Middle School Educational Technologist

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 Philosophy and Purpose

Technology should deepen learning, expand creativity, strengthen human connection, and prepare students to participate wisely in a changing world. The Educational Technologist serves as the bridge between pedagogy and technology, helping the school community select and use tools with purpose, not simply because they are available.

Grounded in educational excellence, character, community, and service, the Educational Technologist advances teaching and learning across the assigned division and contributes to a coherent JK–12 educational technology program. The position serves as a coach for faculty, supports divisional systems and platforms, collaborates with IT, teaches digital literacy and AI competencies, and equips parents to guide healthy and responsible technology use. In doing so, the role develops confident educators, discerning students, and informed families, and promotes safe, ethical, inclusive, and developmentally appropriate technology and AI practices while preserving academic integrity, student agency, security, critical thinking, and the essential role of the teacher.

The successful candidate is an experienced educator who can translate complex technology into practical, engaging, and age-appropriate learning experiences.

Essential Responsibilities

Faculty Partnership and Professional Learning

• Develop a strong working knowledge of the systems, platforms, devices, and instructional workflows used within the assigned division.
• Provide individual, small-group, divisional, and schoolwide training, including onboarding and start-of-year support for faculty and students.
• Coach faculty in selecting and using technology based on learning objectives, student needs, accessibility, and sound instructional practice.
• Co-plan, guest-teach, and co-teach lessons; help faculty develop objectives, rubrics, learning materials, and assessments that use technology meaningfully.
• Create practical guides, tutorials, templates, model courses, and other professional-learning resources.
• Maintain evidence of participation, progress, and instructional impact to guide future support and professional learning.

Artificial Intelligence Leadership

• Lead age-appropriate learning on the capabilities, limitations, risks, and ethical use of generative AI.
• Train faculty and students to use Flint AI and other school-approved platforms safely and effectively.
• Help teachers communicate clear expectations for permitted, limited, or prohibited AI use and design assignments that preserve authentic student thinking and voice.
• Teach responsible prompting, source verification, fact-checking, attribution, bias awareness, privacy, and appropriate human oversight.
• Monitor emerging AI practices and collaborate with academic and technology leaders on guidance, pilots, and responsible adoption.

Student Learning: Digital Literacy and Citizenship

• Develop, coordinate, and teach developmentally appropriate digital literacy, citizenship, and AI-learning experiences.
• Address online safety, privacy, cybersecurity, digital identity, media literacy, misinformation, copyright, respectful communication, and digital well-being.
• Help students become thoughtful creators, collaborators, researchers, and problem-solvers—not simply consumers of technology.
• Teach students to recognize that AI outputs may be inaccurate, incomplete, biased, or fabricated and to protect personal and confidential information.
• Collaborate with teachers, librarians, counselors, and divisional leaders to embed digital competencies across the curriculum.
• Teach a course, lead a club, supervise student spaces, or support student technology leadership as assigned.

IT and Schoolwide Collaboration

• Serve as an instructional liaison among faculty, divisional leadership, and the IT team.
• Communicate classroom needs and help evaluate, pilot, implement, and improve school-approved technologies.
• Support faculty adoption and instructional use of the learning management system and other core divisional platforms.
• Help distinguish instructional or training needs from technical support issues and route requests appropriately.
• Promote cybersecurity awareness, accessibility, student privacy, responsible data practices, and adherence to school policies.
• Contribute to curriculum review, strategic planning, accreditation, technology governance, and program evaluation as requested.

Parent and Family Education

• Develop workshops, webinars, presentations, newsletters, and resources that explain the school’s technology and AI approach in accessible language.
• Provide practical guidance on online safety, privacy, social media, screen-time balance, digital well-being, academic integrity, and responsible AI use.
• Maintain effective communication with parents and caregivers and strengthen the school-family partnership around student technology use.

Role Parameters

This is an instructional and educational leadership position. The role works closely with IT but is not the primary owner of network or server administration, cybersecurity operations, device repair, account provisioning, infrastructure design, licensing or contract administration, or help-desk ticket management. Those responsibilities remain with the appropriate IT or administrative teams. The Educational Technologist provides instructional context, adoption support, training, and communication.

Required Qualifications

• Bachelor’s degree in education, educational technology, instructional design, curriculum and instruction, or a related field.
• Successful classroom teaching, instructional coaching, or educational technology experience; experience appropriate to the assigned division is strongly preferred.
• Demonstrated ability to integrate technology into curriculum design and support learning in a one-to-one environment.
• Knowledge of digital literacy, digital citizenship, online safety, student privacy, accessibility, and responsible AI use.
• Experience designing and facilitating professional learning for adults with varied levels of technical confidence.
• Excellent written, verbal, presentation, collaboration, and relationship-building skills.

Preferred Qualifications

• Master’s degree in educational technology, instructional design, curriculum and instruction, or a related discipline.
• Experience in a K–12 independent school or across multiple grade levels.
• Experience with learning management systems, cloud productivity platforms, student information systems, classroom technology, and one-to-one programs.
• Experience with generative AI, AI literacy, Flint AI or a comparable education-focused platform, and AI-supported instructional design.
• Experience in curriculum development, inquiry-based learning, computer science, robotics, engineering, design, or media literacy.

Personal Qualities

• An educator-first mindset with strong instructional credibility and sound judgment.
• Empathy, patience, and enthusiasm when supporting students, faculty, and families with diverse abilities and experiences.
• A collaborative, approachable, genuine, and service-oriented presence.
• Curiosity, adaptability, and commitment to continued professional learning.
• Commitment to an authentic, inclusive community and to the school’s values of educational excellence, character, community, and service.

Indicators of Success

• Faculty demonstrate increased confidence and effective use of core systems, technology, and AI.
• Students show growth in digital literacy, citizenship, discernment, and responsible AI use.
• Technology use is visibly aligned with learning goals, accessibility, student agency, and academic integrity.
• Collaboration and communication improve among faculty, divisional leadership, families, and IT.
• Parent education is timely, practical, well attended, and responsive to community needs.

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