Signature Programs

Employment

We are always looking for talented educators committed to educating,
empowering, and celebrating students with language-based learning differences.
If you are passionate about helping students with distinct learning styles find their strengths and succeed, consider joining our team of trained professionals and educators.

Westmark School specializes in preparing students with language-based differences for success in college. Since the founding over 30 years ago, Westmark School has been committed to providing a superior academic education and comprehensive curriculum to grades 2-12 students with dyslexia, language processing issues, and other related learning differences.

We offer excellent benefits and salary, a friendly, team oriented environment, and an opportunity for individual growth and development as a professional. We offer full Medical, Dental, Vision, Retirement, Life Insurance, Training allowance and Enrichment Fund to name a few.

CURRENT AVAILABLE POSITIONS

Director of Upper School

POSITION TITLE: Director of Upper School

POSITION START DATE: July 2019

POSITION SUMMARY: Westmark School seeks an experienced educator to lead an Upper School that prepares ambitious students with language-based learning differences for college and post-secondary success.

The Director will shape the School’s curriculum and college placement process; attract and retain exceptional faculty; and ensure that best education practices are implemented to address the needs of students and their parents.


ESSENTIAL DUTIES AND RESPONSIBILITIES: Reporting to the Head of School, the Director is responsible for maintaining the School's board-approved mission, academic activities and outcomes for Upper division students, to include college readiness:


ACADEMIC AND DIVISION LEADERSHIP:

  • Act as the educational leader of the Upper School division (currently 92 students) responsible for its day-to-day operation; direct the activities of the members of the School instructional team and, in conjunction with the business manager and non-instructional staff; prepare a master class schedule that takes into account the various needs of the School community; and assign teachers and students to classes and other duties;
  • Review, enhance and continually improve the School curriculum to ensure that it incorporates best practices and standards for college preparatory high schools, taking into account the unique requirements of a school that prepares youth with language-based learning differences for success in college;
  • Thoroughly understand the profile of students with language-based learning differences; develop plans for meeting their needs, and for engaging all members of the community in student success;
  • Assist in the admission process for the testing, interviewing and evaluating of applicants for enrollment;
  • In conjunction with the college counselor, oversee and continually upgrade college preparation and placement support processes;
  • Manage the Upper School budgets; review and approve purchase requests and determine the most appropriate use of allotted funds;
  • In collaboration with the Head of School and administrative team, be an active member in all areas of the School; work toward a resolution of all problems - both routine and unique - as they arise; keep the Head of School informed of the general programs, activities and problems of the School.


STUDENTS AND PARENTS: The Director ensures that Upper School faculty provide appropriate academic instruction and guidance for students, while fully integrating parents in the process, including:

  • Review and continually improve Upper School curricula, processes, programs, technologies, practices, pedagogies and schedules with a focus on continual improvements that deliver superior outcomes for students and faculty;
  • Assist in establishing guidelines for proper student conduct and dress; monitor student discipline consistent with school policies; and maintain accurate records of student attendance and citizenship;
  • Maintain complete academic records on all students and oversee grading and other reporting according to best practices used by teachers to measure student achievement;
  • Communicate student progress clearly and consistently with Upper School parents;
  • In coordination with the school student council and parents, support and continually enhance after-school activities of Upper School students.


FACULTY: The Director observes, mentors, and evaluates faculty in the development and implementation of curriculum; supervises teaching; and reviews and evaluates academic programs. The Director will also:

  • Oversee the day-to-day activities and assignments of the Upper School advisors, department chairs, faculty and college counselor; provide an environment conducive to learning, a school climate which is supportive and that both establishes and reflects teaming and collaboration;
  • In close coordination with the Head of School, recruit and retain educators with the expertise, positive energy and focus required to successfully serve Westmark students; establish programs for the orientation of new teachers, assuring they adhere to school policies and practices;
  • Work collaboratively with tech committees and specialists to support educational technology initiatives and dynamic needs in the Upper School;
  • Work closely with the Head of School, division heads and curriculum team in planning and implementing a comprehensive professional development program for faculty;
  • Ensure compliance with legal requirements of government regulations and agencies, and adherence with the educational standards established by the State of California and by those agencies that examine and accredit Westmark School.


IDEAL EXPERIENCE AND PERSONAL CHARACTERISTICS: The Upper School Director should have the following types of experience, qualifications and characteristics:

  • A mission-driven individual with a belief in, and a career committed to, the independent school movement and the education process; preferably with experience helping students living with language-based learning differences;
  • Master’s degree; minimum of 7 years progressive experience in administration or equivalent managerial expertise in grades 9-12; strong curricular and college preparation and placement experience, with particular knowledge of trends and best practices;
  • Excellent written and oral communication skills with an ability to effectively communicate with all stakeholders of the School;
  • An ability to create a caring and dynamic culture for students and faculty; a good listener and strategist; comfortable receiving input from many sources and able to analyze and formulate disparate information into a sound, well-organized plan.

PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions for the job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

  • Physical demands: While performing the duties of this job, the employee is required to sit in on meetings and work on a computer for long periods of time; and is occasionally required to walk, reach with hands and arms, balance, stoop, talk, and hear.  The employee must occasionally lift and/or move up to 15 pounds.  Specific vision abilities required by the job include close vision, distance vision, and the ability to adjust focus. 


SUBMIT YOUR COVER LETTER AND RESUME TO:
upperschooldirector@westmarkschool.org
Westmark School
5461 Louise Avenue | Encino, CA 91316 

School Counselor

POSITION TITLE: School Counselor 

POSITION START DATE: Immediate 

POSITION SUMMARY: Westmark School seeks a School Counselor to provide a comprehensive counseling program and serve a key role in creating and sustaining an atmosphere of emotional wellness among students.  Reporting to the Head of School, the counselor utilizes collaboration, leadership and advocacy to promote students’ social, emotional and academic success.


ESSENTIAL DUTIES AND RESPONSIBILITIES: 

  • Design, plan, implement, and participate in programming that fosters a culture of wellness with all students.
  • Communicate the goals of the program to students, parents, faculty and staff, and maintains current and appropriate resources available for their use.
  • Participate in regular professional development opportunities in order to stay updated on national trends and developments in providing support to children.


PREVENTATIVE AND RESPONSIVE SERVICES: 

  • Provide short-term, solution-focused support through individual and group counseling; and when appropriate, assist families to arrange outside therapy and support services as needed and then coordinate with outside providers working with students.
  • Consult and collaborate effectively with parents/guardians, teachers, administrators and other educational/community resources regarding students with identified concerns and needs.
  • Implement an effective referral and follow-up process.
  • Accurately and appropriately use assessment procedures for determining and structuring individual and group counseling services.


SYSTEM SUPPORT: 

  • Meet regularly with the Head of School, division directors and school nurse to review the health and wellness of our student population and collaborate with educational staff to determine whether intervention strategies are effective.
  • Provide appropriate information to staff related to the comprehensive school counseling program.
  • Assist teachers, parents/guardians and other constituents in interpreting and understanding student data. 
  • Use available technology resources to enhance the school counseling program.
  • Adhere to laws, policies, procedures, and ethical standards of the school counseling profession.
  • Host workshops and presentations for parents and in-service programs for teachers and staff.


ACCOUNTABILITY: 

  • Conduct a yearly program audit to review extent of program implementation.
  • Collect and analyze data to guide program direction and emphasis.
  • Measure results of the school counseling program activities and shares results as appropriate.
  • In conjunction with division directors, monitors student academic performance, behavior and attendance, and assists with appropriate interventions.


IDEAL EXPERIENCE AND PERSONAL CHARACTERISTICS: The School Counselor should have the following types of experience, qualifications and characteristics:

  • An advanced degree in School Counseling, Counseling, Social Work, School Psychology, Clinical Psychology, or Applied Psychology is required.  Appropriate license, certification, and/or other documentation attesting to the candidate’s expertise in counseling is required;
  • Experience working with a diverse student population;
  • Excellent written and oral communication skills with an ability to effectively communicate with all stakeholders of the school.


PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions for the job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

  • Physical demands: While performing the duties of this job, the employee is required to sit in on meetings and work on a computer for long periods of time; and is occasionally required to walk, reach with hands and arms, balance, stoop, talk, and hear.  The employee must occasionally lift and/or move up to 15 pounds.  Specific vision abilities required by the job include close vision, distance vision, and the ability to adjust focus. 


SUBMIT YOUR COVER LETTER AND RESUME TO:
schoolcounselor@westmarkschool.org
Westmark School
5461 Louise Avenue | Encino, CA 91316

 

Upper School Math Teacher

Position Title: Upper School Math Teacher

Position Start Date: August 2019

Position Summary:

Westmark School is currently seeking an Upper School Mathematics Teacher. Our ideal candidate will possess a knowledge base and passion for teaching students, preferably with language-based learning differences, and be able to organize and implement an instructional program that will capitalize on student strengths and be in accordance with Westmark School’s mission.   

Essential Responsibilities:

  • Teach high school mathematics classes to students with language-based learning differences
  • Plan and implement mathematics curriculum
  • Submit weekly lesson plans to Divisional Director
  • Integrate technology into the curriculum following best practices
  • Maintain class PowerSchool page
  • Regularly update and post to PowerSchool class grade book
  • Use behavior management systems that are effective with students with language-based learning differences
  • Provide a positive environment that encourages students to actively participate in their own learning
  • Provide effective and consistent communication with parents and Upper School Director regarding students’ behaviors, academic concerns and progress
  • Communicate on a regular basis with Advisory to discuss student progress
  • Model professional and ethical standards when interacting with students, parents, peers and the community
  • Work collaboratively with team members to develop new mathematics curricular offerings
  • Serve as an advisor who works as a student-faculty liaison and monitors the academic progress for a caseload of up to ten students.
  • Additional duties as assigned

Qualifications

  • Bachelor’s in mathematics, education or related field preferred
  • California Teaching Credential strongly preferred
  • Minimum of 5 years’ classroom teaching experience, preferably in teaching math to high school students
  • Knowledge of calculus a plus
  • Strong desire to teach students with language-based learning differences
  • Knowledge of multi-sensory teaching methodologies
  • Experience with technology, specifically iPads, Macs, PCs and SMART Technologies
  • Excellent communication, interpersonal, and presentation skills
  • Strong organization and time-management skills
  • Desire to continue to develop professionally by learning new programs and methodologies

Physical Demands and Work Environment

The physical demands and work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions for the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

  • Physical demands: While performing the duties of this job, the employee is required to sit in on meetings and work on a computer for long periods of time; and is occasionally required to walk, reach with hands and arms, balance, stoop, talk, and hear. The employee must occasionally lift and/or move up to 15 pounds. Specific vision abilities required by the job include close vision, distance vision, and the ability to adjust focus.

Submit your cover letter and resume to:

usmath@westmarkschool.org

Westmark School

5461 Louise Avenue | Encino, CA 91316

Director of Advancement

Director of Advancement

Westmark School in Encino, California is searching for a Director of Advancement to lead the school’s development, communications and constituent relations efforts.  The School is preparing to launch its first large-scale campaign to transform the campus through multiple facilities projects.  The Director will join a forward-looking administrative team that is pushing the boundaries in creating a supportive college preparatory school dedicated to educating, empowering and celebrating students with distinct learning styles, providing the tools necessary to achieve successful and fulfilling futures.

The Director of Advancement must passionately embrace and be able to effectively communicate the mission and vision of Westmark School to internal and external constituencies.  He/she will have played a key role in building a successful development program through a collaborative, team oriented approach.  The successful candidate will be self-motivated and self-confident but must also be comfortable establishing a development program where the Head of School, Board members and other key volunteers will often be in the forefront in the cultivation and solicitation of major donor prospects. 

S/He will also have strategic planning skills and demonstrated ability to work with the Head of School, Board members and other senior staff to develop and implement clear advancement goals to advance the mission, vision and strategic priorities of the School.  The successful candidate will have played a significant role in a capital campaign and have a track record of closing major gifts personally and by orchestrating the efforts of others; ability to provide creative, innovative leadership to Board members; capacity to work with and develop the fundraising capabilities of a Board;  highly developed organizational ability, communication and motivational skills; dynamic personality with strong initiative; entrepreneurial spirit; ability to thrive in a collaborative environment; and exceptional writing and speaking skills.  The Director of Advancement will also be an open, caring, communicative, strong and confident professional.

Physical Demands and Work Environment

The physical demands and work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions for the job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

·       Physical demands: While performing the duties of this job, the employee is required to sit in on meetings and work on a computer for long periods of time; and is occasionally required to walk, reach with hands and arms, balance, stoop, talk, and hear.  The employee must occasionally lift and/or move up to 15 pounds.  Specific vision abilities required by the job include close vision, distance vision, and the ability to adjust focus. 

Westmark offers a competitive benefits package.  Salary will be commensurate with experience.  Screening for the position will begin on March 15.  The position will be open until filled.

To apply, please email a cover letter, resume and a list of five references (references will not be contacted without prior permission) to:

advancementdirector@westmarkschool.org

Westmark School

5461 Louise Avenue

Encino, CA 91316

 

                 

 

 

 

 

 

 

 

Westmark School is an equal opportunity employer and makes employment decisions on the basis of merit and job performance. School policy prohibits discrimination based on race, color, creed, gender, gender identity or expression, religion, marital status, age, national origin or ancestry, physical or mental disability, medical conditions (including genetic characteristics or information), sexual orientation, or any other consideration made unlawful by federal, state, and local laws.