Opportunity Statement
What is the context?
Founded in 1982, the United World College-USA is one of 18 United World College (UWC) campuses worldwide and the only campus in the United States. The UWC movement seeks "to make education a force to unite people, nations and cultures for peace and a sustainable future." As such, UWC-USA values and promotes all manner of inclusion, diversity, equity, and access as part of our fundamental mission to bring people together across differences in service of a more peaceful and sustainable world. With the IB at the center of our academic program, and a strong focus on experiential learning including in a multinational/multicultural boarding environment, UWC-USA stretches its students, faculty and staff to learn and grow in a multi-perspectival community dedicated to democratic processes as reflective of our country location and traditions.
What is the UWC-USA mission?
We embrace the UWC mission "to make education a force to unite people, nations and cultures for peace and a sustainable future" by preparing students to serve as catalysts for greater unity, peace, and sustainability in their personal lives, in their communities, and in their relationship to the environment. We accomplish this through intentional, place-based programming, an integral approach to our programming and our lives together, and ample opportunities for student autonomy and leadership under the guidance of caring staff and faculty.
How is UWC-USA unique?
Our participation in the UWC movement and our philanthropy-based educational model distinguish UWC-USA among international boarding schools. As a UWC two year school, we recruit students through more than 150 National Committees worldwide. Our philanthropy-based model makes our educational program widely accessible to students from families with modest financial resources, no matter where they live in the world, with 85% of UWC-USA students receiving a financial award to attend the school. Together, these two advantages allow us to bring together students whose identities, experiences, and ideas create a microcosm of the world on our campus, which is located in rural Northern New Mexico.
The post is for an Interim position for the 2026-2027 academic year, but if the successful candidate has interest in continuing beyond August 2027, we will consider this in the fall of 2026.
What are the key details?
- 28 teaching faculty and another ~30 total education staff
- 220 students in grades 11 and 12, admitted on the basis of merit, promise and potential through over 150 National Committees worldwide and a Global Selection Process run as a partnership between schools and UWC International
- 1:7 faculty to student ratio, with class sizes ranging from 8-18 students
- Roughly twenty-five percent of the students come from the U.S.; the remainder represent more than 80 countries
- 80%+ of UWC-USA students receive a financial award to attend the school; the average award is $33,000 per year
- Diversity and the value placed on it is paramount, with national diversity only scratching the surface; racial, ethnic, cultural, linguistic, religious, sexual, gender, and socio-economic diversity all figure large in the opportunity and challenge to work, learn, and live within our diverse community; cultural competency and sensitivity, combined with a willingness to learn and to grow, is a must at UWC-USA.
- Key Resources
What is the role?
The Dean of Teaching and Learning contributes to the school's mission across the full program. Within the IBDP, the Dean of Teaching and Learning supports the leadership of the Associate Head of School by creating the conditions for an excellent, equitable, and inclusive UWC mission- and values-aligned teaching and learning environment. The Dean of Teaching and Learning partners with the Associate Head in leading and innovating within the education division, specifically managing curricular innovation, integration, and implementation; providing pedagogical resource development and coaching; recruiting, reviewing, growing and retaining mission- and values-aligned faculty; and stewarding the conditions for student achievement. The Dean of Teaching and Learning administers the curriculum (IB subjects and IB core) in keeping
with UWC mission and values, UWC-USA's strategic plan and foundational documents, IBDP authorization, ISAS accreditation, best practices in experiential education, and collaboration with the NM Public Education Department.
As the leader of teaching and learning, the Dean models excellence in leadership, teaching, and learning. As a member of the Educational Leadership Team and the Student Success Team, the Dean supports and contributes to an integrated student and faculty experience across the academic, experiential, and residential curricula. As the face of UWC-USA's commitment to teaching and learning, the Dean of Teaching and Learning models to staff and students excellence in leadership, commitment to the UWC mission and values, and a clear grasp of UWC-USA's strategic and communal commitments including especially our focus on integral sustainability and constructive engagement of conflict.
For the 2026-2027 academic year, we are looking to hire an Interim Dean of Teaching and Learning, but it is possible that the candidate may continue in the role after this year on a long-term basis.
Position responsibilities
- Leadership
- Consults closely with and advises the Associate Head on matters integral to faculty excellence and student experience in the curriculum
- Collaborates with Associate Head of School and Heads of Faculty to plan and execute full faculty meetings and assemblies for students and/or faculty
- Leads Heads of Faculty, IB Coordinator, and the Director of Expeditionary Learning to coordinate the academic program in fulfillment of the IB Diploma and UWC-USA High School Diploma
- Leads on diversity, equity, inclusion, and access measures related to teaching and learning
- Leads on sustainability and constructive engagement of conflict as pertains to teaching and learning
- Leads hiring for academic faculty in consultation with the Associate Head of School on final hiring decisions
- Provides pedagogical leadership across the program, with support from other designated curriculum coordinators (e.g., IBDP Coordinator, Director of Co-curricular Learning)
- Serves on the Educational Leadership Team
- Serves on the Student Success Team
- Serves on the Education Committee of the Board of Trustees
- Represents the school at monthly or monthly meetings of the Academic Leads from other UWC campuses
- Serves as a weekend and weeknight Administrator on Duty (AOD) on a rotating basis
- Serves as an active, visible, and engaged convening presence in the everyday life of UWC-USA and at school activities and events
- Solves problems that emerge in the Educational Division through consultation and examination of best practices, follows up with policy revision where needed
- Administration
- Manages the Teaching and Learning Department
- Manages the development of the curriculum and supporting policies
- Documents and reports to the Associate Head on the curriculum on an annual basis; provides reports to the Associate Head for SLT and Board
- Coordinates the implementation of curriculum and policies among faculty and students
- Establishes common language and norms for grading and reporting
- Works with Heads of Faculty and faculty to ensure appropriate integration of the Diploma Programme: academic courses, CAS, TOK, EE and college counseling
- Creates and maintains regular reports on the performance of students and faculty in order to help assess the quality of the educational experience and provide the Associate Head of School with information for purposes of retention consideration
- Communicates with ISAS and the IBO regarding periodic accreditation/authorization and evaluation
- Leads the annual review, revision, and approval of the faculty handbook
- Develops and implements the student advisory program
- Makes recommendations regarding course offerings to the Associate Head, including possibilities of adding or phasing out courses and associated faculty positions
- Maintains an annual cycle for reviewing and updating policies, including risk management
- Leads mandated policy development in accordance with "Culture" in the IB standards and practices
- Contributes to periodic timetable review and design
- Executes delegated portions of the IB accreditation, ISAS accreditation, and NMPED diploma certification processes
- Coordinates decision-making for key technology changes in the academic division
- Manages the budget and credit card changes for the educational curriculum
- Advises the faculty on employee policies and oversees compliance
- Documents and monitors in-school assessments
- Coordinates implementation of the curriculum and policies among faculty
- Plans faculty orientation in collaboration with the Associate Head, Dean of Student Life, and Heads of Faculty; leads designated elements of orientation
- Creates timetable and IB assessment dates and works with other program leaders to coordinate other program calendars
- Plans Heads of Faculty and faculty meetings in collaboration with the Associate Head of School; leads designated elements of these meetings
- With Heads of Faculty, coordinates grade reporting and editing with teaching faculty, and grade report finalization with the Registrar
- Coordinates implementation of the curriculum and policies among students
- Plans student orientation in collaboration with the Associate Head of School and Dean of Student Life; leads designated elements of orientation
- Communicates clearly and consistently on behavioral expectations of students to students, employees, parents, and national committees; oversees compliance
- Coordinates with advisors to monitor progress in the educational program
- Collaborates with the Health Team and Dean of Student Life to identify students of concern and communicate with national committees and families
- Collaborates with the Student Success Team to formulate and implement support for students of concern
- Advises and approves students' subject selection and course changes
- Advocates for and receives student concerns regarding their academic programs and relationships with teachers, staff, and peers
- Fosters ongoing student and faculty collaboration in the educational program
- Supports and develops mission-aligned faculty
- Guides the Heads of Faculty to provide ongoing pedagogical leadership for faculty, including classroom management, teaching methods, and the promotion of key elements in the curriculum (e.g., approaches to learning, approaches to teaching, CAS learning outcomes, the IB learner profile, etc.) in alignment with the mission, values, and campus commitments of UWC-USA
- Plans internal professional development and training sessions for faculty in collaboration with the Associate Head and Heads of Faculty; leads designated elements of these sessions
- Works with the faculty to determine external professional development opportunities; makes recommendations to the Associate Head of School
- Informs the school community of, and monitors, IB-mandated professional development
- Guides Heads of Faculty to provide pedagogical guidance on assessments and standardizing of grades across departments, subjects, and courses
- Maintains timely and effective communication with key stakeholders
- Key stakeholders include the Associate Head, Educational Leadership Team, faculty, students, parents or guardians, community partners, national committees, UWC partners, and the IBO
- Communicates with families and national committees for academic issues
- Communicates jointly with the Dean of Student Life to families and national committees for infractions of student handbook
- Participates in regular family Town Hall meetings with the Associate Head of School, Dean of Student Life, and Director of Future Pathways to inform and update families throughout the year
- Communicates regularly in a professional learning team with Academic Leads from other UWC campuses
- Works closely with Human Resources for employee compliance, absences, hiring, coaching, warnings, and termination
- Other responsibilities include, as needed
- Collaborates with the college counseling office to shape guidance for students regarding their post-graduation commitments
- Collaborates with the admissions office to monitor student acceptances and readiness for the academic curriculum
- Collaborates with the alumni office to monitor progress of alumni or students who transition to other programs
- Enforces employee policies for faculty in the academic program, their children, spouses or pets
- Teaches an academic course as time allows
III. Supervision
- The Dean of Teaching and Learning provides direct supervision of IBDP Coordinator, Heads of Faculty, and the Research Support Specialist, to include mentoring them and guiding them through a thorough program-wide performance review cycle and recommending retention decisions to the Associate Head
- The Dean also has supervisory responsibility for the faculty and includes the IB Teaching Faculty.
Who should apply?
Qualifications
Required Qualifications
- Strong identification with the vision, mission and values of UWC-USA and ability to articulate and translate them in strategic and day to day implementation of programs
- Knowledge of best practices in diversity, equity, inclusion and access and the requisite skillfulness to support student and staff growth in this area and to facilitate critical conversations in the design of inclusive curriculum and programs; demonstrated commitment to such practices
- Five or more years of administrative experience in secondary education
- Five or more years of successful teaching in a multicultural school and in the International Baccalaureate Diploma Programme
- Knowledge of curricular practices, research and methodologies for secondary prep or independent school environments
- Knowledge of instructional strategies used in the enhancement of curricular programs
- Knowledge of standardized and performance-based assessment practices
- A proven track record of supporting student and faculty performance and retention
- Commitment to learning and modeling constructive engagement of conflict among colleagues and students
- Commitment to learning and modeling personal, communal, and environmental sustainability
- General familiarity with relevant laws and regulations that govern educational institutions
- Ability to use good judgment in establishing priorities and assessing and engaging difficult situations
- Exemplary discretion and confidentiality
- Ability to collaborate with colleagues within the profession, including within the larger UWC movement
- Empathetic leadership style; open, accessible, and collaborative
- Outstanding organization and communication skills
- Excellent written and verbal communication skills
- US Citizen or legal permission to work in the U.S
Required Education/ Experience
- Master's in Education, International Education, Experiential Education, Independent School Leadership/Administration, or related field.
- 10+ years of experience in a minimum of two schools, in a position of leadership or significant involvement in educational leadership and supervision in an international, boarding, or diverse context.
Required License
- Valid NM Driver's License, and must be insurable by the school's insurance carrier.
Desired Qualifications
- Experience implementing curricular innovations
- Experience as an IB examiner, site visitor or workshop leader
- Theoretical and practical background in experiential education
- Independent, international and/or boarding school experience
Applications
Application review for the Interim Dean of Teaching and Learning will begin on a rolling basis on March 30, 2026. Please send the following materials:
- Cover letter, CV, and three professional references (note: we will not be contacting any references unless you are selected as a semi-finalist).
- A one to two page response to each of the following two prompts: 1) What are the opportunities for innovation within the IB, especially with a focus on experiential learning to complement inquiry-based learning? Is innovation within the IB important? Why or why not? How would you go about innovating, especially knowing that UWC-USA is part of a larger UWC movement, and knowing that no innovation can work without bringing along faculty? How would you leverage student input given that our students are only with us for 2 years? 2) How would you develop faculty capacity to work with a highly diverse, motivated, vocal, mission-driven student body? What practical steps would you take to build, develop, and retain such a faculty? Given the demands for innovation across the curriculum, how would you support faculty through a period of innovation and change?
We will keep all inquiries and applications strictly confidential until the semi-finalist phase, at which point it may be necessary for us to make limited outreach to references.
Please send questions to hr@uwc-usa.org.
Apply Here
