities and challenges, and that most of us would not trade for anything. Today's boarding schools no longer function as the elitist institutions of the past.  We are diverse ethnically, racially, socially, are more service-oriented, and are answerable to the legal and social environment in which we find ourselves. As educators today who spend as much time with children - or more - than many parents, we must attend to all facets of education and development. We are role models always. We teach students to seek beyond facts, to explore ideas. In both athletics and the arts, we equip to create, perform, and compete with passion and dignity. We live in and nurture dormitories that must be civic-minded and free from discriminating or harassing actions or rumors. We foster a sharing community inside and outside of class. In the end we must remember that the mission of the school must inform all of our dreams, decisions, and actions, and that consistency in our policies, procedures, and relationships with students is of the utmost importance. Leading people whose lives are this demanding requires generosity of spirit, empathy, tact, creativity, good humor, and grace.

    The successful candidate will:
    • have experience teaching and leading in education, ideally in a boarding school setting.
    • be conversant in the language of academic disciplines and understand the connections between branches of knowledge.
    • understand relative strengths and weaknesses of varied educational theories.
    • determine ways to assess the effectiveness of teaching, celebrating areas of strength and working with faculty to lead improvement and growth where opportunities exist.
    • have a broad framework from which to draw as they evaluate relative strengths and weaknesses of new developments or trends in education, and determine how or whether those connect with and support the school’s mission.
    • be comfortable and effective leading, implementing, and managing change.
    • be resilient, positive, and well organized.
    • communicate clearly, and execute responsibilities efficiently.
    • possess a Master’s degree.
    • not take her/himself too seriously and recognize the truth in Mr. Gunn’s statement that school must be fun.
    • value the importance of being part of and actively contributing to a team.

    Specific duties include:
    • Chair, Curriculum Committee
    • Member, Core Administrative Council (senior staff)
    • Member, Campus Life Committee
    • Organizer, Full Administrative Council
    • Administrator of the Day/Administrator of the Weekend
    • Student Advisor
    • Teach one class per term
    • Live in school-provided housing as close to campus as possible
    • Additional duties as determined by the Head of School
    Direct reports:
    • Assistant Academic Dean
    • Registrar
    • Director of Academic Support
    • Dean of Faculty
    • Library Director

    Key relationships and roles:

    Curriculum Committee Chair: 
    The curriculum committee leads and stewards the school’s curriculum and teaching and is comprised of Department Chairs, the Dean of Faculty, Director of Academic Support, Director of the Library, Director of Technology, Director of Outdoor Programs, and other members of the community as requested. This group works to ensure that the school’s curriculum remains aligned with the school’s mission while responding to new understandings of teaching practices and the science of learning. As the Chair of the Curriculum Committee, the Assistant Head will advise the Core Administrative Council on major curricular changes.

    While leading the Curriculum Committee it will be the responsibility of the Assistant Head to guide the implementation of changes to the academic program as the school adopts them. The Assistant Head will develop and implement ways to assess the relative strength and effectiveness of the curriculum against both U.S. and global education standards and methods.

    Dean of Faculty: The Dean of Faculty reports to the Assistant Head, working closely on all matters of hiring, contract renewal, retention, staffing decisions, and assessment of teaching performance, ensuring that staffing is excellent. The Assistant Head will aid in succession planning for department chairs. The Assistant Head is responsible with the Dean of Faculty for planning and implementing faculty professional development related to classroom teaching and learning.

    Academic Office: The school’s Academic Office is comprised of the Assistant Head for Teaching and Learning, the Assistant Academic Dean, and the Registrar. The department uses Blackbaud/Whipple Hill as its database.
    • Assistant Academic Dean: The Assistant Academic Dean reports to the Assistant Head and facilitates all aspects of the department’s responsibilities, especially parent communication, course changes, academic dishonesty, exams, curriculum committee and full council agendas, and flex block coordination. Responsible with the Assistant Head and the Registrar for recommending action plans for students in need of additional support or adjustments to their academic program.

    • Registrar: The Registrar reports to the Assistant Head and coordinates, with the Assistant Head and the Assistant Academic Dean, student academic placements, placement exam organization, course scheduling, grades, indicator grades, Academic Merit reporting, comments, transcripts, and daytime study hall placements. 

    • Grades, Comments, and Course Scheduling: The Assistant Head is responsible with the Registrar and Assistant Academic Dean for recommending action plans for students in need of additional support or adjustments to their academic program, and for organizing during the summer months department recommendations for placement of returning students. The Assistant Head tracks and oversees grades, indicator grades, and Academic Merit reporting. In coordination with the Campus Life Group, the Assistant Head is part of the administrative team that plans and leads Student Progress Meetings midterm and end of term.  

    • Exams and Diplomas: The Assistant Head notifies parents of exam failures, recommends and oversees summer school as needed, and works with the Registrar to ensure diploma requirements are met.
    Director of Academic Support: The Director of Academic Support reports to the Assistant Head and is responsible for organizing cognitive/psychological testing for students when indicated, communicating with teachers and parents about recommendations made, and assists in determining the placement of students and developing appropriate accommodations. The Assistant Head and Director work to ensure learning specialists on staff are sufficient to support the needs of the students and to expand the vision for this department. The Assistant Head, in conjunction with the Director of Academic Support and the Dean of Faculty, is responsible for leading the Center for Academic Support in its work to equip all faculty with the tools needed to effectively serve a wide range of learning styles in the classroom.

    Library Director: The Library Director reports to the Assistant Head. The Assistant Head is charged with assisting the Library Director with defining the needs of the space and its ideal uses at a time when technology is changing the role of libraries on a continual basis.

    Full Administrative Council: The Assistant Head is responsible for organizing and leading the Full Administrative Council meeting. The Full Council is comprised of representatives of all departments of the school. Its purpose is to coordinate all matters of school life with the goal of achieving balance between in-class and out-of-class learning.

    Strategic Plan: As one of the senior leaders of the school, the Assistant Head shares responsibility for implementing the school’s strategic plan.

    Admissions: The Assistant Head is a member of the Admissions Committee, consulting as needed on applicants whose academic profiles indicate a need for extra support. The Assistant Head works with the Admissions Office and the Center for Academic Support to determine the viability of applicants in our academic setting. Understanding the impact on a family’s experience at The Gunnery, attendance at admissions open houses, revisit days, and off-campus receptions are important to this component of the role.

    Technology: Technology has always shaped teaching and learning -- sometimes for good and sometimes for ill. The Assistant Head is responsible for shaping how technology is used as it relates to teaching and learning at The Gunnery. In consultation with the school’s I.T. department, the Assistant Head will provide thought leadership in the realm of classroom and educational technology.
    Dean of Students: The Assistant Head supports the Dean of Students Office in academic aspects of advising, collaborates with the Dean of Students in disciplinary matters, provides overlap between academic and non-academic programming, and oversees the LEADS department. Effective communication and collaboration with the Dean of Students is essential in providing integrated student support, faculty support, and in balancing the calendar.

    Student/Teacher: Advise and intervene on classroom discipline issues including decisions regarding academic dishonesty. Facilitate conversations when student-teacher conflicts emerge.
    Parent Communication: Communicate with parents regarding academic concerns and organize parent meetings with teachers as needed.

    Study Halls: Coordinate with freshman program directors and other faculty to oversee evening and daytime study hall programs.  

    The Gunnery offers an attractive compensation package that includes a competitive salary, school-provided housing, medical and dental insurance, and retirement plan contributions.

    Application Materials:
    • Cover letter
    • Resume
    • References (up to four)
    • Statement of educational philosophy (1 to 2 pages)
    • Statement of leadership philosophy, including an example of when you have personally put this into practice (1 to 2 pages)

    Interested candidates should submit application materials, in confidence, via mail or via PDF in email by October 20, 2017 to:

    The Gunnery
    Attention: Wendy Rhodes, Executive Assistant to the Head of School
    99 Green Hill Road
    Washington, CT 06793


Other Openings

List of 1 frequently asked questions.

The Gunnery is an Equal Opportunity Employer. Except in cases of a bona fide occupational qualification or need, or except as otherwise permitted or required by law, The Gunnery does not discriminate against applicants for employment on the basis of race, color, religious creed, age, sex, marital status, pregnancy, sexual orientation, national origin, ancestry, present or past history of mental disorder, intellectual disability, learning disability or physical disability, gender identity or expression, genetic information, or any other protected class status under applicable law with respect to hiring, compensation, promotion, discharge from employment or other terms and conditions of employment. Minorities, women and Veterans of the Uniformed Services are encouraged to submit applications to The Gunnery.

Position announcements are intended to describe the general nature and level of work performed by employees assigned to the job title and the education and skills required. Descriptions are not intended to be a complete list of all responsibilities, duties and skills that are required or may be required in the future.

BACKGROUND SCREENING: The Gunnery conducts background checks on all job candidates upon acceptance of a contingent offer, which includes using a third-party administrator to conduct the checks. Background checks will be performed in compliance with the Fair Credit Reporting Act.

The Gunnery

gps address: 22 Kirby Road, Washington, CT 06793
mail address: 99 Green Hill Road, Washington, CT 06793
tel: 860-868-7334
Contact Us
Founded in 1850 by abolitionist, educator, and outdoorsman Frederick Gunn, The Gunnery is a coeducational college preparatory boarding and day school for students in grades 9 through 12/post-graduate. Dedicated teacher-mentor-coaches challenge students to reach their full potential in a home-like setting where character and citizenship are valued as much as intellect and achievement. Individualized attention and high expectations help young learners develop not only the skills and confidence they will need in college, but also the moral compass and love of learning that will serve them well in life. The school attracts ambitious, academically curious students who will both shine as unique individuals and thrive as contributing members of a deeply connected community. By the time they graduate, Gunnery students have become well rounded, grounded young adults with a sharpened sense of who they are and who they want to become.