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$66.5K

$102.7K

$155K

How much do department chair jobs pay per year?

As of Aug 2, 2026, the average yearly pay for department chair in the United States is $102,706.00, according to ZipRecruiter salary data. Most workers in this role earn between $73,500.00 and $135,500.00 per year, depending on experience, location, and employer.

How hard is being a department chair?

Being a department chair involves significant responsibilities, including managing faculty, overseeing budgets, and setting strategic goals, which can be demanding and require strong leadership and organizational skills. The role often involves long hours, conflict resolution, and balancing administrative duties with academic priorities.

What are some of the primary challenges faced by a Department Chair in balancing administrative duties with faculty leadership?

As a Department Chair, one common challenge is effectively managing administrative responsibilities—such as budgeting, scheduling, and policy compliance—while also serving as a leader and advocate for faculty and students. Balancing these often competing demands requires strong organizational skills, clear communication, and the ability to delegate tasks appropriately. Department Chairs must also foster a collaborative and inclusive departmental culture, all while advancing academic goals and supporting professional development among faculty. This dual role can be demanding but offers opportunities for meaningful impact within the institution.

What jobs in the US pay 300,000 a year?

For a Department Chair, salaries of $300,000 or more are common in large academic institutions, especially in medical, business, or law schools, where leadership roles often include substantial compensation. Other high-paying roles in the US that can reach or exceed this level include specialized physicians, corporate executives, and certain technology or finance professionals with extensive experience and advanced skills.

What is the job of a department chair?

A department chair is responsible for overseeing academic departments within an educational institution, managing faculty, developing curriculum, and ensuring departmental goals are met. They often handle administrative tasks, budget management, and serve as a liaison between faculty and higher administration.

How to become chair of a department?

To become a department chair, candidates typically need extensive experience in their academic or professional field, strong leadership skills, and a record of service or research. They often advance from faculty positions, demonstrate administrative abilities, and are selected through a formal nomination or application process within their institution.

What are Department Chairs?

Department Chairs are faculty members who lead and manage academic departments at colleges or universities. They are responsible for overseeing faculty, setting departmental goals, managing budgets, coordinating course offerings, and representing their department within the institution. Department Chairs also serve as a liaison between faculty, administration, and students, ensuring the smooth operation and development of the department. Their role often involves balancing administrative duties with teaching and research responsibilities.

What is the difference between Department Chair vs Program Director?

AspectDepartment ChairProgram Director
CredentialsTypically requires advanced degrees in the field, often with academic credentialsUsually holds relevant degrees and certifications, often with specialized training in program management
Work EnvironmentAcademic institutions, overseeing faculty and departmental operationsEducational or training programs, managing curriculum and student outcomes
Employer & Industry UsageUniversities, colleges, academic settingsEducational institutions, nonprofit organizations, training centers
Common Search & ComparisonOften compared for leadership roles within academic departmentsCompared for overseeing specific programs or courses within institutions

The main difference is that a Department Chair leads an entire academic department, managing faculty and departmental strategy, while a Program Director focuses on managing specific programs or courses within an institution. Both roles require relevant credentials and involve leadership, but their scope and responsibilities differ.

What are the key skills and qualifications needed to thrive as a Department Chair, and why are they important?

To thrive as a Department Chair, you typically need advanced academic credentials (often a PhD), leadership experience, and a strong record of teaching and research in your discipline. Familiarity with academic management systems, budgeting tools, and accreditation processes is important, as are any relevant professional certifications. Exceptional communication, conflict resolution, and team-building skills help foster a positive departmental culture and manage faculty and student needs. These skills and qualities are critical for effective departmental leadership, strategic planning, and ensuring academic excellence.
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What cities are hiring for Department Chair jobs? Cities with the most Department Chair job openings:
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Department Chair jobs near you
Infographic showing various Department Chair job openings in the United States as of July 2026, with employment types broken down into 56% Full Time, 43% Part Time, and 1% Temporary. Highlights an 97% Physical, 1% Hybrid, and 2% Remote job distribution, with an average salary of $102,706 per year, or $49.4 per hour.

Department Chair - Mathematics

Proviso Township High Schools

Hillside, IL • On-site

Full-time

Re-posted 3 days ago

Job description

Position Type:
Department Chair
Date Posted:
4/1/2026
Location:
Proviso West High School
Date Available:
SY26-27
Closing Date:
Until Filled
Position Title: Department Chair
Classification (FLSA): Full-time, Exempt
Position Group: Teacher
Full-Time Equivalent (FTE): 1.0
Union Membership: Proviso Teachers Union, Local 571, AFL-CIO
Reports to: Director of Instructional Framework and Support Building Principal
Anticipated Work Year & Hours*: 180 Days, plus five (5) workdays immediately preceding the first regularly scheduled teacher workday each school year.
Department Chair shall receive a minimum of two (2) regularly scheduled periods of released time daily to perform their duties and responsibilities, as defined in the job description. Based on the operational needs of the District and at the sole discretion of the Superintendent, a Department Chair may be granted up to a maximum of three (3) released periods per day. The number of released periods assigned to each Department Chair is not required to be uniform across all departments and may vary depending on departmental scope, size, or other relevant factors, as determined by the Superintendent and the Deputy Superintendent of School Improvement.
Term: (2026-2027 School Year)
General Description
Department Chairs at Proviso Township High Schools serve as instructional leaders dedicated to improving classroom instruction through the successful implementation of the Proviso Instructional Framework. They act as instructional coaches, facilitators of adult learning, and models of best practice within their departments and schools.
Minimum Required Qualifications
Employees are responsible for obtaining/retaining the most current statutory and administrative rule requirements for their position.
  • Education/Training: Minimum of a Master's Degree
  • Licensure: Valid Illinois Professional Educators License (PEL) or CTE license for grades 9 12
  • Endorsement: In subject area of the department
  • Experience:
  • Minimum of five (5) years of successful classroom teaching experience in area of discipline, demonstrating a deep understanding of effective instructional practices.
  • Demonstrated understanding of and compliance with District policies, procedures, and guidelines.

Desired Qualifications
  • ESL or Bilingual Certification (Grades 9 12)
  • Special Education Endorsement (LBS1)
  • Multiple subject-area endorsements within the department, where applicable
  • Experience teaching a variety of levels of coursework (e.g., honors, AP, IH)
  • Ability to design and deliver interactive presentations for large and small groups and to coach colleagues in effective instructional strategies
  • Capacity to critically evaluate and enhance the quality of education within one's discipline
  • Strong understanding of data-driven instruction and assessment, with proven ability to analyze student data to support teaching
  • Excellent verbal, written, and public-speaking skills
  • Proficiency with educational and presentation technologies
  • Sensitivity to and effectiveness in working with a diverse school and community
  • Ability to foster growth, motivate colleagues, and build a positive, organized learning environment
  • Documentable equity-based leadership ability and success working in challenging environments
  • Willingness to fully participate in all district curriculum and instruction initiatives and projects
  • Broad, up-to-date knowledge and experience in one's discipline, with a commitment to lifelong learning
  • Enthusiastic, open, and organized approach to teaching and collaboration
  • Able to prioritize Department Chair work by limiting competing priorities
  • Bilingual proficiency in English and Spanish

Distribution of Key Responsibilities
Teaching - 25%
Coaching - 50%
Leading Professional Learning - 20%
Miscellaneous Support to Teachers - 5%
Department Chairs Duties and Responsibilities:
Instructional Leadership
  • Collaborate closely with the Director of Instructional Framework to ensure alignment of departmental instructional practices with district expectations, instructional guidance, and implementation of timelines.
  • Champion the Proviso Instructional Framework by consistently modeling, supporting, and reinforcing its principles in all interactions with teachers, Department Chairs, and instructional teams.
  • Lead and monitor the alignment of department instructional practices to all phases of the instructional framework Learning Objective, Focused Instruction, Guided Instruction, Collaborative Learning, Independent Learning, and Daily Formative Assessment through intentional planning, observation, and feedback cycles.
  • Establish and implement an instructional support schedule that reflects the core functions of the role, including classroom visits, coaching cycles, department meetings, professional learning facilitation, and follow-up, with clearly defined timelines and due dates.
  • Monitor fidelity of instructional framework implementation using walkthroughs, lesson artifacts, student work, and formative data, and adjust supports in collaboration with school leadership and the Director of Instructional Framework.
  • Serve as a primary decision-maker for departmental professional learning, proactively identifying needs, planning supports, and requesting district-level resources or coaching as needed to meet instructional goals and timelines.

Adult Learning Facilitation
  • Partner with the Director of Instructional Framework to co-plan professional learning priorities, align session content to district initiatives, and ensure coherence across buildings and departments.
  • Design, facilitate, and monitor departmental learning cycles aligned to the district instructional calendar, ensuring each cycle includes goal-setting, new learning, implementation, evidence collection, reflection, and next steps.
  • Foster a culture of reflective practice and peer-to-peer learning by establishing clear norms, protocols, and structures for collaborative inquiry during department meetings and professional learning sessions.
  • Lead regular analysis of student performance data (formative, interim, and summative) according to established review cycles, identifying trends, strengths, and areas for instructional growth.
  • Support teachers in using data to inform instruction by modeling data analysis protocols, planning responsive instructional strategies, and setting clear implementation targets with follow-up dates.

Coaching and Support
  • Conduct non-evaluative classroom observations on a defined coaching schedule to support teacher professional growth and instructional consistency.
  • Provide timely, actionable feedback aligned to GRR implementation, student engagement, and lesson outcomes, with documented next steps and agreed-upon follow-up dates.
  • Engage in co-teaching and demonstration lessons, as needed, to model effective instructional strategies and support teachers during implementation phases of learning cycles.
  • Maintain a model classroom that exemplifies high-quality instructional framework implementation and functions as a learning lab for peer observation, coaching, and professional learning.

Planning and Coordination
  • Collaborate with the Director of Instructional Framework, school leadership and district teams to align departmental goals, learning cycles, and implementation plans with district instructional priorities and timelines.
  • Develop and maintain an annual and quarterly implementation plan that outlines required responsibilities, key deliverables, due dates, meeting structures, and instructional support routines.
  • Communicate progress, challenges, and implementation data regularly to the School Improvement Team to support shared problem-solving and continuous improvement.
  • Identify and communicate needs for additional professional learning or instructional support to the School Improvement Team and/or Educational Service Team in a timely and strategic manner.

Expectations:
Department Chairs are expected to:
  • Demonstrate deep understanding of and commitment to the Proviso Instructional Framework.
  • Maintain strong interpersonal and communication skills to foster trust and collaboration.
  • Serve as a thought partner and instructional resource for teachers, fellow teacher-instructional coaches, school administrators and district administrators.
  • Complete relevant and purpose-aligned duties at the request of the Director of Instructional Framework and Support and the Deputy Superintendent of School Improvement and Principal. (Communicate concerns about relevancy of assignments to the Deputy Superintendent of School Improvement)
  • Engage in ongoing professional learning to stay current with best practices in instruction, adult learning and instructional coaching.

Work Environment/Conditions
As established by the current Agreement between Proviso Township High Schools District No. 209 Board of Education and the Proviso Teachers Union, Local 571, AFL-CIO. Participation in school events, meetings, and extended professional development sessions is expected.
Position Goals
In consultation with the supervisor, the employee will set annual goals, which will be included in the performance evaluation document. In the event of a disagreement regarding the goals, the Superintendent will make the final determination.
Compensation & Benefits
Salary Range and benefits as established by the current Agreement between Proviso Township High Schools District No. 209 Board of Education and the Proviso Teachers Union, Local 571, AFL-CIO.
Selection Process
The selection process will be rigorous, transparent, and aligned to district instructional priorities. Candidates will participate in a multi-step process designed to assess instructional expertise, leadership capacity, and impact on adult learning.
The process will include:
  1. Application and Screening: Review of qualifications, leadership experience, and alignment to district instructional priorities.
  2. Framework Alignment Exercise: Candidates will observe a live or recorded lesson observation, demonstrating their ability to analyze instruction, identify evidence of student learning, and provide actionable, standards-aligned feedback grounded in the district's instructional framework.
  3. Artifact Review: Candidates will submit artifacts demonstrating evidence of instructional coaching and professional development/learning facilitation, such as:
  • Coaching plans or cycles
  • Feedback tools or observation notes
  • Professional learning agendas, materials, or facilitation guides
  • Data used to inform instructional decision-making and adult learning

4. Panel Interview: Candidates will participate in an interview conducted by a cross-functional team comprised of district and school-based leadership, including instructional leaders, administrators, and content or program specialists. Interview questions will assess instructional leadership, coaching practices, equity-driven decision-making, and facilitation of professional learning.
*Disclaimer: This job description outlines the duties and responsibilities typical of the position. The listed duties are intended as examples and may evolve over time. The omission of specific duties does not exclude them from the role if they are similar, related, or a logical assignment for this position. This job description does not constitute an employment agreement and is subject to modification by the district as needs and job requirements change. The district's policies govern all employment matters. As per Board Policy 5:32, no individual with an interested relationship with any member of the Board of Education, the Superintendent, or district-level administrators shall be considered for employment.
For Additional Information Contact:
Office of Human Resources
Proviso Township High Schools District 209
8601 W. Roosevelt Road, Forest Park, IL 60130
(708) 338-5900

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