Lower School Academic Technologist

Lower School Academic Technologist

DEPARTMENT:          Lower School

REPORTS TO:           Head of Lower School and Director of Educational Technology

Mission Statement

Through excellence in education, Charlotte Country Day School develops the potential of each student by fostering intellectual curiosity, principled character, ethical leadership, and a responsibility to serve.

Overview

Charlotte Country Day School (Country Day) is one of the largest independent, co-educational schools in the Charlotte area and one of the 15 largest in the continental United States. Enrollment is very strong, and the school is well resourced and thriving. Highly regarded for the rigor of its academic program and the breadth of its offerings in the arts, athletics, community service, and leadership, Country Day is noteworthy for a long tradition as a college preparatory day school (PK-12) that builds strong community.

Country Day offers every child a chance to shine. The school is an inclusive community with strong academic and co-curricular programs designed for students to learn to think critically, act respectfully, and show sensitivity to the feelings and needs of others. The unique curriculum offered by Country Day prepares and strengthens students for participation in their local and global contexts. With its focus on belonging, service, global study, and technology, Country Day positions students for future success in an ever-changing world. Country Day is committed to living as an authentic, inclusive community, recognizing and affirming the richness brought by difference and discovered through commonality.

Position Purpose

The Lower School Academic Technologist designs and teaches engaging learning experiences that develop students’ creativity, problem-solving abilities, technological fluency, and responsible participation in a digital world. Serving students in JK–4, the Academic Technologist combines direct instruction in foundational technology skills with inquiry, design thinking, coding, engineering, robotics, and project-based learning.

The Academic Technologist leads the development and implementation of a cohesive, developmentally appropriate Lower School technology curriculum. Working collaboratively with lower school teachers and school leadership, this educator connects technology instruction to learning across disciplines and supports faculty through instructional modeling, collaboration, and professional development. The role ensures that technology use is purposeful, accessible, and aligned with the school’s educational mission.

Essential Functions

Curriculum Development and Direct Instruction

• Design, teach, evaluate, and refine a coordinated JK–4 curriculum that builds foundational technology skills and increasingly complex opportunities for innovation and problem-solving.
• Provide explicit, developmentally appropriate instruction in basic computer literacy, including device navigation, keyboard and mouse or trackpad use, accessing learning platforms, creating and saving work, organizing digital files, and basic troubleshooting.
• Teach keyboarding through a planned progression that develops familiarity with the keyboard, effective technique, accuracy, and increasing fluency, with regular opportunities for practice and application.
• Design authentic learning experiences that incorporate project- and problem-based learning, design thinking, coding, engineering, and robotics.
• Help students select and use digital tools to investigate questions, create original work, communicate ideas, and demonstrate their learning.
• Differentiate instruction and provide accessible learning experiences that reflect students’ developmental readiness, learning needs, and prior technology experience.
• Establish clear learning goals, assess student understanding and skill development, and use evidence of learning to guide instruction and curriculum planning.
• Provide expertise and support for Lower School robotics within the curriculum and through co-curricular opportunities.
• Introduce fourth-grade students to school email and provide explicit instruction in accessing their accounts, composing and sending messages, writing clear subject lines, replying appropriately, and organizing their inboxes.

Digital Citizenship

• Develop and teach a coordinated JK–4 digital citizenship sequence that builds safe, respectful, ethical, and responsible technology habits.
• Provide explicit instruction in privacy, personal information, account security, respectful communication, care of devices, and seeking help from a trusted adult.
• Teach students to think critically about digital information, recognize that online content may be inaccurate or misleading, and acknowledge the work and ideas of others.
• Help students develop healthy technology habits, including managing distractions and making thoughtful decisions about when and how to use technology.
• Collaborate with classroom teachers and Lower School leadership to reinforce consistent digital citizenship expectations across learning environments.
• Teach fourth-grade students safe, respectful, and responsible email practices, including appropriate tone and etiquette, protecting personal information, recognizing unfamiliar senders or suspicious messages, and seeking help from a trusted adult.
• Partner with faculty and school leadership to share developmentally appropriate guidance and resources with families.

Faculty Collaboration and Professional Learning

• Collaborate with homeroom and special area teachers to connect technology instruction with classroom learning and develop meaningful interdisciplinary projects.
• Support faculty in designing learning experiences that incorporate inquiry, project-based learning, and technology to deepen student thinking and understanding.
• Model effective instructional practices through co-planning, demonstration lessons, guest-teaching, and co-teaching.
• Design and deliver technology-related professional development through individual coaching, small-group collaboration, workshops, and sustained follow-up.
• Plan and provide technology orientation for new Lower School faculty.
• Help faculty select and evaluate digital tools based on instructional purpose, developmental appropriateness, accessibility, and student needs.

Program Coordination and Technology Support

• Work closely with the Director of Educational Technology and Lower School leadership to establish program priorities and align curriculum, instructional practices, and technology resources with school goals.
• Coordinate with technology support staff to address issues that affect teaching and learning and help students and faculty develop basic troubleshooting skills.
• Lead the ongoing evaluation and improvement of the Lower School technology curriculum, using student learning and faculty feedback to inform program development.
• Communicate effectively with colleagues, students, and families regarding learning goals, student progress, and program initiatives.
• Engage in ongoing professional learning to strengthen expertise in elementary education, technology integration, digital citizenship, and STEAM instruction.
• Participate actively in the life of the Lower School and fulfill other duties as assigned.

Qualifications

• Bachelor’s degree in education, educational technology, or related field required; master’s degree preferred.
• Experience teaching elementary-aged students, with an understanding of child development and developmentally appropriate instruction.
• Demonstrated ability to design and deliver curriculum that integrates foundational technology skills with inquiry, creativity, and problem-solving.
• Knowledge of and ability to teach keyboarding, basic computer literacy, and digital citizenship.
• Knowledge of and ability to teach age-appropriate coding, engineering, and robotics.
• Experience with project-based learning, design thinking, and interdisciplinary curriculum development.
• Ability to assess student learning and use assessment information to differentiate instruction and refine curriculum.
• Experience supporting faculty through collaboration, instructional coaching, and professional development.
• Familiarity with one-to-one learning environments and commonly used educational platforms and digital tools.
• Strong organizational, written, and verbal communication skills.
• Ability to manage a division-wide instructional program, prioritize responsibilities, and work both independently and collaboratively.

Personal and Professional Qualities

• A warm, engaging approach and the ability to build positive relationships with young children.
• A collaborative mindset and commitment to learning with and from colleagues. A team player.
• Initiative, creativity, flexibility, and sound judgment in responding to instructional needs.
• A holistic understanding of students and respect for the identities, perspectives, strengths, and needs they bring to school.
• Commitment to an inclusive learning community and continued growth in cultural competence and self-awareness.
• Enthusiasm for helping students become capable, thoughtful, and responsible users and creators of technology.

Indicators of Success

• Students demonstrate measurable growth in foundational technology skills, keyboarding, digital literacy, and responsible technology use.
• The JK–4 technology and digital citizenship curriculum is continuously evaluated and refined to ensure developmentally appropriate instruction, progressive skill development, and responsiveness to evolving student needs and educational practices.
• Students participate in meaningful learning experiences that foster creativity, critical thinking, collaboration, and problem-solving through technology and STEAM.
• Strong partnerships with faculty promote meaningful technology integration, interdisciplinary learning, and increased teacher confidence.
• Technology instruction and initiatives are continuously evaluated and improved to align with student needs, Lower School priorities, and school goals.

It is the policy of Charlotte Country Day School not to discriminate against any employee or applicant for employment on the basis of race, color, religion, national origin, age, sex, gender identity or expression, sexual orientation, disability, veteran status, or any other basis protected by applicable law. This policy extends to recruitment, employment, promotion, demotion, transfer, layoff, termination, compensation, training, benefits, and all other terms and conditions of employment.