Job Openings

The Savannah Country Day School is seeking a Middle School Counselor to support the social and emotional well-being of 6th-8th grade students, serving a key role in fostering an atmosphere of emotional wellness among students. The Middle School Counselor is an integral part of the Counseling Department and reports directly to the Director of Student Health and Wellbeing. Listed below are the major job responsibilities of the Middle School Counselor (this list is not intended to be exhaustive):

·       Meet regularly with Learning Specialists, the Assistant Head of Middle School, and the Head of Middle School to discuss issues concerning students and to review case studies, the status of students receiving tutoring, referrals for psycho-educational screenings and evaluations.

·       Meet weekly with the Counseling Department to staff student cases and to research and implement programming for students and parents.

·       Provide regular 1:1 counseling sessions with students, as needed.

·       Facilitate student peer support groups on diverse family structures, divorce, grief, loss, etc., when necessary.

·       Support faculty in their roles as advisors and teachers.

·       Participate in grade level meetings.

·       Conduct assessments of students and observe students in classrooms, as needed.

·       Consult individually with teachers to discuss student needs and to implement an action plan to meet those needs.

·       Meet with parents and participate in parent conferences, as needed.

·       Maintain a current and accurate referral database of mental health service providers; connect parents with outside therapeutic referrals as needed; coordinate with outside providers working with students.

·       Provide group counseling as needed, such as social skills/friendship groups and adolescent support groups.

·       Maintain accurate notes regarding all students.

·       Provide crisis management support.

·       Provide parental support and guidance related to child development as needed.

·       Teach an advisory course on grade-relevant topics to promote and support student progress.

·       Provide educational programs and training for parents, faculty, and staff.

·       Provide individual short-term counseling to students with identified emotional, social and/or behavioral difficulties.

·       Assist with providing academic support, including organizational, goal setting, decision-making, study and test-taking skills.

·       Teach character education classes that are on various topics of social-emotional development.

·       Assist in administering and interpreting achievement, aptitude, and ERB tests and other student data.

·       Serve as ERB testing coordinator for the Middle School. This includes ordering testing materials, preparing packets for teachers, coordinating test administration and analysis, and serving as liaison between school and testing agencies.

 Qualifications:

·       The ideal candidate is a licensed mental health provider in the state of Georgia (LPC, LCSW, or LMFT) or license eligible in the state of Georgia. 

·       Master's degree in Counseling or School Counseling is strongly preferred. 

·       Experience working with adolescents in a school setting, with at least three (3) years of prior experience as a school counselor is strongly desired.

·       Collaborative work ethic.

·       Good sense of humor and warm demeanor.

Physical Demands

Work is typically performed in an office/classroom environment with intermittent sitting, standing, or walking in various settings. The employee occasionally lifts or carries objects of a light-medium weight, up to 25 pounds. Full range of hand and finger motion may be utilized for data entry purposes.

To Apply

To learn more about our school community, please visit our website:  www.savcds.org. To express interest in the position, candidates should email a cover letter and resume to Lisa Roethling, Director of Student Health and Wellbeing, [email protected].

About Us

Savannah Country Day traces its origins back to the 1905 founding of The Pape School, an institution long recognized for its academic excellence and college preparatory curriculum. Led by a group of visionary parents who saw the continued need for a first-rate college preparatory school in Savannah, the founders of Savannah Country Day built upon the assets of the Pape School and created a school with a recognized tradition of academic excellence across the southeast. Today, Savannah Country Day School is Savannah's preeminent college preparatory school providing a rigorous, yet supportive learning environment for a wide variety of motivated learners. Enrolling over 1000 students ranging from infants to 12^th grade, SCDS is truly a family school. Situated on a beautiful, 65-acre campus on the south side of historic Savannah, Georgia, SCDS has a 6:1 student to teacher ratio, an unparalleled arts program and a full range of athletic and extracurricular opportunities. Significant funds are available for faculty professional development and our faculty average 21 years of experience with 85% of Upper School faculty holding advanced degrees.

Inclusion at Savannah Country Day School

The Savannah Country Day School is guided by the school’s mission statement which includes:

• that each student's life is enriched in a diverse community where differences among people are affirmed and celebrated.
• that the school shares with families the responsibility for fostering in each student strength of character, a sense of personal responsibility, and an attitude of faith, reverence, and tolerance.

 SCDS seeks candidates of all cultures and backgrounds who embrace the school’s mission of diversity, are eager to engage in the work of inclusion and have a desire to join a community of diverse individuals who celebrate their similarities while also recognizing their individuality. 

 Equal Opportunity Employer

Integration Specialist Position Summary

The Center for Teaching and Learning is devoted to cultivating a culture of inquiry, practice, and belonging. Team members seek to build and foster relationships with faculty and administrative teams to ensure the growth, development, alignment, and implementation of the school’s curriculum, academic programs, and our pedagogical framework for teaching and learning. To work in The Center is to fully embody collaboration, accountability, and a flexible growth mindset.

Through curricular integration of art, technology, experience, and inclusive practices, Galloway takes a holistic approach to curriculum design that connects deeply to our school values. This integrated approach aims to build critical, creative, and practical thinking skills, nurturing a deep understanding of oneself and others. This approach also ensures that learning outcomes transcend traditional boundaries, fostering an environment where exploration and the development of a growth mindset are nurtured and celebrated.

The integration specialist’s role is to support faculty in designing curriculum, units, lessons, and experiences that align with Galloway’s guiding principles and current pedagogical and instructional practices. Additionally, the specialist will work to support the growth of faculty and on school-wide alignment of teaching and learning.

Primary Responsibilities

• Build relationships with faculty and visit classrooms on a regular basis
• Collaborate with teachers to integrate engaging learning experiences
• Participate in systems for faculty observation and growth
• Work both formally and informally as an instructional coach and teaching mentor to both new and returning faculty
• Demonstrate a personal commitment to professional development, growth and learning
• Co-design, support, and/or lead whole school professional development, onboarding, pre-planning, and post-planning
• Support systems for mapping of curriculum for Grades PK-12 and collaborate to assess the vertical alignment of content, skills, and assessments school-wide (Scope and Sequence, UbD)
• Support the use of assessment and reporting practices that measure and track student progress throughout the curriculum
• Ensure that the curriculum is rigorous, content-driven, and level appropriate so that students continuously progress toward mastery of knowledge and self

Secondary Responsibilities

• Teach one class (ML or UL) and complete all of its subsequent responsibilities
• Perform other duties as assigned 

Competencies

• Working knowledge of teaching philosophies, pedagogical approaches, and curriculum (ie. cultural competency, UDL, UbD, PBL, blended learning, etc. )
• Strong communication skills with growth mindset; values continuous professional development; flexible, collaborative team player with initiative
• Proficient in multitasking, managing workload, and meeting deadlines; excellent organization, time, and project management skills
• Familiarity with Google Classroom, Canva, Canvas, BlackBaud LMS
• Understanding of various scope and sequence, curriculum mapping, and competency-based learning models

Experience

• At least three years as a classroom teacher and/or in an administrative role
• Experience working with faculty to support teaching, learning, and collaboration
• Experience designing curriculum and incorporating best pedagogical practices across Grades PK - 12 preferred
• Experience with creating an inquiry-based and interdisciplinary curriculum across Grades PK-12 preferred
• Experience with instructional coaching and teacher mentorship

THE GALLOWAY SCHOOL MISSION

The Galloway School is a community where learning is joyful, individuals are valued, and self-discovery is encouraged. Galloway students confidently embrace challenges while developing the knowledge, skills, and cultural competence to thrive as enlightened contributors in their chosen pathways.

DIVERSITY, EQUITY, INCLUSION STATEMENT

At The Galloway School, diversity, equity, and inclusion are integral parts of our mission, history, culture, and identity. The members of the school value and affirm the individuality of each person in our community. We truly commit to having a diverse community and intentionally supporting these efforts through our policies, curricula, programming, and resources. The Galloway School continuously examines and renews our commitment to fostering a community that welcomes and respects each individual.

Position Summary

The Controller reports to the Chief Financial Officer and plays a key role in the finance function of The Galloway School (“Galloway”). The Controller is responsible for financial reporting and accounting operations, including the preparation of financial statements in accordance with U.S. GAAP, across a budget of approximately $25 million. The role includes responsibility for general accounting and review of payroll, and oversight of accounts payable and accounts receivable.

The Controller works closely with school leadership and department teams to support sound financial management and provide clear, relevant financial information, while recommending and administering accounting policies and procedures and maintaining a comprehensive system of internal controls designed to safeguard Galloway’s assets.

This is a hands-on role that requires both attention to detail and the ability to operate at a higher level, balancing routine monthly close activities and reconciliations with more complex analysis and special projects. Strong communication skills are essential, including the ability to present financial information to senior leadership and board-level committees. The role also supports selected operational areas, including insurance, risk management, and auxiliary functions.

Education and Experience

Qualified candidates will hold a CPA license and a bachelor’s degree in accounting. Candidates must demonstrate a minimum of five years of experience in financial reporting under U.S. GAAP and managing the financial close process, preferably in a not-for-profit setting, including strong experience in fund accounting and the accounting for restricted and designated funds. Candidates must also demonstrate the ability to lead and develop a high-performing team through mentoring and training and fostering a positive and supportive work environment.

Essential Duties and Responsibilities

• Develop and maintain appropriate systems of internal control to ensure accurate financial reporting and safeguarding of the School’s assets.
• Maintain the chart of accounts and related fund accounting structure, ensuring alignment with the School’s financial reporting needs.
• Prepare monthly, quarterly and annual financial reports, including variance analysis and related commentary.
• Prepare year-end financial statements and related disclosures in accordance with U.S. GAAP.
• Prepare and post general ledger journal entries and complete key account reconciliations, ensuring accuracy and completeness.
• Maintain fixed asset accounting, including related activity and supporting schedules.
• Support the annual budgeting process and ongoing monitoring of results against budget, including identification and explanation of key variances.
• Coordinate and oversee the annual financial statement audit, annual retirement plan audit, and Form 990 preparation, ensuring all required supporting documentation is prepared and available in a timely manner.
• Liaise with the School’s auditors in connection with the 403(b) plan financial statements and oversee the preparation and filing of Form 5500.
• Complete and submit periodic surveys and compliance reports for school industry organizations (e.g., NAIS, SAIS, NBOA, INDEX) and other stakeholders.
• Prepare and reconcile investment activity and related analyses, ensuring accurate accounting for all investment transactions.
• Prepare fundraising reconciliations, ensuring gifts, pledges, and related activity are accurately reflected in the general ledger.
• Partner with the Development department to monitor and evaluate the collectability of outstanding pledges.
• Prepare materials supporting CFO presentations to the Board of Trustees and related committees; attend committee meetings as required.
• Serve as an authorized signatory for check payments and approve wire and ACH transactions.

Essential Qualifications and Skills

• A high degree of computer literacy and exemplary, high-level skills in spreadsheet-based financial analysis.
• Advanced knowledge of accounting and financial reporting software and experience selecting and overseeing software installations and managing relationships with software vendors.
• Ability to analyze and organize financial data and perform complex computations accurately.
• Ability and desire to translate complex financial concepts to individuals at all levels including finance and non-finance leadership.
• Strong oral and written communication skills that measurably surpass the average.
• Experience effectively communicating key data, including presentations to senior management, board or other outside partners.
• Works well with peers, superiors and parents. Maintains courteous, respectful relations with all seeking counsel on problems and complaints.
• Demonstrated self-starter able to multitask and consistently work without direct supervision while finishing tasks both timely and accurately.

THE GALLOWAY SCHOOL MISSION

The Galloway School is a community where learning is joyful, individuals are valued, and self-discovery is encouraged. Galloway students confidently embrace challenges while developing the knowledge, skills, and cultural competence to thrive as enlightened contributors in their chosen pathways.

DIVERSITY, EQUITY, INCLUSION STATEMENT

At The Galloway School, diversity, equity, and inclusion are integral parts of our mission, history, culture, and identity. The members of the school value and affirm the individuality of each person in our community. We truly commit to having a diverse community and intentionally supporting these efforts through our policies, curricula, programming, and resources. The Galloway School continuously examines and renews our commitment to fostering a community that welcomes and respects each individual.

Founded in 1969, The Galloway School (”Galloway”) is a progressive independent PreK3-12 school of approximately 800 students located in Chastain Park in Atlanta, Georgia. At Galloway, we believe that joy is the heart of learning. We actively foster authenticity, curiosity, and cultural competence in our students. Here, joy and hard work coexist for faculty and students. Our school is marked by a culture of inclusion, inquiry, and creativity. Teachers, students, and families remark on the strength of the school community and in the deep respect and trust that students are given in their educational journey.

When you join Galloway, you become part of a community of passionate educators, confident students, and a mission-driven leadership team. Galloway employees are dedicated professionals, deeply committed to school culture, the advancement of the institution, and making each day at work as joyful for the staff as we strive to make it for our students.

Position Summary:

The Director of Development provides strategic leadership for the school’s fundraising and revenue generation initiatives. Reporting to the Chief Advancement Officer, this role leads the development function, oversees donor cultivation and solicitation strategies in partnership with the CAO and Head of School, institutes stewardship strategies, and directs the execution of fundraising programs aligned with institutional priorities. The Director exercises significant independent judgment in establishing fundraising goals, analyzing donor data, directing team members, and implementing strategies that drive philanthropic growth in support of the school’s mission.

Key Responsibilities:

• Lead and execute the overall fundraising strategy, establishing annual goals and revenue targets across giving programs
• Develop and cultivate donor pipelines for annual giving, major gifts, planned giving consisting of new and current families, alumni, alumni parents, grandparents, foundations, and corporations.
• Analyze donor data and giving trends to develop targeted cultivation and solicitation strategies that translate into increased philanthropic support
• Monitor fundraising dashboards and performance metrics, ensuring accuracy in reporting for the Chief Advancement Officer, Head of School, and Board of Trustees
• In partnership with the Chief Advancement Officer, oversee the Development Committee, prepare agendas, and provide regular strategic updates
• Assess and develop annual prospect lists and strategically distribute portfolios for cultivation, solicitation, and stewardship among the CAO, Director of Development, and development staff
• Build and maintain relationships with major gift prospects, personally managing a portfolio of high-capacity donors
• Lead planned giving initiatives and long-term donor engagement strategies
• Partner with the Chief Advancement Officer and Chief Operating Officer on stewardship of endowment donors
• Oversee the planning and execution of signature fundraising events to ensure alignment with revenue and engagement goals
• Direct, mentor, and evaluate development team members, providing leadership, accountability, and professional growth support
• Implement industry best practices to strengthen and streamline development processes, systems, and workflows
• Monitor fundraising performance throughout the year and implement strategic adjustments to meet or exceed goals

What We’re Looking For:

• A fundraising leader with a particularly strong skillset in structure, workflow, roles and duties, and processes.
• A strategic fundraising leader with demonstrated success in meeting and exceeding revenue targets
• A creative thinker who can articulate and execute a vision and plan
• A relationship-driven professional who builds trust with donors, volunteers, and institutional leadership through storytelling and connection
• A data-informed decision-maker who uses analytics to guide strategy and resource allocation
• An effective manager who can direct and develop team members while maintaining high accountability standards
• A collaborative partner who works effectively with the Director of Communications and Marketing, members of the advancement team, senior leadership and volunteer committees
• A proactive problem-solver who exercises sound judgment in complex and high-stakes situations

Proficiencies:

• Demonstrated expertise in fundraising strategy, major gift cultivation, and donor solicitation and pipeline development
• Strong financial acumen and the ability to interpret and present fundraising metrics and reports
• Experience overseeing development operations, systems, and CRM platforms
• Ability to analyze donor data and translate insights into actionable fundraising strategies
• Leadership and personnel management experience, including supervision and performance management
• Strong written and verbal communication skills, particularly in donor-facing environments
• Knowledge of planned giving vehicles and endowment stewardship practices
• High level of discretion in handling confidential donor and institutional information
• Fluency in Apple software, Raiser’s Edge, Google Suite, and Blackbaud

THE GALLOWAY SCHOOL MISSION

The Galloway School is a community where learning is joyful, individuals are valued, and self-discovery is encouraged. Galloway students confidently embrace challenges while developing the knowledge, skills, and cultural competence to thrive as enlightened contributors in their chosen pathways.

DIVERSITY, EQUITY, INCLUSION STATEMENT

At The Galloway School, diversity, equity, and inclusion are integral parts of our mission, history, culture, and identity. The members of the school value and affirm the individuality of each person in our community. We truly commit to having a diverse community and intentionally supporting these efforts through our policies, curricula, programming, and resources. The Galloway School continuously examines and renews our commitment to fostering a community that welcomes and respects each individual.

BASIC PERSONAL RESPONSIBILITIES

1. Above all, to grow closer to Jesus Christ. Through intentional, daily time with the Lord, seek to keep Jesus Christ as the priority of your life, realizing that prayer, Bible study, and Christian discipleship are essential to growing in God’s will each day.
2. Seek to emphasize quality, Christ-centered relationships for both family and friends. We therefore highly encourage a strong work-life balance for our team members.
3. Actively seek to be an individual who emphasizes a spirit of teamwork, flexibility, and quality in all aspects of daily work.

JOB SUMMARY

• The Upper School Principal is responsible for the overall leadership, management, and day-to-day operations of the Upper School (8th through 12th grade) at JFCA. This role requires a dynamic leader who will foster a Christ-centered learning environment, ensuring all students' growth in academics, faith, and community. The principal will collaborate closely with teachers, parents, and the broader school community to foster an environment that nurtures both academic and spiritual development, aligning with JFCA’s mission and vision.

ESSENTIAL FUNCTIONS

• Leadership – Lead the 8th–12th school community by modeling Godly character and maintaining an active, visible presence in school and community activities and events to nurture growth in students, families, and staff in alignment with JFCA’s mission and vision. Provide support for faculty and staff in integrating faith with learning across all areas of the school.
• Academics – Develop, implement, and evaluate curriculum and instructional strategies for 8th-12th students while fostering and promoting ongoing professional development for teachers to deliver quality, effective, and missional education. Work in partnership with the Lower School Principal to ensure vertical curricular alignment and continuity of instructional practices to support smooth and effective transitions from the lower school. Adhere to and deliver an academic program meeting all state and accreditation standards and requirements.
• Faculty & Staff – Lead, motivate, and mentor faculty and staff to promote a team environment conducive to collaboration and a positive setting for Kingdom education. Regularly evaluate and observe teaching staff and provide constructive feedback to support continued professional growth and the banded salary program. Ensure compliance with the ACSI Certification of teachers. Lead the cycle of recruitment, hiring, onboarding, and training of new faculty members, ensuring commitment to the mission of JFCA.
• Family Engagement – Develop and maintain strong relationships with students and parents to ensure open communication, involvement, and growth. Address any disciplinary issues, in cooperation with the Assistant Head of School, to foster discipleship and the development of Godly character in students. Actively engage in and assist in admissions, new family onboarding, and the hosting of regular parent meetings and conferences to maintain open dialogue for student progress and growth.
• Supervision – Provide direct supervision and operational leadership to the Academic Team, including the Director of Academic Advisement and the Director of Academic Success. Establish clear roles, performance expectations, and measurable goals. Conduct regular check-ins and evaluations, provide actionable feedback, and ensure advisement and academic support services are aligned with JFCA’s mission, instructional priorities, and student success outcomes.
• Assessment & Continuous Improvement – Assess and track student progress through appropriate tools, standardized assessments, and observations. Utilize data to make informed decisions regarding instructional practices, student support, and continuous improvement of the hybrid model to support the family toward academic and spiritual outcomes.
• Accreditation - Lead all accreditation self-study projects while maintaining compliance with accreditation standards and expectations of the academic program, faculty, and staff, Christian foundations.
• Other – Responsibilities and duties as assigned by the Head of School. Support the Senior Pastor and collaborate with church staff.

Qualifications

TEAM VALUES & CRITICAL SKILLS

• Team Values

Trust – We are for one another. We have the courage to offer and receive honest thoughts and feedback, while also protecting our relationships.

People-First – We believe that people are our first ministry priority. Events and programs are important only to the extent that they allow us to love and serve people.

Health – We desire to be the healthiest version of ourselves: relationally, emotionally, spiritually, and physically.

Collaboration – Our overall mission and vision drive what we do. We work hard to destroy ministry silos and believe that we are better when we work together.

Development – We desire to grow and improve in our work. We strive to multiply our impact by training and developing others to follow God’s calling.

• Critical Skills

Ability to build rapport and manage conflict biblically through effective communication skills in large settings or one-on-one meetings. Quick and sound decision-making based on facts and supported by the philosophy and mission of the school.

Protect the confidentiality of records and information gained as part of exercising professional duties and use discretion in sharing such information within legal confines.

Work effectively in a team environment and independently through self-motivation, personal responsibility, and a desire to joyfully serve God’s Kingdom through Christian education.

EDUCATION & EXPERIENCE

• Master’s degree in education, administration, curriculum & instruction, teaching, or another related field to meet ACSI Certification requirements preferred. A related Bachelor’s degree with a willingness to complete an advanced degree may be considered.
• Experience in leading, managing, and developing teams in a supervisory role.
• Educational background in teaching, administration, or leadership preferred.
• Experience with various educational software, including FACTS SIS, Canvas LMS, Shield Campus, and others.

PHYSICAL REQUIREMENTS

• Prolonged periods of sitting at a desk, working on a computer, or walking around campus for various school activities.
• Must be comfortably able to work in both indoor and outdoor environments such as carpool or special activities and events.
• Must be able to lift 15 or more pounds at a time.

Westwood Schools is seeking an energetic and dynamic leader to serve our school and community as an athletic director, assistant headmaster and coach. This leader should be a unique problem solver with a strong vision for student/athlete success in addition to possessing a thorough knowledge of athletic policy and procedure.

Required Duties:

Athletic Director - Generally oversee all administrative and organizational aspects of the athletic program, including scheduling, overseeing the budget and ensuring appropriate spending, preparation, promotion, compliance, and facility management.

Assistant Headmaster - Assist the headmaster in leading and guiding an efficient, effective school. This dynamic leader will assist with curriculum and instructional programs, while supervising, disciplining and monitoring students to effectively maintain a safe and orderly school. Other important duties include but are not limited to the following:

• A willingness to teach classes and coach in addition to athletic director duties.

• Supervise & coordinate all athletic events

• Promote student athletes and sportsmanship within all programs

• Coordinate with coaches on games, practice, and event schedules.

• Coordinate the attendance of coaches at clinics and workshops.

• Coordinate the purchase, reconditioning and storage of athletic equipment.

• Coordinate all schedules, all tournaments and post-season games with administration.

• Schedule physical examinations for all athletes

• Schedule travel arrangements, bus maintenance and event security

• Arrange for payment of all game officials.

• Work with school administrators to assure student-athletes are academically eligible

• Hiring and retaining coaches, and assessing and monitoring current and prospective coaches.

• Inspecting facilities and equipment for cleanliness, safety, and upkeep.

• Approving the purchase of necessary equipment and facility upgrades

• Staying current on the various rules and regulations with GISA

• Discuss student eligibility with school administrators

• Maintain safe, orderly and clean facilities

• Pre-season, post season meeting(s) with coaches to track progress

Qualifications desired:

• Experience in teaching, coaching, supervision and/or administration. Applicants should possess strong leadership and management skills along with valuable interpersonal and communication skills.

• Candidates should be able to manage relationships with faculty, students, coaches, school administrators and the public.

Interested applicants should send a cover letter and resume to [email protected]

Job Opportunity: “Founding” Lower School Principal (K-5)

Dominion Christian School, known for providing excellent, high-quality Christian education for students in grades 6–12 in the West Metro Area, is expanding to become a full K–12 program. As part of this exciting growth, Dominion Christian School is seeking a dynamic and visionary “Founding” Lower School Principal to help lead the launch and development of our new K–5 Program. This is a 12-month administrative position reporting directly to the Head of School.

Full job description: https://tinyurl.com/mv4u9ake

The Heritage School seeks an Upper School Director to begin July 2026. The Upper School Director is responsible for effectively leading an experienced group of teachers in embracing The Heritage School’s mission of mind, body, spirit, and camaraderie and focusing on helping college bound students successfully prepare for their next phase of life through a rich offering of academic classes, providing opportunities to practice and enhance essential life skills, and consistently instilling the value of personal responsibility.

Applicants should have a proven record of successful, transformative leadership as well as experience with team building, teacher instructional support, and effective differentiation techniques with a focus on challenging all learners to reach their greatest potential. A graduate degree, evidence of 5 or more years of teaching in an upper school setting, and experience in educational and/or instructional leadership is required. Leadership experience in an independent school setting is preferred. The candidate must be an initiative-taking, collaborative learning leader with a solid record of excellent communication skills with all community constituents. A willingness to lead with transparency and positivity in a dynamic school community is a must.

Founded in 1970, The Heritage School is a co-educational, independent, college preparatory school committed to providing an environment that develops the mind in preparation for college and later life, the body through competition and teamwork, the spirit through self-awareness and growth, and camaraderie through shared experience. Mind, body, spirit, and camaraderie are infused throughout the opportunities offered on and off campus in academics, fine arts, athletics, and service. The ideal candidate will demonstrate a balanced approach to these areas throughout his or her personal and professional life.

Located in a pecan grove in Newnan, GA, The Heritage School’s beautiful 73-acre campus offers opportunities for students and faculty from PreK 3 through 12th Grade to interact in meaningful ways every day. Newnan is situated in the heart of Coweta County, just south of the Atlanta airport. With a population over 130,000, the community offers families the advantages of a small town with the appeal of a nearby metropolis.

Interested and qualified candidates should submit a specific letter of interest and resume to:

Kristin Skelly

Head of School

2093 Highway 29 North

Newnan, GA 30263

[email protected]

Pinewood Christian Academy in Bellville, Ga. is seeking a Director of Maintenance and Transportation for the 2026-2027 school year. Candidates must have a passion for helping young people and have experience in maintenance or operations.  Preferred candidates will hold a current CDL with a passenger endorsement. They will also possess strong organizational and technical skills and may be able to contribute to our school family through coaching or sponsoring other extra-curricular activities.

Duties will include but are not limited to:

• Manage facilities/transportation budgets and provide recommendations for long-term facility and transportation planning.
• Provide leadership and oversight for the maintenance and operation of buildings, grounds, vehicles, equipment and infrastructure.
• Coordinate facilities operations with other members of the administrative team to support daily campus activities and special events.
• Supervise custodial and maintenance staff, ensuring they meet performance standards and handle maintenance requests effectively.
• Oversee campus security systems
• Oversee bus fleet, bus schedules and logistics, schedule maintenance and ensure compliance.
• Communicate effectively with families, school leadership regarding transportation schedules, delays, or issues.
• Serve as staff liaison to the Head of School and Board of Governors Facilities and Grounds Representative.

Qualifications

1. Must be qualified to be certified by the ACSI.
2. Has a sound philosophy of Christian Education.
3. Has experience as a coach and/or classroom teacher. Experience as an athletic director and coaching in a variety of sports is desirable.

Responsibilities

1. The athletic director is charged with the responsibility for the complete athletic program.
2. He/she is a team member in that he is responsible for the Administration of the athletic program under the authority of the Head of School.

Job Description

1. Provide leadership and supervision for all coaches in the Athletic program of Grace Christian Academy.
2. Recruit, interview, and make recommendations to the Head of School to fill all coaching vacancies.
3. Evaluate the performance of other coaches and discuss possible changes in assignments with the Head of School.
4. Inventory, maintain, and oversee the use of all athletic equipment and uniforms.
5. Propose the athletic budget and discuss equipment and uniform needs with the Head of School.
6. Schedule all athletic contests with other schools and prepare necessary contracts.
7. Submit athletic eligibility list and updates as needed in a timely manner to the office of the state athletic director.
8. Advise and assist the Booster Club.
9. Coordinates, in connection with the Head of School, the transportation needs for all away contests.
10. Represents GCA when appropriate and/or requested by the Head of School, at various conference meetings, games, and tournaments.
11. Prepares athletic schedules for printing and distribution.
12. Submits all athletic equipment and supply requests to the Head of School for approval (within the limits of the budget).
13. Counsels and handles discipline problems of all athletes if the problem is related directly to a sport(s) involvement.
14. Assists in the identification of maintenance needs for all athletic fields and facilities.
15. Stays informed of rules and regulations of the conference, GCA, and other governing bodies, and shares this information with students, the Head of School, and the School Board.
16. Performs other reasonable and appropriate duties as assigned by the Head of School.

The School: 

Athens Academy is a co-educational, non-sectarian, independent college preparatory day school of approximately 900 students in grades K3-12 that offers a traditional liberal arts curriculum and innovative approaches to teaching and learning.  The school’s mission is to seek “excellence with honor in the educational and personal experience of each student.” Situated on a picturesque campus of 152 acres, Athens Academy admits students from diverse social, economic, religious, and racial backgrounds--all of whom benefit from a challenging academic program, a vibrant arts program, competitive athletics, and a variety of service opportunities. Athens Academy faculty and staff members are dedicated professionals who are not only experts in their respective fields of study but are also sensitive to the gifts and challenges of individual students.  

The Preschool:

Athens Academy’s goal of nurturing secure, successful, well-adjusted, and happy students while challenging them to grow academically begins in the Preschool (half-day program in grades K3, K4, and Pre-first). The Preschool curriculum blends skill building, motor development, and creative activities, as well as free play. Benefiting from activities-based learning, children learn the foundations of reading, writing, and mathematics. Activities are carefully tailored to individual interests, abilities, and development. Preschool students at Athens Academy also benefit from hands-on activities in discovery centers, outdoor gardens, art rooms, music rooms, a dedicated media center, and a spacious playground, all in a state-of-the-art facility that opened in 2011. The Preschool is composed of approximately 100 students and 22 teachers, assistant teachers, and instructional support staff.

The Lower School: 

Lower School students (grades 1-4) at Athens Academy acquire a strong foundation in language arts, mathematics, science, and social studies, while also learning about responsibility, collaboration, and self-expression. A science laboratory classroom with a specialist teacher, a media center with a storytelling room and a discovery center used for a variety of activities all support classroom instruction. Spanish, music, art, drama, makerspace, and physical education classes are also woven into the fabric of the curriculum. Building upon traits developed as early as Preschool, Lower School students are proud to uphold the concepts of mutual respect and kindness, as indicated by the “Kind Language Spoken Here” signs throughout the campus. The Lower School is composed of 200 students and is supported by approximately 30 teachers, assistant teachers, and instructional support staff.

The Middle School: 

Recognizing that Middle School students are in a rapid mental, emotional, and physical growth stage of life, Athens Academy emphasizes responsibility, creativity, independent thinking, personal values, and service to others. Middle School students (grades 5-8), begin to master broader and more rigorous aspects of learning that include written expression, vocabulary, problem-solving, research, scientific investigation, and teamwork. An emphasis on critical and creative thinking runs throughout the curriculum. Opportunities for public speaking, performing, publication, and athletic competitions complement the challenging academic program. The Middle School is composed of approximately 300 students supported by 38 teachers and instructional support staff.

The Upper School: 

Athens Academy’s Upper School (grades 9-12) is committed to providing a high-quality education that prepares students to lead successful and productive lives not only in their future academic pursuits in colleges and universities across the nation but also in their adult lives. The curricular structure challenges each student individually, while our diverse extra-curricular offerings provide students the opportunity to be involved in activities in which they are interested. Talented and tireless teachers enable us to produce young men and women capable of handling the 21st-century demands and challenges they will inevitably face. The Upper School is composed of approximately 300 students and supported by 60 teachers and support staff.

The Position:

The Assistant Director of Admission plays a key role in advancing the school’s enrollment goals by supporting all aspects of the admission process. This position partners closely with the Director of Admission to recruit, evaluate, and enroll mission-appropriate students while delivering a warm, responsive, and highly personalized experience for prospective families. Responsibilities include managing inquiries and applicant workflows, coordinating campus visits and events, conducting family interviews, and collaborating with faculty and division leaders to ensure a thorough and thoughtful review process. The Assistant Director also helps maintain the admission database, analyze enrollment data, and contribute to outreach and retention strategies. The ideal candidate is an organized, relationship-driven professional with strong communication skills and a deep appreciation for independent school education.

Other Requirements:

Bachelor’s degree required; Master’s degree preferred (education, business, communications, or related field)

Experience in enrollment management, admissions, marketing, or related fields—preferably in an independent school or college admissions.

Application Process: 

The school will accept materials from interested candidates until the position is filled. Please visit https://www.athensacademy.org/community/employment-opportunities to apply.

A completed packet will include the following components:

• Cover letter expressing interest in Athens Academy and this position
• Resume or curriculum vitae
• Names of three references and up to date contact information

Dean of Student Life 

Employment Period: 11-month position, academic year

Position Type: Administrative Staff, Exempt

Reports To: Head of Middle School

Position Overview

St. Martin’s Episcopal School seeks a relational, student-centered leader to serve as Dean of Student Life. This position is a key member of the Lower and Middle School Leadership Teams and the school-wide Care Team, with primary responsibility for cultivating a safe, structured, and supportive learning environment for students in grades K–8.

Reporting to the Head of Middle School, the Dean leads student life initiatives, oversees student conduct and restorative practices, supports student wellness and accountability, and strengthens school culture in alignment with the mission and Episcopal values of St. Martin’s.

The ideal candidate is a visible and steady presence on campus who demonstrates strong judgment, emotional intelligence, and a deep understanding of child and adolescent development.

Primary Responsibilities

Student Life & Culture

• Foster a positive, inclusive, and caring school culture.
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• Oversee student conduct, discipline, restorative practices, and honor code processes.
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• Develop proactive systems that support student accountability and mitigate behavioral concerns.
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• Maintain and implement the Student/Parent Handbook and dress code.
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• Design and oversee Middle School routines (arrival, dismissal, transitions, lunch, before/after school).
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• Supervise students during key points of the day and at school events.
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• Partner with the safety team on emergency preparedness and drill debriefs.
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Student Support & Faculty Collaboration

• Support students’ academic, behavioral, and social-emotional growth.
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• Collaborate with counselors, learning support staff, and division leaders to address student needs.
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• Partner with teachers to create structured, developmentally appropriate classroom environments.
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• Serve as liaison to families regarding student concerns and progress.
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Leadership & Program Development

• Assist the Head of Middle School in overseeing the Middle School programming
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• Design and implement Middle School community programming, retreats, and culture-building initiatives.
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• Collaborate with the Director of Teaching and Learning on community time programming.
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• Help with the onboarding and training of new faculty members and support teachers
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• Support faculty recruitment, interviewing, and hiring
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• Partner with the School Chaplain on school-wide service learning initiatives.

Community Engagement

• Attend faculty/staff meetings and school-wide events.
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• Support admissions events and attend athletic and arts events throughout the year.
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• Chaperone Middle School events and participate in assigned committees.
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• Maintain professional communication standards and confidentiality.
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• Engage in ongoing professional growth.

Qualifications

Education:

Bachelor’s Degree required; Master’s Degree in Education, Educational Leadership, or related field preferred.

Experience:

• Minimum five years of teaching or school leadership experience, preferably in Lower or Middle School.
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• Experience in student discipline, student support systems, or academic administration preferred.

Skills & Competencies:

• Deep understanding of child and adolescent development (grades K–8).
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• Strong communication and interpersonal skills.
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• Emotional intelligence and sound judgment.
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• Conflict resolution and restorative practice experience.
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• Cultural competence and collaborative leadership skills.
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• Ability to manage confidential information with discretion.
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Attributes

• Calm and steady under pressure
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• Visible and relational campus presence
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• Fair, consistent, and solutions-oriented
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• Growth-minded and reflective
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• Organized and detail-oriented
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• Mission-aligned and values-driven

Work Schedule and FLSA Status

This is an 11-month position that is aligned with the school’s academic calendar. The position is paid over a 12-month period and includes typical working hours of 7:30 a.m.– 4:00 p.m., Monday–Friday. Evening and occasional weekend responsibilities are required. This position is Exempt.

Physical Requirements

Primarily classroom-based with campus mobility; ability to stand, walk, sit, stoop, kneel, read, talk, and hear. Frequent use of hands for typing and handling instructional materials. Ability to occasionally lift up to 25 pounds. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions.

Additional Responsibilities

The statements in this job description are intended to represent the key duties, essential nature, and level of work being performed. They are not intended to be all the responsibilities or qualifications of the job. Other duties may be assigned by the direct supervisor and/or the Head of School. 

St. Martin’s Episcopal School is committed to fostering a respectful, inclusive community rooted in its Episcopal identity. All employees are expected to support the mission and vision of the School and contribute meaningfully to the life of the community.

How to Apply

Interested candidates should apply online at:

https://www.stmartinschool.org/about/employment

The statements in this job posting are intended to represent the key duties, essential nature, and level of work being performed. They are not intended to be all the responsibilities or qualifications of the job. Other duties may be assigned by the direct supervisor and/or the Head of School. All employees are expected to support the mission and vision of St. Martin’s Episcopal School and contribute to the overall life of the School.

Overview

The Weber School, a leading independent Jewish high school in Atlanta, invites dynamic and strategic educational professionals with demonstrated experience managing and building admissions and enrollment programs to apply for the role of Director of Admissions. A member of Senior Leadership, this visionary educator will serve as the architect and driver of student recruitment, enrollment management, and outreach initiatives, calling upon their experience and expertise to tell Weber’s story, effectively leverage the School’s considerable assets, and attract mission-aligned families. Working collaboratively with the Associate Director of Admissions and reporting directly to the Head of School, the Director of Admissions will lead Weber’s efforts to expand its market position, strengthen relationships across the Atlanta educational landscape, and deliver an exceptional and responsive experience to prospective families.

This position demands an innovative and relational educator who thinks strategically and systematically, communicates with clarity and confidence, and brings a data-informed approach to forecasting, pipeline management, and decision-making. In addition, the successful candidate will develop a comprehensive plan to articulate Weber’s unique value proposition to a religiously, culturally, and geographically diverse Jewish population in greater Atlanta. The successful candidate will serve as a primary ambassador for Weber, advancing the school’s profile and position across partner schools, community organizations, synagogues, youth programs, and parent networks.

Key Responsibilities

Strategic Enrollment Management

• Develop and execute a comprehensive, multi-year enrollment management strategy aligned with institutional priorities and mission.

• Working with the Associate Director of Admissions, Director of Communications, and Manager of Social and Electronic Media, leverage data analytics, demographic trends, and market intelligence to inform decision-making and identify growth opportunities.

• Establish clear key performance indicators for recruitment, yield, retention, and market engagement.

Admissions Process Management

• Oversee all aspects of the admissions pipeline, from inquiry through enrollment.

• Build upon the current admissions program, designing efficient, high-touch systems that optimize family experience and support personalization at scale.

• Manage the evaluation, interview, and selection process with fairness, transparency, and strategic oversight.

Marketing, Outreach, and Partnerships

• Working with the Associate Director of Marketing, collaborate with the Director of Advancement, Communications and Development teams to strengthen Weber’s brand visibility and value narrative.

• Cultivate relationships with feeder schools, community organizations, synagogues, youth programs, and educational consultants.

• Represent Weber at events, conferences, and community programs, serving as a compelling spokesperson for the school’s mission and student experience.

Team Leadership and Cross-Functional Collaboration

• Partner with the Head of School, Principal, Dean of Student Affairs, and other school leadership to remain abreast of academic and co-curricular developments, ensuring that the Admissions Office effectively communicates courses, programs, and experiences that are “Only at Weber.”

• Collaborate with teaching faculty, engaging them constructively in school tours, student “shadow” visits, and other admissions events.

• Oversee, build upon, and manage Weber’s successful Student and Parent Ambassador Programs, guiding and preparing students to provide tours and outreach.

• Work closely with the Head of School and CFO on tuition assistance strategy, ensuring equitable and mission-driven practices.

Data, Reporting, and Forecasting

• Maintain accurate and actionable enrollment dashboards, track trends, conversion rates, and retention indicators.

• Deliver regular reports to the Head of School, Principal, and Dean of Student Affairs.

• Collaborate with the Head of School and Principal in multi-year enrollment forecasting.

Qualifications

• Bachelor’s degree required; advanced degree strongly preferred.

• Progressive leadership experience in independent school admissions, enrollment management, or closely related fields.

• Demonstrated leadership and expertise in designing admissions programs that reflect a clear enrollment strategy, pipeline management, and data-informed decision-making.

• Exceptional communication and presentation skills that inspire confidence and trust, with demonstrated experience in telling the “story of the school” and articulating its unique value proposition.

• Desire to assume leadership for admissions geared towards driving significant student growth.

• Proven ability to build strong relationships with families, faculty, staff, and community partners.

• Strong organizational acumen, attention to detail, and the ability to manage multiple priorities simultaneously.

• Commitment to the mission and values of The Weber School and enthusiasm for working in a Jewish community high school environment.

• A forward-thinking, innovative mindset with a passion for designing systems that scale.

Compensation & Benefits

The Weber School offers a highly competitive compensation package based on experience. In addition to salary, the package includes healthcare coverage and a matching retirement program.

This position is eligible for the Jewish Community Professional Tuition Grant. The JCP Tuition Grant Program is for full-time eligible Jewish Community Professionals that provides up to half off tuition to any participating, eligible Jewish day school in Atlanta.

Application Process

To express interest and apply for this position, please send a resume and brief cover letter to Rabbi Ed Harwitz, Head of The Weber School, at [email protected].

To view the complete Job Description and Apply, CLICK HERE

POSITION OVERVIEW

The Director of College Counseling provides strategic leadership for Westminster’s Upper School college counseling program, guiding its vision, philosophy, and execution in support of the School’s mission to develop the whole person for college and for life. The Director oversees a comprehensive, student-centered program serving approximately 200 graduating students annually and leads a collaborative team of college counseling professionals.

This role requires deep expertise in selective college admissions, exceptional leadership and communication skills, and a commitment to ethical, inclusive, and individualized counseling practices. The Director serves as the School’s senior authority on college counseling matters and represents Westminster to colleges, universities, professional organizations, and external partners. 

Additionally, the Director of College Counseling plays a critical role in fulfilling Westminster’s mission to develop the whole person for college and for life, ensuring that each student is supported through a thoughtful, ethical, and highly individualized college search and application process.

Supervisor: Head of the Upper School

Supervisory Responsibilities: Direct supervision of four Associate Directors of College Counseling and the College Counseling Administrative Assistant

Position Status: Salaried, exempt, full-time, 12-month

Hours of Work: Standard work week with exact hours to be determined by Division Head; evening and weekend work required.

REQUIREMENTS AND QUALIFICATIONS

The requirements listed below represent the knowledge, skills, and abilities required for this position. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

Required

• Bachelor’s degree in writing-intensive, data-intensive, education, or counseling field. 
• A minimum of 8 years of experience in selective, recommendation-reliant university admissions and/or independent school college counseling
• Deep understanding of national and international college admissions trends, practices, and ethics
• Demonstrated success leading teams, managing complex programs, and setting strategic direction
• Exceptional written, oral, and interpersonal communication skills
• Strong organizational skills with the ability to anticipate and manage the academic calendar
• Demonstrated commitment to equity, inclusion, and ethical practice in college counseling
• Ability to maintain strict confidentiality

Preferred

• Experience directing a high school college counseling office or college admissions office
• Master’s degree in a writing-intensive, data-intensive, education, or counseling field
• Proficiency with web-based counseling platforms (e.g., Scoir) and Google Workspace

ESSENTIAL RESPONSIBILITIES

Program Leadership & Strategy

• Provides vision and strategic leadership for the Upper School College Counseling program, ensuring alignment with Westminster’s mission, values, and academic philosophy
• Develops, evaluates, and refines counseling policies, timelines, and programming in response to an evolving college admissions landscape
• Serves as the School’s senior advisor on college admissions trends, policies, and best practices
• Serves on the Upper School Leadership Team.

Student & Family Counseling

• Creates a welcoming climate in the College Counseling Office by modeling and encouraging Associates to build authentic relationships with students and families and communicate with warmth and clarity
• Ensures consistent, equitable, and high-quality college counseling support for all students and families
• Maintains a student caseload, including conducting family conferences and writing advocacy-centered recommendation letters
• Establishes and upholds professional standards for counseling practice across the department

Team Leadership & Supervision

• Ensures alignment of systems and procedures and consistency of the college counseling experience
• Leads, supervises, mentors, and evaluates Associate Directors and support staff
• Fosters a collaborative team culture grounded in shared responsibility, professional growth, and continuous improvement
• Coordinates departmental workflows, caseload distribution, professional development, and annual goal setting

Programing & Community Engagement

• Leads the design, planning, and execution of college counseling programs that educate and support students and families throughout the college process, including evening and weekend programming, e.g., college fairs, financial aid workshops, mock interviews, case studies, and on-campus programs
• Ensures programs are well-organized, accessible, and aligned with the school’s college counseling philosophy.
• Develops and coordinates a comprehensive calendar of student and parent education opportunities

College & Institutional Partnerships

• Cultivates strategic relationships and represents Westminster to colleges, universities, and professional organizations to strengthen opportunities and visibility for students.
• Hosts and manages visits from college representatives and maintains strong, ongoing partnerships with colleges and universities worldwide
• Collaborates closely with the Head of Upper School, faculty, advisors, and senior administrators to align college counseling with broader student development goals
• Represents Westminster at regional and national conferences and through service on professional associations and advisory boards
• Serves as a visible ambassador and spokesperson for Westminster’s college counseling philosophy and outcomes

Other Responsibilities

• Perform other duties as assigned in support of the Upper School and broader Westminster community

PHYSICAL DEMANDS AND WORK ENVIRONMENT

While performing the duties of this position, the employee is required to sit; stand; walk; use hands to finger, handle, and feel objects, tools, or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch, and crawl; and talk and hear. The employee may occasionally lift or move up to 20 pounds. Specific vision abilities required by this position include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. The ability to become CPR and First Aid Certified is required.

While performing the duties of this position, the employee may occasionally be exposed to outside weather conditions and frequently walk on slippery or uneven surfaces. The work environment is often noisy.

Westminster is a drug-free, smoke/vape-free campus.

TRAVEL

Travel is primarily local during regular business days. Overnight and out-of-area travel may also be required, primarily for planned events, conferences, and professional development opportunities. Travel to conferences and colleges is expected. Driving a Westminster vehicle may be required for this position.

Prince Avenue Christian School (PACS) in Athens, Georgia, is seeking a relational and dynamic lower school principal who demonstrates excellence in instructional leadership, organizational administration, and communication. The ideal candidate will possess a deep commitment to Christian education and the ability to cultivate meaningful relationships with students, faculty, and families while promoting both academic rigor and spiritual formation.

PACS serves approximately 1,000 students in grades PreK3 through 12, including 445 students in the Lower School taught and discipled by 55 faculty members. As a Christ-centered, covenantal Christian school, PACS four-point mission centers on scripturally based discipleship and excellence in academics, fine arts, and athletics from a biblical worldview.

A detailed position description may be accessed here.

To be considered for this position, please complete and submit a non-teaching application on our website at www.princeave.org.

Courage Schools, Inc. is seeking a warm, professional, and highly organized School Administrative Assistant and Operations Support specialist to serve as the heart of our front office.  As the first point of contact for our community, you will play a vital role in ensuring a safe, welcoming, and efficient environment for our students, parents, and staff.

This is a full-time, salaried, Exempt position reporting directly to the Head of School.  You will balance a variety of administrative tasks; from managing schedules and student attendance to overseeing our social media presence and school lunch program.

Key Responsibilities

• Front Office Ambassadorship: Greet and screen visitors while maintaining a positive, comforting communication style.
• Administrative Support: Manage the Head of School’s schedule, record Board of Directors meeting minutes, and handle daily mail.
• Student & Family Logistics: Maintain student attendance, manage carpool communications, and create our weekly newsletter.
• School Operations: Order and distribute supplies, manage the school lunch program, and oversee aftercare dismissal.
• Health & Safety: Manage basic first aid, administer student medications, and adhere to all school safety protocols.

Requirements & Qualifications

• Education: High school diploma or equivalent.
• Experience: 2–4 years of relevant administrative or customer support experience.
• Technical Skills: Proficiency in Google Workspace is required. * 
• Preferences: Experience working within an independent school system is strongly preferred.
• Demeanor: A positive and comforting communication style, especially when engaging with parents and guests.

Physical Demands

This position is performed in an indoor school environment where the noise level can range from soft to loud.  To successfully perform the essential functions of this role, the employee must meet the following physical requirements:

• Mobility: Regularly required to stand, walk, stoop, bend, and reach with hands and arms for extended periods.
• Manual Dexterity: Normally required to use hands to finger, handle, or feel objects and tools.
• Communication: Regularly required to talk and hear to assist students, staff, and parents.
• Lifting: Must be able to occasionally lift and/or move up to 40 pounds.

In compliance with ADA requirements, we will make reasonable accommodations for the known disability of an otherwise qualified applicant or employee.

Schedule & Benefits

• Hours: Monday – Thursday (7:45 am - 5:00 pm) and Friday (7:45 am - 4:00 pm).
• Benefits: We offer a comprehensive benefits package including medical, dental, and vision insurance, paid time off, as well as a retirement savings plan with an employer match.

How to Apply

Interested candidates should send their resume to [email protected].

<p>The Heritage School is hiring bus drivers with a CDL license for athletic and school events.&nbsp;Days and Times vary.&nbsp;Please contact Mike Adcock if you are interested.&nbsp;770-253-9898.</p>