MICDS has a rich and distinctive history spanning more than 150 years. Operating as a coeducational school for students in Junior Kindergarten-grade 12, we strive to be an inclusive community where people think critically, live virtuously and compassionately, and act responsibly. In our effort to provide quality to all aspects of the school we utilize the expertise of more than 350 employees.

A World-Class Faculty

At the heart of every great school lie great teachers. Our best in class faculty, are knowledgeable and passionate about their disciplines, and equally passionate about engaging students in important learning both inside and outside the classroom. Our teachers enjoy bright and enthusiastic students, outstanding facilities, and a shared commitment to best-practice pedagogy and the application of the most current research in effective teaching and learning. Lifelong learners who are committed to constantly improving their craft, our teachers collaborate closely within and across grade levels and disciplines in order to harness the collective talent of their colleagues, while modeling the very behaviors we seek in our students. Small class sizes with a student-teacher ratio of 8:1, allow our faculty to form deep and meaningful relationships with each student, and to tailor instruction accordingly in order to best capture each student’s unique strengths and promise for improvement. More than 70% of our faculty hold advanced degrees and the average number of years of teaching experience among our faculty is 16. Nearly half of the School's current faculty have spent over a decade teaching here, which says a lot about the way teachers feel about the School.

World-Class Facilities

The natural beauty of our 100-acre campus serves as a perfect backdrop for the School’s exceptional facilities that provide an excellent educational experience for all students. From a state-of-the-art STEM facility to nine separate classroom buildings to professional quality theatres, art studios, music rooms, outstanding athletic fields and facilities, including an 80,000 square-foot athletic center and a natatorium featuring an Olympic-size pool, to many inviting and intentionally-designed student-centered common areas fostering our close-knit community – the campus and its resources support the School’s goal of delivering an unparalleled learning experience in a supportive campus community.

A Rich and Diverse School Community

A commitment to diversity and inclusiveness lies at the heart of our school mission. MICDS provides equal employment opportunities to all applicants without regard to race, color, religion, gender, national origin, disability, sexual orientation, marital status, genetic disposition, gender identity or military status.  

Applying to MICDS

All positions at Mary Institute and Saint Louis County Day School require a love of children, a respect for fellow man and a commitment to working as a team player for the good of the entire school.  For immediate consideration, apply online. During the application process you will be asked to upload a letter of interest, resume, educational philosophy, and contact information for three professional references. Unofficial transcripts and letters of recommendation are appreciated but not required with the application. Thank you for your interest in MICDS.

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List of 10 frequently asked questions.

  • Q: What opportunities do teachers have to engage with students outside of the classroom?

    A: At MICDS, we recognize that teachable moments lie around every corner. In all divisions, faculty use opportunities to interact with students in a variety of settings. In the Upper and Middle Schools, faculty serve as advisors, supervise student clubs and activities, as well as coach athletics. Lower School faculty have extra responsibilities with children as well which make a big difference in our students’ day. It is during these informal opportunities that faculty provide guidance and mentoring for children, and create a sense of safety and security. Through these interactions, our teachers come to know our students not just as students, but as individual people whose unique contributions enhance our rich and diverse school community.
  • Q: What is the School's commitment to professional development?

    A: Along with small class sizes and outstanding facilities, our teachers enjoy unparalleled access to professional development, and present regularly at workshops and conferences around the country. As a leader in independent school education, MICDS also brings nationally-known experts and speakers to campus throughout the year, and hosts a Summer Teacher Institute that attracts teachers from around the country. Other professional development opportunities include a variety of fellowships, sabbaticals, chairs and awards that support individual teacher excellence. The School invests more than $200,000 annually in professional development opportunities for its faculty members.
  • Q: What benefits plan does MICDS offer to employees?

    A: MICDS offers employees a competitive and comprehensive benefits plan, including a generous 403(b) retirement plan where the School contributes 8% of salary with an employee’s 3% contribution; medical, dental and vision insurance; life insurance and flexible spending accounts; long term care and disability insurance; tuition benefit; access to a fitness center; and free lunch.
  • Q: Does MICDS have a faculty mentor program for teachers new to the MICDS school community?

    A: Yes. Every new teacher at MICDS is assigned a mentor from the new teacher's division and usually within the same discipline. The mentor acts as a sounding board, a source of important information, trusted colleague, and a friend. Both teachers new to teaching entirely and experienced teachers new to MICDS have mentors.
  • Q: Does MICDS have a new faculty orientation program?

    A: Yes, each August the School invites new faculty to spend a day and a half at School where they are introduced to the mission and practices of the School. They meet their mentors, division heads and other key administrators. Additionally, throughout the year, the division head will meet with new teachers individually and as a group.
  • Q: What is a typical schedule for a teacher?

    A: In the Middle and Upper School, most teachers have four sections of approximately 15 students which meet four times every 6-Day cycle. In the Lower School, class size ranges from 12 to 18, and homeroom teachers spend from 33 to 24 teaching hours per week with children. Co-curricular faculty teach a range of 20-24 teaching hours. With small classes - and a small course load - our faculty have the time to focus on building an engaging curriculum, the freedom to explore a variety of topics and dedicate time where it will matter most – investing in our students. Our Middle and Upper School faculty teach just four courses per day, which enables them to spend one-on-one time with students, participate in co-curricular activities on campus, such as coaching basketball, advising the School newspaper, or participating in a community service trip abroad.
  • Q: What's an advisory?

    A: Advisory is a faculty role at MICDS. In the Upper and Middle Schools, each faculty member has ten to twelve advisees for whom he or she is responsible. The advisor is the student’s advocate and the person who communicates most often with the student's parents about academic and personal/social progress at school. It is through this important advisory role that many of the most meaningful adult/student relationships are forged.
  • Q: Tell me about the teacher evaluation process at MICDS?

    A: Teacher evaluations are critically important at MICDS and all members of our faculty participate in our Annual Faculty Evaluation program. The process is designed to engage individual faculty in meaningful growth and progress through all stages of their teaching career. All faculty new to MICDS are formally evaluated in their first two years, using pre- and post-observation conferences and written feedback built around a formal multi-day classroom visit. More experienced faculty also receive regular classroom visits each year, and engage in regular conversations with division head and department chair to share challenges, successes, and ongoing improvement.
  • Q: How would you describe MICDS' student body?

    A: A remarkably talented and diverse group! Reflecting MICDS’s strong desire to create an intentional student body that accurately reflects our larger community, MICDS students come to us from many neighborhoods around the greater St. Louis area, representing more than 60 different zip codes, more than 30% of our students identify themselves as students of color and school-wide 39 languages and dialects, in addition to English, are spoken in our students’ homes.
  • Q: What's it like in St. Louis?

    A: People from outside the St. Louis area are often surprised to discover just how much our metropolitan community has to offer. As the oldest city west of the Mississippi, St. Louis is both steeped in history, and unabashedly forward-thinking in its attitudes and behaviors. Here you will find outstanding museums and restaurants, abundant parks and recreation areas, a world class zoo and botanical garden, musical venues to suit every taste (from blues and jazz and rock to symphony and opera), a rich religious history with active congregations, outstanding neighborhoods and architecture, a vibrant downtown setting, easy transportation, a comfortably low cost of living (your housing dollar goes far here) and some of the finest sports teams in the entire country! St. Louis also has a rich literary history and is home to some of the finest hospitals, research centers and independent and higher education schools in the country, including Washington University in St. Louis, all of which support a thriving and highly educated professional class. As a result, as NAIS data will attest, St. Louis is one of the most competitive independent school markets in the entire country.