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The Country School

Madison, CT · Visit school website ↗

DayCoEd200–300 students

Teaching and Staff Jobs at The Country School

The Country School is a day school in Madison, Connecticut, enrolling roughly 250 students from pre-school through middle school. Madison sits along the Connecticut shoreline between New Haven and New London, a town of tree-lined neighborhoods and strong community schools. The Country School's academic core spans reading, writing, mathematics, science, social studies, and foreign language—with French, Latin, and Spanish woven through elementary and middle grades. Without religious affiliation, the school anchors its identity in close student-teacher relationships and responsiveness to both intellectual growth and social-emotional development.

What sets teaching at The Country School apart is scale. At under 300 students, faculty know children across multiple grade levels and build genuine partnerships with families. Teachers here work directly with parents on questions of student well-being and learning, not as afterthoughts but as integrated parts of the instructional day. This model demands attention but creates the conditions for real personalization—the opposite of anonymous, large-school teaching.

The Country School hires for classroom roles across elementary and middle grades, plus specialist positions in modern and classical languages. Administrative and support staff openings emerge seasonally. Most hiring clusters around the academic year, though occasional mid-year departures create off-season opportunities.

Day school positions offer rhythm and boundaries distinct from boarding roles. Teachers live in Madison or nearby communities, maintaining personal lives outside school hours while still participating in a coherent educational culture. Compensation reflects Connecticut independent school standards and typically includes professional development support.

For educators seeking intellectual rigor paired with genuine attention to individual students, The Country School offers concrete influence over curriculum and school culture without residential demands.

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