Founded in 1959, CCES enrolls over 1,200 students in Primer (kindergarten) through grade twelve. CCES is an International Baccalaureate (IB) World School, offering IB courses and is accredited by SAIS (Southern Association of Independent Schools). The Upper School also offers AP courses and is a member of the Global Online Academy. As an Episcopal school, CCES is committed to developing the full range of students’ abilities and interests: intellectual, artistic, athletic, spiritual, and the critical character traits that ensure a fulfilling life.
CCES is a smoke-free, drug-free workplace. Faculty hiring practices are in compliance with SAIS standards and NAIS Principles of Good Practice, as well as the principle of equal opportunity employment. It is the school's policy to employ staff, administrators, and faculty based on their qualifications, experience, knowledge, and ability to perform essential functions of the job. Decisions regarding recruitment, selection, placement, and transfers are based on job-related criteria without regard to the individual’s sex, race, color, national or ethnic origin, creed, religion, sexual orientation, or any handicap unrelated to the individual’s ability to perform the essential functions of the job.
Retirement
CCES offers a 403(b) retirement plan, a generous employer 403(b) match, and access to financial advisors at no cost.
Campus
CCES provides free employeesoup or salad lunch, summer camp discounts, tuition remission, and free late stay.
COMMUNITY
A committee of faculty and staff plan exciting gatherings
All inquiries or concerns about equal opportunity employment should be directed toDoug Qualls, Assistant Head for Finance and Operations, who serves as the equal opportunity employment officer for CCES.
All School
- Substitute Faculty Member (Grades P-12)
Substitute Faculty Member (Grades P-12)
GENERAL RESPONSIBILITIES:
Carries out the absent teacher's prepared lesson plans. During a prolonged absence as defined by policy, the substitute is responsible for performing all essential functions identified in the absent teacher's job description, including lesson planning.
ESSENTIAL DUTIES:
These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.
- Follows the teacher's written lesson plans; consults with the administrative staff to resolve questions, concerns or before initiating any teaching or other procedures not specified by the absent teacher;
- Complies with all building procedures and schedules; promotes the proper use and care of school property;
- Teacher scheduled classes; prepares a written summary of work completed; communicates special situations or problems encountered with absent teacher;
- Upholds school policies and follows administrative procedures;
- Promotes a favorable image of the school;
- Implements effective student management procedures; maintains high standards and upholds the student conduct code;
- Develops and maintains a positive learning environment; builds positive relationships with students;
- Varies instructional techniques to address individual learning styles;
- Provides guidance, communicates high expectations and shows an active interest in student progress; facilitates critical-thinking, problem-solving and creativity skills;
- Works cooperatively with school faculty and staff;
- Incorporates the effective use of technology in records management and instructional activities; upholds computer technology acceptable use policies;
- Maintains accurate records and submits reports on time;
- Respects personal privacy. Maintains confidentiality of privileged information;
- Performs other duties as assigned by the administration in accordance with the school’s policies and practices.
KNOWLEDGE, SKILLS AND ABILITIES:
- Considerable knowledge of content, learning theory, and best practices.
- Excellent written and oral communication skills.
- Ability to assume all the duties and responsibilities of the regular teacher.
- Instructional technology skills and/or distance learning experience preferred.
APPLICATION PROCESS
- Submit resume
- Completion of Safeguarding God’s People course provided by CCES
- Professional references upon request
CONTACTS IF INTERESTED
Mr. David Johnstone, Head of Lower School,johnstoned@cces.org
Mr. Hamilton Parks, Head of Middle School,parksh@cces.org
Mr. Wes Clarke, Head of Upper School,clarkew@cces.org
Athletics
- Coaching
Coaching
Christ Church Episcopal School (Greenville, SC) is seeking qualified applicants for the following positions:
- Girls Basketball - Assistants (Varsity, JV, and MS levels)
- Boys Lacrosse - Assistants (Varsity and JV levels)
- Girls Lacrosse - Assistants (Varsity and JV levels)
- Boys Tennis - Assistants (Varsity and/or JV levels)
We offer an engaging learning environment that nurtures relationships and focuses on the needs of the whole child. Candidates must be energetic and dynamic with strong communication skills. The ideal candidate should have substantial knowledge of the sport and previous coaching experience. Strong organizational and interpersonal skills are critical.
These positions are part-time, coaching only, at this time.
Please send resumes to:
Molly Miller, Director of Athletics
millerm@cces.org
Auxiliary Programs
- Lower School Late Stay Teacher
Lower School Late Stay Teacher
The Lower School of Christ Church Episcopal School seeks an engaging individual to help oversee late stay activities. Responsibilities include supervising and assisting children in Primer through 4thgrade with their homework, monitoring children during free time activities, and maintaining a safe, appealing environment during all after school activities. Qualified candidates should have a college degree and/or extensive experience working with children. This person should also possess good problem solving skills, have an upbeat personality, work well with a team, and have an overall positive attitude. Hours are Monday through Friday from 2:45 - 5:45 p.m. and compensation is paid hourly.
Please send resumes to: Traci Weldie, Director of Auxiliary Programs atweldiet@cces.org
Internships
- Summer Encounters Intern
Summer Encounters Intern
About Us
CCES Summer Encounters is a day camp program in Greenville, SC. We host a comprehensive, diverse, and exciting collection of summer camp programs that provide meaningful opportunities for campers in (rising) grades K4 to 12. There are a total of 250 unique summer camps fromMay 29th to August 2ndheld on the beautiful campus of Christ Church Episcopal School.
Overview
We are looking for college interns to:
- provide support to the Summer Encounters staff as well as leadership and oversight to high school counselors and campers.
- support the Summer Encounters staff with daily operations,
- assist Camp Teachers during sessions,
- overseeing the growth and mentorship of high school counselors,
- and create a positive, fun environment for campers to explore and grow.
An emphasis is put on developing the knowledge and skills needed to run the largest summer camp in South Carolina. Qualified candidates should be working toward a college degree and have experience working with children. This person should also possess good problem solving skills, have an upbeat personality, and work well with a team. Interns can expect to work30-35 hours each weekvarying between8:00 a.m. and 5:30 p.m.Monday through Friday. Compensation is paid hourly.
Responsibilities
- Support Summer Encounters staff and take ownership of various weekly and daily operations/duties, developing camp management skill
- Supervise and mentor high school counselors
- Implement all Summer Encounters Guidelines for working with campers.
- Maintain professional relations with staff, teachers, campers and parents
- Participate in all training sessions, meetings, and Counselor Connect meetings.
Contact Us to Apply -weldiet@cces.org
Maintenance
- Facilities Technician
Facilities Technician
Summary:
We are seeking a highly skilled Facilities Technician to join our team at Christ Church Episcopal School. The ideal candidate will be responsible for maintaining and repairing the school's facilities to ensure a safe and comfortable environment for students, faculty, and staff.
Responsibilities:
- Perform routine maintenance tasks such as HVAC system checks, plumbing repairs, and electrical work
- Respond to work orders in a timely manner to address facility issues
- Inspect and troubleshoot equipment to identify potential problems
- Coordinate with outside vendors and contractors for specialized repairs and maintenance
- Ensure compliance with safety regulations and protocols
- Routinely inspect, and track school owned emergency and safety equipment
- Assist with setting up for school events and activities
- Respond to after-hours facilities related emergencies and determine course of action to resolve issues
- Adhere to all CCES’ Policies and Procedures
- Assist with projects as needed
Qualifications:
- High School Diploma, Associate’s Degree in mechanical or building trade(s) preferred
- Three (3) or more years of related work experience in facilities management/repair
- Detail oriented & able to analyze and correct building issues
- Ability to read and interpret building plans and specifications
- Ability to utilize a computerized maintenance management system (CMMS) to manage work assignments
- Knowledge of building systems and equipment
- Ability to work independently and as part of a team
- Excellent problem-solving skills
- Good communication and interpersonal skills
If you are a proactive and detail-oriented individual with a passion for maintaining facilities, we encourage you to apply for the Facilities Technician position at Christ Church Episcopal School.
The salary is competitive with a generous benefits package. This is a full time twelve month position.
To apply, send a cover letter, resume, and references to Mr. Jason Lackey, Director of Facilities Operations atlackeyj@cces.org.
Daniel-Mickel Teaching Grant
Thanks to the generosity of the Daniel-Mickel Foundation, teachers are encouraged to apply for grants to support faculty as they challenge conventional classroom approaches through innovative teaching and learning practices. This school year, four proposals were funded allowing teachers to dream and create spaces to develop student agency, skills, and mindsets to actively and purposefully engage with the world around them.
In Action:
TIDE Lab Renewal
Dr. Angela Allen, Associate Head of School
Teacher: Emilie Whitaker
IDEA:
The inspiration behind this came from the student feedback about the first TIDE room. That room was full of constraints, which doesn't mean it was all negative. In fact, constraints are the most impactful part of a design process. They can lead you into great problem-solving, and we dealt with them and did amazing things. We learned what was working for us but also what we needed to let go.
IMPACT:
With this feedback, I focused on the idea of user-centered design — in this case a Middle School student — but also inclusive design — students who are very comfortable in a traditional classroom and those students who are not.
With the Daniel-Mickel grant, we have outfitted the room with modular furniture so that we can rearrange the seating and workspaces based on the project. Students can move around the room so that their brains can process things in a working environment in which they are comfortable.
We also purchased dry-erase tables, which has made a huge difference. Sometimes, just asking students to take out pen and paper makes them groan — "Ugh. That means work." But the dry-erase tables don’t have that association. I think it makes the students feel freer to throw out ideas, since the very nature of the medium isn't permanent. When they get to a place where they feel they have found possible solutions, they take photos of their drawings and notes and post them on Schoology.
We're about half done with the new classroom design, but it has already had a tremendous impact. My room functions in the way that I dreamed of it functioning. What I love about this set up is that there is a place in here for every type of learner, and space for whatever they are doing. I think it has inspired other teachers to think differently about their classrooms. Furniture is more than furniture. It is the atmosphere it creates. Where do we think best? Where are we most creative? That's often not sitting at a desk.
Global Call to Action
Dr. Angela Allen, Associate Head of School
Teachers: Caroline Bethel and Jennie Overstreet
IDEA:
Jennie Overstreet: We were already seeing a lot of crossover in what we were teaching in social studies and science, and thought how could we do something together that would be interdisciplinary?
Caroline Bethel: I had the idea of progress — how people have been at the mercy of nature for all these years and how they started to change the earth to suit their needs and how we are now having to pay for it. It seemed like the perfect tie in.
JO: To really understand the environmental impacts we are facing now, you need to understand the history of how we got to where we are. Something that is so great about teaching at CCES is that we CAN do this kind of thing.These kids are going to change the world and we just have to give them the space and the environment to feel like they can.
IMPACT:
JO: When Caroline came up with “How much does progress cost?” we started thinking how do we scaffold this so that our kids come up with some sort of product or action so that they share their knowledge with the world to make a difference.
CB: So we said pick something you’re interested in. It can be a cause, a location, whatever you are interested in and we’ll build out from there. There were no limitations on what they could do as long as there was enough of a body of research out there to support what they were interested in.
JO: When they presented their work at the end, they didn’t sound like 6th grade kids. They were passionate and invested. This was a facilitated but student-driven project. With this grant, we want to hone the process, and we want to help other teachers figure out how to do something like this.
VR Headsets
Dr. Angela Allen, Associate Head of School
Teacher: Hillary Doggart-Greer
IDEA:
My kids have an Oculus, and because I don’t play video games, I used it to tour Anne Frank’s hiding place. I remember reading Diary of Anne Frank in sixth grade, and it made a huge impression on me. But to be in that environment, to feel what it was like to physically inhabit that space was quite profound. I immediately thought about my own students and how so many of them are unfortunately bored by history. I thought, this could really make them FEEL — give them the understanding that these were real human beings that existed and this translates to a larger narrative that they are a part of.
IMPACT:
Now, with these headsets, there are museums they can walk through and see 3D sculptures. There are events they can be present in — like World War I trenches that they can walk through with bombs exploding overhead and people yelling. Ultimately, my hope for them is that they can experience these events holistically instead of thinking this is just another hoop they have to jump through or a date to memorize.
But beyond the history classroom, there are so many applications where this can be used. For geometry, you can go to theme parks and look at how triangles might work in the engineering of a roller coaster. There are apps for meditation and focus. I can see this technology being used in all divisions for all of our students, particularly those that might not be as excited about school.
I want them to see that we don’t have to be afraid of technology. I want them to understand that this is a tool we can use appropriately.
Harkness Table
Dr. Angela Allen, Associate Head of School
Teacher: Matt Jacobssen
IDEA:
Most of us, as educators, were taught some version of the pedagogical model of teacher as content-giver and student as content-receiver. This might look something like: “this is what you tell them happens in this chapter, this is what you talk about, and this is what should be on the test.” For me, teaching English Literature, I have found that none of that is very useful or necessary. The thing that ends up being more memorable, more emotional, is giving students an opportunity to talk about what their experience was.
IMPACT:
The Harkness Table will make more of those opportunities possible. The idea is that everyone comes together around the table, which is designed so that no one is ever seated at the “head.” We should all be able to see one another and make eye contact. The table facilitates the Harkness Method, a discussion model that prioritizes collaboration, equity of student voices, and empathy.
What I love about it is the collaborative approach to learning. For instance, we are starting Heart of Darkness, which is a very challenging novel. We can sit around the table and just ask questions, and as a collective we will be able to work through that material together. I want my students to learn that saying “I’m not entirely certain” is not an admission of failure but just part of the process.
