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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.

3rd Grade Teacher with Student

Benefits

All full-time employees are eligible for health, dental, vision, disability, life insurance, FSA, HSA, and more. 

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 employee soup 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 to Doug Qualls, Assistant Head for Finance and Operations, who serves as the equal opportunity employment officer for CCES.

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Upper School

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:

Middle School Students
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. 

 

Read More about TIDE Lab Renewal
6th Grade students participate in Global Trade Show
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.

Read More about Global Call to Action
Upper School Student using VR Headset
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.

Read More about VR Headsets
Matt Jacobssen's Class
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.

Read More about Harkness Table