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Comments Off on PRINCIPAL SEARCH Monument Mountain Regional High School – Principal – Grades 9 – 12

PRINCIPAL SEARCH Monument Mountain Regional High School – Principal – Grades 9 – 12

Posted by | March 21, 2017 |

Monument Mountain, comprised of more than 550 students and staff members, is a regional school that enjoys an excellent reputation earned through its comprehensive range of offerings, its skilled and committed faculty, and its mission to create opportunities for students that encourage and empower their learning as well as their contributions to the school community.  Located in the heart of the cultural attractions of the Berkshires, it is two and a half hours from both New York City and Boston.

Requirements:  MA Certified or Certifiable as a Secondary School Principal with at least 5 years experience in teaching and/or administration at the secondary level.  Masters Degree in Administration or equivalent preferred.

Qualifications:  Demonstrated success in supporting learning, collaborative leadership, professional growth, community partnership and innovation.  Dedication to and support of the success of the school’s students and programs a must.  High School teaching and administration experience preferred.

Starting Date:  July 1, 2017 or negotiable    Salary:   Negotiable dependent on qualifications and experience.

 

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Assistant Principal

Posted by | March 20, 2017 |

DO YOU LIVE OUR GROW VALUES?

Grit : Our work is fun, but it is also hard. We look every challenge square in the face and say, “bring it on!” We are not afraid to fail. When we do, we pick ourselves up. When others do, we extend a hand.

Relationships: Roots is a school family. We respect ourteachers, our classmates, our community and ourselves. We see strengths in all people first. We use our words to solve problems and always assume the best. Our kindness is contagious.

Ownership: We take ownership over our words and actions. We are open and honest. We make plansfor our plans. We freely admit mistakes and embrace difficult conversations. We deeply feel our shared responsibility for all our scholars.

Wonder : Education done right begins and ends in wonder. We marvel at – and are humbled by – one another and the world around us. We are obsessed with questions – the questions we ask our scholars, ourselves, our teammates, and most importantly the questions we inspire our scholars to ask of us.

   DO YOU WANT TO…

  • Directly lead the instructional coaching and planning support and review for a subset of Roots teachers
  • Work directly with the Principal to identify school-wide priorities for improvement, develop session materials, and lead professional learning sessions with the teaching team
  • Work closely with the Principal to recruit and hire the next generation of Roots teachers
  • Constantly refine your skills as an instructional leader through coaching, feedback and professional development
  • Be an innovator in your field, push the limits of what’s possible, try new things, experiment and reflect
  • Wear a wide variety of hats and do whatever it takes for our scholars to be successful

 

    DO YOU HAVE…

  • An unwavering personal commitment to closing the opportunity gap for all children in our time
  • 2-4+ years of experience driving superior results in an elementary school classroom and 2-4+ years of experience coaching other teachers to do the same, ideally in a high performing charter environment
  • Data in your veins:  you analyze, interpret, and use data to collaborate, identify gaps, and drive results
  • Strong project management skills including goal setting, backwards planning and efficient execution
  • Strong interpersonal skills, the ability to form strong working relationships quickly and maintain them through conflict
  • A growth mindset that drives you to constantly seek feedback and development opportunities to improve
  • An entrepreneurial mindset that drives you to do “whatever it takes” for students to be successful, often demanding a commitment to flexibility, wearing many hats, and pitching in where you can to reach our common goals
Comments Off on Upper School Mathematics Teacher (Grades 9-12)

Upper School Mathematics Teacher (Grades 9-12)

Posted by | March 15, 2017 |

Description

CA seeks a dynamic, energetic, and creative mathematics teacher to join a collegial department as a full-time member effective August 2017. A full-time position consists of four sections of mathematics and an advisory.  The likely teaching assignment for this position will include Geometry.

Qualifications

A successful candidate will be not only mathematically prepared to teach a college preparatory curriculum from beginning Algebra through AP Calculus and/or AP Statistics but also one who strives to be innovative in his/her teaching and is willing to explore current “best practices” in CA’s technology-enhanced, student-centered, and increasingly investigation-based classrooms. We seek those candidates having demonstrated experience using various technologies (e.g., iPad, Geometer’s Sketchpad, TI calculators, etc.) on various platforms as a regular component of classroom practice.  Coding experience desirable, but not required.

Coaching abilities are a plus.

Background

The Upper School program combines a strong college preparatory academic curriculum with extensive and challenging programs in athletics, community service, and fine arts.  Students graduating from the Upper School apply to and are accepted at selective colleges throughout the United States.  Small classes, high standards, a faculty committed to the mathematical growth of every student, and an abiding belief that the most successful learners are the most active and involved learners, make the Upper School years the capstone of a student’s pre-collegiate education.  Learning at CA is not confined to the classroom. Learning opportunities abound. The school’s experiential Interim program, student-generated club activities, and a broad-based community service program are among the hallmarks of every student’s Upper School experience.

CA offers an excellent compensation package, wide-ranging opportunities for professional development, and an environment notable for its dedicated teaching professionals and supportive administrators.  Salary is based on education and experience.

Applicants are also invited to visit the CA website (www.coloradoacademy.org) to learn more about the school and its program.

Comments Off on Fifth Grade Teacher 2017-2018

Fifth Grade Teacher 2017-2018

Posted by | March 15, 2017 |

Lower School teachers (PreK-5) work in self-contained classrooms of typically 20 students each.  Lower School teachers focus on three core academic areas:  mathematics, language arts, and social studies.  Physical education, Spanish language, science, music, art and computer technology are taught by specialists.  Collaboration and communication between homeroom and specialist teachers is a high value in the Lower School.

CA offers an excellent compensation package, wide-ranging opportunities for professional development, and an environment notable for its dedicated teaching professionals and supportive administrators.  Salary is based on education and experience.

Applicants are also invited to visit the CA website (www.coloradoacademy.org) to learn more about the school and its program.

We are seeking an educator who is passionate about teaching fifth grade students.  The ideal candidate will have a minimum of 3-5 years of classroom experience, including a strong background and/or interest in mathematics instruction and demonstrated experience and facility with technology integration (including 1:1 iPads), curriculum development, and working collaboratively with a team.  Preferred candidates will have experience teaching in one or more of these programs: Investigations, the Orton Gillingham Method, or Reader’s/Writer’s Workshop. The successful candidate will possess excellent communication skills with parents and colleagues, add strength to the school community, and show evidence of continuing professional development.  A Master’s degree in elementary education or a related field and a teaching credential is preferred.

 

 

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Apprentice Teacher

Posted by | March 13, 2017 |

POSITION:  The Apprentice Teacher position provides a unique opportunity for talented individuals with limited or no teaching experience to explore the field of education and to gain hands-on practice and the training necessary to become a successful full-time classroom teacher. Apprentice Teachers will have an opportunity to observe best practices in classroom instruction and education reform from experienced teachers and school leaders at a leading charter management organization. Apprentice Teachers observe and learn from Master Teachers, co-teach with teacher-leaders, provide in-house substitute teaching coverage for teachers, and support teachers with tutoring, grading, and individual or small group student instruction. Depending on school needs and candidate background, Apprentice Teachers may also teach their own class of students, allowing for direct teaching experience within a more limited teaching load. Apprentice Teachers will also assist with a variety of work inside and outside of the classroom, including teaching Enrichment classes, organizing student events, and developing mentoring relationships with students. Through full participation in summer and school-year professional development, as well as regular meetings with an instructional coach, Apprentice Teachers will have many opportunities to gain the experience and support necessary to develop their teaching skills. By the end of the year, Apprentice Teachers will be very strong candidates for full-time teaching positions.

SPECIFIC RESPONSIBILITIES:  Teach classes on behalf of Deans and teacher-leaders who are observing other teachers Provide substitute teaching coverage for teachers within the school; Potentially teach one class or small groups of students; Periodically plan and deliver instruction, gradually taking on more responsibility throughout the year; Develop teaching skills to potentially become a full-time teacher at the school; Support students by providing one-on-one and small group tutoring daily, and small group intervention and student support; Observe Master Teachers in order to improve instructional techniques and classroom management; Meet regularly with a coach to implement feedback on lessons and instruction; Teach or help coordinate an Enrichment class; Assist teachers with instruction, assessments, grading, and other classroom responsibilities; As appropriate, perform all duties expected of classroom teachers, including but not limited to: Implementing curricula and activities to meet academic standards; Designing and implementing assessments that measure progress towards academic standards; Using assessment data to refine curriculum and inform instructional practices; Participating in collaborative curriculum development, grade-level activities, and school-wide functions, events, and trips; Providing consistent rewards and/or consequences for student behavior; Serving as an advisor to a small group of students; Helping to co-lead advisory/homeroom in the morning and afternoon; Supervising students during transitions, breakfast, lunch and afterschool; Being accountable for students’ mastery of academic standards; Communicating effectively with students, families, and colleagues; Participating in an annual three-week staff orientation and training.

QUALIFICATIONS:  Drive to improve the minds and lives of students in and out of the classroom Evidence of self-motivation, willingness to be a team player, and has a strong sense of personal responsibility; Ideal candidates are hard-working, urgent, energetic, and are willing to learn and adapt; Is extremely reflective and constantly wants to improve; Is flexible and enjoys dealing with unpredictability; Strong time management skills; ability to manage multiple tasks simultaneously and meet tight deadlines; A strong candidate will possess strong organizational skills, communication skills (particularly with children), and problem solving skills; Interest in performing a critical support role and the ability to excel in a fast-paced, entrepreneurial, results-oriented environment; Prior experience working in schools and/or urban communities is preferred but not required; Relentless commitment to mission of educating urban students. Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

EDUCATIONAL BACKGROUND AND WORK EXPERIENCE:  Bachelor’s degree is required. A background in education is not required, though candidates should show a demonstrated passion for working with K-12 students. By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016)

COMPENSATION:  This is a paid teaching apprenticeship, including comprehensive health benefits. Aside from extensive professional development, all our teachers are equipped with a laptop computer, email, high-speed internet access, and all necessary instructional supplies.

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Middle School Teacher

Posted by | March 13, 2017 |

POSITION:  Teachers hold primary responsibility for the implementation and development of Uncommon’s curriculum and the success of its students. Therefore, Uncommon Schools seeks teachers who are committed to continuously improving curriculum and instruction through collaboration as part of a grade level team.

SPECIFIC RESPONSIBILITIES:  Implement curricula and activities to meet academic standards; Design and implement assessments that measure progress towards academic standards; Use assessment data to refine curriculum and inform instructional practices; Participate in collaborative curriculum development, grade-level activities, and school-wide functions; Provide consistent rewards and/or consequences for student behavior; Be accountable for students’ mastery of academic standards; Communicate effectively with students, families, and colleagues; Participate in an annual three-week staff orientation and training;

QUALIFICATIONS:  Drive to improve the minds and lives of students in and out of the classroom; Proven track-record of high achievement in the classroom; Mastery of and enthusiasm for academic subjects; Evidence of self-motivation and willingness to be a team player; Bachelor’s degree is required; Master’s degree is preferred; and Minimum of two years teaching experience in an urban public school or charter school setting. By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016). Valid State Certification is helpful but not required. Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

COMPENSATION:  We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

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Elementary School Teacher

Posted by | March 13, 2017 |

POSITION:  Teachers hold primary responsibility for the implementation and development of Uncommon’s curriculum and the success of its students. Therefore, Uncommon Schools seeks teachers who are committed to continuously improving curriculum and instruction through collaboration as part of a grade level team.

SPECIFIC RESPONSIBILITIES:  Implement curricula and activities to meet academic standards; Design and implement assessments that measure progress towards academic standards; Use assessment data to refine curriculum and inform instructional practices; Participate in collaborative curriculum development, grade-level activities, and school-wide functions; Provide consistent rewards and/or consequences for student behavior; Be accountable for students’ mastery of academic standards; Communicate effectively with students, families, and colleagues; Participate in an annual three-week staff orientation and training;

QUALIFICATIONS:  Drive to improve the minds and lives of students in and out of the classroom; Proven track-record of high achievement in the classroom; Mastery of and enthusiasm for academic subjects; Evidence of self-motivation and willingness to be a team player; Bachelor’s degree is required; Master’s degree is preferred; and Minimum of two years teaching experience in an urban public school or charter school setting. Valid State Certification is helpful but not required. Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable. By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016).

COMPENSATION: We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

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High School Teacher

Posted by | March 13, 2017 |

HIGH SCHOOL STEM TEACHER:  Teachers hold primary responsibility for the implementation and development of Uncommon’s curriculum and the success of its students. Therefore, Uncommon Schools seeks teachers who are committed to continuously improving curriculum and instruction through collaboration as part of a grade level team. We are seeking teachers for the following subject areas:

  • Algebra I / Algebra II
  • Geometry
  • Calculus
  • Biology
  • AP Biology
  • Chemistry
  • Physics
  • Engineering
  • Computer Science

SPECIFIC RESPONSIBILITIES:  Implement curricula and activities to meet academic standards; Design and implement assessments that measure progress towards academic standards; Use assessment data to refine curriculum and inform instructional practices; Participate in collaborative curriculum development, grade-level activities, and school-wide functions; Provide consistent rewards and/or consequences for student behavior; Be accountable for students’ mastery of academic standards; Communicate effectively with students, families, and colleagues; and Participate in an annual three-week staff orientation and training.

QUALIFICATIONS:  Drive to improve the minds and lives of students in and out of the classroom; Proven track-record of high achievement in the classroom; Mastery of and enthusiasm for academic subjects; Evidence of self-motivation and willingness to be a team player; Bachelor’s degree is required; Master’s degree is preferred; and Minimum of two years teaching experience in an urban public school or charter school setting preferred. By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016) Valid State Certification is helpful but not required. Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

COMPENSATION: We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

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Summer Teaching Fellowship

Posted by | March 13, 2017 |

Who We Look For: As an equal opportunity employer, we hire all Summer Teaching Fellows without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability. The strongest STF candidates exhibit the following traits:

  • Strong interest in teaching in urban environments after college and interest in pursuing a full-time role with Uncommon upon graduation.
  • Demonstrated commitment to social justice and urban education reform.
  • Evidence of openness to feedback, grit, and strong work ethic.
  • High degree of self-reflection and professionalism.
  • Desire to learn from others and work in collaborative environments.

The minimum program requirements are as follows:

  • Undergraduate college junior expected to graduate in December 2017 or Spring 2018 (Candidates graduating in December 2018 or in year three of a five-year undergraduate/Master’s program are NOT eligible to apply for STF 2017 and are encouraged to apply for our 2018 cohort.
  • Candidates who are studying abroad in the spring may be ineligible to apply. (For more info, please see our FAQs.)
  • Eligible to work in the United States
  • Minimum undergraduate GPA of 3.0
  • Full availability from May 28th to August 4th, 2017
Comments Off on Principal

Principal

Posted by | March 13, 2017 |

GENERAL SUMMARY: The School Principal, in conjunction with the Director of Operations, is responsible for all aspects of running a school. The principal is responsible for overseeing instruction, curriculum, assessment, and professional development.

ESSENTIAL DUTIES & RESPONSIBILITIES:

INSTRUCTIONAL & SCHOOL LEADERSHIP

  • Provide exemplary leadership to all members of the school community to achieve outstanding performance in the school’s mission of preparing each student for college
  • Work to dramatically improve student achievement by leading the educational program
  • Manage effectively faculty and staff
  • Develop and communicate the school’s systems, culture, and vision, and create a plan to achieve that vision
  • Oversee curriculum development and assessment Implement effective internal and external assessment systems and use data to inform decisions
  • Ensure strong consistency within the school program and curricular alignment with state and other rigorous standards
  • Select and share effective curricular and instructional practices from and with other schools
  • Serve as point person for all students and families

EVALUATION & FEEDBACK

  • Oversee faculty and staff of the school, including recruitment, selection, evaluation, supervision, retention, and dismissal
  • Manage teaching staff, including professional development, staff observations, curriculum development, staff communication, and scheduling and program decisions
  • Lead faculty to ensure that all staff are providing well-managed and rigorous daily lessons, reasonable and effective daily homework, and regular and productive afterschool tutoring
  • Foster commitment among faculty and staff to the development and fulfillment of the school’s mission and objectives
  • Hold teachers accountable for meeting high standards for student academic and behavioral performance
  • Work with staff on all curricular, instructional, assessment, and professional development issues and activities to ensure data drives classroom instruction
  • Work with staff to foster consistency among staff in enforcing the Student and Family Handbook and other school-wide discipline policies Facilitate positive faculty dynamics
  • Work with Special Education Coordinator to ensure 504 accommodations, IEP modifications, and counseling needs are met

FAMILY SUPPORT

  • Maintain communication and relations with the families of the school, ensuring they are kept involved with and held accountable for their children’s academic and behavioral performance
  • Communicate regularly with families regarding student performance and academic achievement Work with staff to correspond regularly with families regarding school policies, trips, events, and milestones
  • Work with staff to plan, coordinate, and support family meetings and special events
  • Respond to family concerns promptly and effectively

STUDENT SUPPORT/SCHOOL CULTURE

  • Collaborate with school staff to maximize the ability of the school to support students’ academic and socio-emotional development
  • Provide leadership to all staff and students in establishing a positive, structured, achievement-oriented, and fun school culture
  • Oversee students’ academic and behavioral program, including disciplinary decisions, enforcement of the Student and Family Handbook, scheduling and class decisions, educational program, and assessment and accountability
  • Ensure that traditions and rituals that support the school’s college mission are being created and maintained, grade by grade, year to year
  • Foster consistency in academic and behavioral expectations in and out of class
  • Ensure effective exam preparation to ensure student success
  • Work with appropriate staff to ensure the smooth administration and effectiveness of the after school enrichment programs

ORGANIZATIONAL LEADERSHIP

  • Demonstrate a relentless drive to improve the minds and lives of students in and out of school
  • Help oversee school-wide strategic planning and problem solving
  • Work with Director of Operations to lead the school’s administrative program

QUALIFICATIONS:

1. Required knowledge, skills & abilities:

  • Strong organizational skills; extremely careful attention to detail and follow-through.
  • Strong analytical and problem-solving skills.
  • Strong communication and negotiating skills.
  • Ability to work well in a team.
  • Exceptional ability to bridge and enhance cooperative working relationships.
  • Ability to create, monitor, and maintain systems that enhance organizational efficiency. Ability to thrive in a fast-paced, entrepreneurial environment; flexible, able to work autonomously as well as take direction as needed. Passion for the vision of an all-boys school.

2. Minimum educational level:

  • Bachelor’s Degree

3. Experience required:

  • 5 years teaching and working in classrooms and coaching teachers, preferably in urban schools and/or communities
  • Experience as a Dean or equivalent leadership role highly preferred
  • Experience at a high-performing charter school highly preferred but not required
Comments Off on Director of Operations

Director of Operations

Posted by | March 13, 2017 |

GENERAL SUMMARY: Oversees the ongoing operations at the school in conjunction with an Uncommon network’s Chief Operating Officer. Ensures implementation and maintenance of clear systems that allow principals and teachers to focus on students. Works closely with Uncommon’s Home Office Directors and with outside consultants and vendors.

ESSENTIAL DUTIES & RESPONSIBILITIES:

1. Oversees the ongoing operations at the school with the Network Chief Operating Officer and Associate Chief Operating Officer of Uncommon Schools (Uncommon).

2. School start-up and growth: Creates a detailed start-up checklist and ordering list to ensure that the school starts each year prepared and fully stocked.

3. Facility Manages and oversees the school’s physical condition.

4. Technology Works with Uncommon Chief Technology Officer to ensure that the school has a fully functioning technology infrastructure.

5. Student Information Manages student information database system and generates reports as needed.

6. Food and Transportation Manages food and transportation services.

7. Regulations and Reporting Ensures school-wide compliance with health and safety laws, charter contracts, state education mandates (including staff fingerprinting), teacher certification, and all federal and state workplace regulations.

8. Finance and Purchasing Ensures that school-based employees receive payroll and benefits in timely and accurate manner from Uncommon. Works with Uncommon – particularly the Uncommon Director of Finance – to create and oversee the school’s budget, finances, and relationships with outside vendors.

9. Scheduling Works with appropriate staff to construct advisory and class rosters. Creates and manages teacher, student, and classroom schedules.

10. External Relations and Development Manages relationships with all outside organizations and leads the school’s efforts to partner with community leaders and organizations. Manages visitor program.

11. Student Recruitment Maintains thorough list of pre-kindergarten programs, head start programs, youth service programs, churches, and other community organizations with which to correspond regarding student recruitment. Tracks student admission applications and maintains waitlist.

12. Manages the Office Manager and staffs the Main Office when Office Manager is unavailable or not present, and ensures the smooth operation of the main office, including mailings, attendance reporting, office machine maintenance, etc.

13. Coordinates with Uncommon to ensure smooth operations, identify needs, and facilitate flow of information.

14. Performs other related duties as required and assigned.

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Instructional Fellow

Posted by | March 13, 2017 |

Position

To make more elementary, middle, and high schools, we need future leaders to commit themselves to the most urgent and exciting work of our time. It takes individuals who can inspire students, who put excellence ahead of easy, and who project urgency about closing the achievement gap. It takes individuals who are fearless about making decisions and conducting difficult conversations and who can build a highly collaborative team and shape a vibrant culture. These individuals cultivate learning communities that are simultaneously academically rigorous and joyful. They know that their job is the most important one in the world. Self-reflective and humble, they are open to feedback and committed to continuously improving.

Uncommon Schools is offering a one-year fellowship to prepare to do one of three things: 1) open a new Uncommon school; 2) take over an existing Uncommon school; or 3) join an existing K-8 school as an Academy Director.

provides a robust development process to prepare leaders to lead a school in conjunction with the Director of Operations.This Fellow and eventual Principal is a full-time employee, hired, supported, and, evaluated by the Managing Director. The Instructional Fellow must have a B.A. and a minimum of three years of teaching experience.

Prepare for Success

Leaders are born, sure. But those who become great leaders do so through hard work and deep learning. At Uncommon Schools, we make that learning possible by a year-long fellowship. The Fellowship year is based on a foundation of six core elements that are aligned to the competencies of Uncommon leaders. Each element is designed to build Fellows’ capacity towards becoming effective instructional school leaders. These include the following:

  • Evaluation and Feedback; Fellowship Deliverables and Immersion;
  • Professional Development;
  • Reading and Discussion Groups;
  • School Startup Preparation;
  • and School Visits.

Evaluation and Feedback

Throughout the fellowship year, Fellows will receive coaching and feedback from their Managing Directors in addition to the school leaders they are working closely with during their fellowship year. Each Fellow will have an Individual Development Plan that identifies the specific areas of development for the Fellow around which the fellowship will be customized to ensure focused development opportunities.

Fellowship Deliverables and School Guidelines

During the fall of their fellowship year, Fellows will be placed at an existing Uncommon school to observe and learn in the environment of a successful school. While in this residency, the Fellow will be involved in teaching across subject and grade levels, observing and providing feedback to teachers, and completing special projects for the school. In addition, Fellows will be responsible for completing a variety of pre-determined deliverables.

Professional Development

Ideally, fellows start in June to prepare to open their schools in the following summer. Throughout their fellowship, they will engage in professional development focusing on three domains: Cultural Leadership, Instructional Leadership, and Leadership and Management. Each professional development session will be led by our experienced group of Managing Directors, current leaders, and a select group of external partners.

Leadership and Management:

  • Connecting with and Leading Teachers
  • Difficult Conversations
  • Managing Teams and Groups
  • Personal Effectiveness
  • Student Recruitment
  • Teacher Recruitment
  • Understanding Yourself as a Leader

Instructional Leadership:

  • Curriculum Alignment and Yearlong Planning
  • Data-Driven Instruction
  • Driving Student Achievement in Special Education
  • Observation and Feedback
  • Taxonomy of Effective Teaching Practices
  • Teaching Math
  • Teaching History
  • Teaching Reading
  • Teaching Science
Comments Off on Operations Fellow

Operations Fellow

Posted by | March 13, 2017 |

Position

To make more elementary, middle, and high schools, we need future leaders to commit themselves to the most urgent and exciting work of our time. It takes individuals who can inspire students, who put excellence ahead of easy, and who project urgency about closing the achievement gap. It takes individuals who are fearless about making decisions and conducting difficult conversations and who can build a highly collaborative team and shape a vibrant culture. These individuals cultivate learning communities that are simultaneously academically rigorous and joyful. They know that their job is the most important one in the world. Self-reflective and humble, they are open to feedback and committed to continuously improving.

Uncommon Schools is offering a one-year fellowship to prepare to do one of three things: 1) open a new Uncommon school; 2) take over an existing Uncommon school; or 3) join an existing K-8 school as an Academy Director of Operations.

The Fellowship provides a robust development process to prepare leaders to oversee the ongoing operations at a school in conjunction with the Principal and Uncommon Home Office. The Fellow (i.e., the eventual Operations Leader) will work very closely with Uncommon’s Director of Organizational Learning. The Operations Fellow is a full-time employee, hired, supported, and evaluated by the Network Chief Operating Officer. The Operations Fellow must have a B.A. and ideally has an M.P.P., M.B.A., or J.D.

Prepare for Success

The Fellowship year is based on a foundation of six core elements that are aligned to the competencies of Uncommon leaders. Each element is designed to build Fellows’ capacity towards becoming effective operational school leaders. These include the following:

  • Evaluation and Feedback;
  • Fellowship Deliverables and Immersion;
  • Operations Leadership Meetings;
  • Professional Development;
  • School Startup Preparation;
  • and School Visits.

Evaluation and Feedback

Throughout the fellowship year, Fellows will receive coaching and feedback from their Network Chief Operating Officers in addition to the school leaders they are working closely with during their fellowships. Each Fellow will have an Individual Development Plan that identifies the specific areas of development around which their fellowship will be customized.

Fellowship Deliverables and School Guidelines

Fellows will join the current Operations leaders for periodic meetings to share and tackle current Operational challenges across Uncommon schools and to build their support network of current leaders.

Professional Development

Starting in the summer, Fellows will engage in professional development focusing on three main domains: Cultural Leadership, Leadership and Management, and Operational Leadership. Each professional development session will be lead by our experienced group of Managing Directors, current leaders and a select group of external partners.

Leadership and Management

  • Connecting with and Leading Teachers
  • Difficult Conversations
  • Managing Teams and Groups
  • Personal Effectiveness
  • Student Recruitment
  • Teacher Recruitment
  • Understanding Yourself As A Leader

Operational Leadership

  • Data Analysis and Data-Driven Instruction
  • Financial Management
  • Organizational Systems
  • Personnel & Certification
  • School Transportation, Food Services, Health & Safety
  • Systems Thinking and Operations
  • Technology Management
Comments Off on Associate Managing Director

Associate Managing Director

Posted by | March 13, 2017 |

ABOUT THE POSITION

Associate Managing Directors at Uncommon Schools serve as vitally important leaders in our organization, and help drive the success of our schools and Principals. Associate Managing Directors oversee instructional and academic programs for groups of schools within the Uncommon Schools network and are accountable for student success and achievement within their schools as well as developing and managing Principals.

As an Associate Managing Director at Uncommon Schools, you will:

  1. Manage and oversee implementation of Uncommon’s academic program.
  2. Train school Principals and develop future instructional leaders.
  3. Lead regional and organization-wide instructional management together with the Chief Schools Officers and the Curriculum and Assessment team.
  4. Execute Uncommon’s mission and vision and ensure that schools receive operational support they need.
  5. Serve as a member of Uncommon’s Leadership Team.

JOB RESPONSIBILITIES

Management of academic program:

  • Observe schools on a daily basis and partner with Principals to constantly evaluate and improve instruction, curriculum implementation, assessments, and other aspects of the academic program and culture at schools.
  • Analyze student achievement data (including use of a school management dashboard) to improve school programs, pinpoint errors, and increase overall instructional rigor.
  • Support Principals in the training of teachers to use student achievement data to improve instruction and student learning.
  • Manage Principals to plan and implement summer and school-year training and content-area professional development for teachers in network.
  • Partner with Principal to build a strong staff and student culture as well as parent relations.
  • Support Principals to oversee hiring of teachers and other school staff.

Management of Principals and development of instructional leaders:

  • Provide frequent informal feedback to Principals and conduct an annual formal evaluation.
  • Plan and implement summer and school-year training for Instructional Fellows and all network instructional leaders.
  • Recruit for and participate in Principal and instructional interview process for all schools.
  • Support cross-regional Principal professional development and develop/execute regional Principal professional development as needed.
  • Build personal and professional network in order to cultivate future instructional and leadership talent at Uncommon.

Management of regional and organization-wide instruction:

  • Build a “one mission” culture for schools through Principal meetings and other communication.
  • Provide feedback on curriculum and help implement curriculum at schools.
  • Identify leader support needs and work with senior leadership team to develop and implement solutions.
  • Ensure assessments, reports, and other data needs are managed and implemented by instructional leaders and school-based operations staff.
  • Research and identify best practices from own network and other organizations and help disseminate those practices effectively to others.

Execution of Uncommon’s mission and vision:

  • Partner with Uncommon leaders to support operational and compliance needs for the region and schools and to develop regional initiatives.
  • Help manage relationships with Uncommon’s Regional Boards of Trustees.
  • Partner with Uncommon’s Home Office to meet organizational needs, including development, marketing, recruitment, human capital, and other relevant functions.

Other responsibilities:

  • Serve as a member of Uncommon’s Leadership Team.
  • Monitor and support schools in meeting the needs of special education students and work with appropriate partners – within and outside of Uncommon Schools – to deliver high-quality, cost effective services for students.
  • Perform other related duties as required and assigned.

WHO ARE WE LOOKING FOR?

An Associate Managing Director is:

  • Passionately committed to the mission of Uncommon Schools.
  • A talented educator with a track record of leading students and staff effectively.
  • A skilled written and oral communicator who is able to facilitate decision-making among multiple parties.
  • An exceptional problem-solver with a demonstrated ability to think critically, plan strategically, as well as research and perform thorough data analysis.
  • Self-directed and eager to take initiative.
  • Poised and able to present effectively to diverse audiences.
  • A quick learner who is able to be effective in a fast-paced, dynamic, entrepreneurial environment.

QUALIFICATIONS

  • A bachelor’s degree is required, and a graduate degree in business, education, public policy, or related field is strongly preferred.
  • Experience as an instructional leader in a high-performing urban public school is required.
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Special Education Teacher

Posted by | March 13, 2017 |

POSITION

The Special Education Teacher is passionate about supporting the students who are at-risk for academic underperformance due to emotional and/or physical challenges so that they can succeed in the school’s rigorous academic program.

The Special Education Teacher holds primary responsibility for providing academic, emotional, and physical services for students who require additional support to thrive within the school’s core academic program.

RESPONSIBILITIES

  • Demonstrate a relentless drive to improve the minds, characters & lives of students both in and out of school.
  • Show unwavering commitment to urban youth achieving greatness.
  • Create a positive, structured learning environment to ensure that students observe the school’s core values, high expectations, and strict code of conduct.
  • Implement curricula and activities to meet academic standards.
  • Design and implement assessments that measure progress towards academic standards Use assessment data to refine curriculum and inform instructional practices.
  • Participate in the collaborative curriculum development process.
  • Provide consistent rewards and/or consequences for student behavior to ensure that students observe the school’s core values, high expectations, and strict code of conduct.
  • Be accountable for students’ mastery of academic standards. Share responsibility for grade-level and school-wide activities.
  • Exhibit resilience to persevere and turn challenges into opportunities.
  • Focus constantly on student learning, thinking critically and strategically to respond to student learning needs.
  • Communicate effectively with students, families, and colleagues. Engage families in their children’s education.
  • Commit to continual professional growth, participating actively in department meetings, faculty meetings, and other meetings.
  • Participate in an annual three-week staff orientation and training.
  • Mentor and engage another Teacher in instructional practice and professional development.
  • Include a Teacher in daily classroom activities to help students meet academic standards.

QUALIFICATIONS

  • Drive to improve the minds and lives of students in and out of the classroom.
  • Proven track-record of high achievement in the classroom.
  • Mastery of and enthusiasm for academic subjects.
  • Evidence of self-motivation and willingness to be a team player.
  • Bachelor’s degree is required; Master’s degree is preferred.
  • Minimum of two years teaching experience in an urban public school or charter school setting.
  • Valid State Certification is helpful but not required.
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.
  • By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016).
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Special Education Coordinator

Posted by | March 13, 2017 |

POSITION

The Special Education Coordinator is passionate about supporting the students who are at-risk for academic underperformance due to emotional and/or physical challenges so that they can succeed in the school’s rigorous academic program.

The Special Education Coordinator holds primary responsibility for providing academic, emotional, and physical services for students who require additional support to thrive within the school’s core academic program.

RESPONSIBILITIES

  • Demonstrate a relentless drive to improve the minds, characters & lives of students both in and out of school.
  • Show unwavering commitment to urban youth achieving greatness.
  • Create a positive, structured learning environment to ensure that students observe the school’s core values, high expectations, and strict code of conduct.
  • Implement curricula and activities to meet academic standards.
  • Design and implement assessments that measure progress towards academic standards
  • Use assessment data to refine curriculum and inform instructional practices. Participate in the collaborative curriculum development process.
  • Provide consistent rewards and/or consequences for student behavior to ensure that students observe the school’s core values, high expectations, and strict code of conduct.
  • Be accountable for students’ mastery of academic standards.
  • Share responsibility for grade-level and school-wide activities.
  • Exhibit resilience to persevere and turn challenges into opportunities.
  • Focus constantly on student learning, thinking critically and strategically to respond to student learning needs.
  • Communicate effectively with students, families, and colleagues.
  • Engage families in their children’s education.
  • Commit to continual professional growth, participating actively in department meetings, faculty meetings, and other meetings.
  • Participate in an annual three-week staff orientation and training.
  • Mentor and engage another Teacher in instructional practice and professional development.
  • Include a Teacher in daily classroom activities to help students meet academic standards.

QUALIFICATIONS

  • Drive to improve the minds and lives of students in and out of the classroom.
  • Proven track-record of high achievement in the classroom.
  • Mastery of and enthusiasm for academic subjects.
  • Evidence of self-motivation and willingness to be a team player.
  • Bachelor’s degree is required; Master’s degree is preferred.
  • Minimum of two years teaching experience in an urban public school or charter school setting. Valid State Certification is helpful but not required.
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.
  • By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016).
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Associate Director of Recruitment – Rochester

Posted by | March 13, 2017 |

ESSENTIAL DUTIES & RESPONSIBILITIES

  • Works closely with members of the Recruitment team to brainstorm, develop and execute an innovative and streamlined approach to recruiting top talent in Rochester.
  • Demonstrates and communicates to candidates about Uncommon, what it is like to work in our organization, and why they should consider joining us.
  • Oversees candidate interview process.
  • Establishes and maintains strong relationships with candidates.
  • Reviews applications, resumes and conducts phone screens.
  • Manages school leader relationships and collaborates with regional leaders. Creates and leads outreach efforts to inform candidates about opportunities across our schools and build candidate pipeline.
  • Posts job descriptions on all relevant platforms.
  • Researches and implements advertising for open roles.
  • Attends career fairs targeted at high profile candidates and builds name recognition among talented candidates.
  • Conducts extensive outreach and networking with undergraduate and graduate schools, service organizations, and affinity groups to build Uncommon and its schools’ visibility and to attract candidates.
  • Performs other related duties as required and assigned.

QUALIFICATIONS

  • Passionate commitment to the mission of Uncommon Schools.
  • Excellent written and oral communication skills; demonstrated ability to present effectively and persuasively.
  • Strong relationship-building and relationship management skills. Excellent organization and time management skills.
  • Ability to learn quickly, work independently and to be effective in a fast-paced, dynamic, entrepreneurial environment.
  • Willingness and ability to travel to our Home Office in New York City and to recruitment-related events.
  • Bachelor’s degree required.
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Dean of Curriculum and Instruction

Posted by | March 13, 2017 |

Position Overview

The Dean of Curriculum & Instruction (DCI) is a school-based position that focuses on supporting teachers and instructional leaders to deliver the most rigorous and joyful academic experience for our students through observation and feedback, data-driven instruction, curriculum and assessment, professional development, building team culture through strong leadership skills, and contributions to organization-wide initiatives. As part of the instructional team, the DCI plays a central role in the success of their school. The DCI also works closely with the Principal and Director of Operations of their school as well as fellow DCIs across Uncommon.

Essential Duties & Responsibilities

Data Driven Instruction

  • Facilitate assessment cycles including scheduling, quality assurance of assessment materials, and teacher/student preparation with the support of school leadership
  • Conduct deep analysis of data in order to lead effective analysis meetings with teachers/content areas
  • Create grade level/content area action plans and materials to address data
  • Execute data meetings based on daily student work samples
  • Monitor grade-level progress against assessment cycle benchmarks

Observation and Feedback

  • Conduct daily observations and plan/execute 6-step feedback meetings that lead to teacher and instructional leader development and support implementation of action steps
  • Provide real-time feedback to teachers during instruction
  • Contribute to teachers’ mid-year reviews

Curriculum and Assessment

  • Own organization-wide curriculum and assessment work based on content expertise such as lesson planning, assessment revisions and review, collaborative scoring, and/or network analysis

Professional Development

  • Plan and deliver high-quality professional development that trains and orients staff members in Uncommon’s curricular systems and key pedagogical issues
  • Plan and execute team meetings for grade-level or content-area staff

Mission-Alignment

  • Demonstrate a relentless drive to improve the minds and lives of students in and out of school
  • Build professional relationships with teachers that help in their development
  • Collaborate with the Home Office, Associate/Managing Director, Principal, Dean of Students, the Special Education Coordinator, the School Social Worker, and other school staff to maximize the ability of Uncommon Schools to support students’ academic and socio-emotional development
  • Performs other related duties as required and assigned

Qualifications

Required knowledge, skills, and abilities

  • Strong content knowledge
  • Strong teaching skills in the classroom
  • Strong organizational skills; extremely careful attention to detail and follow-through.
  • Strong analytical and problem-solving skills.
  • Strong communication and negotiating skills.
  • Ability to work well in a team.
  • Exceptional ability to bridge and enhance cooperative working relationships.
  • Ability to create, monitor and maintain systems that enhance organizational efficiency.
  • Ability to thrive in a fast-paced, entrepreneurial environment; flexible, able to work autonomously as well as take direction as needed.

Minimum educational level

  • Bachelor’s Degree

Experience required

  • Three or more years working in classrooms and coaching teachers, preferably in urban schools and/or communities.
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Dean of Students

Posted by | March 13, 2017 |

Position Overview

The Dean of Students at Uncommon will work with the school’s Principal and Director of Operations to ensure that all students demonstrate dramatic student achievement gains and internalize the school’s values. This individual will also help lead the school’s efforts to create a positive, structured, consistent, caring, and disciplined school culture.

Essential Duties & Responsibilities:

  • Working closely with Principal to establish a positive, structured, achievement-oriented, and creative school culture.
  • Supporting teachers to hold all students to high and consistent behavioral expectations.
  • Serving as the point person for dealing with behavioral crisis-intervention and acute behavioral issues.
  • Acting as a resource to teachers in their instructional practice, especially as it relates to issues of discipline, relationships with students, classroom management, and school culture.
  • Assisting teachers, students, and parents in the effective creation and implementation of individual behavior plans.
  • Leading staff efforts to ensure all students have excellent attendance and arrive at school on time, and working aggressively with students and parents to ensure excellent attendance.
  • May participate in summer home visits highlighting the responsibilities of parents, teachers, and students.
  • Arranging for efficient homework collection in the morning, and ensuring homework is delivered to staff from students appropriately and accurately.
  • Helping to reinforce the effective use of a school-wide behavior plan, including managing the school’s demerit and rubric systems.
  • Serving as the point person for discipline/culture issues.
  • Ensuring that the physical environment of the school reinforces school culture and facilitates student achievement
  • Being highly present and visible during school hours, relentlessly ensuring the school has an exceptional school culture.
  • Proactively circulating throughout classrooms and hallways during the day, to gain valuable context on student behavior and help support positive school culture.
  • Monitoring behavioral pull-out and in-school suspensions.
  • Modeling the school’s values and the standard for professional behavior.
  • Coordinating student apologies and school culture messages at Community Meeting.
  • Supervising breakfast, lunch, in-between class transitions, enrichment, and dismissal, making sure students are always where they are supposed to be and ensuring a professional school culture at these times.
  • Managing afterschool detention.
  • Keeping accurate student discipline records, documenting all conferences, suspensions, and phone calls for behavior.
  • Teaching at least one whole or small-group class.
  • Tracking behavior on the school bus, ensuring students are exemplary bus riders to and from school.
  • Ensure that behavioral expectations and school culture standards are met outside of the classroom as well as inside, including establishing and monitoring bus behavior/culture as well as cafeteria/meal time behavior and culture

Qualifications:

  • Drive to improve the minds and lives of students in and out of the classroom.
  • Excellent communication skills, both verbal and written, and strong interpersonal skills with students, parents, colleagues, and community members.
  • Understanding of the nuances of urban school environments and school culture.
  • Bachelor’s degree is required; a Master’s degree is preferred.
  • Minimum of two years teaching experience in an urban district or charter school setting.
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.
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Literacy Specialist

Posted by | March 10, 2017 |

 

LITERACY SPECIALIST

LEE & LOW BOOKS is the largest children’s book publisher specializing in diversity and multiculturalism. We have established ourselves as an elite publisher whose catalog of 800+ books are well loved and respected by educators, librarians, booksellers, parents, and children throughout the US and around the globe.

We are looking for a talented individual to engage with our literacy partners, schools, and educators and contribute to the growth of our business. The position presents an opportunity to learn about the publishing industry and to enable educators and literacy partners to discover best strategies for using LEE & LOW titles in the classroom and curriculum.

Candidates must possess a desire to learn about the Education Market for children’s books (from beginning readers through young adult books) and a willingness to become familiar with modern pedagogy and teaching strategies, industry terminology, and current trends. This will be accomplished through in-house training, field experience, and ongoing professional development.

This is a full-time, in-house position. The Literacy Specialist will report to the Director of Curriculum & Literacy Strategy.

Responsibilities:

  • Lead and create research-based educational resources that clarify, strengthen, and enhance book effectiveness
  • Oversee the distribution of educational resources
  • Manage and maintain multiple leveling systems for books
  • Support authors, illustrators, award committees, distributors, and literacy partners on utilizing in-house educational content
  • Assist Director of Curriculum & Literacy Strategy in identifying education market needs and trends and providing insight as to how we can help serve the needs of educators
  • Support Marketing team on investigating and engaging influential teachers, professional teaching organizations, and academic institutions to promote our education materials, managing those relationships, and exchanging best practices with the goal of promoting our books
  • Engage and cultivate teacher partnerships through conferences, presentations, social media platforms (blogs, Twitter, educator-networking websites), and professional development webinar opportunities
  • Provide knowledge of education and pedagogy trends to Sales and Editorial teams to show the educational applications of our books and their uses in the classroom
  • Advise the Marketing team on constructing the company website with an education-focus and teacher-voice

Requirements:

  • The ideal candidate is an energetic, creative, inquisitive self-starter with exceptional organizational, analytical, and creative thinking skills
  • Knowledge of current, effective K–6 practices in teaching, learning, and curriculum design
  • Experience creating lessons and materials for diverse populations, including culturally diverse, ELL and ENL, and special needs
  •  4-year college degree
  • 2+ years of experience as a classroom teacher
  • 1+ years of experience in instructional design, learning design, or curriculum design at an educational technology company, educational publishing company, or educational products company
  • Strong interpersonal skills with eagerness to connect with educators and literacy partners
  • Excellent writing abilities
  • Polished, professional presentation skills
  • The ability to prioritize multiple assignments

Desired Additional Skills:

  • Bilingual in Spanish and English
  • Literacy Coaching, Staff Development, Teaching experience
  • Bachelor or Masters degree focused on Education

Location:
Our office is conveniently located in New York City near Madison Square Park.

Compensation:
Competitive salary along with bonus. Company benefits package includes health coverage (including prescription drug coverage), 401K plan, and generous vacation policy.

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Lead Teacher

Posted by | March 10, 2017 |

DO YOU LIVE OUR GROW VALUES?

Grit Our work is fun, but it is also hard.  We look every challenge square in the face and say, “bring it on!”   We are not afraid to fail.  When we do, we pick ourselves up.  When others do, we extend a hand.
Relationships Roots is a school family.  We respect our teachers, our classmates, our community and ourselves.   We see strengths in all people first.  We use our words to solve problems and always assume the best.  Our kindness is contagious.
Ownership We take ownership over our words and actions.  We are open and honest.  We make plans for our plans.  We freely admit mistakes and embrace difficult conversations.  We deeply feel our shared responsibility for all our scholars.
Wonder Education done right begins and ends in wonder.  We marvel at – and are humbled by – one another and the world around us.  We are obsessed with questions – the questions we ask our scholars, ourselves, our teammates, and most importantly the questions we inspire our scholars to ask of us.


DO YOU WANT TO…

  • Teach like it’s soccer not tennis by joining a team of phenomenal educators working closely together in all aspects of their practice (note: if you like to close the door to your classroom and be left alone to work your magic, Roots is not for you)
  • Help you your scholars build the academic and non-academic skill they need to be successful at Roots and beyond
  • Infuse every lesson  with extraordinary intellectual rigor and limitless joy
  • Constantly refine your skills through coaching, weekly professional development, data analysis and collaborative planning
  • Use formal and informal assessments constantly to drive your instruction and teach in small groups
  • Serve as a mentor and model for a Roots Teaching Fellow while driving extraordinary results with your scholars
  • Be an innovator in your field, push the limits of what’s possible, try new things, fall on your face and try again
  • For a list open lead teaching positions with more detailed descriptions, please see our hiring page at: rootselementary.org

    DO YOU HAVE…

  • An unwavering personal commitment to closing the opportunity gap for all children in our time
  • 2 – 4+ years of experience driving superior results in an elementary school classroom
  • Experience teaching Guided Reading required; experience teaching Cognitively Guided Instruction (CGI), Writer’s Workshop, and/or small group math instruction highly preferred
  • Data in your veins:  you analyze, interpret, and use data to collaborate, identify gaps, and drive results
  • Strong project management skills including goal setting, backwards planning, and executing consistently
  • Comfort with ambiguity, ability to operate in a fluid work environment, and confidence “building the plane while flying it”
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Teaching Fellowship

Posted by | March 10, 2017 |

 DO YOU LIVE OUR GROW VALUES?

Grit Our work is fun, but it is also hard.  We look every challenge square in the face and say, “bring it on!”   We are not afraid to fail.  When we do, we pick ourselves up.  When others do, we extend a hand.
Relationships Roots is a school family.  We respect our teachers, our classmates, our community and ourselves.   We see strengths in all people first.  We use our words to solve problems and always assume the best.  Our kindness is contagious.
Ownership We take ownership over our words and actions.  We are open and honest.  We make plans for our plans.  We freely admit mistakes and embrace difficult conversations.  We deeply feel our shared responsibility for all our scholars.
Wonder Education done right begins and ends in wonder.  We marvel at – and are humbled by – one another and the world around us.  We are obsessed with questions – the questions we ask our scholars, ourselves, our teammates, and most importantly the questions we inspire our scholars to ask of us.


DO YOU WANT TO…

  • Earn Licensure in Colorado and complete the first year of a two year Masters of Arts in Teaching degree  through the Relay Graduate School of Education.  During the year of the Fellowship, Roots offers a $25,000 living stipend including health and retirement benefits
  • Study alongside master teachers to become a lead teacher  after successful completion of one year program
  • Begin your education career in a support role and quickly assume greater responsibility for student outcomes
  • Teach like it’s soccer not tennis by joining a team of eight phenomenal educators working with a group of 100 K-1 or 2-3 scholars (note: if you want to close the door to your classroom and be left alone to work your magic, Roots is not for you)
  • Build strong relationships with Roots scholars by having quality 1-on-1 time
  • Infuse every lesson with extraordinary intellectual rigor and limitless joy
  • Constantly refine your skills through coaching, weekly professional development, data analysis and collaborative planning
  • Use formal and informal assessments constantly to understand exactly what your scholars have learned, what they need to learn next and how you will ensure they learn it
  • Be an innovator in your field, push the limits of what’s possible, try new things, fall on your face and try again

 

    DO YOU HAVE…

  • An unwavering personal commitment to closing the opportunity gap for all children in our time
  • A Bachelor’s degree (minimum 3.0 GPA) and some meaningful professional experience, either post-college or through an internship or student leadership position
  • Strong interpersonal skills, the ability to form strong working relationships quickly and maintain them through conflict
  • Data in your veins:  you analyze, interpret, and use data to collaborate, identify gaps, and drive results
  • Strong project management skills including goal setting, backwards planning, and executing consistently
  • A commitment to flexibility, wearing many hats and pitching in where you can to reach our common goals
  • Comfort with ambiguity, ability to operate in a fluid work environment, and confidence “building the plane while flying it”
Comments Off on Education Success Project Leader VISTA

Education Success Project Leader VISTA

Posted by | March 2, 2017 |

Education Success Project Leader (VISTA)

Background:

YouthBuild Philadelphia Charter School is a nationally-recognized leader in alternative education. We help transform the lives of older (18 – 21), urban youth through a holistic approach that includes academic instruction and vocational training. Students attend YouthBuild for one year, during which they work towards earning a competency-based high school diploma and a vocational certification.

Our committed staff and talented students make YouthBuild an inspiring place to work. The school is known for its positive climate and culture. Staff and students benefit from being part of a close-knit community built through community meetings, school-wide service projects and a restorative-justice approach to discipline.

Mission:

To provide out-of-school youth in Philadelphia with the broadest range of tools, supports and opportunities available to become self-sufficient, responsible and productive citizens in their community. We develop the character, knowledge, and skills of our students so that they will succeed in top-quality colleges, trade schools and the competitive world beyond.

Responsibilities:

The Education Success Project Leader will work with YouthBuild’s academic team to increase the number of YouthBuild students who attain a diploma, and are academically prepared to be successfully placed and retained in postsecondary settings. We are seeking a college graduate, with excellent communication skills, the ability to proactively develop positive relationships, and a commitment to community engagement and education. The ideal candidate is passionate about education justice, is interested in creative thinking and problem solving, and is prepared to undertake a variety of projects to support student success.

Specifically, the Education Success Project Leader will be charged with the following:
 Coordinate and enhance a volunteer program to improve student academic performance on YouthBuild’s academic curriculum (examples: tutors, mentors, teacher assistants)
 Develop partnerships, curricula and programming to support students’ success on standardized tests including the TABE, SAT and community college placement tests like the Compass.
 Research and support the development of curriculum and staff development opportunities that enhance the tools and skills we have for preparing students for postsecondary success.

Our twelve-month position as a Full-Time AmeriCorps VISTA Member requires that successful applicants must:

 Be at least 18-years-old upon entering VISTA training. There is no upper age limit.
 Be a U.S. citizen or have permanent resident status.
 Not listed in the National Sex Offender Registry database as convicted of a sex-related crime.
 Be in a position to offer full-time service for one year (March 24, 2017 – March 23, 2018).
 Be able to exhibit previous education, training, military, or work experience, and any other relevant skills or interests necessary to perform a specific VISTA assignment.
 Be willing to live among and at the economic level of the low-income people served by the project and have a desire to provide needed community services to an under-served community while receiving the following benefits: a living allowance of $949/month, an education award of $5,350 upon successful completion of term of service, loan forbearance w/ interest accrual payment, child care coverage (if applicable), and health benefits.
 Understand VISTAs serve on a full-time basis and cannot be the subject of legal proceedings (civil or criminal) that may consume time needed for their assignments.

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Personalized Learning Lab Teacher

Posted by | February 27, 2017 |

The NET Charter High School

Personalized Learning Lab Teacher (Full time)

Job Description

 

The NET Charter High School

The NET Charter High School serves students who have dropped out of or been expelled from high school or who have struggled academically or behavioral in traditional settings. The school’s name stands for: meeting Needs, raising Expectations, Training for life. Students at The NET earn a high school diploma and participate in internships with area employers in various fields.  Our students leave school with the skills, confidence and experience to succeed in the career and education path of their choice.

 

Position Responsibilities

 

The computer lab is one of the three major academic setting at The NET.  Each student takes one or more courses online using a variety of RtI and course content providers.  The Lab Teacher is responsible for supporting and managing lab programs and students to insure they understand the material and make appropriate progress toward graduation.

 

This position is a unique opportunity to work in the exciting field of Personalized and Blended Learning.  You will join a highly dedicated and mission aligned team of professionals striving to insure that all students receive the high quality supports they deserve.

 

The NET Personalized Learning Lab Teacher is responsible for:

  • Maintaining an organized and productive computer lab
  • Monitoring and motivating students to ensure they are making appropriate progress on their credits
  • Tutoring and teaching students struggling with content
  • Developing supplementary materials to assist student comprehension of online course materials
  • Basic computer and program troubleshooting; communicating with Technology Coordinator for major issues
  • Establishing and maintaining productive communication with students, teachers, and parents
  • Ensuring students follow computer lab expectations
  • Handling administrative work associated with lab behavior and academics

 

 

 

 

 

 

 

 

 

 

 

Position Requirements:

Education & Experience

  • 3+ years experience working with at risk students in a non-selective, open admissions urban environment with a demonstrated record raising student achievement
  • Experience & high level of comfort working with computers and basic IT
  • Strong academic skills and comfort tutoring students in multiple subjects
  • Strong, positive culture building & behavior management to insure the lab is a productive space for all students
  • BA or BS

 

Skills & Approach

  • Passion for improving educational opportunities for urban students and for being a part of a strong, mission-driven team
  • Commitment to Educators for Quality Alternative’s mission, vision and growth
  • Excellent communication, interpersonal, relationship building & management skills
  • Flexible and learning mindset dedicated to effectively & innovatively problem solving

 

 

Details

  • Schedule: All full time NET positions are year-round
  • Salary: Initial salary is set based on years of experience, certification and degrees. Future salary increases and bonuses are based on performance and responsibilities.
  • Benefits: Comprehensive benefits and generous 403b retirement plan
  • Reports to: School Operations Coordinator

 

To Apply

For more information or to apply, visit:

www.thenetnola.org

or email:

Elizabeth Ostberg, Principal, eostberg@thenetnola.org

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Math/Science/SS Teachers

Posted by | February 27, 2017 |

Science/Math/Social Studies Teacher
(Full time; Certification Preferred)

Position Description                                                                                               

 

The NET Charter High School

The NET is an alternative high school for students who have dropped out of, been expelled from, or who have otherwise struggled in a traditional school setting. Students at The NET receive intensive, individualized academic, social, and behavioral supports, earn a high school diploma, and participate in rigorous internships with area employers. Our students leave school with the skills, confidence and experiences necessary to succeed in the career and education paths of their choice.

 

 

Position Summary

The NET Teacher position is a unique opportunity to provide the type of high quality math curriculum and instruction you believe struggling high school students in New Orleans deserve.

 

The Teacher is responsible for:

  • High School curriculum development & teaching
  • Developing strong relationships and a highly functional, restorative classroom
  • Assessing and monitoring student progress
  • Differentiating lessons, assessments and support
  • Constantly developing his/her own craft

 

 

Position Requirements:

Education & Experience

  • 3+ years teaching at risk students in a non-selective, open admissions urban environment with a demonstrated record raising student achievement
  • A BA or BS
  • Louisiana Teacher Certification completed or in progress preferred
  • Special Education experience preferred

 

Skills & Approach

  • Passion for improving educational opportunities for urban students and for being a part of a strong, diverse, mission-driven team
  • Specialized interest in working with and developing students with learning and emotional difficulties
  • Commitment to The NET’s mission, vision and growth
  • Excellent communication, interpersonal, relationship building & management skills
  • Flexible and learning mindset dedicated to effectively & innovatively problem solving

 

 

Details

  • Schedule: All full time NET positions are year-round with approximately 10-12 weeks for vacation per year
  • Salary: Competitive for Orleans Parish. Initial salary is set based on years of experience and degrees. Future salary increases and bonuses are based on performance and responsibilities.
  • Benefits: Comprehensive benefits and generous 403b retirement plan
  • Reports to: Principal

 

To Apply

For more information or to apply, visit:

www.thenetnola.org

or email:

Elizabeth Ostberg, Principal, eostberg@thenetnola.org


 

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Teacher/Advisors

Posted by | February 27, 2017 |

The NET Charter High School

Teacher/Advisor (Full time, Certification Preferred)

Job Description

 

The NET Charter High School

The NET Charter High School serves students who have dropped out of or been expelled from high school or who have struggled academically or behaviorally in traditional settings. The school’s name stands for: meeting Needs, raising Expectations, Training for life. Students at The NET earn a high school diploma and participate in internships with area employers in various fields.  Our students leave school with the skills, confidence and experience to succeed in the career and education path of their choice.

 

Position Summary

The NET Teacher/Advisor position is a unique opportunity to teach and work intensively with small groups of your favorite students—the ones that don’t seem to excel in traditional classrooms.

 

As a Teacher/Advisor, you have tremendous impact on the curriculum, culture and class and program structure in order to ensure that each of your advisees develop to their greatest potential.

 

NET Teacher/Advisors are responsible for:

  • Planning and teaching multi-disciplinary, project-based seminar courses (generally English, Social Studies, and Electives)
  • Building and leveraging transformative relationships for advisee growth
  • Assessing and monitoring student progress on an individual and course level
  • Constantly developing your own craft

 

Position Requirements:

Education & Experience

  • 3+ years teaching at risk students in a non-selective, open admissions urban environment with a demonstrated record raising student achievement
  • A BA or BS
  • Louisiana Teacher Certification completed or in progress preferred
  • Special Education certification and/or experience preferred

 

Skills & Approach

  • Passion for improving educational opportunities for urban students and for being a part of a strong, diverse, mission-driven team
  • Specialized interest in working with and developing students with learning and emotional difficulties
  • Commitment to The NET’s mission, vision and growth
  • Excellent communication, interpersonal, relationship building & management skills
  • Flexible and learning mindset dedicated to effectively & innovatively problem solving

 

 

Details

  • Schedule: All full time NET positions are year-round with approximately 10-12 weeks for vacation per year
  • Salary: Competitive for Orleans Parish. Initial salary is set based on years of experience and degrees. Future salary increases and bonuses are based on performance and responsibilities.
  • Benefits: Comprehensive benefits and generous 403b retirement plan
  • Reports to: Principal

 

To Apply

For more information or to apply, visit:

www.thenetnola.org

or email:

Elizabeth Ostberg, Principal, eostberg@thenetnola.org

Comments Off on Executive editor

Executive editor

Posted by | February 6, 2017 |

Chalkbeat is looking for an executive editor to lead the day-to-day editorial and operational management of the editorial team, with an eye toward future expansion.

Chalkbeat is the nonprofit news organization committed to covering one of America’s most important stories: the effort to improve schools for all children, especially those who have historically lacked access to a quality education. We’re in five locations — Colorado, Detroit, Indiana, New York, and Tennessee — and growing. Read more about our mission and values.

Reporting directly to Elizabeth Green, Chalkbeat’s cofounder, CEO, and Editor-in-Chief, the executive editor will be responsible for executing the strategy set by senior leadership and overseeing the editorial arm of this mission-driven news organization that provides deep, local coverage of education policy and practice. You will manage the editorial calendar and work with four local editors, the national editor, and the enterprise editor to shepherd daily and longer-form journalism to publication. You will directly manage those six editors and indirectly oversee a team of 13 reporters across offices in New York, Colorado, Indiana, Detroit, and Tennessee—with more to come down the line. You will be responsible for setting readership and journalistic impact targets, and then coaching the team to achieve those goals. You will also work closely with the Director of Product and Growth on web and app development, and constantly be on the lookout for new digital trends.

Who are you?

You are a journalist who loves leading a team as much as reporting a story. You think digitally first and are constantly looking for new ways to present a narrative. You are an inspiring leader who thrives on the adrenaline of a newsroom, simultaneously able to communicate high-level strategy and willing to roll up your sleeves to direct breaking news coverage. You love numbers and analysis, and are comfortable with setting goals and measuring results.

What background and skills do you have?

  • 10+ years’ experience in journalism and/or digital content creation, including several years spent in a fast-paced digital environment
  • 5+ years’ experience in a senior position that includes hiring and building large teams, ideally across distributed locations
  • Experience overseeing story budgets and publishing calendars
  • Stellar news judgment and a nose for what makes the perfect story mix
  • Comfortable operating autonomously with limited oversight
  • Demonstrable experience with analytics tools and tracking
  • Strong interpersonal skills with an ability to work with all levels of management; able to communicate proactively with key stakeholders in a startup environment
  • Passion for education is a must; knowledge of education is a strong plus, but not required

The ideal candidate is based in one of Chalkbeat’s current locations: New York, DC, Denver, Indianapolis, Detroit, Memphis, or Nashville. Remote candidates will also be considered as long as they’re willing to travel at least twice a quarter for meetings, retreats, and relationship-building.

Comments Off on National reporter

National reporter

Posted by | February 6, 2017 |

Chalkbeat is looking for a passionate, enterprising reporter to join our national reporting team.

Chalkbeat is the nonprofit news organization committed to covering one of America’s most important stories: the effort to improve schools for all children, especially those who have historically lacked access to a quality education. We’re in five locations — Colorado, Detroit, Indiana, New York, and Tennessee — and growing. Read more about our mission and values.

Now, we’re looking for a reporter to cover the education trends, people, and ideas that span the entire country and shape what happens locally.

You’ll be responsible for writing a range of stories at a fast pace. A typical week in your reporting life might include explaining why a research finding matters to teachers; synthesizing local stories about challenges facing refugee students; unpacking what the latest news out of the U.S. education department means for states, districts, teachers, and students; and chronicling education policy cameos on your favorite TV show.

You’re a good fit for this position if:

  • You’ve thrived as a journalist in a fast-paced, high-volume news environment.
  • You’ve previously covered education locally or nationally and have more questions than when you got started.
  • You geek out over research and data and have proven that you can engage readers on complex topics.
  • You believe high-quality journalism can make a difference to the lives of students, the work of policy makers, and the strength of our democracy.
Comments Off on Literacy Specialist

Literacy Specialist

Posted by | January 24, 2017 |

LEE & LOW BOOKS is the largest children’s book publisher specializing in diversity and multiculturalism. We have established ourselves as an elite publisher whose catalog of 800+ books are well loved and respected by educators, librarians, booksellers, parents, and children throughout the US and around the globe.

We are looking for a talented individual to engage with our literacy partners, schools, and educators and contribute to the growth of our business. The position presents an opportunity to learn about the publishing industry and to enable educators and literacy partners to discover best strategies for using LEE & LOW titles in the classroom and curriculum.

Candidates must possess a desire to learn about the Education Market for children’s books (from beginning readers through young adult books) and a willingness to become familiar with modern pedagogy and teaching strategies, industry terminology, and current trends. This will be accomplished through in-house training, field experience, and ongoing professional development.

This is a full-time, in-house position. The Literacy Specialist will report to the Director of Curriculum & Literacy Strategy. Aim to start no later than April 1.

Requirements:
• The ideal candidate is an energetic, creative, inquisitive self-starter with exceptional organizational, analytical, and creative thinking skills
• Knowledge of current, effective K–6 practices in teaching, learning, and curriculum design
• Experience creating lessons and materials for diverse populations, including culturally diverse, ELL and ENL, and special needs
• 4-year college degree
• 2+ years of experience as a classroom teacher
• 1+ years of experience in instructional design, learning design, or curriculum design at an educational technology company, educational publishing company, or educational products company
• Strong interpersonal skills with eagerness to connect with educators and literacy partners
• Excellent writing abilities
• Polished, professional presentation skills
• The ability to prioritize multiple assignments

Responsibilities:
• Lead and create research-based educational resources that clarify, strengthen, and enhance book effectiveness
• Oversee the distribution of educational resources
• Manage and maintain multiple leveling systems for books
• Support authors, illustrators, award committees, distributors, and literacy partners on utilizing in-house educational content
• Assist Director of Curriculum & Literacy Strategy in identifying education market needs and trends and providing insight as to how we can help serve the needs of educators
• Support Marketing team on investigating and engaging influential teachers, professional teaching organizations, and academic institutions to promote our education materials, managing those relationships, and exchanging best practices with the goal of promoting our books
• Engage and cultivate teacher partnerships through conferences, presentations, social media platforms (blogs, Twitter, educator-networking websites), and professional development webinar opportunities
• Provide knowledge of education and pedagogy trends to Sales and Editorial teams to show the educational applications of our books and their uses in the classroom
• Advise the Marketing team on constructing the company website with an education-focus and teacher-voice

Desired Additional Skills:
• Bilingual in Spanish and English
• Literacy Coaching, Staff Development, Teaching experience
• Bachelor or Masters degree focused on Education

Location:
Our office is conveniently located in New York City near Madison Square Park.

Compensation:
Competitive salary along with bonus. Company benefits package includes health coverage (including prescription drug coverage), 401K plan, and generous vacation policy.

To apply:
Email a PDF of resume, cover letter, and writing sample (lesson plan or unit plan) to careers AT leeandlow.com, or send materials via fax to (212) 683-1894

https://www.leeandlow.com/about-us/careers-at-lee-low–2

Comments Off on Part-time Online ESL Teacher

Part-time Online ESL Teacher

Posted by | January 23, 2017 |

VIPKID is currently looking for independent contractors as ESL teachers for our young students. We look for teachers that are energetic and can provide engaging classes, and who are motivated and excited to work with a promising company that is growing at a fast pace in China. VIPKID currently has 60,000+ active students and 6,000+ active teachers.

WHAT WE DO
-1-on-1 online full immersion English language and content classes
-Teach American curriculum, based on the Common Core State Standards
-25-minute highly engaging lessons

WHAT WE REQUIRE

– Exposure to the American or Canadian K12 education system
– Minimum 1 year of teaching experience
– Bachelor’s degree
-Tech Requirements: Desktop or Laptop with Fast Internet connection and audio/video capability

Contract type: Independent contractor
Contract term: 6-Months
Start date: Immediately
Hours: In order to maximize number of classes scheduled, teachers are recommended to be available for at least 15 time slots per week (each time slot is 30 minutes) during Beijing peak times. The following hours tend to be the most requested time periods: Monday-Sunday 6-10pm, and Saturday-Sunday 9am-10pm in Beijing time.

Payment: Our teachers are paid according to the number of classes finished. The minimum service fee rate range is US$ 14-$18/hour. There are incentives for every lesson, so a typical service fee ranges between US$ 14-22/hour. This business opportunity is ideal for independent contractor teachers looking to supplement their income.

Comments Off on Middle School and High School Math Special Education Teachers

Middle School and High School Math Special Education Teachers

Posted by | January 19, 2017 |

The SEED Foundation (www.seedfoundation.com) was created in 1997 to establish college-preparatory urban boarding schools that prepare children both academically and socially, for success in college and beyond.

In 1998, the Foundation opened The SEED Public Charter School of Washington, D.C. – the nation’s first urban public college preparatory boarding school. The school currently serves 325 students in grade 6-12. In 2015, 100% of SEED’s seniors were accepted to a four year college or university.

All SEED students live on campus from Sunday evening through Friday afternoon when they return home for the weekend. The dormitories are organized into small “houses” of 10-12 students per life skills counselor for afternoon and evening routines such as study hall, house meetings, and social activities. We provide a safe and caring 24 hour boarding experience. Our relationship with parents and guardians is essential to the success of their child while at SEED.

We are currently seeking High School and Middle School Math Special Education Teachers for 2016 – 2017 school year to work with and teach upper school students to prepare them for success in a college preparatory upper school program.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Collaborate in a strong team environment to:
• Provide for an engaging middle school and/or upper school learning environment conducive to student success
• Promote and support a middle and/or upper program with promotion based upon standards mastery
• Communicate knowledge in an interesting, stimulating, and effective manner, using a variety of instructional methodologies, curriculum resources, and materials
• Examine student assessment data to inform decision making and to guide and improve instruction
• Promote high levels of learning in an engaging and effective manner, using a variety of instructional methodologies, curriculum resources, and materials
• Integrate literacy strategies into the instructional framework
• Differentiate instruction to reach all learners
• Plan, organize, and deliver appropriate lessons for assigned area(s) of responsibility, and submit lesson plans to the Principal and Assistant Principals on an as requested basis
• Establish and maintain a classroom atmosphere conducive to learning
• Collaborate with fellow teachers on planning, professional development, and standards-based curriculum and common assessment design to contribute to the continuous improvement of instruction at the school
• Assess students’ learning in a professional manner and communicate students’ progress to parents and fellow teachers to facilitate future instruction.
• Identify special needs of students and seek additional support, as needed
• Maintain and submit necessary records, progress reports, and grade reports
• Participate in faculty meetings, workshops, staff development programs, and other school sponsored activities
• Participate in summer programming including direct service to incoming and returning SEED youth and curriculum work with colleagues
• Assist in general building supervision and discipline of students outside of the classroom
• Adhere to the professional and ethical standards as outlined in the SEED PCS Staff Manual

MINIMUM QUALIFICATIONS

• Bachelors’ degree in related field, preferably in Education;
• Special Education certification; Praxis II passing score
required in the content area;
• Master’s in related field and/or prior teaching experience
highly desired.

Comments Off on Paid summer education reporting internships

Paid summer education reporting internships

Posted by | January 3, 2017 |

Chalkbeat, the national nonprofit education news organization covering local public schools, is seeking motivated undergraduate or graduate students to serve as summer reporting interns.

Our reporting teams cover schools in Denver, Detroit, Indianapolis, Memphis, and New York City, as well as education issues affecting schools across the country.

The 10-week paid internship will offer student journalists the opportunity to work alongside some of the nation’s top education journalists in a dynamic, rapidly growing organization. At a critical moment for an active independent press, join us as we build an organization working to sustain journalism that matters.

Interns will have the opportunity to undertake daily education news assignments, to work on enterprise stories, and to participate in the life of our reporting teams in every way.

Ideal candidates will demonstrate a passion for public policy and social issues journalism, strong reporting and writing skills, and comfort working in digital media. They will be mission-driven, entrepreneurial, creative, energetic, and tenacious reporters.  

About Chalkbeat

Chalkbeat, founded in 2013, is the nonprofit news organization covering the national effort to transform public education. We are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. We seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools.

Qualifications

We are seeking summer reporting interns who are energized by our mission and excited to help us build a news organization that re-imagines daily newsgathering while embracing traditional journalistic values. Candidates should have clips that demonstrate strong reporting and writing skills. We’re also looking for people with a passion for (and ideally, a familiarity with) covering education.

In particular, you should have:

– Significant high school, college or professional journalism experience

– A high level of comfort with the exciting opportunities and challenges inherent in working in a high-energy start-up environment

– Familiarity with and curiosity about education issues such as standards, school choice, and teacher effectiveness

The 10-week internships start June 5 and run through Aug. 11. (The dates can be adjusted if necessary.) Interns will work 40-hour weeks and receive a stipend.

To Apply

Please send a resume, five relevant clips, and a cover letter explaining your interest in the position and any preferences among our locations to careers@chalkbeat.org. The deadline for applications is Friday, March 3. Applications will be reviewed on a rolling basis; we recommend that you apply as early as possible. Please specify “Application for 2017 internship” in the subject line.

Chalkbeat is dedicated to equal employment opportunities in any term, condition, or privilege of employment. Chalkbeat encourages people of all races, colors, national origins, ancestries, creeds, religions, genders, ages, disabilities, veteran status, sexual orientations, marital statuses, gender expressions to apply.