Colorado School Founder Fellow
WHO WE ARE
The Legacy Fellowship (startaschool.org) is a paid two year training program for education leaders and entrepreneurs interested in starting a new charter school in Colorado. Fellows work full time to open a new school that embraces serving the whole student and provides an educational model with a compelling vision for the community they intend to serve.
The Legacy Fellowship is run by the Legacy Institute (springslegacy.org), a nonprofit dedicated to advancing education and community development in Colorado. The Fellowship is guided by an exceptional leadership team with over two decades of collaboration and experience in education, philanthropy, and professional development, including significant experience building new schools and training new leaders.
Through the Legacy Fellowship, participants will have the opportunity to:
- Create an enduring school and organization
- Meet the needs of the whole kid
- Build an organization set up for success and successors
- Have real impact on thousands of kids and adults
WHAT YOU’LL DO
Legacy Fellows will be responsible for completing a rigorous two year training program and securing an approved charter application for a new school of their founding in Colorado.
As a Fellow, your primary responsibilities will be:
- Attending 2 years worth of trainings
- Visiting strong schools across Colorado and the country
- Building a coalition of local supporters, parents, and board members
- Writing a rigorous and politically viable charter application that gets approved
- Opening an exceptional new school that endures for multiple decades
WHO YOU ARE
- Level 5 Leadership: You balance personal humility with professional determination, deliver exceptional results, and drive long-term shared success with others.
- Personal Humility: You care nothing about credit and put the needs of the students, the team, and the school above yourself at all times.
- Professional Resolve: You are fiercely dedicated to both achieving meaningful outcomes and developing people, especially in challenging situations.
- Entrepreneurial Spirit: You are innovative, adaptable, and willing to take calculated risks to build something special and impactful.
- Dedication to Colorado: You thrive in an in-person, hands-on role based locally. This is a full-time, in-person opportunity, in a real community.
- Endurance: You demonstrate resilience, sustaining physical and mental effort to overcome challenges and have the unusual stamina to do the work for 10+ years.
- Cultural Competence: You understand the impact of identity differences and are capable of building and leading a diverse team and organization.
- Relationship-Building: You build genuine connections with diverse stakeholders and communicate the vision of work passionately and clearly.
MINIMUM REQUIREMENTS
- Bachelor’s degree required; Master’s or Professional degree preferred
- Strong connection to Colorado with 2-3 years living or working in the proposed school region preferred
- Commitment to opening a new school with a significantly longer day and year that better aligns the school calendar to the working family calendar strongly preferred
- Commitment to opening a new school that starts with preschool and or elementary grades and expands to at least PreK-8 strongly preferred
- 2-4 years full-time professional work experience required; 5-7+ years strongly preferred
- Two years of experience in PreK-12 education is preferred; 5-7+ years of PreK-12 school based experience strongly preferred
- Public school (district or charter) and or nonprofit experience serving primarily students from under-resourced communities strongly preferred
- Preference for candidates with a strong history of managing and developing people, preferably in a school based or nonprofit setting
- Commitment to diversity, equity, and inclusion principals required
COMPENSATION AND BENEFITS
This position offers a competitive salary of $125,000 and robust benefits including medical, dental, and retirement. More details can be provided upon request.
Program Associate, Chicago
Position: Program Associate, Chicago
Reports to: Associate Program Director + Staff Development
Location: IL location required (Hybrid in Chicagoland)
Status: Full Time, Exempt (IC2/B5)
Salary Range*: $75,000 – $85,000
Start Date: by January 2025
Facing History & Ourselves is a global education non-profit organization that challenges teachers and students to use lessons of history to stand up to bigotry and hate.
Facing History’s educational content is informed by a unique pedagogical model that helps students explore questions of identity, human behavior, prejudice, and civic responsibility, and make the essential connection between history and the moral choices they confront in their own lives today. We currently apply this model to explore case studies of pivotal historical moments such as the Holocaust during WWII and the Reconstruction Era following the American Civil War, as well as rich works of literature, such as Brown Girl Dreaming. Facing History increasingly works with whole schools and districts to spur transformation in adult mindset, pedagogical practices, and school culture, building on the pillars of Social Emotional Learning, Equity, and Civic Engagement.
Facing History seeks an experienced educator to deliver Facing History professional learning across the US, specifically in Illinois. The Program Associate, Chicago will:
- Facilitate professional learning for educators, school and district leaders through in-person and online workshops and seminars
- Recruit new schools and districts to implement Facing History and Ourselves’ school and district programs, by leading introductory sessions and establishing partnerships that lead to professional learning contracts
- Consult on program implementation in multiple contexts and regions;
- Cultivate, maintain, and document relationships and communication with educators, school and district leaders.
The Program Associate, Chicago will collaborate with members of the organization’s program staff in planning professional learning opportunities in Illinois. For the 2023-24 school year, this person will provide in person and virtual professional learning for schools and districts in Chicago and Illinois; additionally, the Program Associate, Chicago, may be deployed for program delivery opportunities outside the region. This role will report to the Associate Program Director, Chicago.
Occasional evening and weekend work may be required to assist with regional or national initiatives. Between 10 – 20% travel may be required.
Who we are: We are passionate educators and care deeply about our community. Innovative and entrepreneurial, we constantly look for better ways to reach more teachers in ways that meet their needs and drive impact. We continue to prioritize building a team that represents the communities we serve. We work closely together and depend on clear communication, commitment to each other as a team, and a positive work environment.
Who you are: You share our passion for education, youth, and the community, with a demonstrated commitment to diversity, equity and inclusion. You thrive in a team environment, bringing both strong collaboration skills and independent initiative. You have a constant curiosity, and a passion for equity, social-emotional learning and civic education. You are confident facilitating workshops and conversations that explore identity, racism, antisemitism and other challenging topics in a range of educational settings. You demonstrate the ability to build community, support and coach teachers, both in-person and in digital spaces, and you will thrive as a member of a national team that is making a positive impact on students throughout the U.S. You are a reflective practitioner, open to receiving and giving feedback and enjoy being part of a learning community. You are a self starter, can organize your time and are productive in a fluid, team-oriented work environment with a high level of initiative, creativity, and flexibility.
Essential Skills/Qualities
Facing History understands that restrictive job requirements may exclude historically marginalized groups from applying to jobs for which they are qualified. We take an equitable and holistic screening approach. If you feel you have demonstrated experience and expertise relevant to perform this role, please don’t hesitate to apply!
- BA/BS; MA preferred.
- Demonstrates effective communication and facilitation skills.
- 5 years of secondary classroom (grades 7-12) teaching experience required; experience with Facing History content and professional development strongly preferred.
- Minimum 3 years of experience leading professional development and/or adult coaching in educational settings
- Lived experiences, cultural competence, and work experience within marginalized communities is highly valued.
- Familiarity with social-emotional learning, school culture and civic education.
- Experience with culturally responsive teaching, equity and justice initiatives required.
- Knowledge of a humanities based content area: either European or US history or ELA and/or literacy strategies
- Experience with designing and facilitating technology-enabled in-person, hybrid and online professional learning experiences leveraging digital tools and platforms (i.e., Zoom Meeting, Zoom Webinar, Canvas LMS, GSuite, Google Jamboard, Padlet, Mentimeter, Mural).
- Entrepreneurial and collegial style; ability to work independently and in a collaborative team environment
- Comfort with handling multiple projects simultaneously
- Growth mindset in approaching new challenges and reflecting on past efforts; a desire to deepen knowledge in Facing History content areas and strategies.
- Interest in, and ability to, effectively communicate the mission of Facing History.
- Willingness to travel based on school or district assignments.
Preferred
- Experience teaching the Holocaust and other examples of collective violence, the Civil Rights Movement, and the history of race in America.
- Familiarity with or willingness to learn how to use databases and/or Salesforce to track engagement with educators, schools and district leaders.
- Online digital media literacy and comfort with integrating web-based and social media technologies for support of a global network of teachers and students.
Benefits Summary: In addition to meaningful and rewarding work, Facing History provides an excellent and competitive compensation and benefits package including medical with a health reimbursement account, dental, vision, life & AD&D, long-term & short-term disability insurance, 403(b) retirement plan with a discretionary organizational contribution, generous paid time off, an employee assistance program, travel assistance plan, pre-tax commuter spending accounts, flexible spending accounts, voluntary Colonial Life group plans, robust wellness programs through aHealthyMe & weekly virtual yoga and meditation, WellCents 403(b) advisement, and a friendly hybrid work environment.
Facing History values a diverse workforce and an inclusive culture. We encourage applications from all qualified individuals without regard to race, color, religion, gender, sexual orientation, gender identity or expression, age, national origin, marital status, citizenship, disability, veteran status and record of arrest or conviction, or any other characteristic protected by applicable law. We are an Equal Employment Opportunity Employer.
Facing History’s Commitment to Diversity, Equity and Inclusion. At Facing History, we honor and value the uniqueness of each and every human being. Our strength as an organization that provides and distributes educational content and pedagogy to teachers across the globe is directly tied to our diversity of staff, leadership, educators, students, scholars, and volunteers. Our commitment is to treat individuals with dignity and to build and maintain a community of full participation, inclusive of the voices, needs, and contributions of all. As an organization, we are deeply aware of the legacies of injustices that persist in society and in the workplace, and we value and promote diversity, equity, and inclusion in their association with excellence.
Hybrid Work Model: Facing History & Ourselves operates in a hybrid work model, allowing staff flexibility in both schedules and work locations. This particular position is attached to the Chicago office and requires in-person and in-office work as needed, but will otherwise work from home, though you may access an office work space whenever needed. Some travel is required.
*In the interest of transparency, fairness, and equity Facing History is now listing public facing salary bands. These bands are benchmarked to external market factors and our own internal pay structure. New hires, in most cases, can expect an offer between the minimum and midpoint of the band, commensurate with the position and relevant experience.
* We strive to offer competitive salaries commensurate with experience in a similar position. New hires are typically brought into the organization at a salary range between the minimum and midpoint depending on experience and in alignment with internal parity.
Prevention Educator
Sarah’s Inn is a community-based non-profit organization whose mission is to improve the lives of those affected by domestic violence and to break the cycle of violence for future generations.
Looking for a great nonprofit organization with a strong community presence? You have found the right place at Sarah’s Inn. Work with an organization that prioritizes staff development and work-life balance. Join our team of caring, knowledgeable, and passionate professionals who are dedicated to the mission of ending domestic violence.
Sarah’s Inn offers competitive pay and benefits, including a flexible one-day per week remote work day, paid time off (25 days of vacation and sick time), 10 paid holidays per year, a Flexible Spending Account, a retirement plan, and robust health insurance plans (90% covered by the agency for individual coverage, 30% covered by agency for spouse/family coverage). The agency also provides a $35.00 monthly cell/tech reimbursement and mileage/parking reimbursement. 100% agency paid short-term and long-term disability and a $35,000 life insurance policy. Voluntary dental, vision and additional life insurance plans available.
Job Title: Prevention Educator
Department: Prevention
Reports To: Prevention Program Supervisor
FLSA status: Non-Exempt/Full-Time
Salary Range: $40,000 – $45,000 annually
Position Summary: Implement and evaluate Sarah’s Inn’s Together Strong Project prevention curricula for elementary, middle and high schools, providing workshops for youth, parents, school faculty and community partners. The Together Strong Project is on the cutting-edge of prevention efforts in the state of Illinois. This position will work collaboratively with Sarah’s Inn’s Prevention team members and the agency Directors, and will provide opportunities to advance the agency’s prevention initiatives and programming to ensure adolescents develop healthy attitudes about themselves and their relationships.
Essential Duties and Responsibilities. If invited for an interview, a full job description will be provided.
Implement violence prevention programming:
- In accordance with the prevention program plan, facilitate the agency’s Together Strong Project prevention programming at elementary, middle and high schools throughout the school year. The goal of this program is to educate and engage youth so that they will pursue non-violence and cultivate healthy relationships throughout their lives. All of our prevention programming aligns with the Illinois Social and Emotional Learning (SEL) standards, and promotes anti-bullying and healthy relationship development.
- Assist Prevention Program Supervisor with the evaluation of programming annually to report achievements and amend the program plans, as necessary, to ensure fidelity.
- Update data tracking database for prevention programming; collect and maintain evaluation records, and track student demographics.
- Assist Prevention Program Supervisor to develop and revise prevention curricula and corresponding outreach and promotional materials; incorporate new research findings and current events, as appropriate, and utilize program data and feedback to inform ongoing implementation of program goals and objectives.
- Maintain positive and cooperative relationships with existing partners, and assist with ongoing outreach to new community and school partners in order to expand the reach of programming.
- Coordinate Youth Committee; maintain communication and organization of 8 – 12 adolescent volunteers; prepare for and facilitate evening meetings twice a month; recruit and interview new student participants, as necessary.
- Provide basic support and resource referrals, as appropriate, to youth, families and school and community professionals.
- Meet regularly with the Prevention team to plan and collaborate to ensure effective and efficient development and implementation of the agency’s prevention programming.
- Utilize staff and volunteer resources in the successful execution of program plans.
- Collaborate with Prevention Program Supervisor and Executive Director to ensure program plans effectively utilize financial and human resources and reflect the mission and vision of agency.
Build and enhance community relationships.
- Represent the organization with professionalism at community meetings and events, and demonstrate diplomacy and tact in all interactions with various system representatives and community partners.
- Participate and provide leadership on various external committees, task forces, and councils as assigned.
- Collaborate with other community and county agencies on behalf of the clients we serve.
- Develop and maintain partnerships with community programs that are in line with the mission of Sarah’s Inn.
Educate community members and professionals about domestic violence and Sarah’s Inn services.
- Provide community education presentations and professional trainings.
- Participate in community awareness events.
- Provide internal training to staff, volunteers, and interns, including assisting the Prevention Program Supervisor in training prevention program interns.
Participate in the on-call rotation for crisis line in order to support crisis line volunteers and clients (if exempt/full-time).
- Provide back-up support using the on-call phone for the crisis line off hours (evenings, nights, and weekends) for a week-long shift. Position could have up to 4 week-long shifts a year.
- Ensure support of volunteers who are on the line. Providing coverage if needed, answering questions, providing guidance, and taking over when clients are in need of support only staff can approve (hotel stays, transportation, food, etc.).
- Texting shift reminders to the volunteers who are scheduled.
- When on-call, responsible for responding to text line requests. The text line is directly linked to the on-call phone.
- Provide prompt feedback about concerns or successes during the on-call shift to the Volunteer and In-Kind Coordinator.
- Responsible for understanding and implementing the on-call and financial assistance procedures including awareness of technology used and troubleshooting as needed.
Supervisor Responsibilities:
This position has no staff supervisory responsibilities.
Qualifications:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Education and/or Experience:
- A Bachelor’s Degree in Education, Social Work, Psychology, Women and Gender Studies, Public Health and/or a related field.
- Minimum of 2 years of experience.
- Demonstrated ability to develop training and presentation materials.
- Experience working with youth, facilitating youth groups, and/or classroom management/teaching experience preferred.
- Proficiency in Microsoft Office Suite preferred: Word, Excel and Publisher.
- Completion of Domestic Violence Advocacy training preferred; 40-hour training is required within one year of employment.
Knowledge and Skills:
- An organized self-starter who has the enthusiasm, drive, and willingness to be innovative.
- Strong organizational, planning, and project management skills; ability to prioritize and handle a variety of tasks.
- Bilingual in Spanish, preferred but not required.
- High degree of flexibility and the ability to problem solve and make decisions individually and /or within a team, in order to achieve organizational objectives.
- Excellent judgment, an ability to exercise discretion and tact in difficult or confidential situations and an ability to project a positive, professional image to the public.
- Ability to communicate articulately and interact comfortably and effectively with staff and community partners.
- Excellent communication and presentation skills; ability to work with both youth and adults in a variety of settings with a commitment to and experience in working with people from diverse cultural, ethnic, and socio-economic backgrounds and lifestyles.
- Knowledge of domestic violence landscape, including issues related to women and youth preferred.
Sarah’s Inn is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, ethnicity, religion, sexual orientation, veteran status, national origin, or disability. EOE/M/F/D/V
Superintendent, Homewood-Flossmoor Community High School District 233
About our District
Homewood-Flossmoor Community High School District 233, known as “HF,” serves nearly 3,000 students and is located in the Cook County suburb of Flossmoor, IL, approximately 25 miles south of downtown Chicago. The award-winning high school provides an impressive campus that encompasses nearly 11.5 square miles, with state-of-the-art facilities to support the academic, athletic, fine arts, and activities. HF draws students from the communities of Homewood, Flossmoor, Chicago Heights, Glenwood, Hazel Crest, and Olympia Fields, and the student body – just like the HF community itself – is diverse (72% Black, 15% White, 8% Hispanic, and 5% Two or More Races). This is an attribute, along with quality education, that parents repeatedly cite for moving into the district. The high school is a hub of the community and a point of pride for generations who may well live within blocks of each other. A tradition of excellence is the cornerstone of Homewood-Flossmoor: the result of a community’s commitment to the idea of a community high school with high standards for students and staff.
About the Superintendent Role
Reporting to a seven-member elected Board of Education, the Superintendent of Homewood-Flossmoor Community High School will enter the district soon after the launch of the next five-year strategic plan, which is focused on improving academic excellence and ensuring equity and access so that all students meet or exceed HF’s high academic expectations. The incoming Superintendent will need to maintain and sustain the momentum for transformation, using critical change management skills to build on the foundation that has been laid to improve the academic standing of the district and the experience of all students. The Superintendent should possess the cultural competence to embrace and leverage the unique strengths of the high school while maintaining a keen focus on accelerating learning for all students.
What You’ll Do (Responsibilities)
- Ensure whole student support and strong academic achievement and growth
- Build on HF’s history of academic excellence by ensuring access to high-quality instruction and effective interventions for all students.
- Partner with school administration to adopt instructional models and structures based on practices that are research-based, culturally responsive, and demonstrated to be effective.
- Advocate for learning environments that integrate and support students with diverse learning needs.
- Oversee innovative and comprehensive student support services and programming that address a spectrum of students.
- Prepare HF graduates for career and college by expanding access and opportunities for rigorous coursework, including advanced placement offerings, international baccalaureate programming, dual enrollment, career pathways, and career and technical education.
- Shape the district’s vision for the use of technology with respect to personalized learning platforms and instructional classroom technology to enhance student learning.
- Communicate and build strong relationships across the community to support HF’s success
- Serve as an ambassador for HF students, building effective relationships with city and community leaders, helping to tell the story of HF’s successes, and successfully advocating when needed to ensure that the district is able to meet students’ needs.
- Communicate and collaborate with all members of the Board, advising the Board on initiatives and issues in the district; provide leadership to enable the Board to function effectively.
- Welcome students as partners in the decision-making process, ensuring that students’ voices and feedback are heard at all levels of the organization.
- Strengthen communication and collaboration with feeder districts to ensure vertical alignment and articulation so that incoming freshmen are able to achieve and excel.
- Expand trust, partnership, and connection with our community, learning what matters to our families and our communities to inform key decisions and priorities for the district.
- Continue to collaborate and strengthen partnerships with the collective bargaining units and their leadership to amplify coherence and promote consistent communication.
- Execute and implement the next five-year strategic plan
- Ensure that the district’s mission, vision, and key priorities are well-articulated and well-understood by the staff, partners, and stakeholders.
- Translate the approved strategic plan into the annual priorities, metrics, and key performance indicators that will advance HF’s vision and mission.
- Develop performance measures and monitor the district’s progress toward meeting the goals of the strategic plan priorities.
- Develop long-range plans, aligned with the board’s annual goals, vision, and priorities of the district, and ensure accountability for meeting targets.
- Recruit, develop, and lead a diverse and healthy workforce
- Ensure that roles and responsibilities are clearly defined and articulated throughout the organization.
- Identify opportunities for cross-functional collaboration, distribute leadership, and align teams to improve efficiency and support.
- Attract, recruit, retain, develop, and inspire highly qualified, effective, and diverse staff at every layer of the organization, with a particular emphasis on diversity, and fair and equitable compensation.
- Create the conditions for staff to collaborate, feel supported and valued, and have the mental health supports needed in order to do their best work on behalf of the students.
- Assess the leadership team and individual skills, identify development needs, and provide feedback and support to improve practice, build capacity, and maximize talent.
- Build effective systems and structures that maintain and improve facilities, operations, technology infrastructure, and school safety
- Maintain HF’s reputation for state-of-the-art facilities by ensuring adequate funding and forecasting that support the growing student population’s academic, athletic, career and technical education, and fine arts needs.
- Work collaboratively with the Board of Education, city leaders, school leaders, parents, and community to develop a long-term strategic facilities and technology plan.
- Ensure consistent application of and accountability for all policies and procedures for student discipline, engagement, and school safety.
- Develop the annual budget and long-term financial forecast which reflects the district’s goals, vision, and priorities.
- Systematize key financial and operational functions in the district to maximize efficiency, enhance productivity, and provide access to necessary information for all internal and external stakeholders.
- Ensure a clear vision, long-term strategy, and support for the district’s portfolio of technology hardware, network and voice infrastructure, IT and instructional software, and network/cyber security.
What Skills You Need to Be Successful (Competencies)
- Innovative and Inspirational Leadership
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- Maintains a steadfast focus on continuous improvement through analysis, inquiry and assessment of results and alignment to district strategic priorities.
- Secures buy-in for a clear and compelling vision of innovation and organizational excellence.
- Challenges assumptions and preconceived notions when needed to avoid distraction from core priorities and goals in the best interest of student success.
- Models integrity through actions and communications; upholds principles and values in the face of challenges.
- Demonstrates the emotional intelligence and adaptability to navigate and implement the changes necessary for growth and improvement.
- Commitment to Diversity, Equity, and Inclusion
- Demonstrates through belief, words, and action that each student can achieve at the highest levels.
- Addresses matters of race, equity, and bias in how decisions are made with clarity, confidence, humility, historical context, and empathy.
- Fosters, promotes, and drives a culture of inclusion in the organization and commits to improving DEI practices in the district’s planning, prioritization, and implementation of key initiatives.
- Builds authentic relationships across lines of difference (race, ethnicity, gender, age, socioeconomic background, LGBTQ status, etc.) both internally and externally.
- Effective Relationship Builder and Communicator
- Maintains visibility and works collaboratively with diverse stakeholders at all levels.
- Communicates effectively, tailoring messages for the audience, context, and mode of communication.
- Listens compassionately with an open mind – seeking to fully understand community members’ and stakeholders’ perspectives before establishing the direction forward.
- Navigates politically complex structures, relationships, and dynamics to challenge ideas and enable thoughtful decisions and positive outcomes for students.
- Student and Data-Centered Decision Maker
- Maintains the focus on data-driven results through the pursuit of improvements in school leadership, instruction, and operations.
- Produces quantifiable student achievement gains by aligning systems, measuring progress, and holding teams accountable.
- Creates conditions for every student to access necessary support, and to thrive emotionally, socially, and academically in an inclusive environment.
- Engages in transparency in decision-making and shares with stakeholders how their input informed the district’s decisions.
- Pursues and implements innovative ideas and methods and intentionally seeks out and shares current research and evidence-based best practices.
- Team Leadership and Management
- Holds self and others accountable for high standards of performance, communication, collaboration, and transparency toward the achievement of goals and priorities.
- Models and fosters conditions for professional growth and organizational learning through continuous feedback, honesty, and coaching.
- Courageous and successful at challenging and influencing others to shift their approaches to work to solve seemingly intractable problems.
- Manages, coaches, develops, and empowers the senior leadership team toward successful outcomes.
Minimum Qualifications
- At least 10 years of senior leadership experience at progressive levels of responsibility with evidence of successful development and organizational outcomes, highly preferred.
- Successful experience working in diverse economic, multicultural, and multilingual communities and environments. Proven cultural competence skills with a history of inclusive and relevant equity practices.
- Demonstrated track record of success with improving student and/or organizational outcomes and data-driven decision-making.
- Understands the Homewood-Flossmoor community and its history of excellence and is committed to becoming an engaged and longstanding member of the community.
- Knowledge of Illinois public school policy and law, procedures, and management.
- A deep commitment to the importance of public education and advocacy for all students.
- Experience working in conjunction with a board to identify priorities, establish goals, monitor progress, and produce outcomes in service to stakeholders.
- Experience and successful track record of collaboration with educators, parent and community organizations, and employee associations.
- Exceptional written, oral, and visual communication skills and a desire to develop and maintain deep relationships with a variety of diverse constituents.
- Experience managing sustainable finances for a large and complex organization.
- Knowledge of best practices, and current national technology trends and research that ensure equity and access in diverse communities.
- A growth mindset and belief that continuous improvement happens through constant learning.
- Ability to navigate uncertainty and ambiguity in times of change, and to prioritize work efforts to achieve overall strategy as defined in collaboration with the Board of Education.
- Eligible for a Superintendent’s license in the State of Illinois.
Benefits
The salary for this integral leadership position is commensurate with prior experience and competitive in the region. In addition, a comprehensive benefits package will be included in the ultimate offer for the identified sole finalist. We look forward to discussing details with you as the interview process progresses.
Special Education Teacher
Title: Special Education Teacher
Location: Chicago, IL
Reports To: Principal
Salary: Starting Salary $65,390, commensurate with experience
Employee Type: Regular Full Time
Start Date: August 2024
The mission of Distinctive Schools, an educational practice leader committed to social justice and the elevation of access and achievement in historically marginalized communities, is to support each child in becoming an engaged and curious learner, a confident self-advocate, and a creative problem-solver by setting high expectations and nurturing a positive culture that honors diversity, collaboration, and optimism.
Position Overview
Special Education Teachers are responsible for practices and behaviors which demonstrate necessary teaching competencies, effective classroom management, positive personal qualities, and other instructional matters. The role of the Special Education Teacher is to ensure that all students have equal instructional opportunities and to create environments in which teaching and learning are challenging, dynamic, and comprehensive. The teaching of the essential curriculum of each teacher’s discipline is grounded in the understanding that the aim of education is personal growth, the development of individual talents, abilities, and values; the acquisition of knowledge; and the pursuit of understanding.
Responsibilities
Culture
- Maintain a student-centered perspective in decision making
- Believe that all students can learn and can achieve great things
- Contribute to the equity work of the campus and network and engage in culturally responsive decision making
- Build and foster a culture of belonging through positive and strong relationships with students, families, and staff
- Cultivate a strengths-based, equity focused mindset
- Foster positive climate and culture
- Serve as a positive role model
Professional Responsibilities
- Maintain a professional relationship with colleagues, students, families, and community members
- Use effective communication skills to present information accurately and clearly
- Maintain positive relationships with students, parents and colleagues
- Maintain accurate and complete records of students’ progress and development
- Professional Commitment: has good attendance and regularly participates in all staff, department, and committee meetings in addition to other school/district events
- Plan and supervise assignments for paraprofessionals, volunteers, and student teachers, and make written evaluation as required
- Inform families regarding student progress, the instructional program, and other school issues
- Complete and update compliance related Special Education tasks in accordance with state and federal mandates
Classroom Management and Organization
- Work closely with team members and families to best meet the needs to students
- Support classroom procedure (classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties occur smoothly)
- Support student behavior (Standards of conduct appear to be clear to students, and the teacher monitors students’ behavior against those standards. The teacher’s response to student misbehavior is appropriate and respects the students’ dignity)
Instructional Strategies
- Serve as primary instructor for students with identified learning needs in a variety of settings
- Develop lessons that address students academic, interpersonal, social and emotional needs
- Provide research-based specialized instruction to address the instructional goals and objectives contained within each student’s Individualized Educational Program (IEP)
- Develop and implement annual Individualized Educational Program (IEP) plans for students to include: present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services required to meet those goals
- Make collaboration a priority with members of the IEP team
- Monitor progress to ensure all students are demonstrating high rates of growth
- Maintain accurate and complete records of students’ progress and development
- Demonstrate preparation and skill in working with students from diverse social-emotional, cultural, economic and ability backgrounds
Requirements (minimum)
Education: Bachelor’s Degree
Qualifications
- Valid Professional Educator License or equivalent in state of employment (IL or MI)
- Valid Special Education License in state of employment (IL or MI)
Physical demands: Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing
Benefits
- 25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions)
- 12 weeks family paid leave
- Comprehensive Healthcare (Medical, Dental, Vision)
- 403b match
- Fully match up to 3%
- 50% match up to 5%
- Professional development including tuition reimbursement
- Gym and wellness discounts
- And more
Description Disclaimer: Since no job description can detail all the duties and responsibilities that may be required from time to time in the performance of a job, duties and responsibilities that may be inherent in a job, reasonably required for its performance, or required due to the changing nature of the job shall also be considered part of the jobholder’s responsibility.
EEO: Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.
Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact talent@distinctiveschools.org or call 773.828.4191
Feeding Futures Program Manager (PT)
Job Summary: The Feeding Futures Program Manager is a new, part-time position at Pilot Light managing operations of the Feeding Futures Fellowship (FFF) program in collaboration with our partners in the Food-Integrated Education Alliance (FIEA), which includes Pilot Light, the Chicago High School for Agriculture Science, Donald Danforth Plant Science Center, Decatur Public Schools Foundation, Illinois State Board of Education, Jackie Joyner Kersee Food, Agriculture and Nutrition Innovation Center in East St. Louis, Office of the Lt. Governor of Illinois, and the University of Illinois Urbana-Champaign (UIUC).
The Feeding Futures Fellowship invests in a cohort of 3rd-5th grade teacher leaders in (3 in East St. Louis, 4 teachers in Decatur, and 3 teachers in Chicago) over the 24-26 school years, who are committed to bringing Food, Nutrition and Agriculture Education to their students on a weekly basis aligning to core curriculum to expose young people to how food systems impact their lives, particularly from a culturally relevant perspective.
The part-time Program Manager will be responsible for successfully implementing this collaboration between FIEA members and Pilot Light and supporting the build-out of 3rd-5th grade curricular resources aligned to the local food system in 2025-2026, alongside Pilot Light staff and current and past Fellows.
Location: Must be authorized to work in the United States, live in the State of Illinois, and in close proximity to the East St. Louis area. Hybrid role with travel to Chicago, East St. Louis, and Decatur for site visits and in-community events.
Position Type: Part-time, as needed, an average of 20 hours per week. Some travel throughout the State of Illinois to program sites will be required.
Start Date: July 22nd-July 29th, 2024 (must be available on August 15th and 16th for Summer Institute Professional Development sessions as program onboarding for Fellows, conducted virtually from 9am-4pm CST)
Qualifications and Experience
- Prior teaching experience
- Urban food system and agriculture education knowledge – preferred
- Peer to peer coaching experience – preferred but not required
- Familiarity with Google Suite, Google Classroom, and Zoom platforms
- Willingness and comfortability learning and using new digital platforms
- Experience working with multiple community members – parents/caregivers, administrators, students, and teachers to bridge ideas
- Passion for Pilot Light’s mission and vision
- Must be available August 15th and 16th 9a-4p CST for Summer Institute and 5-7p CST on monthly professional development dates (year 1): September 11th, October 9th, November 13th, December 11th, January 15th, February 12th, March 12th, April 9th, May 14th, and June 4th. Year 2 dates TBD.
Skills and Knowledge
- Organization, project management, and ability to prioritize tasks and manage concurrent assignments under tight deadlines
- Comfortable with supporting food education integration into multiple educational content areas – preferred but not required
- Excellent verbal, writing, presentation, and interpersonal skills with the ability to communicate with partners and co-workers in a friendly and professional manner.
- Accountable and committed to personal growth and development regarding diversity, equity, inclusion, and access values
- Familiarity and dedication to a learner-centered framework of education
- Working knowledge of best practices in pedagogy and commitment to understanding the current educational landscape
- Understanding of instructional design & authentic assessment
- Familiarity with inquiry-based learning
- Simultaneously a team player & self-starter with exceptional organization and time management skills
- Maintains a high level of enthusiasm, energy, initiative, and drive
Travel will be required to East St. Louis, Decatur, and Chicago, as well as attending weekend and evening functions as needed. Access to a car is required and travel will be reimbursed.
Salary Range: $27-30K, dependent on experience
Bilingual Teacher
Title: Bilingual Teacher
Location: Chicago, IL
Positions Available at:
CICS West Belden
CICS Irving Park
CICS Bucktown
CICS CICS Prairie
Reports To: Principal
Salary: Starting at $65,000, commensurate with experience
Employee Type: Regular Full Time
Start Date: August 2024
Distinctive Schools creates diverse, joyful, welcoming communities rooted in social justice and rigorous learning. We support all learners to be engaged, curious, and to achieve their full potential. Our students become confident advocates, creative problem-solvers, and collaborative leaders.
Position Overview
Distinctive teachers cultivate a love for learning in every student through strong relationships, high expectations, and a belief that all students can achieve great things in school and beyond. Teachers have a laser focus on instruction that engages learners and provides multiple opportunities for application of learned content. All teachers engage in individual and team deep intellectual preparation and lesson plans aligned to grade-level standards that use the core curriculum. Checks for understanding, student work, and assessments are used to make real-time and planned adjustments and deep review of student work to address gaps in instruction. Teachers have strong content knowledge in the subject-matter they teach in order to recognize, understand and respond to the content problems. At Distinctive, teachers grow through cycles of practice, feedback, practice, and feedback. Teachers build classroom communities with strong routines, rituals, and management practices that maximize time for instruction. Teachers maintain effective and ongoing communication on progress with students and families.
Additionally, the Bilingual Teacher provides personalized academic and language instruction to English Learners in both English and the native language (Spanish), sheltered instruction, English Language Development, and ESL strategies. A Distinctive Schools Bilingual Teacher must be a passionate advocate for biliteracy and demonstrate a commitment to supporting students in their development of the language skills and subject matter needed to be productive classroom citizens.
Responsibilities
Culture
- Maintain a student-centered perspective in decision making
- Believe that all students can learn and can achieve great things
- Contribute to the equity work of the campus and network and engage in culturally responsive decision making
- Build and foster a culture of belonging through positive and strong relationships with students, families, and staff
- Cultivate a strengths-based, equity focused mindset
- Foster positive climate and culture
- Serve as a positive role model
- Belief that a students’ languages and cultures are a tremendous strength and asset
Preparation, Instruction and Assessment 90%
- Implement the DS Model
- Administer tests and language assessments for the purpose of evaluating students’ language ability
- Collaborate and co-teach with classroom teachers on the implementation of the WIDA Standards in daily lessons
- Support and assist teachers in analyzing culturally & linguistically diverse (CLD) student work
- Provide direct Bilingual and ESL services and instruction to identified students in push-in and pull-out instruction
- Develop and deliver lesson plans that utilize appropriate instructional techniques that enable limited English proficient students to overcome barriers that impede equal participation by these students in the district’s instructional programs
- Adapt curriculum and provide tailored academic instruction in native language to English Learners as appropriate and in alignment with student goals and program model
- Deliver strong Instruction where students hold the cognitive lift and do the thinking during the lesson and are deeply engaged in the learning
- Utilize a variety of instructional methodologies and curriculum resources geared specifically towards CLD students
- Assist and support the administration of the required English Language Proficiency screeners and assessments
- Assist with the administration of the ACCESS test and support administration of state required assessments to CLD learners
- Collaborate with other classroom instructors to lead the curriculum, instruction, and assessment for all the students in the TBE and TPI programs.
- Provide consistent opportunities for all students to work on grade-appropriate assignments using the core curriculum, resources, and strategies with frequent checks for understanding
- Commit to student-centered, personalized learning that puts every student in the driver’s seat with integration of their needs, strengths and interests into the learning.
- Maintain inventory of all instructional materials Maintain accurate and complete records of students’ progress and development
- Analyze and use assessments that monitor progress to inform and design appropriate response/strategies making adjustments as needed to support students in mastering grade level standards
- Assess students daily, weekly, and at the ends of units and analyze assessment data through campus and network wide systems
- Assessing students’ progress, expectations, and goals in the bilingual program
- Engage in coaching and mentoring opportunities to improve instructional effectiveness
- Participate in all required professional development and meetings
- Performs other duties and responsibilities as assigned by the Principal
Classroom Culture 10%
- Maintain an organized and welcoming environment that provides students with a sense of belonging, joy, hope, and safety
- Manage strong classroom procedures, routines, and rituals that maximize learning
- Build strong relationships with students, families and colleagues
- Communicate effectively and frequently with students and families in their preferred language
- Has a mindset of using restorative justice approach with discipline and behavior management in alignment with campus and network practices
- Collaborate with colleagues to support student growth and achievement
Requirements (minimum)
Education: Bachelor’s Degree
Qualifications
- Valid Professional Educator License or equivalent in state of employment (IL or MI)
- Valid Bilingual Spanish Endorsement or equivalent in state of employment (IL or MI)
- Spanish Proficient in reading, writing, listening, and speaking
- Technology demands:
- Ability to review and analyze student and campus data from multiple sources
- Proficient with cloud based software solutions (such as GoogleSuite)
- Ability to learn digital tools and and programs as needed for the position
- Travel as required for training, professional development, and collaboration
- Commitment to supporting students’ social, emotional and academic development
Physical demands
Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing
Benefits
- 25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions)
- 12 weeks family paid leave
- Comprehensive Healthcare (Medical, Dental, Vision)
- 403b match
- Fully match up to 3%
- 50% match up to 5%
- Professional development including tuition reimbursement
- Gym and wellness discounts
- And more
Description Disclaimer: Since no job description can detail all the duties and responsibilities that may be required from time to time in the performance of a job, duties and responsibilities that may be inherent in a job, reasonably required for its performance, or required due to the changing nature of the job shall also be considered part of the jobholder’s responsibility.
EEO:
Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.
Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact talent@distinctiveschools.org or call 773.828.4191
Chief Finance Officer
Open Position: Chief Financial Officer (CFO) at OneGoal
About OneGoal
OneGoal transforms postsecondary advising and support so that every student can define their own future. Together with our partners, we’re building a movement to close the opportunity gap. We work side-by-side with partner schools and districts to build their knowledge and capacity. The result is more equitable and effective support for all students. Our unique approach, honed over 15 years, prioritizes strong human relationships. And it’s proven to deliver real student impact. 81% of OneGoal high school graduates enroll in a postsecondary institution, and 73% of those students persist one year after high school graduation. An independent study by the University of Chicago found that OneGoal students are about 40% more likely to earn their postsecondary degrees than students from similar backgrounds.
To learn more about OneGoal, please visit https://www.onegoalgraduation.org/.
Role Overview
The inaugural Chief Financial Officer (CFO) is a pivotal leader in advancing OneGoal toward its strategic goals of financial sustainability and operational excellence. The CFO will spearhead the transformation and rebuilding of the finance team, cultivating a culture of innovation, efficiency, and strategic thinking to align financial operations with OneGoal’s ambitious growth and mission impact. OneGoal has over 250 employees with an annual operating budget of approximately $40m and $70m of net assets. The CFO will be responsible for enhancing financial processes, systems, and controls, emphasizing operational efficiency and strategic foresight to support our growth and mission. This role requires a blend of professional expertise, strategic leadership, and a profound mission fit, offering a unique opportunity to make a significant impact.
The ideal candidate is a finance and accounting expert who embodies a blend of unwavering vision and flexibility, possessing the insight to create and inspire the adoption of new processes and technologies. They are a strategic thinker with a pragmatic approach, ready to delve into specifics and set a precedent through action. As an accessible and cooperative leader, they prioritize fostering robust relationships within and beyond the organization. Additionally, this CFO should deeply understand the complexities inherent in a matrixed organization, skillfully navigating interdepartmental relationships and collaborative processes.
This remote position reports directly to the CEO. The CFO will manage 2-3 direct reports, including a newly hired controller, and oversee an overall vertical of 11 staff members. The organizational and reporting structure of this team will be at the discretion of the incoming CFO, who will also be supported by a fractional executive assistant.
Key Responsibilities
Strategic Financial Leadership
- Evaluate organizational performance against the $40m annual budget and strategic vision, acting as a crucial partner to the CEO and department leaders.
- Lead transformative initiatives to automate and streamline financial processes, systems, and controls within the first six months, focusing on achieving operational efficiency and scalability to support OneGoal’s expansion.
- Operationalize a new financial model balancing philanthropy and earned income within the first year, integrating it into planning and decision-making.
- Spearhead the strategic financial planning process to align with OneGoal’s mission and overarching objectives, ensuring the financial soundness of strategic plans.
- Create and enhance tools and systems for delivering crucial financial and operational insights to the CEO, along with recommendations to improve strategy and operations.
- Innovate, adapt, and implement financial models to support OneGoal’s growth while ensuring compliance and best practices in financial management.
- Manage critical external relationships and vendors, including auditors, the Board Treasurer, the Finance Committee, and banking partners. Oversee the investment portfolio, coordinate with consultants on public funding, and liaise with outside legal counsel to ensure strategic alignment and compliance.
- Manage long-term budgetary planning and cost control in alignment with strategic plans to support organizational expansion and innovation, while ensuring effective internal controls and budget management across departments including External Affairs, Operations, Human Assets, and Programs.
Team Management
- Steer the finance team towards strategic partnership within the organization by guiding a new controller and mentoring the team to foster a culture of transparency, accountability, and collaboration.
- Strategically expand and refine the finance and accounting team, ensuring the right mix of staff and skills to match the organization’s growing complexity and scale.
- Foster a culture of continuous improvement and innovation within the finance team, encouraging the adoption of new technologies and processes to enhance efficiency, accountability, and strategic partnership across the organization.
- Lead the finance and accounting team in transitioning to advanced usage of financial management systems such as Paylocity, Airbase, NetSuite, and Expensify, ensuring the team is adept at leveraging these tools for optimal operational effectiveness.
Revenue Management
- Partner with the Chief External Affairs Officer (CXO) and Chief Program Officer (CPO) in strategic planning sessions, offering financial insights that inform program development, expansion strategies, and fundraising efforts.
- Streamline financial models and controls to support 6 regions and a national team, aligning each region’s budget with its fundraising goals.
- Oversee revenue reconciliation, encompassing philanthropy (restricted and unrestricted donations) and fee-for-service, ensuring accuracy and compliance.
- Educate and collaborate with the development team on accepting gifts, focusing on the nuances of different revenue streams.
- Engage with key donors, facilitating strategic partnerships and enhancing fundraising outcomes.
Operations
- Manage the Director of Operations to oversee all aspects of business and facilities operations, including office management, lease agreements, business registrations and filings, and insurance policies across all regions.
- Partner with the COO to enhance operational efficiency and adopt financial best practices throughout the organization.
- Provide expert advice to the Human Assets Team on strategic financial planning, focusing on headcount and budget allocations to optimize organizational growth and stability.
- Lead efforts to foster a culture of cross-functional collaboration within the finance team, incorporating change management and efficiency as core practices.
- Oversee the finance department’s handling of payroll and 401k plans, ensuring cohesive alignment between payroll processes, benefits, and compensation strategies.
Org-wide Collaboration
- Partner with cross-functional teams to efficiently allocate resources, guaranteeing robust financial support for programmatic and development initiatives.
- Influence org-wide financial acumen by offering training and support to staff on budget management, systems, and processes utilizing financial reporting.
- Serve as an accessible mentor and resource for all internal staff, offering guidance and support across the organization.
- Champion diversity, equity, and inclusion initiatives, ensuring that DEI principles are deeply integrated into all aspects of strategic planning to foster an inclusive and equitable workplace.
Experience and Qualifications
What you’ve accomplished (required):
- 10+ years of relevant experience, including 5+ years in a senior-level leadership role
- Possess deep expertise in finance and accounting, with a strong preference for candidates who have a CPA or equivalent
- Experience as a senior leader in a fast-paced and scaling environment
- Demonstrated success managing strategic and financial planning, as well as organizational development
- Demonstrated success in growing and developing a high-performing team
- Experience with public funding – experience with state and district contracts and partnerships
- Change management, especially through the lens of implementing a new financial model
- Navigating conflict and challenges across teams- cross-team collaboration and problem-solving
Skills you have developed and knowledge you have:
- Comfort and skill working in virtual environments with remote team members
- Experience with financial and accounting software (e.g., Paylocity, Airbase, NetSuite, Expensify)
- Proven ability to think strategically and implement financial strategies that support organizational growth and mission alignment
- Exceptional ability to build strong partnerships across the organization, with a personable and approachable demeanor
- Deep commitment to educational equity and the mission of OneGoal, with the ability to influence and drive change towards achieving organizational goals
OneGoal Team
Guided by a clear set of core values and beliefs, you will join an impressive group of more than 190 OneGoal staff across the country who believe in the untapped potential within students. The OneGoal team challenges themselves and others to regularly ask, “Is there a better way?” You believe in an inclusive and culturally competent society and the essence of our commitment to diversity and inclusion. OneGoals believes that in order to create the change, each person on the team brings a remarkable and diverse set of experiences, skills and characteristics that individually and collectively, contribute to the radical change needed to move us towards a more equitable and just nation.
Salary And Benefits
The salary range for this position is $200,000 – $225,000. OneGoal offers competitive compensation based on the market for nonprofits our size. The benefits package* includes: over eight weeks of paid time off (or 43 business days), between vacation days, wellness time, and holidays; paid medical or parental leaves should you have need; medical, dental, vision, short-term and long-term disability, and life insurance; as well as a 401(k) with a 3% match.
OneGoal believes in compensating staff members fairly in relation to each other, their qualifications, and their impact on behalf of the organization, and takes internal and external equity seriously. Given the commitment to equity, OneGoal does not negotiate salary offers; instead each salary offer is determined carefully using external and internal benchmarking. You will have an opportunity to discuss salary in more detail after you begin the hiring process.
*OneGoal reserves the right to change benefits at any time according to business need.
Location
This role is a remote role, with a strong preference for Chicago. (Open to candidates in Atlanta, Bay Area, Houston, Boston, New York. Exception for the right candidate outside these regions)
High School Principal
Title: High School Principal
Location: 1309 W 95th St, Chicago, IL 60643
Reports To: Deputy Chief of Schools
Salary: Starting at $115,000, commensurate with experience
Employee Type: Regular Full Time
Start Date: July 2024
Distinctive Schools creates diverse, joyful, welcoming communities rooted in social justice and rigorous learning. We support all learners to be engaged, curious, and to achieve their full potential. Our students become confident advocates, creative problem-solvers, and collaborative leaders.
Position Overview:
The School Principal is a self-driven and motivated educational leader whose philosophy and beliefs align with Distinctive Schools’ mission, vision and values. The Principal has a systems and design-thinking lens and is able to provide targeted and actionable feedback on all areas of school function including: school culture, instruction and assessment, student services, professional learning, teacher coaching and evaluation, staffing and recruitment, operations, finance, data analysis, community partnerships, and accountability. The Principal is a hard-working individual who is interested in collaboration and growth. And can drive school-wide academic and social and emotional learning practices to reinforce safe, joyful, and personalized learning environments.
Responsibilities:
School Culture 20%
- Build and foster a culture of belonging, joy, and a positive climate
- Honor stakeholder perspective as key to the decision-making process
- Cultivate a strengths-based and, equity-focused mindset
- Celebrate individual and collective growth towards goals
- Promote a safe, supportive, and collaborative working environment with an equity-conscious mindset
- Establish professional rapport with and maintain visibility with stakeholders
- Lead the equity work of the campuses and engage in culturally responsive, student-centered decision making
- Develop positive and professional relationships
- Create and implement consistent routines, procedures, and expectations
Instructional Leadership 50%
- Uphold the Distinctive Schools model for instructional and social-emotional practices
- Lead the Instructional Leadership Team (ILT) at the campus, which includes facilitating weekly meetings, as well as, helping to plan the schedule of all ILT members
- Oversee the campus growth plan process for continued school improvement and monitor initiatives
- Analyze and use campus data to inform responses and decisions
- Lead the Instructional Leadership Team shared vision and initiatives to support school improvement and culture Serve as exemplary instructional leader dedicated to achieving school vision and goals
- Monitor implementation of curriculum and assessments in partnership with the Academic Team & Assistant Principal of Curriculum and Instruction (AP of CIA)
- Maintain ongoing and effective communication with Teacher Leaders and Teachers, ensuring AP of CIA is supporting Coaches with their coaching caseload and providing guidance and next steps
- Provide actionable feedback to Teachers and teacher leaders to support their professional growth and development and ensure follow-through
- In partnership with AP of CIA, meet with the Mentor Teachers individually or as a team at least monthly to problem-solve and determine action steps
- Conduct observation processes to support school improvement and individual growth
- Conduct formal observations in adherence to regional expectations and protocols
- Oversee all required testing administration in partnership with the Principal of CIA
- Oversee Professional Development calendar and plan and present content in collaboration with AP of CIA
- Oversee that staff adhere to the norms outlined in the DS Professional Expectations and Responsibilities
- Conduct daily Teacher observations and classroom visits and provide real-time, high-leverage feedback to improve student achievement and instructional effectiveness
Staffing & Recruitment 10%
- Supervise campus personnel, facilities, and operations
- Build an exceptional, fully-staffed team that reflects the diverse backgrounds and experiences of our students
- Lead recruitment, hiring, accountability and retention efforts in partnership the Talent Team
- Lead family and student recruitment efforts
Finances & Operations 10%
- Manage day-to-day activities and operations of the building ensuring a safe place to learn and work
- Maintain systems and processes that support school functioning, fiscal responsibility and physical safety
- Inform, monitor, and approve all campus budget decisions
- Ensure campus meets all local, state and federal compliance requirements
- Assist with student enrollment
Partnerships 5%
- Engage families and the community as true partners and respond to family needs promptly and effectively
- Communicate with all stakeholders, including staff, students, families, community members, and outside partners
- Oversee all after-school programming in partnership with the Community School Coordinator
- Coordinate and lead special events at the school, including all visits and tours
- Coordinate federal and state funds
- Oversee the Parent Teacher League
- Support the Bilingual Advisory Committee
- Organize and contribute to all grant proposals and implementation of awarded grants
- Meet regularly with Deputy Chief, Principal colleagues, and the Academic Team
- Complete other duties as assigned
Student Services 5%
- Oversee the Student Services Team
- Uphold all components outlined in the Distinctive Schools handbook
- Oversee, support, and approve all final disciplinary decisions
Requirements (minimum)
Education: Bachelor’s degree OR Master’s degree
Qualifications
- Valid Professional Educator License or equivalent in state of employment (IL or MI)
- Valid Principal/Administration license or equivalent endorsement in state of employment (IL or MI)
- 6+ years of lead classroom teaching experience in education
- 3 years of experience as an instructional leader, Assistant Principal, Dean or equivalent leadership role at a high-performing urban public school
- Must obtain an average of ‘Effective’ rating according to leader framework for 2 consecutive years at DS or equivalent from outside organization
- Proven success of leading team planning sessions using data
- Strong communications skills with all stakeholders
- Strong organizational skills with careful attention to detail and follow-through
- Must be willing to work an extended academic calendar year of 12 months
- Technology demands:
- Proficient with cloud based software solutions (such as GoogleSuite)
- Ability to learn digital tools and programs as needed for the position
- Travel as required for training, professional development, and collaboration
Physical demands
- Ability to work 40+ hours per week between the hours of 7am-7pm
- Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 30% sitting, 50% walking, and 20% standing
Benefits
- 25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions)
- 12 weeks family paid leave
- Comprehensive Healthcare (Medical, Dental, Vision)
- 403b match
- Fully match up to 3%
- 50% match up to 5%
- Professional development including tuition reimbursement
- Gym and wellness discounts
- And more
Description Disclaimer: Since no job description can detail all the duties and responsibilities that may be required from time to time in the performance of a job, duties and responsibilities that may be inherent in a job, reasonably required for its performance, or required due to the changing nature of the job shall also be considered part of the jobholder’s responsibility.
EEO
Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.
Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact talent@distinctiveschools.org or call 773.828.4191
Program Associate, Chicago
Position: Program Associate, Chicago
Reports to: Associate Program Director, Chicago
Location: US-Based Home office (Hybrid), IL location required
Status: Full Time, Exempt
Start Date: January 16, 2024
Facing History and Ourselves is a global education non-profit organization that challenges teachers and students to use lessons of history to stand up to bigotry and hate. Facing History’s educational content is informed by a unique pedagogical model that helps students explore questions of identity, human behavior, prejudice, and civic responsibility, and make the essential connection between history and the moral choices they confront in their own lives today. We currently apply this model to explore case studies of pivotal historical moments such as the Holocaust during WWII and the Reconstruction Era following the American Civil War, as well as rich works of literature, such as Brown Girl Dreaming. Facing History increasingly works with whole schools and districts to spur transformation in adult mindset, pedagogical practices, and school culture, building on the pillars of Social Emotional Learning, Equity, and Civic Engagement.
Facing History seeks an experienced educator to deliver Facing History professional learning across the US, specifically in Illinois. The Program Associate, Chicago will:
- Facilitate professional learning for educators, school and district leaders through in-person and online workshops and seminars
- Recruit new schools and districts to implement Facing History and Ourselves’ school and district programs, by leading introductory sessions and establishing partnerships that lead to professional learning contracts
- Consult on program implementation in multiple contexts and regions;
- Cultivate, maintain, and document relationships and communication with educators, school and district leaders.
The Program Associate, Chicago will collaborate with members of the organization’s program staff in planning professional learning opportunities in Illinois. For the 2023-24 school year, this person will provide in person and virtual professional learning for schools and districts in Chicago and Illinois; additionally, the Program Associate, Chicago, may be deployed for program delivery opportunities outside the region. This role will report to the Associate Program Director, Chicago.
Occasional evening and weekend work may be required to assist with regional or national initiatives. Between 10 – 20% travel may be required.
Who we are: We are passionate educators and care deeply about our community. Innovative and entrepreneurial, we constantly look for better ways to reach more teachers in ways that meet their needs and drive impact. We continue to prioritize building a team that represents the communities we serve. We work closely together and depend on clear communication, commitment to each other as a team, and a positive work environment.
Who you are: You share our passion for education, youth, and the community, with a demonstrated commitment to diversity, equity and inclusion. You thrive in a team environment, bringing both strong collaboration skills and independent initiative. You have a constant curiosity, and a passion for equity, social-emotional learning and civic education. You are confident facilitating workshops and conversations that explore identity, racism, antisemitism and other challenging topics in a range of educational settings. You demonstrate the ability to build community, support and coach teachers, both in-person and in digital spaces, and you will thrive as a member of a national team that is making a positive impact on students throughout the U.S. You are a reflective practitioner, open to receiving and giving feedback and enjoy being part of a learning community. You are a self starter, can organize your time and are productive in a fluid, team-oriented work environment with a high level of initiative, creativity, and flexibility.
Essential Skills/Qualities
Facing History understands that restrictive job requirements may exclude historically marginalized groups from applying to jobs for which they are qualified. We take an equitable and holistic screening approach. If you feel you have demonstrated experience and expertise relevant to perform this role, please don’t hesitate to apply!
- BA/BS; MA preferred.
- Demonstrates effective communication and facilitation skills.
- 5 years of secondary classroom (grades 7-12) teaching experience required; experience with Facing History content and professional development strongly preferred.
- Minimum 3 years of experience leading professional development and/or adult coaching in educational settings
- Lived experiences, cultural competence, and work experience within marginalized communities is highly valued.
- Familiarity with social-emotional learning, school culture and civic education.
- Experience with culturally responsive teaching, equity and justice initiatives required.
- Knowledge of a humanities based content area: either European or US history or ELA and/or literacy strategies
- Experience with designing and facilitating technology-enabled in-person, hybrid and online professional learning experiences leveraging digital tools and platforms (i.e., Zoom Meeting, Zoom Webinar, Canvas LMS, GSuite, Google Jamboard, Padlet, Mentimeter, Mural).
- Entrepreneurial and collegial style; ability to work independently and in a collaborative team environment
- Comfort with handling multiple projects simultaneously
- Growth mindset in approaching new challenges and reflecting on past efforts; a desire to deepen knowledge in Facing History content areas and strategies.
- Interest in, and ability to, effectively communicate the mission of Facing History.
- Willingness to travel based on school or district assignments.
Preferred
- Experience teaching the Holocaust and other examples of collective violence, the Civil Rights Movement, and the history of race in America.
- Familiarity with or willingness to learn how to use databases and/or Salesforce to track engagement with educators, schools and district leaders.
- Online digital media literacy and comfort with integrating web-based and social media technologies for support of a global network of teachers and students.
Benefits Summary: In addition to meaningful and rewarding work, Facing History provides an excellent and competitive compensation and benefits package including medical with a health reimbursement account, dental, vision, life & AD&D, long-term & short-term disability insurance, 403(b) retirement plan with a discretionary organizational contribution, generous paid time off, an employee assistance program, travel assistance plan, pre-tax commuter spending accounts, flexible spending accounts, voluntary Colonial Life group plans, robust wellness programs through Welnys TV, aHealthyMe & weekly virtual yoga and meditation, WellCents 403(b) advisement, and a friendly hybrid work environment.
Facing History values a diverse workforce and an inclusive culture. We encourage applications from all qualified individuals without regard to race, color, religion, gender, sexual orientation, gender identity or expression, age, national origin, marital status, citizenship, disability, veteran status and record of arrest or conviction, or any other characteristic protected by applicable law. We are an Equal Employment Opportunity Employer.
Facing History’s Commitment to Diversity, Equity and Inclusion. At Facing History, we honor and value the uniqueness of each and every human being. Our strength as an organization that provides and distributes educational content and pedagogy to teachers across the globe is directly tied to our diversity of staff, leadership, educators, students, scholars, and volunteers. Our commitment is to treat individuals with dignity and to build and maintain a community of full participation, inclusive of the voices, needs, and contributions of all. As an organization, we are deeply aware of the legacies of injustices that persist in society and in the workplace, and we value and promote diversity, equity, and inclusion in their association with excellence.
Hybrid Work Model: Facing History and Ourselves operates in a hybrid work model, allowing staff flexibility in both schedules and work locations. This particular position is attached to the Chicago office and requires in-person and in-office work as needed, but will otherwise work from home, though you may access an office work space whenever needed. Some travel is required.
Covid Protocol at Facing History: At Facing History and Ourselves, we require all employees to be fully vaccinated against COVID-19 including any boosters required to be “up-to-date” per current CDC guidelines. All new employees must provide proof of vaccination on their first day of employment. Requests for medical or religious exemptions should be directed to our Sr. Director, Human Resources.
Superintendent, Madison Metropolitan School District
About our District
The Madison Metropolitan School District (MMSD) is the second-largest school district in Wisconsin and serves over 26,000 students in 52 schools. The district covers approximately 74 square miles including all or part of the cities of Madison and Fitchburg, the villages of Maple Bluff and Shorewood Hills, and the towns of Blooming Grove and Burke. Madison is a growing and diversifying community with a thriving network of nonprofit, civic and community-based organizations, and higher education institutions. The vision of our school district is to ensure that every school will be a thriving school that prepares every student to graduate ready for college, career and community. MMSD is proud of the work done to support and nurture our current success and we recognize that there is much work to be done, especially as we look at outcomes for students with special needs, multilingual learners, and our Black, Latinx, Asian, including Hmong students. Significant work is already underway to address disparate outcomes, to close opportunity gaps and to ensure appropriate resources are allocated to address these challenges and continue moving us closer to our vision.
About the Superintendent Role
Reporting to the seven-member school board, the Superintendent of MMSD will work diligently to bring forth the vision and mission outlined in the District’s Strategic Framework. The strategic framework lifts up and articulates our commitment to anti-racism, inclusion and alliance to all children and their families and is grounded in our core values of excellence, belonging, racial equity and social justice, voice, focus and creativity. Our next Superintendent will be charged with moving forward three ambitious goals outlined in the framework:
- Every child is on track to graduate ready for college, career and community.
- The district and every school in it is a place where children, staff, and families thrive.
- African American children and youth excel in school.
The pillars of the framework articulate how we will continuously move forward these goals and include five major levers for change:
- Empower school communities
- Invest in people
- Streamline priorities
- Plan for the future
- Embrace innovation
The Superintendent will enter the district at a critical time when the foundation has been laid and key challenges have been identified; the new Superintendent will strengthen the systems, structures and framework to fully implement, monitor and sustain this work on behalf of every student in the district.
What You’ll Do (Responsibilities)
Galvanize and unite the MMSD community around the goals and vision of our Strategic Framework
- Partner with the MMSD community to review the district’s Strategic Framework and how it has been supported and implemented over the last 5+ years. Develop a clear and coherent plan moving forward, identifying top priorities, and the systems and supports needed system-wide to allow for the full actualization of the Strategic Framework.
- Ensure that the district’s mission, vision, key priorities and the “why” are clearly articulated and well-understood by our staff, partners, and stakeholders.
- Build on MMSD’s track record of whole student support and ensure an immediate focus on providing the resources and training needed to support social emotional learning, mental health supports and safety for students.
- Inspire and galvanize action across the board members, administrators, teachers, parents, students and the broader education, civic, and philanthropic communities in support of the vision and strategy for student success.
Champion bold and unwavering advocacy for each of our students
- Strengthen supports for Black, First Nations and Native American, Latinx, Asian including Hmong students, Students With Disabilities, LGBTQIA+ community, multilingual and multicultural students.
- Advocate for and cultivate safe, engaging learning environments that fully support multilingual learners, students with diverse learning styles and needs.
- Adopt instructional models and structures based on practices that are research based, culturally responsive and demonstrated to be effective and desired by families.
- Prepare each and every one of our students for career and college by strengthening programming from PK-16, beginning with our earliest learners in PK4, all the way to high school graduation, and ensuring that students graduate with credits for college and/or the skills and path to the career of their choice.
- Establish structures that ensure staff have clear guidelines and procedures when advocating for students and community.
Establish coherent plans, systems and structures to ensure clear communication, successful implementation, and desired outcomes of the Strategic Framework
- Translate the Strategic Framework into short- and long-term priorities, strategies, and goals, adjusting as needed as the Board articulates expectations for student results.
- Ensure that programs and services are appropriately resourced to meet the academic, social, emotional, and physical needs of the students.
- Use research and data to drive decision making and to hold departments and teams accountable for implementation, ongoing progress, and results.
- Assess and ensure a strategic organizational structure that is optimized to provide efficient service, strategic problem solving and a customer service mindset in support of each school’s success.
Serve as a visible culture builder that strengthens and nurtures environments that are safe, inclusive, and welcoming for all members of the community.
- Communicate and collaborate with all members of the Board, engaging with the Board transparently on new or forthcoming developments, initiatives, and issues in the district; provide guidance that enables the board to function strategically and effectively.
- Welcome students as active partners in the decision-making process ensuring that students’ voices and feedback are heard at all levels of the organization.
- Create the conditions for staff to collaborate, seek support, feel valued, and be empowered to demonstrate their best work on behalf of the scholars they serve.
Steward the success, sustainability, and equity of the district’s finances and operations.
- Systematize key functions in the district to maximize efficiency, enhance productivity, and increase access to necessary information for all internal and external stakeholders.
- Manage organizational operations and the planning, supervision, and evaluation of the staff, programs, services, and facilities of the district.
- Direct the identification of funding opportunities that enhance the district’s revenues through grants, referendums and legislation.
- Promote equitable and inclusive recruiting, hiring, and onboarding practices to find, grow, and keep a diverse team.
- Develop the leadership pipeline and tap into the potential of current and future leaders.
Requirements
What Skills You Need to Be Successful (Competencies)
Student-Centered Instructional Leadership
- Track record of improving outcomes for all students, and especially Black, Latinx, and Asian communities.
- Ensures that every aspect of academic and non-academic programming is tailored to meet the needs of our students, with attention to our most vulnerable and marginalized students.
- Challenges assumptions and preconceived notions when needed to avoid distraction from core priorities and goals in the best interest of student success.
Demonstrated Ability to Implement and Manage Equitable Practices
- Addresses matters of race, equity and bias in how decisions are made with clarity, confidence, humility, historical context, and empathy. Recognizes power dynamics that exist within the organization at all levels and eliminates inequities through honest conversations and purposeful actions.
- Navigates systemic racism and other oppressive systems through intentional analysis and documented action; addresses systemic inequities to improve the experience and outcomes for students, teachers, staff and families of color across the district.
- Fosters, promotes, and drives a culture of inclusion in the organization and commits to strengthen equitable practices in the district’s planning, prioritization and implementation of key initiatives.
- Creates authentic, meaningful relationships across lines of difference (race, ethnicity, gender, age, socioeconomic background, LGBTQIA+ status, etc.) both internally and externally.
Collaboration and Coalition Building
- Builds coalitions and fosters collaborative relationships with others that are impactful and sustainable.
- Views families, students, staff and partners as assets and welcomes input from others.
- Builds trust among Board members, district staff, teachers, and leaders, and core stakeholders to establish a shared vision for the district.
- Navigates politically complex structures, relationships and dynamics to challenge ideas and enable thoughtful decisions and positive outcomes for students.
- Maintains visibility with purpose in our schools, community, and with district partners.
- Demonstrates cultural fluency, responsiveness, and awareness while approaching the work with a strong equity lens to establish a culture of growth and a learning mindset around issues of equity and inclusion.
Team Leadership
- Strengthens the professional climate and culture of our staff so that they are able to do their best work.
- Effectively balances the tension between local site-based decision-making, school leaders and the vision/need for coherence and equity across all schools.
- Builds, inspires, manages and coaches an effective senior leadership team/Cabinet to achieve ambitious goals aligned with the strategic plan.
- Holds self and others accountable for high standards of performance, communication, collaboration and transparency toward the achievement of key goals and priorities.
Systems Perspective
- Effectively prioritize competing demands.
- Displays the will and skill to interrupt inequitable processes, systems, and practices through honest dialogue; goes beyond recognition of racial disparities to take responsibility and accountability for making things just.
- Analyzes complex situations and data, before making decisions, and then sets clear metrics for success, monitors progress and honestly acknowledges mistakes when something does not go as planned.
- Operates at a micro and macro level, paying acute attention to detail while balancing the overarching goals with detailed steps to achieve the district’s objectives and priorities.
Innovation
- Commits to continuous improvement through analysis, inquiry, and assessment of results and alignment to district strategic priorities.
- Willing to disrupt long-standing patterns in order to find creative solutions. Envisions the possibilities that others may not see and offer innovative solutions to seemingly intractable problems.
- Unifies students, parents, board members, education leaders, city and state officials, and other key stakeholders behind a shared vision to inspire and drive investment in the district’s programming and operational needs.
Minimum Qualifications
- At least three years of teaching/classroom experience or experience in a direct student-facing role.
- Demonstrated track record of success with improving student and data-driven decision making ideally in an urban public school district setting.
- Administrative experience leading an organization matching the scale and complexity of an urban school system; includes managing a budget and leadership team supporting multiple units or organizations spread over a geographic area.
- Successful experience working in diverse economic, multicultural, and multilingual communities and environments. Proven cultural competence skills with a history of inclusive and relevant equity practices.
- Knowledgeable about Madison and/or committed to becoming an engaged and longstanding member of the community.
- Deep understanding of the complexity of education systems and evidence of leading large-scale change in urban public school contexts.
- Experience and successful track record of collaboration with labor unions and collective bargaining units.
- Experience working in conjunction with a board to identify priorities, establish goals, monitor progress, and produce outcomes in service to stakeholders.
- Exceptional written, oral, and visual communication skills and a desire to develop and maintain deep relationships with a variety of diverse constituents.
- Meets eligibility criteria for a Superintendent’s license in the State of Wisconsin.
Benefits
Salary for this integral leadership position is competitive, and commensurate with prior experience. In addition, a comprehensive benefits package will be included in the ultimate offer for the identified sole finalist. We look forward to discussing details with you as the interview process progresses.
Assistant Director of Learning Experiences
The Danielson Group (DG), is a non-profit organization founded by Charlotte Danielson to strengthen professional practice and promote educational policies that elevate teacher development and leadership in service of student learning. Our vision is that each educator and student experiences a learning environment that promotes joyful inquiry, efficacy, intellectual rigor, and reflection grounded in the Framework for Teaching (FFT). Danielson developed the FFT to promote clear and meaningful conversations about effective teaching practice. The DG advances the principles of the FFT by partnering with educators and policy leaders across the United States and abroad to enhance their practice and ultimately ensure that each student can acquire deep understanding of important, complex content.
About the Assistant Director of Learning Experiences Position
The Assistant Director of Learning Experiences (ADLE) will play a crucial part in driving the creation, modification, and delivery of cutting-edge learning solutions for our partners. As the primary lead of our flagship products, you will oversee the charge in updating and creating new versions of these offerings, while also customizing workshops and learning experiences tailored to the specific needs of schools and districts. Your expertise in adult coaching, resource development, and strategic collaboration will contribute to our mission of empowering educators and transforming the landscape of professional learning.
Responsibilities:
Content Creation and Delivery (~ 50%):
- Modify, update, and create new versions of our products, including Common Vision, Growth-Focused Observations, and Calibrations
- Create and deliver customized learning experiences ranging from brief (1.5 – 3hrs) workshops to multi-day sessions
- Develop content anchored with the Framework for Teaching, incorporating new research and engaging activities
- Seek and employ strong research skills and adult facilitation expertise to enhance the effectiveness of learning experiences
- Lead the content development process, ensuring products are updated yearly, and work towards establishing an annual release cycle
Resource Development (~30%):
- Create and curate a wide range of resource materials to support our suite of products and learning offerings, catering to various learning modalities
- Collaborate with colleagues to develop new courses that complement the existing suite of offerings, aligning with the strategic plan
- Contribute to the development and improvement of processes related to knowledge sharing, documentation, and dissemination of best practices
- Collaborate effectively with colleagues from various departments to support and contribute to professional learning opportunities through grants and state–level proposals
Contract/Proposal Liaison with Partners (~20%):
- Collaborate with business development leads to provide valuable insights on how content can be developed to meet the needs of partners and potential partners
- Engage with current partners to encourage repeat business by offering new and updated content that aligns with their evolving needs
- Support the fulfilling of proposal requests, ensuring timely and well-crafted responses to partners
- Cultivate strong relationships with partners and stakeholders to identify organic opportunities for collaboration and growth
Qualifications:
Required:
- 8-10+ years of professional experience, with significant experience in adult coaching with school leaders, including expertise in a specific subject area
- Demonstrated engagement in coursework around coaching and developing adult learners, displaying a strong orientation towards outcomes and skills
- A keen awareness and understanding of current learning contexts, with a demonstrated commitment to equity and a growth mindset
- Familiarity with professional learning systems in educational settings (e.g., schools, districts) and responsibility for their implementation and success
- Excellent research skills, with the ability to filter relevant and timely information and incorporate findings into practice
- Experience leading groups and designing engaging activities
- Highly relational and able to instinctively identify and pursue opportunities for collaboration and growth
Preferred:
- Previous experience in change management within schools or as a consultant is highly desirable
- While prior familiarity with The Danielson Framework is beneficial, it is not a strict requirement. Orientation towards outcomes and skills is more critical
Competencies:
The Assistant Director must be able to demonstrate proficiency in each of the following competencies:
- Champion of equity and excellence – Demonstrates a deep commitment to The Danielson Group’s charitable purposes, reflecting the organization’s vision, mission, core beliefs, and emphasis on diversity, equity, and inclusion
- Innovative designer – Proven track record of fostering new thinking and learning opportunities for educators, with a particular focus on promoting diversity, equity, and inclusion in all initiatives
- Experienced instructional leader – Exhibits leadership in developing and implementing school-based professional learning systems and initiatives, such as professional learning communities, instructional coaching, and teacher leadership programs
- Skilled communicator – Possesses exceptional oral and written communication skills, effectively conveying ideas and information to diverse audiences with clarity and impact
- Thought partner and strategic thinker – Collaborative and action-oriented problem-solver, actively engaging as a thought partner and strategic thinker to drive innovative solutions and improvements
- Exhibit a deep understanding of pedagogical principles and the ability to define learning strategies that prioritize the needs and best interests of students, ensuring their holistic growth and development
- Expert facilitator – Strong facilitation skills aligned with research-based practices for adult learning and successful change efforts, capable of leading teams of leaders to achieve desired outcomes
- Deliverer – Displays the ability to independently and efficiently complete tasks with little guidance and support, while meeting tight timelines and ensuring successful outcomes
- Active learner – Possesses a continuous learning mindset, actively seeking out innovations and priorities in the field and remaining reflective, responsive to feedback
- Relationship builder – Skillfully builds and nurtures strong relationships with multiple team members and partners, fostering collaboration and achieving collective goals
Location and Travel
The Danielson Group is a remote company. This position will be expected to travel frequently, up to 40% of their time. Location near a major airport is preferred.
Compensation
This is a full time position and the salary range is $125,000 – 140,000, plus health benefits and 401K contribution. The Danielson Group has a generous PTO policy that includes a week-long summer and winter break,
Middle School STEM Teacher
Title: Middle School Math OR Middle School Science Teacher
Location: Chicago IL
Reports To: Principal
Salary Range: Starting at $55,000, commensurate with experience
Employee Type: Regular Full Time
Start Date: August 2023
Distinctive Schools creates diverse, joyful, welcoming communities rooted in social justice and rigorous learning. We support all learners to be engaged, curious, and to achieve their full potential. Our students become confident advocates, creative problem-solvers, and collaborative leaders.
Position Overview
Distinctive teachers cultivate a love for learning in every student through strong relationships, high expectations, and a belief that all students can achieve great things in school and beyond. Teachers have a laser focus on instruction that engages learners and provides multiple opportunities for application of learned content. All teachers engage in individual and team deep intellectual preparation and lesson plans aligned to grade-level standards that use the core curriculum. Checks for understanding, student work, and assessments are used to make real-time and planned adjustments and deep review of student work to address gaps in instruction. Teachers have strong content knowledge in the subject-matter they teach in order to recognize, understand and respond to the content problems. At Distinctive Schools, teachers grow through cycles of practice, feedback, practice, and feedback. Teachers build classroom communities with strong routines, rituals, and management practices that maximize time for instruction. Teachers maintain effective and ongoing communication on progress with students and families.
Responsibilities
Culture
- Maintain a student-centered perspective in decision making
- Believe that all students can learn and can achieve great things
- Contribute to the equity work of the campus and network and engage in culturally responsive decision making
- Build and foster a culture of belonging through positive and strong relationships with students, families, and staff
- Cultivate a strengths-based, equity focused mindset
- Foster positive climate and culture
- Serve as a positive role model
Preparation, Instruction and Assessment 90%
- Implement the DS Model
- Provide consistent opportunities for all students to to work on grade-appropriate
- assignments using the core curriculum, resources, and strategies with frequent checks for understanding
- Deliver strong Instruction that requires that students hold the cognitive lift and are deeply engaged in the learning
- Use core instructional tools to design, prepare and deliver dynamic lesson aligned to grade-level standards that engage students in rigorous learning experiences
- Commit to student-centered, personalized learning that puts the student in the driver’s seat and integrates their needs, strengths and interests into the learning
- Maintain inventory of all instructional materials
- Maintain accurate and complete records of students’ progress and development
- Analyze and use assessments that monitor progress to inform and design appropriate response/strategies, making adjustments as needed to support students in mastering grade level standards
- Assess students daily, weekly, and at the ends of units and analyze assessment data through campus and network wide systems
- Engage in coaching and mentoring opportunities to improve instructional effectiveness
- Participate in all required professional development and meetings
- Perform other duties and responsibilities as assigned by the Principal
Classroom Culture 10%
- Maintain an organized and welcoming environment that provides students with a sense of belonging, joy, hope, and safety
- Manage strong classroom procedures, routines, and rituals that maximize learning
- Build strong relationships with students, families and colleagues
- Communicate effectively and frequently with students and families
- Has a mindset of using restorative justice approach with discipline and behavior management in alignment with campus and network practices
- Collaborate with colleagues to support student growth and achievement
Requirements & Qualifications (minimum)
Education
Bachelor’s Degree
Qualifications
- Valid Professional Educator License or equivalent in state of employment (IL or MI) or Proof of enrollment into a Teacher Certification program within 30 days of employment
- Content Area Endorsement (Academic expertise in related fields of study)
- Technology demands:
- Ability to review and analyze student and campus data from multiple source
- Proficient with cloud based software solutions (Google Suite)
- Ability to learn digital tools and programs as needed for the position
- Travel as required for training, professional development, and collaboration
Physical demands
Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing.
Benefits
- 25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions)
- 12 weeks family paid leave
- Comprehensive Healthcare (Medical, Dental, Vision)
- 403b match
- Fully match up to 3%
- 50% match up to 5%
- Professional development including tuition reimbursement
- Gym and wellness discounts
- And more
Description Disclaimer
Since no job description can detail all the duties and responsibilities that may be required from time to time in the performance of a job, duties and responsibilities that may be inherent in a job, reasonably required for its performance, or required due to the changing nature of the job shall also be considered part of the jobholder’s responsibility.
EEO
Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.
Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact talent@distinctiveschools.org or call 773.828.4191
Special Education Teacher
Title: Special Education Teacher
Location: Chicago, IL
Reports To: Principal
Salary: Starting Salary $57,000, commensurate with experience
Employee Type: Regular Full Time
Start Date: August 2023
The mission of Distinctive Schools, an educational practice leader committed to social justice and the elevation of access and achievement in historically marginalized communities, is to support each child in becoming an engaged and curious learner, a confident self-advocate, and a creative problem-solver by setting high expectations and nurturing a positive culture that honors diversity, collaboration, and optimism.
Position Overview
Special Education Teachers are responsible for practices and behaviors which demonstrate necessary teaching competencies, effective classroom management, positive personal qualities, and other instructional matters. The role of the Special Education Teacher is to ensure that all students have equal instructional opportunities and to create environments in which teaching and learning are challenging, dynamic, and comprehensive. The teaching of the essential curriculum of each teacher’s discipline is grounded in the understanding that the aim of education is personal growth, the development of individual talents, abilities, and values; the acquisition of knowledge; and the pursuit of understanding.
Responsibilities
Culture
- Maintain a student-centered perspective in decision making
- Believe that all students can learn and can achieve great things
- Contribute to the equity work of the campus and network and engage in culturally responsive decision making
- Build and foster a culture of belonging through positive and strong relationships with students, families, and staff
- Cultivate a strengths-based, equity focused mindset
- Foster positive climate and culture
- Serve as a positive role model
Professional Responsibilities
- Maintain a professional relationship with colleagues, students, families, and community members
- Use effective communication skills to present information accurately and clearly
- Maintain positive relationships with students, parents and colleagues
- Maintain accurate and complete records of students’ progress and development
- Professional Commitment: has good attendance and regularly participates in all staff, department, and committee meetings in addition to other school/district events
- Plan and supervise assignments for paraprofessionals, volunteers, and student teachers, and make written evaluation as required
- Inform families regarding student progress, the instructional program, and other school issues
- Complete and update compliance related Special Education tasks in accordance with state and federal mandates
Classroom Management and Organization
- Work closely with team members and families to best meet the needs to students
- Support classroom procedure (classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties occur smoothly)
- Support student behavior (Standards of conduct appear to be clear to students, and the teacher monitors students’ behavior against those standards. The teacher’s response to student misbehavior is appropriate and respects the students’ dignity)
Instructional Strategies
- Serve as primary instructor for students with identified learning needs in a variety of settings
- Develop lessons that address students academic, interpersonal, social and emotional needs
- Provide research-based specialized instruction to address the instructional goals and objectives contained within each student’s Individualized Educational Program (IEP)
- Develop and implement annual Individualized Educational Program (IEP) plans for students to include: present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services required to meet those goals
- Make collaboration a priority with members of the IEP team
- Monitor progress to ensure all students are demonstrating high rates of growth
- Maintain accurate and complete records of students’ progress and development
- Demonstrate preparation and skill in working with students from diverse social-emotional, cultural, economic and ability backgrounds
Requirements (minimum)
Education: Bachelor’s Degree
Qualifications
- Valid Professional Educator License or equivalent in state of employment (IL or MI)
- Valid Special Education License in state of employment (IL or MI)
Physical demands: Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing
Benefits
- 25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions)
- 12 weeks family paid leave
- Comprehensive Healthcare (Medical, Dental, Vision)
- 403b match
- Fully match up to 3%
- 50% match up to 5%
- Professional development including tuition reimbursement
- Gym and wellness discounts
- And more
Description Disclaimer: Since no job description can detail all the duties and responsibilities that may be required from time to time in the performance of a job, duties and responsibilities that may be inherent in a job, reasonably required for its performance, or required due to the changing nature of the job shall also be considered part of the jobholder’s responsibility.
EEO: Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.
Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact talent@distinctiveschools.org or call 773.828.4191
Facilitator
Join the nation’s premier human relations/civil rights organization.
We have a mission to fight antisemitism and hate,
and to secure justice and fair treatment for all.
FACILITATOR for A WORLD OF DIFFERENCE® Institute
PRIMARY FUNCTION:
Serving the Chicago/Upper Midwest region (IA, IL, IN, KS, MN, ND, NE, SD, WI), the Facilitator will lead anti-bias and diversity workshops on a per-diem basis.
A WORLD OF DIFFERENCE® Institute workshops equip participants to address prejudice and discrimination based on race, religion, sexual orientation, ethnicity, gender identity, nationality, age, and ability.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
- Lead anti-bias and diversity workshops.
- Attend per-diem facilitator cadre meetings.
- Prepare for workshops and facilitation with ADL and co-facilitators.
QUALIFICATIONS:
- Bachelor’s degree in Education or related field or equivalent work experience
- Ability to attend five-day virtual “Facilitation Fundamentals in Practice” program.
- These typically run on zoom from 10 am- 4 pm CST (Mon-Thurs) and 10 am-2 pm CST (Friday).
- The training program is held from 2-4 times a year and will be announced to successful candidates on an ongoing basis.
- Ability to complete facilitation evaluation process.
- Previous training and facilitation experience with both students and adults.
- Previous work with anti-bias or diversity curricula or training.
- Previous experience in the education field a plus.
- Proven understanding of and commitment to diversity and equity education.
- Excellent communication skills.
- Strong facilitation and public speaking skills.
- Ability to work a flexible schedule.
- Ability to travel as needed to other states in our region.
- Bilingual language ability a plus.
Those selected to serve as facilitators will be independent contractors of the ADL and are paid for services on a per diem basis, including reimbursement for all travel expenses incurred. Most workshops are held during the day, and during the work week. Therefore, facilitators must have flexible schedules. All perspective ADL facilitators need to undergo our routine background and security checks before training and contracting with ADL.
Program Director and Education Leadership Coach
Our Why and What We Do
Teach Plus is a national nonprofit whose mission is to empower excellent, experienced, and diverse teachers to take leadership over key policy and practice issues that advance equity, opportunity, and student access. The Teach Plus team exists to breathe life into the Student Opportunity Mandate: All students should have the opportunity to achieve their potential in an education system defined by its commitment to equity, responsiveness to individual needs, and ability to prepare students for postsecondary success. At the heart of our work is advocacy for collective impact, beginning with classroom teachers.
At Teach Plus, we believe in equity-driven teacher leadership. When we invest in developing our most talented teachers into teacher leaders who are well-informed, persuasive, and prepared to lead, they have deep leverage in advancing equity for students, especially for students of color, low-income students, and those from underserved communities. To close the opportunity gap and to ensure equitable access to a world-class education for all students in the schools and communities we serve, we ignite systems change at multiple levels through our Policy Fellowship and Instructional Leadership programs designed to inspire and equip teachers. We are committed to leading change in our Equity Focus Areas.
What You’ll Do
Teach Plus has a multi-year grant to run the Chicago Network for School Improvement (NSI-Chicago), where Teacher Leaders, with the support of their NSI school network team, Education Leadership Coach, and Continuous Improvement Specialist, serve in leadership roles, leading teams of their peers in collaborative inquiry to support the work of their school-based grade level or content teams to significantly increase student achievement. Teach Plus Education Leadership Coaches develop and coach Teach Leaders as they lead change in their schools and work together as teams of high-performing educators with administrators that understand the power of shared leadership.
As a Teach Plus Illinois team member reporting to the Illinois Senior Director of Instructional Programs (SDIP), you will develop and coach a small group of Teacher Leaders, oversee the NSI program to ensure the program operates effectively and impactfully by managing systems, structures, and people, and will support continuous improvement and innovation. You will directly manage, support, and develop a collaborative team of coaches, represent the initiative with external audiences, and assist in managing the project’s logistics to ensure its success. The Program Director and Education Leadership Coach will be responsible for the following:
Team Leadership
- Leading and Supporting Program Staff: Providing effective leadership and support of four coaches with an emphasis on developing a shared vision, creating clear expectations and goals, building opportunities for regular team collaboration and communication, supporting continuous improvement and learning, and providing resources to support personal and professional growth, along with managerial duties of goal-setting and performance evaluation;
- Coaching: Provide leadership coaching and development to all staff within the portfolio through regular observation and feedback of programs;
- Serve as coach representative in the NSI Leadership team meetings.
Program Leadership
- Program/Project Management: Lead on logistics to support smooth execution of all sessions, including event management, materials, and track expenses;
- Program Design: Oversee the design and implementation of high-impact teacher leadership programming to meet the identified and emerging needs of schools; refine the curriculum for sessions aligned with the program’s objectives, budget, and evaluation feedback; design and deliver portions of the Summer Institute, a multi-day hands-on training for Teacher Leaders and professional development sessions (cohort meetings and quarterly convenings) for Teacher Leaders across the Network; identify content for cohort meetings based on the needs of teacher leaders and oversee content planning;
- Program Data and Evaluation: Supervise, document, and report on the program’s high and consistent quality delivery and fidelity and support innovation and continuous improvement of all aspects of the program; work with the National Evaluation Team to ensure implementation of comprehensive data plans; ensure coach collection of data for team learning (coaching notes, observation recordings, etc.); use data to monitor progress towards goals and make recommendations about any program modifications; and work with the Teach Plus national staff to develop systems that allow teacher leadership to be implemented more efficiently and effectively, support project sustainability, and share learnings, resources, and systems/structures across the org.
- Program Implementation: In partnership with the SDIP, oversee the design and implementation of all program components (including recruitment & selection, creation of marketing materials, summer training, cohort sessions, teacher leader coaching, and administrator check-ins/ consultations) for the program; ensure compliance with the requirements of the grant agreement collaborate with SDIP to strategize solutions for and address challenges that may arise with program implementation;
- Communications: Lead on communications for all aspects of the program, including a communication strategy with principals and key district partners, developing messaging to engage teacher leaders regularly; partner with the SDIP as a point of contact with funders, district partners, and school leaders about the program and to check-in with leaders regularly;
Coach and Support Teacher Leaders
- Meet weekly with each Teacher Leader to plan for upcoming team meetings, debrief previous meetings, and engage in leadership coaching and feedback;
- Plan and facilitate Teacher Leader cohort meetings;
- Support school leadership by serving as part of the school leadership team; meet regularly with the principal and school administration to ensure program fidelity;
- Foster High Functioning, High Impact Teacher Leader-led Teams:
- Develop strong relationships and professional collaboration with adult learners.
- Observe and strategically contribute to weekly Teacher Leader-led team meetings and professional development.
- Ensure that the primary work of each team is to improve equitable teaching and learning for all students through evidence-based continuous improvement cycles.
- Ensure that teacher-leader initiative work is based on evidence and achieves the desired impact on instructional practice and student learning.
What You’ll Need to Be Successful
- 6+ years of experience coaching teachers and/or school leaders in diverse school environments, with at least 3 years of experience managing and/or coaching others:
- Preference is given to candidates who have both a teaching and administrative background, who have leadership coaching experience, and/or have led transformative change and improved student achievement at the school/district level
- Preference is given to candidates with experience leadership coaching experience, math focus a plus
- A relentless focus on data, including analysis and using it to inform instruction and make continuous improvement decisions
- Experience in leadership development and facilitation of inquiry with teachers and/or school leaders
- Experience leading professional development, designing adult learning experiences for teachers and/or school leaders
- Commitment to and previous experience with educational equity and a belief in the power of teachers to bring about positive change for all students
Our Commitment to Diversity
To better serve the teachers and students at the core of our mission, Teach Plus is committed to maximizing the diversity of our organization. We are an equal-opportunity employer and encourage individuals of all ethnic and racial backgrounds and gender identities to apply to our positions.
Start Date and Term
The target start date for this position is June 2023, but it is flexible based on the candidate’s availability. This is a two-year grant-funded position, with renewal on an annual basis based on performance, funding of continued work with partners, and the organization’s needs.
Location, Travel, and Commitment
Applicants must live in the Chicagoland area. This is a school-based coaching position (minimum 2 visits per school per month) with an obligation for regular in-person coaching, attending team meetings, and in-person convenings (4 per year). Coaching sessions, cohort meetings, and internal team meetings are typically virtual.
This role requires occasional nights and weekends to support sessions and meet with teachers. Attendance is mandatory at monthly coach professional learning sessions and content planning, coach team meetings, NSI Hub retreats, NSI cohort meetings, convenings, and Summer Institutes unless approved by the manager.
Compensation and Benefits
The salary range for this position is between $95,000 and $110,000. The salary offered will be determined based on the selected candidate’s specific qualifications, years of relevant experience, specialized knowledge, and internal equity. Teach Plus provides a comprehensive benefits package and time-off, including 15 vacation days, 3 personal days, 5 sick days, 13 holidays, July break, Winter break, paid parental leave, and a 4-week paid sabbatical for every five years of service.
Program Director and Education Leadership Coach
Our Why and What We Do
Teach Plus is a national nonprofit whose mission is to empower excellent, experienced, and diverse teachers to take leadership over key policy and practice issues that advance equity, opportunity, and student access. The Teach Plus team exists to breathe life into the Student Opportunity Mandate: All students should have the opportunity to achieve their potential in an education system defined by its commitment to equity, responsiveness to individual needs, and ability to prepare students for postsecondary success. At the heart of our work is advocacy for collective impact, beginning with classroom teachers.
At Teach Plus, we believe in equity-driven teacher leadership. When we invest in developing our most talented teachers into teacher leaders who are well-informed, persuasive, and prepared to lead, they have deep leverage in advancing equity for students, especially for students of color, low-income students, and those from underserved communities. To close the opportunity gap and to ensure equitable access to a world-class education for all students in the schools and communities we serve, we ignite systems change at multiple levels through our Policy Fellowship and Instructional Leadership programs designed to inspire and equip teachers. We are committed to leading change in our Equity Focus Areas.
What You’ll Do
Teach Plus has a multi-year grant to run the Chicago Network for School Improvement (NSI-Chicago), where Teacher Leaders, with the support of their NSI school network team, Education Leadership Coach, and Continuous Improvement Specialist, serve in leadership roles, leading teams of their peers in collaborative inquiry to support the work of their school-based grade level or content teams to significantly increase student achievement. Teach Plus Education Leadership Coaches develop and coach Teach Leaders as they lead change in their schools and work together as teams of high-performing educators with administrators that understand the power of shared leadership.
As a Teach Plus Illinois team member reporting to the Illinois Senior Director of Instructional Programs (SDIP), you will develop and coach a small group of Teacher Leaders, oversee the NSI program to ensure the program operates effectively and impactfully by managing systems, structures, and people, and will support continuous improvement and innovation. You will directly manage, support, and develop a collaborative team of coaches, represent the initiative with external audiences, and assist in managing the project’s logistics to ensure its success. The Program Director and Education Leadership Coach will be responsible for the following:
Team Leadership
- Leading and Supporting Program Staff: Providing effective leadership and support of four coaches with an emphasis on developing a shared vision, creating clear expectations and goals, building opportunities for regular team collaboration and communication, supporting continuous improvement and learning, and providing resources to support personal and professional growth, along with managerial duties of goal-setting and performance evaluation;
- Coaching: Provide leadership coaching and development to all staff within the portfolio through regular observation and feedback of programs;
- Serve as coach representative in the NSI Leadership team meetings.
Program Leadership
- Program/Project Management: Lead on logistics to support smooth execution of all sessions, including event management, materials, and track expenses;
- Program Design: Oversee the design and implementation of high-impact teacher leadership programming to meet the identified and emerging needs of schools; refine the curriculum for sessions aligned with the program’s objectives, budget, and evaluation feedback; design and deliver portions of the Summer Institute, a multi-day hands-on training for Teacher Leaders and professional development sessions (cohort meetings and quarterly convenings) for Teacher Leaders across the Network; identify content for cohort meetings based on the needs of teacher leaders and oversee content planning;
- Program Data and Evaluation: Supervise, document, and report on the program’s high and consistent quality delivery and fidelity and support innovation and continuous improvement of all aspects of the program; work with the National Evaluation Team to ensure implementation of comprehensive data plans; ensure coach collection of data for team learning (coaching notes, observation recordings, etc.); use data to monitor progress towards goals and make recommendations about any program modifications; and work with the Teach Plus national staff to develop systems that allow teacher leadership to be implemented more efficiently and effectively, support project sustainability, and share learnings, resources, and systems/structures across the org.
- Program Implementation: In partnership with the SDIP, oversee the design and implementation of all program components (including recruitment & selection, creation of marketing materials, summer training, cohort sessions, teacher leader coaching, and administrator check-ins/ consultations) for the program; ensure compliance with the requirements of the grant agreement collaborate with SDIP to strategize solutions for and address challenges that may arise with program implementation;
- Communications: Lead on communications for all aspects of the program, including a communication strategy with principals and key district partners, developing messaging to engage teacher leaders regularly; partner with the SDIP as a point of contact with funders, district partners, and school leaders about the program and to check-in with leaders regularly;
Coach and Support Teacher Leaders
- Meet weekly with each Teacher Leader to plan for upcoming team meetings, debrief previous meetings, and engage in leadership coaching and feedback;
- Plan and facilitate Teacher Leader cohort meetings;
- Support school leadership by serving as part of the school leadership team; meet regularly with the principal and school administration to ensure program fidelity;
- Foster High Functioning, High Impact Teacher Leader-led Teams:
- Develop strong relationships and professional collaboration with adult learners.
- Observe and strategically contribute to weekly Teacher Leader-led team meetings and professional development.
- Ensure that the primary work of each team is to improve equitable teaching and learning for all students through evidence-based continuous improvement cycles.
- Ensure that teacher-leader initiative work is based on evidence and achieves the desired impact on instructional practice and student learning.
What You’ll Need to Be Successful
- 6+ years of experience coaching teachers and/or school leaders in diverse school environments, with at least 3 years of experience managing and/or coaching others:
- Preference is given to candidates who have both a teaching and administrative background, who have leadership coaching experience, and/or have led transformative change and improved student achievement at the school/district level
- Preference is given to candidates with experience leadership coaching experience, math focus a plus
- A relentless focus on data, including analysis and using it to inform instruction and make continuous improvement decisions
- Experience in leadership development and facilitation of inquiry with teachers and/or school leaders
- Experience leading professional development, designing adult learning experiences for teachers and/or school leaders
- Commitment to and previous experience with educational equity and a belief in the power of teachers to bring about positive change for all students
Our Commitment to Diversity
To better serve the teachers and students at the core of our mission, Teach Plus is committed to maximizing the diversity of our organization. We are an equal-opportunity employer and encourage individuals of all ethnic and racial backgrounds and gender identities to apply to our positions.
Start Date and Term
The target start date for this position is June 2023, but it is flexible based on the candidate’s availability. This is a two-year grant-funded position, with renewal on an annual basis based on performance, funding of continued work with partners, and the organization’s needs.
Location, Travel, and Commitment
Applicants must live in the Chicagoland area. This is a school-based coaching position (minimum 2 visits per school per month) with an obligation for regular in-person coaching, attending team meetings, and in-person convenings (4 per year). Coaching sessions, cohort meetings, and internal team meetings are typically virtual.
This role requires occasional nights and weekends to support sessions and meet with teachers. Attendance is mandatory at monthly coach professional learning sessions and content planning, coach team meetings, NSI Hub retreats, NSI cohort meetings, convenings, and Summer Institutes unless approved by the manager.
Compensation and Benefits
The salary range for this position is between $95,000 and $110,000. The salary offered will be determined based on the selected candidate’s specific qualifications, years of relevant experience, specialized knowledge, and internal equity. Teach Plus provides a comprehensive benefits package and time-off, including 15 vacation days, 3 personal days, 5 sick days, 13 holidays, July break, Winter break, paid parental leave, and a 4-week paid sabbatical for every five years of service.
Education Leadership Coach
Our Why
Teach Plus is a national nonprofit whose mission is to empower excellent, experienced, and diverse teachers to take leadership over key policy and practice issues that advance equity, opportunity, and student access. The Teach Plus team exists to breathe life into the Student Opportunity Mandate: All students should have the opportunity to achieve their potential in an education system defined by its commitment to equity, responsiveness to individual needs, and ability to prepare students for postsecondary success. At the heart of our work is advocacy for collective impact, beginning with classroom teachers.
What We Do
At Teach Plus, we believe in equity-driven teacher leadership. When we invest in developing our most talented teachers into teacher leaders who are well-informed, persuasive, and prepared to lead, they have deep leverage in advancing equity for students, especially for students of color, low-income students, and those from underserved communities. To close the opportunity gap and to ensure equitable access to a world-class education for all students in the schools and communities we serve, we ignite systems change at multiple levels through our Policy Fellowship and Instructional Leadership programs designed to inspire and equip teachers. We are committed to leading change in our Equity Focus Areas.
What You’ll Do
Teach Plus’ Teacher-Led Practice Initiatives are innovative programs that engage, develop and support teacher leaders to generate, implement, and manage change in district & school policies that impact teaching and learning, school culture & climate, and teaching practice. Joining the current team of 3 collaborative coaches who have been with the project for 3 years, the Education Leadership Coach will train and coach a cohort of Chicago Public School Teacher Leaders as they lead change in their schools as a part of the Chicago Network for School Improvement (NSI-Chicago). The Education Leadership Coach is a critical leadership opportunity for a skilled coach looking to support school reform driven by teacher leaders.
NSI-Chicago Teacher Leaders work together as teams of high-performing educators with administrators who understand shared leadership’s power. Teacher Leaders, with the support of their NSI school network team, Education Leadership Coach and Continuous Improvement Specialist, serve in leadership roles, leading teams of their peers in collaborative inquiry to support the work of their school-based grade level or content team to significantly increase student achievement.
Specifically, the Education Leadership Coach will be responsible for the following:
Coach and Support Teacher Leaders
- Foster High Functioning High Impact Teacher Leader-led teams by observing and strategically contributing to weekly Teacher Leader-led team meetings and professional development. Ensure that the primary work of each team is to improve equitable teaching and learning for all students through evidence-based continuous improvement cycles. Ensure that teacher-leader initiative work is based on evidence and achieves the desired impact on instructional practice and student learning.
- Coach and develop Teacher Leaders through coaching sessions and teacher leader cohort meetings. Meet weekly with each Teacher Leaders to plan for upcoming team meetings, debrief previous meetings, and engage in leadership coaching and feedback. Plan and facilitate monthly cohort meetings for teacher leaders.
- Support School Leadership as a part of the school leadership team. Meet regularly with the principal and school administration to ensure program fidelity.
- Collaborates across the Network to plan for and deliver portions of the Summer Institute, a multi-day hands-on training for Teacher Leaders, and professional development sessions (cohort meetings and quarterly convenings) for Teacher Leaders across the Network.
- Collaborates with district and network leaders, with the support of Teach Plus staff, to monitor progress, build district and network capacity to support teacher leadership, and share best practices.
- Attend designated district and network professional development to ensure alignment of support with district and network priorities.
- Meet with Teach Plus staff to review data and discuss priorities.
- Identify opportunities for collaboration and best practice sharing.
What You’ll Need to be Successful
- 5+ years of experience coaching teachers and/or school leaders in diverse school environments; instructional coaching preferred, math focus a plus
- Preference is given to leaders who have led instructional, transformational work in education
- A relentless focus on data, including analysis and using it to inform instruction and make continuous improvement decisions
- Experience in leadership development and facilitation of inquiry with teachers and/or school leaders
- Experience creating and building professional development materials and training and leading adult learning
- Commitment to and previous experience with educational equity and a belief in the power of teachers to bring about positive change for all students
Our Commitment to Diversity
To better serve the teachers and students at the core of our mission, Teach Plus is committed to maximizing the diversity of our organization. We are an equal opportunity employer and encourage individuals of all ethnic and racial backgrounds and gender identities to apply to our positions.
Start Date and Term
The target start date for this position is May 2023, but it is flexible based on the candidate’s availability. This is a two-year grant-funded position, with renewal on an annual basis based on performance, funding of continued work with partners, and the organization’s needs.
Location, Travel, and Commitment
Applicants must live in the Chicagoland area. This is a school-based coaching position (minimum 2 visits per school per month) with an obligation for regular in-person coaching, attending team meetings, and in-person convenings (4 per year). Coaching sessions, cohort meetings, and internal team meetings are typically virtual.
This role requires occasional nights and weekends to support sessions and meet with teachers. Attendance is mandatory at monthly coach professional learning sessions and content planning, coach team meetings, NSI Hub retreats, NSI cohort meetings, convenings, and Summer Institutes unless approved by the manager.
Compensation and Benefits
The salary range for this position is between $80,000 and $90,000. The salary offered will be determined based on the selected candidate’s specific qualifications, years of relevant experience, specialized knowledge, and internal pay equity. Teach Plus provides a benefits package including medical, dental, and vision insurance, a 3% matching 401k plan, disability, life insurance, and Flexible Spending Accounts for medical and childcare expenses. Teach Plus offers generous time-off benefits, including 15 vacation days, three personal days, five sick days, 13 holidays, July break, Winter break, and summer ½ day Fridays in July and August. Additionally, Teach Plus offers a 4-week paid sabbatical for every five years of service.
Professional Learning Specialist
Specialist, Professional Learning
Position Summary
The Specialist, Professional Learning will bring together an understanding of IM’s professional learning catalog and IM K–12 Math™, to ensure that professional learning materials are completed, organized, and ready to be delivered according to the product specifications. They will bring attention to detail, management skills, and a deep understanding of professional learning design to develop materials that are of high-quality and fit the needs of sales, implementation, and teacher learning. The Specialist, Professional Learning will report to the Senior Director, K–12 Professional Learning Catalog.
Position Type: Full-Time
Location: Remote – United States only
Job Family: Manager/Specialist
Travel: <20 percent
Responsibilities
As a member of our PL team, responsibilities will include, but are not limited to:
- Develop PL materials:
- Draft, pilot, and revise new PL products and services
- Revise products to better align with PL and IM frameworks, style guides, event feedback, and shifting conditions in schools
- Create project exemplars for larger projects
- Bring expertise to the design and revision of PL materials such as advising on ensuring IM’s commitment to access, or to equity, or to supporting effective implementation, is reflected in the design of synchronous and asynchronous PL materials
- Work in conjunction with the Manager, PL Operations, PL Project Manager, and the PL Product Manager to ensure on-time delivery of materials
- Incorporate research and best practices around equitable teaching practices and culturally responsive teaching pedagogies
- Observe PL events (virtually and onsite) and facilitating consultative conversations with customers for the purpose of piloting, revising, and iterating a new product
- Lead projects. Examples include:
- Lead a team to design and create a new PL product
- Update current PL offerings based on customer feedback and curriculum revisions and enhancements, e.g., editing slides, Pear Deck questions, and documents; updating slide notes; and adding facilitating guidance for particular situations
- Collaborate with curriculum and PL teams to create materials and train contractors, facilitators, and partner sales teams
- Work with the Implementation Products and Services team to create, pilot, and review new products; and use this work to inform PL product development
- About 20 hours of meetings between 10a and 5p ET monthly and about 10 hours of communication with contractors outside of 10a and 5p ET monthly with otherwise flexible working hours
- Periodic travel for facilitator training and professional learning
Required Qualifications and Skills
- A minimum of four years of experience implementing problem-based instruction or supporting educators to implement problem-based instruction
- A minimum of two years of experience facilitating professional learning for elementary school, middle school, or high school educators
- A minimum of two years of experience writing professional learning workshops and materials for elementary school, middle school, or high school math educators
- Demonstrated knowledge of problem-based curriculum; knowledge of the goals and design of IM K–12 Math™ is preferred
- Demonstrated knowledge of adult learning, teacher professional knowledge, and how teachers can best be supported to shift their practice
- Excellent mathematics content knowledge, K–12, K–5, or 6–12, including knowledge of the Common Core State Standards and Progressions Documents
- Familiarity with the purpose, design and implementation of common instructional routines and Math Language Routines, such as Number Talks, Notice and Wonder, and Co-Craft Questions
- Excellent self-management and interpersonal skills
- Demonstrated ability to work on a highly collaborative team to meet departmental and organizational goals]
- Flexibility to change course when needed and collaborate to refine and improve processes
- Demonstrated commitment to seeking and listening to feedback that encourages growth, surfaces blindspots, and recognizes and disrupts patterns of inequity.
- Comfortable with Google Workspace: Drive (permissions, shared drives, etc.), Docs, Slides, Sheets, etc.
- Willing to learn: Pear Deck, a Learning Management System, LaTex, Slack, Asana project management software
- Must reside in and be legally authorized to work in the USA
Preferred Qualifications
- Experience in schools supporting the use of IM K–12 Math or the implementation of problem-based instruction – with students, teachers, and instructional leaders
- Experience creating materials for professional learning that will be facilitated by others
- Expertise in any one of the following specific domains
- Facilitating the learning of coaches, instructional leaders, and other school leaders
- Coaching teachers or understanding the needs of coaches
- Designing asynchronous or online professional learning experiences
- Curating online resources for educators
- Attending to issues of access (language access, Universal Design for Learning) including for adult learners
- Attending to issues of equity, and specifically facilitating the learning and reflection of teachers and leaders as they grow in ambitious, equitable instructional practice
Compensation and Benefits
In alignment with our commitment to equity in practice and policy, Illustrative Mathematics is committed to equity and transparency for our team and offers competitive salaries commensurate with experience and education. This position is exempt. The annual salary range for this position is $70,000 – $85,000.
IM also offers employees a comprehensive group health benefits package, including medical, dental, and vision, and an employer-sponsored 403b plan with an employer match up to 4% of regular earnings.
Chief Operating Officer, Chicago Public Schools
Who We Are
Chicago Public Schools (CPS) is the third largest school district in the United States, serving over 320,000 students in 600+ schools and employing over 42,000 people, most of them teachers. CPS has ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career and civic life. In order to fulfill this mission, we make three commitments to our students, their families and all Chicagoans: academic progress, financial stability and integrity. Five core principles are embedded within these commitments – high-quality, rigorous instruction, talented and empowered educators, safety and support, financial stability and collective impact.
Who You Are
Reporting to the Chief Executive Officer (CEO), the Chief Operating Officer (COO) plays a critical role in advancing the district’s strategic priorities, and ensuring equitable allocation of resources to schools in alignment with CPS’ mission and core principles. The Chief Operating Officer is responsible for establishing policies and procedures to ensure effectiveness and efficiency of all operational functions across the district. This cabinet officer role oversees and directs the following areas: Facilities, Safety & Security, Procurement, Nutrition Support Services, Student Transportation Services, and Information and Technology Services.
Your Responsibilities
Sustain an Equity- and Service- Driven Department
- Establish a clear and compelling vision and mission for how the Operations department directly supports student success within the district.
- Ensure resources are allocated to schools equitably in order to efficiently and effectively meet the needs of all CPS schools, students and staff.
- Collaborate with the operational team department heads to implement systems to ensure timely response and impeccable service to schools and central office staff and other stakeholders.
- Confront preconceptions and model open dialogue about racial equity with peers, staff, students and the community.
- Review and assess district policies and decisions through an equity lens to foster a culture of continuous improvement in helping CPS become a more student-centered district.
Establish the Strategic Direction for all Operations Functions
- Spearhead performance, and effectiveness district’s operational departments and lead the planning, development, and execution of the district’s operational short and long term strategic goals, objectives, and initiatives.
- Direct the development of master plans for the district’s facilities, assessing overall utilization, and developing innovative uses for CPS facilities that support CPS’s mission and vision.
- Assess IT needs within the district and develop a plan to update existing technology to optimize services to schools and minimize paper-driven and inefficient systems across the district in collaboration with the Chief Information Officer.
- Ensure the operational efficiency of the Procurement function, partnering with the department head to review and update key practices and policies.
- Oversee development and maintenance of tools to monitor implementation of initiatives, business operations, and ensure compliance with established operational policies and procedures. Proactively identify, analyze, and address off-track metrics to achieve outlined goals and objectives.
- Responsible for the determination and execution of all the budgets for operational departments in compliance with established local, state, and federal policies and regulations.
- Partner with Finance to implement cost savings initiatives to optimize operational spending and align district resources to the organizational priorities.
Lead a Successful Team
- Supervise deputy chief operating officer and operational chiefs and provide them with ongoing coaching and development.
- Identify opportunities for cross-functional collaboration and align teams to realize efficiencies.
- Mentor, evaluate and provide professional growth and development opportunities for staff.
- Build and cultivate a strong operations team culture
- Manage and allocate resources (e.g., money, people, and time) strategically and equitably so that they align to school and departmental needs.
Represent Operations with Stakeholders
- Under the direction of the Chief Executive Officer, interface extensively with Board of Education members to support CPS initiatives and provide expertise and recommendations to Board members. Attend all Board meetings and functions in order to represent operational departments.
- Coordinate with external partners, including City Hall and community-based organizations, to align equity efforts citywide.
- Partner with internal and external stakeholders to identify opportunities to improve and streamline processes and policies.
- Use and analyze data to drive decisions and guide problem-solving to achieve the best student outcomes. Share data with broad audiences to improve transparency and communication.
Skills Needed for Success
Strategic Planning, Organization and Effective Execution
- Strategic and critical thinker with a proven ability to lead thoughtful, transformative action within complex organizations.
- In-depth knowledge and experience in leading data-driven practices including distilling analysis into insights and translating insights into systemic action.
- Offer innovative solutions to seemingly intractable problems and adapt strategy to changing conditions.
- Exhibit a strong focus on goals and results. Set clear metrics for success.
- Prioritize and plan activities, monitor progress continually and demonstrate persistence to overcome obstacles to achieve goals.
- Ability to effectively achieve multiple goals and manage multiple priorities and projects simultaneously.
Influence and Leadership
- Create clear compelling vision; proven ability to build consensus among diverse stakeholders to lead and drive change, including influencing and motivating others toward a common goal.
- Communicate effectively, tailoring messages for the audience, context, and mode of communication.
- Listen actively to others and effectively interpret motivations/perceptions. Seek and integrate feedback from others to achieve better results.
- Build positive relationships and coalitions. Maintain visibility and work collaboratively with diverse stakeholders at all levels (i.e. district staff, students, families, communities, advocacy groups, etc.).
- Collaborate with multiple departments, schools, or organizations to achieve convergence in strategy and practice.
- Navigate complex political structures, relationships, and dynamics to improve results and amplify access for all students.
Team Leadership and Management
- Lead a creative, innovative, and high-functioning team; delegate and leverage the team effectively to drive for impactful results and achieve ambitious goals in collaboration with other stakeholders.
- Assess team and individual skills and identify development needs; provide feedback and support to improve practice, build capacity, and maximize talent.
- Promote professional learning and utilize effective adult learning techniques.
Knowledge and Expertise in Operations, including Technology, Facilities and Procurement
- Possess a track record of launching, developing and maintaining strong facilities plans.
- Leverage technology for improved efficiency and growth and remain current on emerging technology and trends.
- Demonstrate knowledge of federal, state, and local regulation and compliance related to school district administration.
- Strengthen and grow high performing teams in an array of departments including, but not limited to, Nutrition, Transportation, Facilities, Information and Technology Services, Public Policy, Family Engagement, Safety and Security, Procurement, and External Affairs.
Racial Equity Lens
- Exhibit deep knowledge of research, principles, and practices around diversity, inclusion, and racial equity.
- Demonstrate ability to meaningfully engage a wide variety of diverse stakeholders in challenging dialogue and critical self-reflection around racial identity, implicit bias, systemic racism, and structural inequities.
- Passion and urgency for addressing racial inequities and improving the lives of students and families in Chicago.
Requirements
In order to be successful and achieve the above responsibilities, the Chief Operating Officer will possess the following qualifications:
Education
- Bachelor’s degree required, Master’s degree preferred
Professional Experience
- Minimum of 10 years of strategic senior leadership experience in a large, fast-paced and high-functioning organization required; Urban school district or public institution experience preferred
- Proven track record of successfully leading a large, complex organization and a broad range of stakeholders to reach ambitious goals around major change management initiatives
- Experience in guiding data-driven inquiry to drive a culture of continuous improvement
Conditions of Employment
As a condition of employment with the Chicago Public Schools (CPS), employees are required to:
- Establish/Maintain Chicago Residency – Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district.
- Be Fully Vaccinated – Unless approved for a medical or religious exemption, all employees are required to be up-to-date on COVD-19 vaccinations, including boosters, and to submit proof of vaccination to the district within 30 days of hire. “Up to date” on vaccination is defined as at least two weeks past all primary vaccine doses and any applicable boosters.
Bilingual Teacher
Position Title: Bilingual Teacher
F.T.E: 1.0
Location: CICS Prairie, CICS West Belden, and CICS Irving Park
Reports To: School Principal
Start Date: Immediately
Salary: Salaries starting at $65,000 for staff with their PEL and Full Bilingual Endorsement
The Mission of Distinctive Schools, an educational practice leader committed to social justice and the elevation of access and achievement in historically marginalized communities, is to support each child in becoming an engaged and curious learner, a confident self-advocate, and a creative problem-solver by setting high expectations and nurturing a positive culture that honors diversity, collaboration, and optimism.
Position Description:
A Distinctive Schools Bilingual Teacher must be a passionate advocate for biliteracy and demonstrate a commitment to supporting students in their development of the language skills and subject matter needed to be productive classroom citizens. This person will:
- Create lessons that meet the needs, interests, and abilities of developing bilingual students
- Work collaboratively with classroom teachers to provide the most appropriate program based on a student’s native language and readiness for English instruction
- Individually assess and monitor students’ skills in their native language as well as English
- Create a classroom environment that promotes and appreciates the cultural, racial, and linguistic diversity of students
- Demonstrate proficiency in Spanish across the following four domains: listening, speaking reading and writing
- Has a mindset of using restorative justice approach with discipline
- Create a developmentally appropriate, positive, inclusive and safe learning environment
- Monitor progress to ensure all students are demonstrating high rates of growth
- Maintain accurate and complete records of students’ progress and development
- Demonstrate preparation and skill in working with students from diverse social-emotional, cultural, economic and ability backgrounds
- Work closely with team members and parents to best meet the needs to students
Requirements:
- Bachelor’s Degree
- Illinois Professional Educators License
- Bilingual-Spanish Endorsement
- Spanish Proficiency (reading, writing, listening, speaking)
Why Join the Distinctive Schools Team:
- We are a collaborative team of professionals supporting each other to instill a love of learning in our students
- We empower students, families and staff to contribute to our mission in a meaningful way
- Distinctive Schools was named one of Crain’s 2021 Best Places to Work in Chicago; culture is at the heart of what we do
- We make an impact in our communities by serving some of the most historically marginalized in the city
- 25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions)
- 12 weeks family paid leave
- Comprehensive Healthcare (Medical, Dental, Vision)
- 403b match
- Fully match up to 3%
- 50% match up to 5%
- Professional development including tuition reimbursement
- Gym and wellness discounts
- 4% pension contribution
- Salaries starting at $65,000 for staff with their PEL and Full Bilingual Endorsement
Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.
School Principal: The NET: Gentilly
The NET Charter High School
The NET: Gentilly 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 participate in intensive, individualized academic, social, and behavioral supports, earn a high school diploma, and complete 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.
The NET:Gentilly, which opened in August 2017, is the second campus of The NET. Both schools are built on the belief that alternative schools should not punish or “fix” young people; they should be vibrant, flexible, and restorative environments that support students in being their best selves.
The NET: Gentilly is a part of Educators for Quality Alternatives, which operates the alternative schools in Orleans Parish. EQA Schools operates 3 high schools: The NET: Central City, The NET: Gentilly, and The NET: East, and a middle school program called the Bridge for students in 7th and 8th grade who struggle in traditional settings.
Position Summary
The NET: Gentilly seeks an aligned, driven, and experienced school leader. Through the design and management of systems and culture, instructional vision and execution, and team development, Principals coach, manage, and lead their teams to insure that every student in the school is supported and developed to their greatest potential.
Leading at the NET is an opportunity to develop in one of the most innovative spaces in one of the most progressive places and moments in American public education. As a small school without layers of bureaucracy, this is an opportunity to have a strong voice in developing the school’s vision, design and success.
As the school leader, the Principal is responsible for:
- School Mission and Vision Alignment
- Staff Development and Accountability
- School Culture and Behavior Development
- Curriculum and Instruction
- Systems/Program Design, Management, and Compliance
Position Requirements:
Education & Experience
- BA required; MA or MEd Preferred; teacher/leader certification a plus but not required
- Minimum 10 years’ experience effectively working with at risk high school students
- Minimum 5 years’ experience effectively leading and coaching adults
- Minimum 5 years’ experience effectively managing programs, departments, or schools
Skills & Approach
- Passion for improving educational opportunities for students with the most serious academic and behavioral challenges
- Strong belief in students as unique and capable individuals
- Effective use of restorative and therapeutic approaches for student and community growth
- Conscious of own identities and privileges and builds cultural responsiveness in self and others
- Excellent communication and interpersonal skills
- Careful, detail-oriented data management and analysis skills
- Flexible, positive, learning mindset focused on effective and innovative problem solving
- Dedicated to continually growing as a professional and as a servant leader
Details
- Start date: ASAP
- Schedule: All full time NET positions are year-round
- Salary: Initial salary is competitive and commensurate with experience. Future salary increases and bonuses are based on performance and responsibilities.
- Benefits: Comprehensive benefits and generous 403b retirement plan
- Reports to: Executive Director
To Apply
Visit: https://eqaschools.applytojob.com/apply
Areas of Responsibility
In each of these areas of responsibility, the Principal works closely and collaboratively with a variety of individuals, primarily:
- Chief Executive Officer
- Chief Operations Officer
- NET:Gentilly Leadership Team (Dean of Students, Academic Dean, others as appropriate)
- NET:Gentilly Dept. Leads Team (Lead counselor, Internship Coordinator, Special Education Coordinator, etc.)
- NET:Central City Principal, NET: East Principal
- NET Instructional Team (ED, Principals, and Academic Deans from both schools)
- NET:Gentilly staff
School Mission and Vision Alignment
- Develop and maintain a knowledge base in the NET’s cultural, pedagogical, and organizational practices
- Train and support staff to understand and work with students in alignment with NET expectations
- Monitor systems and staff to effectively produce the results expected by stakeholders, including: the Educators for Quality Alternatives Board, the Charter Authorizer, students and families
- Maintain high quality internal and external communication
- Manage structured and informal feedback and data loops to ensure continuous improvement
- Provide consultation to Executive Director for long term strategic planning
- Stay current on national and international trends and best practices in both alternative and traditional education
Staff Development and Accountability
- Recruit and select an effective and diverse team
- Manage and develop staff using the NET’s Coaching and Professional Map system
- Design and provide both group and individualized professional development which is responsive and tailored to school-wide and position/individual-specific needs
- Observe, give feedback, and meet with direct reports on a weekly basis to provide both strategic direction and responsive support
- Observe, give feedback and meet with indirect reports on a rotating basis to accurately provide direction and support to them and their managers
- Design and provide high quality interventions and support to struggling staff
Culture and Behavior Development
- Model use of and actively promote restorative and therapeutic practices with students, staff, and families
- Research, select, design and implement high quality curricula, programs, and systems for school’s restorative, inclusive, and joyful culture
- Maintain a safe, secure, and prepared facility and faculty
- Research, select, design and implement high quality supports for developing students’ behavioral skillfulness
Curriculum and Instruction
- Research, select, design and implement high quality curricula, assessments and systems for school’s varied instructional approaches primarily: project based learning, differentiated instruction, and backwards design. Do so within the context of a variety of instructional settings including, but not limited to:
- Project based seminar classes
- Online and blended learning courses
- Career & Technical Education
- Internship based learning
- RtI Interventions
- Develop, implement, monitor and adjust school wide and individual student plans and interventions
- Manage, analyze, and communicate academic and RtI data for individual student and school-wide improvement
Systems/Program Design, Management, and Compliance
- Insure effective and compliant school systems and programs including, but not limited to,:
- Enrollment
- Special Education
- RtI
- Pupil Progression
- State Testing
- Discipline
- Internship Program
- Next Steps Program
- Counseling, social work & mental health
- With the Executive Director & Operations Director, manage school operational, financial, and data systems and programs.
- Proactively comply with all organizational, local, State, Federal, and funding requirements
Grant Writer (Chicago/Hybrid)
ORGANIZATIONAL OVERVIEW
OUR MISSION, VISION, AND VALUES
Communities In Schools (CIS) of Chicago is the leading nonprofit in Chicago dedicated to removing barriers so that students can unlock their potential and stay on the path to graduation. Our mission is to surround students with a community of support, empowering them to stay in school and achieve in life. Our vision is to ensure that every public-school student in Chicago graduates from high school prepared to succeed.
Our organization’s core values are Impact, Integrity, Relationships, and Social Justice. CIS of Chicago was founded in 1988, and is an affiliate of Communities In Schools, Inc., a national nonprofit organization with offices in more than 150 different cities.
OUR EXPECTED IMPACT IN 2022-23
During the current 2022-23 school year, CIS of Chicago is partnering with 200 Chicago Public Schools and expects to connect whole-school essential services and programs that reach more than 65,000 young people. At 30 of these schools, we also embed full-time Student Supports Managers to provide approximately 1,350 students at the highest risk of falling off track in school with direct, intensive, and tailored case management support.
EQUAL EMPLOYMENT OPPORTUNITY
CIS of Chicago provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws.
This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.
POSITION DESCRIPTION: GRANT WRITER
The Grant Writer is a member of our Development Team, which centers its work on raising funds in support of our mission and programming. The Grant Writer is focused on growing an institutional giving portfolio (comprised of foundation, corporation, and public funding supporters), as well as stewarding existing partnerships from our loyal donor community.
RESPONSIBILITIES
- Manage and Grow a Portfolio of 40–60 Institutional Funders (Foundation, Corporate, Government):
- Identify, qualify, and cultivate connections with prospective supporters whose grant-making priories are aligned with our areas of focus.
- Engage in all aspects of the proposal-writing process, including conducting research and analysis and developing letters of intent, proposal applications, and reports.
- Project-Manage highly complex applications that require cross-team collaborations and high-level research and analysis.
- Provide targeted and engaging funder stewardship that is donor centered.
- Meet or exceed annual fundraising goals, with a primary focus on achieving six-figure grants.
- Maintain confidentiality regarding sensitive donor information.
- Manage the Development Team’s Institutional Grants Calendar, working in collaboration with the Team to ensure grant application, reporting, and compliance materials are submitted, as scheduled.
- Support organizational leaders as needed in their major gift solicitations, as well as mentor and coach development staff, as needed.
- Represent CIS of Chicago at external industry, community-based, and networking events.
- Support the Team in the planning and execution of donor cultivation and fundraising events.
- Complete other duties as assigned, as part of a collaborative team.
CANDIDATE QUALIFICATIONS AND DESIRED SKILLS
- Fundraising and Professional Experience: demonstrated success with achieving six-figure grants (institutional giving) and being directly responsible for successful management and submission of highly complex requests; demonstrated progressive responsibilities; bachelor’s degree required.
- Communications: excellent writing skills, be comfortable communicating professionally with diverse audiences, and have strong presentation skills.
- Project Management: demonstrated success with setting and achieving goals, multi-tasking and balancing competing project demands, adapting to changing dynamics, and meeting deadlines.
- Critical Thinking: strong observation, analytical, and problem-solving skills.
- Technical Skills: advanced ability to use Microsoft Office, Public Funding Grant Tools, and donor management systems; be comfortable using virtual meeting tools, such as Zoom.
- Commitment to our Organizational Values.
REPORTS TO
The Associate Director of Development
WORK ENVIRONMENT
The position is full-time. Currently, the work environment is hybrid (20 hours at CIS of Chicago headquarters/20 hours remote), which may be adjusted at the discretion of CIS of Chicago leadership. Candidate must be available to work occasional evenings and weekends.
Illinois Education Leadership Coach
Our Why
Teach Plus is a national nonprofit whose mission is to empower excellent, experienced, and diverse teachers to take leadership over key policy and practice issues that advance equity, opportunity, and student access. The Teach Plus team exists to breathe life into the Student Opportunity Mandate: All students should have the opportunity to achieve their potential in an education system defined by its commitment to equity, its responsiveness to individual needs, and its ability to prepare students for postsecondary success. At the heart of our work is advocacy for collective impact, beginning with classroom teachers.
What We Do
At Teach Plus, we believe in equity-driven teacher leadership. When we invest in developing our most talented teachers into teacher leaders who are well-informed, persuasive, and prepared to lead, they have deep leverage in advancing equity for students, especially for students of color, low-income students, and those from underserved communities. To close the opportunity gap and to ensure equitable access to a world-class education for all students in the schools and communities we serve, we ignite systems change at multiple levels through our Policy Fellowship and Instructional Leadership programs designed to inspire and equip teachers. We are committed to lead change in our Equity Focus Areas.
Teach Plus’ Teacher-Led Practice Initiatives are innovative programs that engage, develop, and support teacher leaders to generate, implement and manage change in district and school practices and policies that impact teaching and learning, school culture and climate, and teaching practice. Teach Plus Illinois will be leading a new initiative to support teachers who have expressed interest in eventually becoming school administrators in a three-tiered learning fellowship for approximately 60 teacher leaders.
What You’ll Do
The Education Leadership Coach will develop, coach, and support teacher leaders from Tier 3 (11-12 teacher leaders), the most intensive tier of work. The coach will also design and facilitate monthly learning sessions for an additional 35-45 teacher leaders in Tiers 1 & 2. Working in partnership with the Illinois Senior Director of Instructional Programs and with support from the National Program Team, the Coach will support Tier 3 participants as they identify opportunities for equity-based change in their schools, make a case for change with their school leaders and colleagues, create and implement plans for creating change, and monitor the results. The Education Leadership Coach is a critical leadership opportunity for a skilled coach who is looking to support school change driven by teacher leaders.
Specifically, the Education Leadership Coach will be responsible for three pieces of work:
Teacher Leader Support and Development (80%)
- Plan and facilitate monthly learning sessions for teacher leaders in Tiers 1, 2, and 3 — approximately 20 sessions over the course of the school year. These learning sessions take place from 4:30-6:30pm. Half will take place in person, and the other half will be virtual.
- Provide one-on-one support to 11-12 Tier 3 teacher leaders as they:
- Plan and implement their individual change projects to advance the determined project goals;
- Plan for and deliver relevant school meetings as they implement their change projects;
- Build their capacity as leaders to advance their professional growth and leadership attribute-aligned growth goals.
- Create and foster the development of a Professional Learning Community and affinity space for teacher leaders as they lead individual change efforts focused on equity in their buildings to be able to reflect collectively, identify challenges, and share best practices across their schools.
- Facilitate quarterly progress check-ins with Tier 3 teacher leaders and their principals about their change project and leadership development.
- Monitor the progress of participants’ professional growth and adjust programming to best meet their needs.
- Build capacity to support teacher leadership, and share best practices, which include:
- Participating in any learning opportunities Teach Plus provides around coaching and distributed leadership. There is currently a professional learning community for leadership coaches in Teach Plus.
- Meet with the Evaluation Team to review data and discuss priorities.
- Identify opportunities for collaboration and best practice sharing with other regional and national coaches and regional directors.
- Foster Growth of Participants across the Leadership Attribute Continuum
- Ensure that the work of the teacher leaders involved is based on evidence and collaboratively achieves desired impact on teacher practice and student learning.
- Ensure that the primary work of Tier 3 participants is focused on improving teacher practice and, therefore, learning for all students through the use of change management and continuous improvement.
- Observe and strategically contribute to periodic Teacher Leader-led team meetings and professional development. Program Management Support (10%)
- Liaise with our district partner, including co-creating the curricula for the program and working with them on any program modifications for future years.
- Manage the initial phases of this initiative and monitor progress over the course of the year.
- Maintain accurate and timely data and enter the appropriate information into the Salesforce database for ongoing accountability reports.
- Works with the Illinois Senior Executive Director and the National Program Team to develop systems that allow teacher leadership to be implemented more efficiently and effectively and to communicate critical support, outcomes, metrics, and resource needs.
Other projects as assigned and as time permits (10%), which may include
- Shared School Leadership Learning Collaborative. Join in the planning sessions for the forthcoming CPS Shared School Leadership Learning Collaborative. The goal of this collaborative is to identify best practices in teacher leadership for Chicago’s schools and to create a framework for both teacher leadership and the skills that principals need to support teacher leadership. This learning collaborative will engage in a year-long research project, and the Coach can help develop research questions, analyze data, and collaborate on a final report.
- City Forward Training. As time permits, plan and facilitate five virtual learning sessions for City Forward’s teacher leadership and mentoring program. City Forward has created a peer-to-peer mentoring program for Milwaukee public school teachers, and the coach will present five learning sessions drawn from the pre-existing curricula.
What You’ll Need to be Successful
- 8+ years in the education field, with preference given to candidates who have a teaching background and experience as an assistant principal, Instructional Support Leader, or other school leadership experience in diverse school environments
- Experience in Chicago Public Schools a plus
- Experience in leadership development with teachers or school leaders, specifically around academic instruction, social-emotional learning, and/or culturally responsive pedagogy, is preferred
- Experience creating and building professional development materials and training
- A relentless focus on data, including analysis and using it to inform instruction and make continuous improvement decisions, and the ability to conduct difficult conversations around systemic barriers and disparate outcomes.
- Strong organizational and communications skills required; experience managing complex projects or initiatives preferred
- Commitment to and previous experience with educational equity and a belief in the power of teachers to bring about positive change for all students
Location
This role is a full-time position. This position is remote with the expectation of regular school-based coaching sessions, school visits, and in-person cohort meetings.
While this position is remote, candidates must be within reasonable driving distance from Chicago.
What We Offer
The salary band for this position is $80,000-$100,000. Teach Plus offers a benefits package including medical, dental, and vision insurance, a 3% matching 401k plan, disability, and life insurance, and Flexible Spending Accounts for medical and childcare expenses. Teach Plus offers generous time off benefits, including 15 vacation days, 3 personal days, 5 sick days, 11 holidays, and winter break. Teach Plus offers paid parental leave and a 4-week paid sabbatical for every five years of service.
Teach Plus is an equal opportunity employer and encourages applications from diverse candidates. Teach Plus does not discriminate in any aspect of employment based on race, color, ancestry or national origin, religion, sex, sexual orientation, gender identity, gender expression, marital status, disability, veteran status, genetic information, or age.
How to Apply
To apply, please complete an online application found here. Teach Plus will receive applications until the position is filled.
Application Link: https://teachplus.tfaforms.net/328207
School Programs Teacher
School Programs Teacher
Academic Approach began with a focused mission: to mentor students while building their skills. By collaborating with over 100 Chicago-area public, charter, and parochial high schools, the School Programs team brings Academic Approach’s curricular and instructional expertise to a broader student audience, including under-served student populations.
As a School Programs Teacher, you will teach a cohort of students a test-prep course covering highly tested skills to expand their post-high school options. Academic Approach teachers hone a diverse set of skills during their tenure with Academic Approach:
- Public speaking
- Commanding the attention of an audience
- Break down complex concepts into concrete components
- Organization and planning experience
- Professional communication and networking in the education/nonprofit space
Classes take place in-person. Apply now for part-time employment with purpose.
Benefits:
- Flexibility in building your schedule while supporting the needs of our school partners
- Competitive pay starting pay at $47 per instructional hour with additional compensation for administrative and professional development
- One Medical membership for teachers, their spouses/domestic partners, and their dependents.
- Travel compensation for school programs that require a commute of at least 30 minutes and 15 miles.
- Meaningfully impact students’ lives in some of Chicago’s highest need schools. The test growth your students will experience may be the difference-maker in earning admission to their dream university or a scholarship that makes attending college a reality.
- 1-on-1 tutoring opportunities in addition to classroom opportunities (time-, schedule-, and demand permitting)
- On-going support and professional development from our Instructional Management team that works closely to coach, observe, and develop our teachers
Key responsibilities:
- Deliver in-person academic and test prep courses to high school students across the Chicagoland area
- Utilize Academic Approach curriculum and instructional materials to execute engaging lessons that provide opportunities for critical thinking, questioning, peer-to-peer learning, and practical application
- Communicate effectively and professionally with Academic Approach directing team members, students, and school personnel
- Participate in ongoing professional development, continuing education opportunities, and personalized instructional coaching
Required Qualifications:
- Demonstrated commitment to diversity, inclusion, and educational equity
- Passion for motivating and supporting student success; prior experience teaching, tutoring, or mentoring students preferred
- A bachelor’s degree
- Proof of vaccination upon hire
- Willingness to travel to schools for in-person classroom instruction (average travel 3 – 25 miles from Academic Approach’s Lincoln Park office)
- Ideal candidates can commit to at least 10 hours per week during at least one of the time windows below:
- Weekdays during the school day (approximately 8am-4pm)
- Weekdays after school (approximately 3pm-7pm)
- Weekends, esp. Saturdays (approximately 8am-12pm)
Hiring/Training Requirements:
- Candidates must demonstrate academic expertise in English, Math, Reading, and Science.
- NOTE: All candidates need to complete a 45-minute content quiz prior to being considered for an interview.
- After the date of hire, candidates will complete ~50 hours of paid training. Training includes:
- Diagnostic test (untimed, graded, referenced throughout training)
- Content sessions covering test structure and skills, Academic Approach core instructional strategies, lesson planning, questioning and differentiation, student engagement, and culturally responsive teaching
- Post-test + 90-minute mock tutoring session
- Options for shadowing and co-teaching current classroom course sessions
All successful candidates will be required to complete a comprehensive criminal history background check and a Chicago Public Schools fingerprint background check prior to their official hire.
Special Education $5,000 Sign On Bonus
Perspectives Charter Schools Network is seeking a Special Education Teacher for the 2022-2023 school year!
To qualify for the Sign-On Bonus, candidates must be new applicants not considered for a similar role, and not currently employed by the organization in order to qualify. Bonus will be paid within 30 work days from the start date with signed agreement. There is a 1 year payback clause if employment ceases prior to first year anniversary.
About Perspectives Charter Schools
At Perspectives, our A Disciplined Life® education model teaches the whole child. We combine academic rigor, social emotional learning, and experiential opportunities to establish a culture of trust, curiosity and achievement. As one of the first charter schools in Illinois and founded by teachers, our mission is to provide students with a holistic, rigorous and relevant education, based on the ethical principles of A Disciplined Life®, preparing them for life in a changing world and helping them further become intellectually reflective, caring and ethical people engaged in a meaningful life. With 5 schools in three campuses, the Perspectives network has served public school students in grades 6 -12 on our city’s Southside for over 20 years. Our scholars come from some of the most disadvantaged neighborhoods in the country, but they graduate from high school with a plan to enroll in college or trade school, and take with them the tools to persist in college and career. The keys to our success are our dedicated, hard‐working, creative, and compassionate colleagues.
LOCATION: South Loop, Bronzeville, Chatham
Teach Special Education at Perspectives, where we live A Disciplined Life®.
JOB PURPOSE
At Perspectives, we pride ourselves in the quality of supports that we give to our diverse learners. We are committed to providing an equitable and inclusive education for all. Our special education teachers embody and teach our students how to live the 26 principles of A Disciplined Life® (our social emotional learning culture and curriculum) while also providing high-quality, rigorous instruction that is rooted in individualized education plans across a variety of settings. We truly believe that every student is capable of greatness, and we are committed to providing a caring community of dedicated staff that meet the diverse academic, emotional, and social needs of our scholars. Our ultimate goal is that we give our diverse learners an education that will allow them to be positive change agents in their communities and lead meaningful post-secondary lives.
WHAT YOU’LL DO: CORE RESPONSIBILITIES
Academic Rigor
- Exhibit strong understanding of special education best practices to ensure students have the resources and accommodations they need to meet the goals in their Individualized Education Plans (IEPS)
- Demonstrate excellent knowledge of specially designed instruction
- Construct data driven IEPs and monitor the implementation of IEPs for students on their caseload
- Attend all annual and tri-annual IEP meetings for students on caseload
- Collect data to evaluate progress made on IEP goals
- Implement effective progress monitoring to make instructional decisions that increase student growth
- Master content area and teach students in a clear and effective manner to drive academic achievement
- Make meticulous plans for units and lessons that address higher-order thinking skills, and use formative assessment to constantly adjust plans based on student needs
- Differentiate instruction to meet the needs of students with varying academic strengths and weaknesses
- Perform other duties and responsibilities as assigned by the principal or other school leader
Social Emotional & Ethical Learning
- Engage in ongoing collaboration between general education teachers, special education teachers, clinicians, and paraprofessionals
- Demonstrate effective classroom management skills and builds a classroom culture based on the 26 principles of A Disciplined Life
- Build meaningful and professional relationships with students and families
Experiential Learning
- Participate in professional development and work collaboratively with instructional leaders to improve instructional practices
Qualifications
- Bachelor’s Degree Required
- Eligibility to work in the United States on a full-time basis
- Active Illinois Teaching License preferred, not required
- High Qualified in relevant subject areas according to the Illinois State Board of Education
Competencies
- Holds a deep belief that all students in Chicago deserve an education where social emotional learning and high academic expectations are delivered with excellence
- Strong classroom management skills with the ability to inspire and motivate students
- A commitment to life-long learning with the desire to take advantage of professional development and coaching to constantly improve
- Mastery of content knowledge and the ability to communicate clearly to students
- Has strong relationship building and communication skills
- Demonstrates initiative, flexibility, and responsiveness
- Exhibits a strong commitment to ethos of Perspectives Charter Schools by thriving to live by 26 principles of A Disciplined Life®
Supervisory Responsibility
- This position has no direct supervisory responsibilities.
Work Environment
- This job operates in a school setting and office environment. This role routinely uses standard office equipment such as laptop computers and smartphones.
Position Type/Expected Hours of Work
- This is a full-time position. Days and hours of work are Monday through Friday, 7:30 a.m. to 4:30 p.m. This position regularly requires long hours and occasional weekend work as job duties demand.
Travel
- Travel is primarily local during the business day, although some out-of-area travel may be expected
Other Duties: Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice.
PHYSICAL DEMANDS:
Majority of work will be performed in a general office/school environment. Position requires availability for extended hours plus non-traditional hours required to perform job duties. Also requires participation and attendance at organization sponsored events and meetings. Physical demands include the ability to lift and/or push and pull 15 to 20lbs for a short period of time, walk up and down stairs several times a day, reach, bend, and constantly walk, stand, talk and hear.
BENEFITS SUMMARY:
- Comprehensive and competitive benefits package
- Health, dental, and vision insurance
- Paid time off including holidays
- Company 403B plan available
- Company contribution towards the Chicago Teachers’ Pension Fund if eligible
- Paid life insurance
- Paid short and long term disability.
- ISBE-approved professional development provider
Perspectives Charter Schools works affirmatively to include diversity among its workforce and does not discriminate in the selection of its staff on the basis of race, color, religion, sex, national origin, age, sexual orientation, disability, income, marital status, or any other dimension of diversity. We encourage diverse candidates to apply for this position.
Network Case Manager
Position Title: Network Case Manager (2022-23SY)
F.T.E: 1.0
Location: Chicago, IL
Reports To: Director of Student Services
Start Date: August 2022
The Mission of Distinctive Schools, an educational practice leader committed to social justice and the elevation of access and achievement in historically marginalized communities, is to support each child in becoming an engaged and curious learner, a confident self-advocate, and a creative problem-solver by setting high expectations and nurturing a positive culture that honors diversity, collaboration, and optimism.
Position Description:
Case Manager will exemplify content knowledge to collaborate with classroom teachers in planning units that integrate learning and are aligned with the Core academic standards. Case Manager will work closely with the school team to supervise students according to their Individualized Education Plan (IEP). By implementing this plan, staff will help the students develop their full potential, while systematically increasing their socially appropriate behavior. This person will:
Case Management: Development and Compliance:
- Serving as the local school district representative at all required meetings under the IDEA and serving as the 504 Coordinator for all meetings under Section 504
- Fulfilling all the Roles & Responsibilities delineated in the ODLSS Procedural Manual for the local school district representative
- Ensuring all IDEA and Section 504 timelines are met
- Ensuring that all parental notices and consents for Full and Individual Evaluations and placements are processed and provided in the native language where feasible and placed in the student temporary files
- Sending parents/guardians copy of draft IEP materials and if applicable paraprofessional, ESY ,and Learning Environment Intervention forms, along with copies of all other conducted evaluations and any other collected data at least five school days prior to the meeting
- Ensuring an interpreter is invited to all IEP and 504 conferences (including initial and reevaluation eligibility determination meetings, and annual reviews) for parents who are limited English proficient
- Coordinating all referrals for a Full and Individual Evaluation (FIE) to ensure that all required components are addressed and that the process is completed within 60 school days after receiving signed parental consent, including but not limited to, referrals for Assistive Technology/Alternative-Augmentative Communication evaluations or functional behavioral assessments (FBAs)
- Ensuring that IEP teams are utilizing qualitative and quantitative data when making service decisions in the development of an IEP
- Finalizing each student’s IEP or 504 Plan in the SSM at the meeting and providing the student’s families with a copy
- Assisting the school’s scheduler/programmer with programming all students with disabilities in accordance with their IEPs
- In collaboration with the Instructional Leadership Team, scheduling paraprofessionals in accordance with students’ IEPs and 504 Plans
- In collaboration with the Instructional Leadership Team, scheduling Special Education Teachers and Diverse Learners in accordance with students’ IEPs
- In collaboration with the Director of Student Services & principal, overseeing and ensuring the implementation of all IEPs and 504 Plans for each student with disabilities in the school
- In collaboration with the Director of Student Services, training and supporting school staff regarding the implementation of the IDEA and Section 504 requirements
- Ensuring that all relevant student data is entered into SSM in a timely manner
- Arranging special education and related services for a student within the school in accordance with the students IEP and contacting ODLSS to arrange assignment in another school if necessary to implement the IEP
- Consulting with the Director of Student Services & ODLSS District Representative regarding students who require low-incidence services or regarding problems that develop in the implementation of procedures
Building Partnership/ Stakeholder Relations:
- Attending all ODLSS professional development and meetings targeted at supporting the case manager/local school district representative
- Convening and chairing IEP and 504 conferences (including initial and reevaluation eligibility determination meetings, and annual reviews) and acting as the District Representative
Requirements:
Education:
- Bachelor’s or Master’s degree in special education
OR
- Master’s degree in educational administration
Qualifications:
- A valid Professional Educator License (PEL) the following areas: Special Education (PK-Age 21) endorsement
- Expertise in special education curriculum and service provision
- Knowledge of general education curriculum
- Demonstrated understanding of the individual needs of students with disabilities from a variety of language and cultural backgrounds
- Strong knowledge of federal and state laws and regulations regarding the delivery of special education and related services
- Knowledge of intervention and assessment strategies for disabled and non-disabled students
- Knowledge of multi-tiered systems of support (MTSS or RTI)
- Proof of full vaccination for Covid-19
Physical Demands:
- Generally, the job requires 30% sitting, 50% walking, and 20% standing. Operate a computer, hand-held learning devices and other office equipment.
Why Join the Distinctive Schools Team:
- We are a collaborative team of professionals supporting each other to instill a love of learning in our students
- We empower students, families and staff to contribute to our mission in a meaningful way
- We make an impact in our communities by serving some of the most historically marginalized in the city
- We offer a great benefits package for full time employees (Medical; Dental; Vision; PTO; 403b match, discounted gym membership, tuition reimbursement options, referral bonus)
Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.
Director of Talent Acquisition
The Director of Talent Acquisition leads the development and implementation of strategic talent acquisition and oversees the evaluation of the recruiting function, strategies and processes to find areas of improvement. As Education First continues to work toward our goal of becoming a majority team of Black, Indigenous and People of Color (BIPOC), the Director will play a pivotal role in shaping the future of the firm. Not only will they bring a significant number of new hires to the team, but they will also lead on developing and refining new approaches for a scalable and sustainable recruiting function, including the development of new partnerships, deeper pipeline building work with an emphasis on leveraging our contractor pool and more sophisticated RIDE (Race, Inclusion, Diversity and Equity) strategies for our hiring efforts.
About Education First
Education First is a mission-driven education policy consultancy dedicated to ensuring that all students – and particularly students in poverty and students of color – are prepared for success in college, careers and life. We work with organizations that are shaping the future of P-16 education across the nation, including school networks and districts, state departments of education, policy and advocacy organizations, youth empowerment organizations, talent organizations and foundations.
We help these system leaders catalyze change through our services:
- Conduct research and analysis on policies and provide contextual recommendations and strategic support to translate findings into concrete, sustainable action
- Develop and implement visionary, coherent strategies and strategic plans by prioritizing inclusive voices, focusing on the right problems and providing space to explore
- Plan and facilitate meaningful convenings for organizations and individuals to learn, problem solve, collaborate and advance their work
- Design actionable and equitable solutions that meet client needs, achieve program goals and implement initiatives with clarity and quality
- Support grantmakers, funders and foundations to develop thoughtful, high-impact investment strategies that align with their goals, interests and resources
We are a team of more than 60 former teachers, district and state education leaders, policy advisors and grant makers who live and work virtually in more than 20 states and DC. Because of our experience, we approach the challenges our clients face with humility, realistic solutions and a commitment to follow-through. Our culture is built on genuine care for our clients and for each other. We celebrate original thinking, collaboration, entrepreneurialism, authenticity and fun.
Our Equity Commitment
We recognize that in order to pursue our own organizational mission at Education First, we must approach our work by studying gaps and inequities, asking tough questions about structural racism and more deliberately engaging diverse voices in problem-solving. We’ve been building our own skills to deliver solutions that center racial equity, with particular attention to equitable ways of thinking and working, and we are committed to helping our clients do the same in projects that have a goal of increasing equity at their core. Within Education First, we have committed to building a race equity culture – creating the conditions to adopt antiracist mindsets and actions.
We believe:
- Black lives matter. We are collectively responsible to amplify and support Black students, families and leaders.
- People are experts in their own experience. We cannot effectively support our clients to problem solve and innovate without centering the people they aim to serve.
- Racism and inequity were designed, and can be redesigned. People make up the systems, policies and processes that govern our experience, and we must support our clients to explore their role in reimagining what could be possible.
For greater detail about our Equity Commitment, please visit our website.
Primary Responsibilities
Reporting to the Chief People and Equity Officer, the Director of Talent Acquisition will be responsible for leading full-cycle recruitment efforts for all open roles with support from our Talent Coordinator and talent consulting partners. They will ensure that the talent acquisition process, the candidate experience, and operational side of our recruitment function are all high quality on a daily basis. The primary responsibilities of the Director of Talent Acquisition are:
Recruitment & Hiring
- Manage end-to-end candidate experience from initial sourcing and recruitment through hiring
- Develop and update job descriptions, candidate marketing materials, selection rubrics and screening tools
- Document and proof guidelines for hiring practices within the firm
- Recommend job posting options to maximize candidate diversity and skill, and conduct proactive candidate sourcing and outreach (e.g., social media, resume books, direct email)
- Actively recruit and source candidates for open roles, including executive level searches
- Report hiring benchmarks relating to candidate diversity, time to fill, hiring manager and candidate satisfaction, cost per hire and onboarding experience and retention
- Manage, train and collaborate with the Talent Coordinator on recruitment and hiring efforts
Strategic Planning & Partnership
- Develop and refine ongoing recruitment strategies and systems, including ensuring that recruitment efforts are legally compliant and RIDE-aligned
- Design and manage hiring committee process and practices
- Lead the development of contractor/collaborator recruitment processes to help the firm extend capacity and act as a pipeline of candidates for open full-time roles
- Manage and cultivate all external recruitment relationships, including liaising with contract recruiters/firms, job boards, universities and other partners
- Implement strategies and partnerships that produce strong and diverse candidate pools for the firm’s full-time and contracted positions
- Partner with the Chief People and Equity Officer, the Revenue and Analytics team and other staff members as needed to forecast future hiring needs and align recruitment with broader organizational priorities
Coaching & Training
- Lead anti-bias trainings for hiring teams
- Provide ongoing coaching and development that supports effective and equitable selection practices
- Lead hiring systems trainings and provide implementation support as needed
Experience & Qualifications
- Seven to ten years of human resources experience with a strong focus on recruiting and talent acquisition, preferably in the education nonprofit and/or professional services/consulting context
- Hands-on experience with applicant tracking systems, Human Resource databases, social media platforms and remote hiring tools (e.g., video conferencing software)
- Expertise in applying principles of inclusion, diversity and equity to the recruitment and hiring process
- Proficiency in fostering long-term relationships with internal teams, external partners and candidates
- Knowledge of labor and employment laws governing the recruitment process
- Familiarity with the national education landscape, including education nonprofits and funders
- Proven ability to influence and partner with senior leadership and key stakeholders
Who You Are
- You are committed to supporting the development of a Race Equity Culture
- A strong decision-maker and resourceful problem-solver who is able to anticipate and adjust for unexpected barriers to success to execute change
- You are dedicated to professional and personal growth through reflection, feedback and collaboration
- Effective at managing multiple projects on tight deadlines and with quality
- A clear and compelling communicator, both verbally and in written materials
- Able to lead by influence, cultivating strong relationships with staff at all levels and offering coaching and support that maximizes quality
- A skilled executor who also has an eye for strategy and process improvement
- A values-driven leader that prioritizes the integrity of the hiring process in the midst of competing priorities and pressures, with particular attention to RIDE values
Location, Travel & Compensation
All positions are 100% remote and employees can live anywhere in the United States. You should be able to travel for firmwide engagements a few times a year (roughly 5-10% travel) if and when it is safe to do so from a public health perspective.
Education First offers a market-based competitive salary, comprehensive benefits package (including PPO medical/dental/vision/life insurance), four weeks of paid time off, 11 paid national holidays, paid leave (disability/parental), teleworking subsidy, matching 401(k) plan, work-life flexibility and professional development opportunities.
The full salary range for this position is $104,000 – $152,000. We typically set initial starting salaries between the minimum and the 25th percentile of the pay range $104,000 – $116,000, commensurate with experience, to ensure there is room for growth over time.
Lead Facilitator
Girls Inc. of Chicago has an exciting opportunity for a Full Time Lead Facilitator. The Lead Facilitator is often the main point of contact at one of more sites and is responsible for implementing and adapting a wide variety of enrichment activities for grades K-12th, year-round, during the school year and during out-of-school time hours. Lead Facilitators will be responsible for leading instruction, and curriculum-based content for hands-
on/minds-on activities and discussions designed to increase knowledge, strengthen self-confidence, and cultivate communication and other pro-social skills.
The Facilitator will be responsible for coaching instructional and part-time facilitators, the daily implementation of school-based activities, and cultivating relationships with school staff – aligned to supporting girls.
Girls Inc. of Chicago Youth Programs may take place during the school day, during afterschool hours, spring break, summer break, and on weekends. Additionally, the Full Time Lead Facilitator must be open to delivering programs in either a virtual or in-person environment. Lastly, all Program Facilitators support Girls Inc. of Chicago by participating in organization-wide initiatives, as needed, to help ensure that all employees are serving as visible and effective leaders and advocates for Girls Inc. of Chicago.
Primary Responsibilities
- Must be able to facilitate programming to girls in groups of 15 – 25 and between the ages of 5-18,both in-person or virtually;
- Prepare for, and facilitate hands-on and intentional programming activities within our Core Essential Services (Healthy Living, Academic Enrichment and Support, Life Skills);
- Develop content according to the guidelines and delivery schedule outlined in Girls Inc’s virtual and in-person programming models;
- Maintain safe spaces by implementing in-person and online safeguards for engagement;
- Conduct essential tasks to ensure the maintenance of program equipment and distribution of at-home activity supplies;
- Identifies ways to encourage, collect, and share girls work
- Provide direction and coaching, regardless of location, to instructional and part-time facilitators including but not limited to scheduling and feedback on performance.
- Collaborate, and be in regular communication, with school-staff to determine ongoing girl needs, and opportunities to align activities to academic goals;
- Support with the planning and implementation of special events/projects;
- Supports goals for girl engagement and family outreach;
- Attend regular staff meetings, trainings and work in collaboration with Girls Inc. staff and partner contacts;
- Maintain relationships with girls & their families and provide individual support ensuring their ability to effectively engage in the program;
- Create and share family engagement activities for independent projects;
- Collect family and girls needs assessment data;
- Effectively communicate with girls and their families, when engaging during sessions, by-phone via email and online
- Maintain and track girl attendance, using a comprehensive tracking database in support of program evaluation.
- Perform other duties as assigned
Required Knowledge and Skills
- Demonstrated knowledge and understanding of girl growth and development, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning and knowledge of equity issues facing girls of color.
- Must be punctual, prepared, have a positive attitude and is at ease with, (and adept at) using a variety of lively program techniques (brainstorming, role-playing, etc.).
- Must be self-directed, detail oriented with proven written and oral communication skills, as well as group facilitation skills.
- Must be a high-energy, caring, self-starter, innovative and have high level of competency in cultural diversity.
- Ability to effectively maintain information for recording purposes and standards of record keeping
- Proficient in Word and Excel.
- Strong interpersonal skills with the ability to relate effectively and work collaboratively with youth, families and professionals.
- Must be CPR and First Aide certified.
- Proven experience working with diverse backgrounds, cultures and perspectives.
- Must have a valid driver license, reliable and consistent transportation and the ability, to work and travel daily, between the hours of 8am-6pm to multiple school sites throughout Chicago, predominantly throughout the South Side.
Education & Experience
- Achieved a bachelor’s degree in Early Childhood Education, Education, Youth Development, Human Development, Social Work, or related discipline;
- A minimum of 2-year prior experience working with youth as a Program Facilitator and experience cultivating partnership with community-based and/or school leaders
- Reliable and able to work the entire school year. Girls develop meaningful relationships with their facilitators, and it is difficult for girls when they transition, in the middle of the school year;
- Candidates must pass a criminal history records check, and drug screening, in addition to other Chicago Public Schools safety requirements.
Early Elementary Math Interventionist
School Mission Statement:
Latin School of Chicago provides its students with a rigorous and innovative educational program in a community that embraces diversity of people, cultures and ideas. Latin inspires its students to pursue their passions and lead lives of purpose and excellence.
Job Description:
Latin School of Chicago is seeking a full-time, innovative and collaborative Math Interventionist for prekindergarten through fourth grade who is passionate about mathematics education and supporting students with learning differences. As a member of the Learning Resources team, the Math Interventionist will collaborate with the learning specialists, reading specialist, math enrichment teacher, homeroom teachers, counselor, administrators, and parents to identify and meet the needs of at-risk students.
Essential Duties and Responsibilities:
- Support homeroom teachers with their use of effective mathematics instruction, differentiation, and assessment methods
- Screen and assess students’ math skills and abilities through formal (such as standardized assessments) and informal methods (such as observations and interviews)
- Design and implement remediation for individual students and small groups
- Write personalized, detailed narratives twice each year that effectively and accurately communicate their students’ progress
- Serve as a case manager and liaison among outside professionals, homeroom teachers, and parents to coordinate instruction and related services for students
- Commitment to diversity, equity, and inclusion
Qualifications:
- Bachelor’s degree in elementary education, special education, or a related field
- 3-5 years teaching experience
- Master’s degree in elementary education, special education, or a related field is preferred
Required skills:
- Understanding of typical and atypical math development in children, including the underlying neurological and cognitive processes such as memory, language development, and visual-spatial processing
- Deep and broad knowledge about elementary mathematics content and instructional practices, including Singapore Math pedagogy and philosophy
- Understanding of growth mindset concepts
- Strong interpersonal and communication skills
- Familiarity with technology and apps, such as ST Math or Spatial Temporal Math, to support learning of math
- Knowledge of data collection tools (e.g., FastBridge) to support intervention practices
Chief Operating Officer, Chicago Public Schools
Who We Are
Chicago Public Schools (CPS) is the third largest school district in the United States, serving over 330,000 students in 600+ schools and employing over 40,000 people, most of them teachers. CPS has ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career and civic life. In order to fulfill this mission, we make three commitments to our students, their families and all Chicagoans: academic progress, financial stability and integrity. Five core principles are embedded within these commitments – high-quality, rigorous instruction, talented and empowered educators, safety and support, financial stability and collective impact.
Who You Are
Reporting to the Chief Executive Officer (CEO), the Chief Operating Officer (COO) plays a critical role in advancing the district’s strategic priorities, and ensuring equitable allocation of resources to schools in alignment with CPS’ mission and core principles. The Chief Operating Officer is responsible for establishing policies and procedures to ensure effectiveness and efficiency of all operational functions across the district. This cabinet officer role oversees and directs the following areas: Facilities, Safety & Security, Procurement, Nutrition Support Services, Student Transportation Services, and Information and Technology Services.
Your Responsibilities
Sustain an Equity- and Service- Driven Department
- Establish a clear and compelling vision and mission for how the Operations department directly supports student success within the district.
- Ensure resources are allocated to schools equitably in order to efficiently and effectively meet the needs of all CPS schools, students and staff.
- Collaborate with the operational team department heads to implement systems to ensure timely response and impeccable service to schools and central office staff and other stakeholders.
- Confront preconceptions and model open dialogue about racial equity with peers, staff, students and the community.
- Review and assess district policies and decisions through an equity lens to foster a culture of continuous improvement in helping CPS become a more student-centered district.
Establish the Strategic Direction for all Operations Functions
- Spearhead performance, and effectiveness district’s operational departments and lead the planning, development, and execution of the district’s operational short and long term strategic goals, objectives, and initiatives.
- Direct the development of master plans for the district’s facilities, assessing overall utilization, and developing innovative uses for CPS facilities that support CPS’s mission and vision.
- Assess IT needs within the district and develop a plan to update existing technology to optimize services to schools and minimize paper-driven and inefficient systems across the district.
- Ensure the operational efficiency of the Procurement function, partnering with the department head to review and update key practices and policies.
- Oversee development and maintenance of tools to monitor implementation of initiatives, business operations, and ensure compliance with established operational policies and procedures. Proactively identify, analyze, and address off-track metrics to achieve outlined goals and objectives.
- Responsible for the determination and execution of all the budgets for operational departments in compliance with established local, state, and federal policies and regulations.
- Partner with Finance to implement cost savings initiatives to reduce wasteful operational spending and align district resources to the organizational priorities.
Lead a Successful Team
- Supervise deputy chief operating officer and operational chiefs and provide them with ongoing coaching and development.
- Identify opportunities for cross-functional collaboration and align teams to realize efficiencies.
- Supervise, mentor, evaluate and provide professional growth and development opportunities for staff.
- Build and cultivate a strong operations team culture
- Manage and allocate resources (e.g., money, people, and time) strategically and equitably so that they align to schools’ needs.
Represent Operations with Stakeholders
- Under the direction of the Chief Executive Officer, interface extensively with Board of Education members to support CPS initiatives and provide expertise and recommendations to Board members. Attend all Board meetings and functions in order to represent operational departments.
- Coordinate with external partners, including City Hall and community-based organizations, to align equity efforts citywide.
- Partner with internal and external stakeholders to identify opportunities to improve and streamline processes and policies.
- Use and analyze data to drive decisions and guide problem-solving to achieve the best student outcomes. Share data with broad audiences to improve transparency and communication.
Skills Needed for Success
Strategic Planning, Organization and Effective Execution
- Strategic and critical thinker with a proven ability to lead thoughtful, transformative action within complex organizations.
- In-depth knowledge and experience in leading data-driven practices including distilling analysis into insights and translating insights into systemic action.
- Offer innovative solutions to seemingly intractable problems and adapt strategy to changing conditions.
- Exhibit a strong focus on goals and results. Set clear metrics for success.
- Prioritize and plan activities, monitor progress continually and demonstrate persistence to overcome obstacles to achieve goals.
- Ability to effectively achieve multiple goals and manage multiple priorities and projects simultaneously.
Influence and Leadership
- Create clear compelling vision; proven ability to build consensus among diverse stakeholders to lead and drive change, including influencing and motivating others toward a common goal.
- Communicate effectively, tailoring messages for the audience, context, and mode of communication.
- Listen actively to others and effectively interpret motivations/perceptions. Seek and integrate feedback from others to achieve better results.
- Build positive relationships and coalitions. Maintain visibility and work collaboratively with diverse stakeholders at all levels (i.e. district staff, students, families, communities, advocacy groups, etc.).
- Collaborate with multiple departments, schools, or organizations to achieve convergence in strategy and practice.
- Navigate political structures, relationships, and dynamics to improve results and amplify access for all students.
Team Leadership and Management
- Lead a creative, innovative, and high-functioning team; delegate and leverage the team effectively to drive for impactful results and achieve ambitious goals.
- Assess team and individual skills and identify development needs; provide feedback and support to improve practice, build capacity, and maximize talent.
- Promote professional learning and utilize effective adult learning techniques.
- Lead teams to collaborate with other departments, teams, and stakeholders.
- Knowledge and Expertise in Operations, Technology, Facilities and Procurement
- Possess a track record of launching, developing and maintaining strong facilities plans.
- Leverage technology for improved efficiency and growth and remain current on emerging technology and trends.
- Demonstrate knowledge of federal, state, and local regulation and compliance related to bonds, construction, procurement, and Nutrition Support Services..
Racial Equity Lens
- Deep knowledge of research, principles, and practices around diversity, inclusion, and racial equity.
- Ability to meaningfully engage a wide variety of diverse stakeholders in challenging dialogue and critical self-reflection around racial identity, implicit bias, systemic racism, and structural inequities.
- Passion and urgency for addressing racial inequities and improving the lives of students and families in Chicago.
Requirements
In order to be successful and achieve the above responsibilities, the Chief Operating Officer will possess the following qualifications:
- Master’s Degree in Business Administration or a related field from an accredited college or university
- Minimum of 10 years of strategic senior leadership experience in a large, fast-paced and high-functioning organization required; Urban school district or public institution experience preferred
- Proven track record of successfully leading a large, complex organization and a broad range of stakeholders to reach ambitious goals around major change management initiatives
- Experience in guiding data-driven inquiry to drive a culture of continuous improvement
Conditions of Employment
As a condition of employment with the Chicago Public Schools (CPS), employees are required to:
- Establish and Maintain Chicago Residency
- Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district.
- Be Fully Vaccinated or Submit to Weekly COVID-19 Testing
- Employees are required to be fully vaccinated within 30 days of their hire date. Full vaccination is defined as at least two weeks after your second shot of a two-shot vaccination course, or at least two weeks after a one-shot vaccination course. Unvaccinated staff must submit to weekly testing.
Executive Director, Rocketship Milwaukee
Who we are
Rocketship is a national network of high-performing elementary schools, proudly offering parents the choice of an excellent public education in five regions of the US; the Bay Area, Milwaukee, Nashville, Texas, and Washington D.C. Rocketship Public Schools is a collective of parents, teachers, leaders, and students working together to transform the future for low-income communities across our country through a scalable and sustainable public school model that propels student achievement, develops exceptional educators, and partners with parents who enable high-quality public schools to thrive in their community.
Rocketship Milwaukee was the first regional expansion for Rocketship Education. We are proud to serve over 700 students on Milwaukee’s North and South Sides. 95% of our students identify as Black or Latinx and 83% are classified as economically disadvantaged. With two K4 to 5th grade schools, Rocketship Milwaukee schools have consistently performed in the top ten of all Wisconsin district and charter elementary schools serving similar students. And yet, our team is never complacent. As we look to the future, we are working to dramatically move outcomes forward for our students, ensuring academic rigor in every classroom, increasing our student proficiency rates, and boosting the financial sustainability for the region.
Who you are
Reporting to the CEO of Rocketship Public Schools, the Executive Director of Milwaukee is responsible for the leadership of the region. You will work in deep partnership with the Rocketship Milwaukee Governing Board and Network Executive Team to ensure that Rocketship continues to successfully realize our mission and goals across all aspects of our work. You are supported by the larger Rocketship organization and team. You will also have the partnership and support of our four other regional Executive Directors as you lead their region with nearly 80 team members and a regional budget close to $10m. The charge of the Executive Director is to 1) ensure the success of our Rocketeers 2) cultivate the external environment for Rocketship to thrive, and 3) manage a financially sustainable network of high-performing elementary schools serving disadvantaged communities with the excellent education they deserve.
What you own (Your key responsibilities)
Ensure the success of our schools and the achievement of our Rocketeers
- Ensure that school teams and staff are highly engaged in their pursuit of establishing and maintaining excellent, thriving schools.
- Provide the Director of Schools and Schools Team with the support needed to realize vibrant learning environments, a standing of Exceeds and/or Significantly Exceeds Expectations and the annual student achievement goals.
- Engage and inspire teams through alignment, strong communication, and ongoing feedback/coaching grounded in data and our personalized, culturally responsive school model.
- Continuously drive a culture rooted in inclusion of special education students and rigorous support of a Positive Behavior Interventions & Support structure and serving all students (e.g., low level of suspensions, no expulsions, and no ‘pushing out’ students).
Provide Strategic Leadership for the Region
- Partner with the Rocketship Milwaukee Board and Network Executive Team to set long term plans, targets and goals for the region, plan budgets, and develop the strategy for the region.
- Drive strategic vision, strategy, planning and execution for the success and sustainability of the region on student achievement and existing/new charters, charter renewals, and other opportunities.
- Partner effectively with the Rocketship Milwaukee Board to lead the strategic direction of the region; this includes recruiting new members as needed to ensure a strong team of champions and allies.
- Direct regional communications strategy and serve as a credible spokesperson, while leveraging resources and support from the marketing and communications team to effectively manage regional media/press.
Serve as Regional Culture Keeper and Team Leader
- Build a strong, anti-racist organizational culture in the region and in each school that is aligned with the Rocketship organization and ensures school success and impact.
- Model and sustain expectations for high performance, partnership, and service orientation among team members consistent with the culture and mission of the organization.
- Attract, hire, develop, motivate and lead a diverse leadership team.
- Facilitate collaboration and partnership across functions and in deep partnership and collaboration between the Regional Leadership Team and the larger Rocketship network and team.
- Implement strong systems to lead and reinforce role clarity, goal-setting, communication, and other processes and norms for the regional team to deliver all goals successfully.
- Align teacher professional development to strategic priorities and school data in collaboration with the Director of Schools and Schools Team.
- Partner deeply with the network teams to ensure that the Milwaukee region is successful.
Achieve Sustainability for the Region
- Partner closely with the Board to align on the strategy necessary to further grow Rocketship’s regional impact and path towards sustainability.
- Lead efforts to generate private and public financial support for the school’s operations and reserve funding through foundation, government grants, and individual fundraising.
- Steward and grow a significant development campaign through foundations and individuals, while also growing individual champions and allies (i.e. tours, coffees, etc).
- Support the success of our family recruitment and parent leadership teams to ensure healthy student enrollment and retention and robust demand and waiting lists year over year.
Steward Parent and Community Engagement
- Work with the Director of School and Schools Team to ensure that schools continue to effectively and authentically represent and partner with our families and communities, implement rituals and practices that deepen parent engagement and investment while also creating/sustaining a welcoming school culture for families in ensuring that parent goals are realized (i.e. home visits, parent hours, conferences, etc.).
- Elevate Rocketship’s presence and partnership with Community Based Organizations (CBOs) and other critical partners in our work.
- Initiate, grow, and nurture Rocketship’s relationships and influence in Milwaukee through deep partnerships with community organizations, allies, political influencers, and other key stakeholders.
- Work relentlessly to grow Rocketship’s relationships and influence in the city through partnership building (i.e. CBOs, foundations, influential groups, other CMOs, etc).
- Actively engage with city influencers and groups like the Common Council, local community groups, Aldermen, State Legislature, and build strong connections with our organizational priorities and mission.
- Build relationships with key stakeholders and decision-makers in the Milwaukee area.
How you’ll succeed (the key competencies for the role)
Extraordinary Communication, Influence & Connection
- Communicate effectively, tailoring messages for the audience, context, and mode of communication to amplify access and encourage engagement.
- Listen compassionately with an open mind – seek to fully understand what makes Rocketship Milwaukee unique to inform the direction forward.
- Navigate difficult conversations and necessary conflict with the genuine belief that it is in this essential crucible that change happens and progress is made.
- Respond to external pressure in a way that inherently aligns with Rocketship’s organizational ethics, understanding deeply that trust must be earned.
Commitment to Equity-Centered Leadership Focused on Rocketeer Success
- Hold self and others accountable to a fierce and relentless pursuit of success for all Rocketeers.
- Demonstrate cultural fluency, sensitivity, and a strong equity lens to establish a culture of growth mindset around issues of equity and to meet the needs of our diverse Rocketeers and staff.
- Solicit, elevate, understand, and value–either through personal experience or empathy–the perspective of a wide variety of stakeholders.
- Recognize race and power dynamics playing out within our organization at all levels and interrupt those inequities through honest and difficult conversations and actions.
- Inspire and foster a culture of inclusion by building relationships across lines of difference and including the voices of those closest to the challenge we seek to address.
Problem Solving, Decision Making, Planning, and Organization
- Leverage executive judgment to identify, assess, and communicate risks/threats and opportunities, prioritize quickly and effectively, make critical decisions, coordinate remedies/solutions.
- Exhibit exceptional critical-thinking skills and experience in leading data-driven practices at a systems-level, including the ability to analyze data, identify trends, pinpoint problems and root causes, ask probing questions, set goals, track resources, and develop innovative solutions.
- Demonstrate financial leadership to prioritize, make decisions, deliver on plan, flex where needed, driving long-term effectiveness and sustainability.
- Pursue and implement innovative ideas and methods.
- Demonstrate the ability to analyze conditions for change by considering education trends and geographical markets with a focus on unique stakeholder needs.
Requirements
- Bachelor’s degree from an accredited college and/or university; Master’s degree or higher in Education, Public Administration, or a related field preferred.
- Senior leadership experience in a fast-paced, and high-functioning organization; urban school operator or nonprofit management experience preferred.
- A minimum of five (5) years of experience successfully leading and managing complex cross-functional projects with effective team management.
- Highly proficient in business and financial management. Possesses the skills essential to managing an enterprise, such as strategic financial planning, intelligent budgeting, development of achievable business plans and analyses, prudent expense control, and required financial reporting.
- Track record of success fundraising with both private donors and government entities at the federal, state or local level.
Benefits
There will be a competitive salary, commensurate with qualifications and experience, plus excellent health and welfare benefits, 403b retirement plan, flexible spending account (FSA), and generous paid time off.
Rocketship Public Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state and local laws. Rocketship Public Schools complies with applicable state and local laws governing non-discrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including, but not limited to, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.
Rocketship Public Schools expressly prohibits any form of unlawful employee harassment based on race, color, religion, gender, sexual orientation, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Rocketship Public Schools’ employees to perform their expected job duties is absolutely not tolerated. Click here for our Sexual Harassment Policy and here for our Title IX Policy. For questions, concerns, or complaints, please contact Equity/Discrimination Title IX Compliance Officer, Address: 350 Twin Dolphin Drive, Suite 109, Redwood City, CA 94065. Phone: 877-806-0920 ext. 115.
Education Leadership Coach
Overview of Teach Plus
Teach Plus is dedicated to the mission of empowering excellent, experienced, and diverse teachers to take leadership over key policy and practice issues that advance equity, opportunity, and student success. Since 2009, Teach Plus has developed thousands of teacher leaders across the country to exercise their leadership in shaping education policy and improving teaching and learning, to create an education system driven by access and excellence for all. teachplus.org
Program Description
In August 2022, Teach Plus is launching the Illinois Affinity Group Network Fellowship, which seeks to cultivate authentic, inclusive, intersectional spaces shaped by and for educators of color. These affirming and supportive spaces, rooted in an asset-based understanding of diversity, will support educators in navigating and improving their school environments and will be connected to a larger network to build alliances and address systemic issues. To learn more about this initiative, see here.
Position Description
The Education Leadership Coach will support and coach teacher leaders as facilitators and participants in the Illinois Affinity Group Network Fellowship. Reporting to the Illinois Senior Executive Director, the Education Leadership Coach will work to build the capacity of 20-24 Affinity Group Facilitators as they build solidarity, community, and identify opportunities for local responsiveness. The coach will also develop the capacity of the Affinity Group Facilitators to help their groups identify and propose changes that would improve retention for educators of color. Affinity Group Facilitators will host Affinity Group meetings driven by a collaborative process with participants to focus on better supporting and retaining educators of color. Local needs will determine the content of specific Affinity Group sessions within a framework established by Teach Plus and our partners.
Teach Plus has identified five attributes that effective teacher leaders use to improve student outcomes across their schools, to which the Education Leadership Coach supports Teacher Leaders in developing in the following areas:
- Skillful facilitators of adult learning
- Evidence-based decision-makers
- Purpose-driven instructional leaders
- Change agents
- Equity advocates
An ideal candidate embodies these attributes and demonstrates strengths in developing these capacities in others as they fulfill the position’s responsibilities.
Position Responsibilities
Coach and Support Fellows as Affinity Group Facilitators
- Foster High Functioning, High Impact Teacher-Leader led Affinity Groups by:
- developing strong relationships and professional collaboration with adult learners;
- ensuring that Affinity Groups are rooted in racial equity, culturally responsive leadership, intersectionality, and identity work;
- observing and strategically contributing to Affinity Group meetings, when possible;
- supporting Teacher Leaders to ensure recommendations and actions are based on evidence and achieve the desired impact;
- Work with Affinity Group Facilitators to thoughtfully use an implementation budget for each Affinity Group, and track the receipts used by the Affinity Group.
- Support Fellows’ ongoing growth and development as Affinity Group Facilitators by providing timely and growth-oriented feedback and support through coaching conversations, professional learning sessions, and collaboration opportunities.
- Help to develop and refine the curriculum for the Affinity Group Program sessions per the program’s objectives, budget, and evaluation feedback.
Support the Development of the Affinity Group Network Fellowship Program
- Within the local context of the Affinity Group, work with Affinity Group Facilitators to identify challenges to teacher retention in the local context and to propose solutions, which may include:
- Elevating the views and experiences of teachers of color in the local context through surveys, focus groups, or discussions;
- Developing written findings and recommendations;
- Empowering the Affinity Group members to advocate for their recommendations OR liaising with appropriate contacts to advocate if Affinity Group members determine it is unsafe or unwise to do so.
- Work with the Teach Plus national staff and the National Program Team to develop systems that allow teacher leadership to be implemented more efficiently and effectively.
- Communicate critical support, outcomes, metrics, and resource needs.
Qualifications
To be successful in this role, ideal candidates should have:
- 6+ years in the education field, including coaching experience, with preference given to candidates who have both a teaching background and experience coaching teachers and school leaders in diverse school environments
- Preference is given to leaders who have led transformational work in education
- Strong background in racial equity work, including areas such as culturally responsive leadership, intersectionality, and identity
- Experience in leadership development and facilitation of inquiry with teachers or school leaders
- Experience creating and building professional development materials and training
- Experience with policy, advocacy, or community organizing, preferred
- Affinity group experience preferred
Commitment to Diversity
To better serve the teachers and students at the core of our mission, Teach Plus is committed to maximizing the diversity of our organization. We are an equal opportunity employer and encourage individuals of all ethnic and racial backgrounds and gender identities to apply to our positions.
Location and Start Date
This position is 80% virtual, with a 20% obligation for travel to join Affinity Group meetings and in-person convenings (3 per year). Although this position will be conducted virtually (primarily from a home office), applicants must live in Illinois.
The target start date for this position is June 1, 2022, but it is flexible based on the candidate’s availability.
Compensation and Benefits
The compensation range for this position is between $75,000 and $85,000. The salary offered will be determined based on the selected candidate’s specific qualifications, years of relevant experience, specialized knowledge, and internal equity. Teach Plus provides a benefits package including medical, dental, and vision insurance, a 3% matching 401k plan, disability, life insurance, and Flexible Spending Accounts for medical and childcare expenses. Teach Plus offers generous time-off benefits, including 15 vacation days, three personal days, five sick days, 11 holidays, and winter break. Additionally, Teach Plus offers a 4-week paid sabbatical for every five years of service.
How to Apply
To apply, please complete an online application found here. Teach Plus will receive applications until the position is filled.
Application Link: https://teachplus.tfaforms.net/forms/view/328161
Program Director and Education Leadership Coach
Overview of Teach Plus
Teach Plus is dedicated to the mission of empowering excellent, experienced, and diverse teachers to take leadership over key policy and practice issues that advance equity, opportunity, and student success. Since 2009, Teach Plus has developed thousands of teacher leaders across the country to exercise their leadership in shaping education policy and improving teaching and learning, to create an education system driven by access and excellence for all. teachplus.org
Program Description
In August 2022, Teach Plus is launching the Illinois Affinity Group Network Fellowship, which seeks to cultivate authentic, inclusive, intersectional spaces shaped by and for educators of color. These affirming and supportive spaces, rooted in an asset-based understanding of diversity, will support educators in navigating and improving their school environments and will be connected to a larger network to build alliances and address systemic issues. To learn more about this initiative, see here.
Position Description
The Program Director and Education Leadership Coach will coach 10-14 Affinity Group Facilitators and provide program leadership to the new Illinois Affinity Group Network Fellowship. Reporting to the Illinois Senior Executive Director, the Program Director and Education Leadership Coach will provide organizational and thought leadership for the initiative, represent the initiative with external audiences, help lead the steering committee, and assist in managing the project’s logistics.
The Program Director and Education Leadership Coach will build solidarity, and community, identify opportunities for local responsiveness and build the capacity of the Affinity Group Facilitators to help their groups identify and propose changes that would improve retention for educators of color. Affinity Group Facilitators will host Affinity Group meetings driven by a collaborative process with participants to focus on better supporting and retaining educators of color. Local needs will determine the content of specific Affinity Group sessions within a framework established by Teach Plus and our partners.
Position Responsibilities
Program Leadership
- Represent Teach Plus in conversations with the Illinois State Board of Education, senior school district officials, stakeholders, and external partners about the Affinity Group Network
- Lead or co-lead the Illinois Affinity Group Steering Committee.
- In collaboration with the Teach Plus Illinois Senior Executive Director, liaise with the Illinois State Board of Education and Regional Office of Education 51 to ensure we are complying with the requirements of the grant agreement, including
- Creating quarterly reports
- Developing a best practices guide
- When seeing common trends across Affinity Groups, develop recommendations that could be implemented statewide.
- Supervise, ensure, document, and report on the program’s high and consistent quality delivery and fidelity.
- Collaborate with the National Director of Program Design and Innovation and the National Director of School Leadership to communicate critical support, outcomes, metrics, and resource needs to the National Program Team.
Coach and Support Fellows as Affinity Group Facilitators
- Foster High Functioning, High Impact Teacher-Leader led Affinity Groups by:
- developing strong relationships and professional collaboration with adult learners;
- ensuring that Affinity Groups are rooted in racial equity, culturally responsive leadership, intersectionality, and identity work;
- observing and strategically contributing to Affinity Group meetings, when possible;
- supporting Teacher Leaders to ensure recommendations and actions are based on evidence and achieve the desired impact;
- Work with Affinity Group Facilitators to thoughtfully use an implementation budget for each Affinity Group, and track the receipts used by the Affinity Group.
- Support Fellows’ ongoing growth and development as Affinity Group Facilitators by providing timely and growth-oriented feedback and support through coaching conversations, professional learning sessions, and collaboration opportunities.
- Help to develop and refine the curriculum for the Affinity Group Program sessions per the program’s objectives, budget, and evaluation feedback.
Support the Development of the Affinity Group Network Fellowship Program
- Within the local context of the Affinity Group, work with Affinity Group Facilitators to identify challenges to teacher retention in the local context and to propose solutions, which may include:
- Elevating the views and experiences of teachers of color in the local context through surveys, focus groups, or discussions;
- Developing written findings and recommendations;
- Empowering the Affinity Group members to advocate for their recommendations OR liaising with appropriate contacts to advocate if AG members determine it is unsafe or unwise to do so.
- Works with the Teach Plus national staff and the National Program Team to develop systems that allow teacher leadership to be implemented more efficiently and effectively
- Communicate critical support, outcomes, metrics, and resource needs.
Qualifications
To be successful in this role, ideal candidates should have:
- 6+ years in the education field, including coaching experience, with preference given to candidates who have both a teaching background and experience coaching teachers and school leaders in diverse school environments
- Strong organizational and communications skills required; experience managing complex projects or initiatives preferred
- Experience with policy, advocacy, or community organizing, preferred
- Preference is given to leaders who have led transformational work in education
- Strong background in racial equity work, including areas such as culturally responsive leadership, intersectionality, and identity; experience facilitating affinity groups, a plus
- Experience in leadership development and facilitation of inquiry with teachers or school leaders
- Experience creating and building professional development materials and training
Commitment to Diversity
To better serve the teachers and students at the core of our mission, Teach Plus is committed to maximizing the diversity of our organization. We are an equal opportunity employer and encourage individuals of all ethnic and racial backgrounds and gender identities to apply to our positions.
Location and Start Date
This position is 80% virtual, with a 20% obligation for travel to join Affinity Group meetings and in-person convenings (3 per year). Although this position will be conducted virtually (primarily from a home office), applicants must live in Illinois.
The target start date for this position is June 1, 2022, but it is flexible based on the candidate’s availability.
Compensation and Benefits
The compensation range for this position is between $85,000 and $95,000. The salary offered will be determined based on the selected candidate’s specific qualifications, years of relevant experience, specialized knowledge, and on internal equity. Teach Plus provides a benefits package including medical, dental, and vision insurance, a 3% matching 401k plan, disability, life insurance, and Flexible Spending Accounts for medical and childcare expenses. Teach Plus offers generous time-off benefits, including 15 vacation days, three personal days, five sick days, 11 holidays, and winter break. Additionally, Teach Plus offers a 4-week paid sabbatical for every five years of service.
How to Apply
To apply, please complete an online application found here. Teach Plus will receive applications until the position is filled.
Application link: https://teachplus.tfaforms.net/328162
Program Associate, Chicago
Position: Program Associate, Chicago
Reports to: Program Director, Chicago
Location: Chicago (currently remote, hybrid option available)
Status: Full Time, Exempt
Start Date: July 1, 2022
Facing History and Ourselves is a global education non-profit organization that challenges teachers and students to use lessons of history to stand up to bigotry and hate. Facing History’s educational content is informed by a unique pedagogical model that helps students explore questions of identity, human behavior, prejudice, and civic responsibility and make the essential connection between history and the moral choices they confront in their own lives today. We currently apply this model to explore case studies of pivotal historical moments such as the Holocaust, the Reconstruction Era following the American Civil War, the Civil Rights Era, as well as local histories like Red Summer in Chicago and an exploration of the development of Chicago’s neighborhoods in addition to rich works of literature such as Brown Girl Dreaming. Facing History increasingly works with whole schools and districts to spur transformation in adult mindset, pedagogical practices, and school culture, building on the pillars of Social Emotional Learning, Equity, and Civic Engagement.
The Program Associate will facilitate professional development workshops and seminars in person and online, cultivate and document relationships and communications with educators, educational leaders and key constituencies. The position is also expected to help seed and recruit new schools and districts to implement Facing History and Ourselves, and give special attention to educational trends and factors specific to Chicago and Illinois. In addition, the program associate will have regional work assignments; and manage events or initiatives on a case-by-case basis. They also work across regions and teams to support organization-wide projects and initiatives, including outreach to schools and districts. Some travel may be required to assist with regional and national initiatives.
Who we are: We are passionate educators who care deeply about our community. Innovative and entrepreneurial, we constantly look for better ways to serve our teachers, our schools, and their students. We have sought and continue to prioritize building a team that represents the diversity of our region. We work closely together and depend on clear communication, commitment to each other as a team, and a positive energy.
Who you are: You share our passion for education, youth, and the community, with a demonstrated commitment to diversity, equity and inclusion. You bring your experience and unique perspective to make us stronger together. You thrive in a team environment, bringing both strong collaboration skills and independent initiative. You have a constant curiosity, and an appreciation for all of Facing History’s core case studies. You are confident facilitating workshops and conversations that explore identity, racism, antisemitism and other challenging topics in diverse settings. You demonstrate the ability to build community, support and coach teachers, both in person and in digital spaces, and you seek to be part of a team which is making a positive impact in Chicago and Illinois.
Essential Skills/Qualities
Facing History understands that restrictive job requirements may exclude historically marginalized groups from applying to jobs for which they are qualified. We take an equitable and holistic screening approach. If you feel you have demonstrated experience and expertise relevant to perform this role, please don’t hesitate to apply!
- BA/BS; MA preferred.
- Demonstrates effective communication and facilitation skills.
- Secondary classroom (grades 7-12) teaching experience required.
- Interest in, and ability to articulate the mission of Facing History.
- Familiarity with social-emotional learning, building positive school culture and civic education.
- Experience with culturally responsive teaching, equity and justice initiatives required.
- In-depth knowledge of European and United States history required.
- Experience with literacy, writing/English/language arts/humanities.
- Experience with designing and facilitating technology-enabled in-person, hybrid and online professional learning experiences leveraging digital tools (i.e., GSuite, Google Jamboard, Padlet, Mentimeter, Mural).
- Entrepreneurial and collegial style; ability to work independently and collaboratively in a team environment.
- Growth mindset in approaching new challenges and reflecting on past efforts; a desire to deepen knowledge in Facing History content areas and strategies.
- Ability to organize and execute tasks in a non-profit context.
- Occasional evening and weekend work is required.
- Some travel required.
Preferred
- Use of Facing History and Ourselves resources and pedagogy in a secondary classroom.
- Knowledge of Chicago Public Schools Initiatives and Curriculum.
- Experience leading professional development and/or adult coaching in educational settings.
- Experience with whole school reform or district change management.
- Experience teaching the Holocaust and other examples of collective violence, the Civil Rights Movement and the history of race in America.
- Comfort with or willingness to learn how to use digital platforms for professional learning (i.e., Zoom Meeting, Zoom Webinar, Google Classroom, Canvas LMS).
- Familiarity with or willingness to learn how to use databases and/or CRMs (i.e., Salesforce) to support engagement with educators, schools and district leaders is preferred.
- Fluency in online digital media literacy skills and comfort with integrating web-based and social media technologies for support of a global network of teachers and students.
Benefits Summary: In addition to meaningful and rewarding work, Facing History provides an excellent and competitive compensation and benefits package including medical with a health reimbursement account, dental, vision, life & AD&D, long-term & short-term disability insurance, 403(B) retirement plan with a discretionary organizational contribution, generous paid time off, an employee assistance program, travel assistance plan, pre-tax commuter spending accounts, flexible spending accounts, voluntary Colonial Life group plans, robust wellness programs through Welnys TV, aHealthyMe & weekly virtual yoga and meditation, WellCents 403(B) advisement, and a friendly work environment.
Facing History values a diverse workforce and an inclusive culture. We encourage applications from all qualified individuals without regard to race, color, religion, gender, sexual orientation, gender identity or expression, age, national origin, marital status, citizenship, disability, veteran status and record of arrest or conviction, or any other characteristic protected by applicable law. We are an Equal Employment Opportunity Employer.
Facing History’s Commitment to Diversity, Equity and Inclusion. At Facing History, we honor and value the uniqueness of each and every human being. Our strength as an organization that provides and distributes educational content and pedagogy to teachers across the globe is directly tied to our diversity of staff, leadership, educators, students, scholars, and volunteers. Our commitment is to treat individuals with dignity and to build and maintain a community of full participation, inclusive of the voices, needs, and contributions of all. As an organization, we are deeply aware of the legacies of injustices that persist in society and in the workplace, and we value and promote diversity, equity, and inclusion in their association with excellence.
GEAR UP Regional Director
Job Summary
We are searching for a passionate educator who thrives on establishing relationships as a trusted strategic partner to develop and implement programming at West Side Leadership Academy in Gary, IN. The GEAR UP Regional Director reacts and responds to local school and community needs to support whole child development by working with school & community partners, teachers, students, and families. The Regional Director works on-site at the school Monday through Thursday and communicates with partners, delivers instruction to whole-class and small groups of students, and supports afterschool programming, while gaining the satisfaction of working for nationally renowned Purdue University.
At Indiana GEAR UP, we provide an education that is built on respect and fosters learning. We create an environment of inclusion and a culture of hard work that helps build balance and growth. This position requires creative problem solving, significant independent judgment, program development, and relationship building at the school and in the local community.
Additional responsibilities include: decision making related to the administration of the project in consultation with the Director, collecting participation data for around 500 students, tracking action items related to areas of oversight and needs of the Director and Associate Director on the project, and other duties as necessary.
Take ONE SMALL STEP and apply today to join a nationally renowned university with a robust benefits package and a commitment to work/life balance.
Required:
- An earned degree in education and current teaching licensure/certification in education
- Two or more years of experience as a K-12 teacher
- Excellent written communication skills including proper use of grammar, spelling, writing structure, proofreading and editing
- Excellent interpersonal skills including listening, verbal capacity, team orientation and an ability to influence and build work relationships in a diverse workforce and across multiple employee groups
- Adept in public relations and customer service skills
- Strong commitment to diversity, equity, and inclusion
- Possess initiative, curiosity, problem-solving capacity, organization and planning skills
- Possess a learning orientation to changing technology that impacts communication and media processes
- Manage and prioritize multiple tasks and deadlines with attention to detail and follow-through
- Proficient use of personal computers and standard software including word processing, spreadsheets, email, and internet browsers
- Ability to read, interpret, and adhere to University policies and procedures
Preferred:
- Experience coordinating educationally focused programs
- Experience teaching STEM subjects
- Experience working within the local Gary Community
- Experience working in schools with diverse student populations
Additional Information:
- Purdue will not sponsor work authorization for this position
- A background check is required for employment in this position
- FLSA: Exempt (Not Eligible for Overtime)
- Retirement Eligibility: Defined Contributions waiting period
- Purdue University is an EOE/AA employer. All individuals, including minorities, women, individuals with disabilities and veterans are encouraged to apply.
CEO, Kairos Academies
Kairos Vanguard seeks CEO for Kairos Academies
About Kairos Academies
Kairos Academies (“Kairos”) started in 2018 on the idea that a new model of education was needed to prepare students for lifelong learning and civic engagement. This model focused on student agency, with the belief that applied learning would best be cultivated when driven by student choice. Merely an idea in 2018, Kairos has since grown into a regional leader within the charter school community and now educates over 400 students between grades 5 through 8. Kairos will be growing into a high school over the next four years.
The mission of Kairos is to empower students to direct their own lives and learning. By leveraging the Summit Learning Program and scaffolding a typical class day around project-based competencies, Kairos personalizes the learning experience and nurtures student autonomy. The model develops not just academic knowledge, but also incorporates the organizational, social, and emotional competencies students need for true agency. In addition to the various programs and groups that support these initiatives, we use a coach-mentor relationship to ultimately guide students along these related continuums.
Kairos is located in the Dutchtown neighborhood of St. Louis, Missouri, which is one of the most academically underserved neighborhoods in St. Louis. Given the neighborhood’s need for education and a wider appetite for personalized learning within greater St. Louis, Kairos has a uniquely diverse student base.
The Kairos CEO is an employee of Kairos Vanguard, a nonprofit dedicated to supporting Kairos by providing services and other resources. Kairos Vanguard will look to the Kairos Academies Board and other Kairos stakeholders to identify the needs and profile of the next CEO.
The Opportunity
The CEO will have the opportunity to shepherd the growth and trajectory of Kairos’ unique and exceptional educational community. Kairos seeks an educational leader who believes in the school’s mission, its founding principles, and its model as well as someone who is inspired by and eager to contribute to its diverse and growing community. In addition to effectively and efficiently overseeing all ongoing operations, high priorities for the CEO include:
- Developing and stewarding a comprehensive strategy to sustain Kairos’ growth trajectory, which includes the opening of a high school in 2022 and possible expansion to K-4 in future years.
- Providing leadership, direction, and oversight to an emerging Executive Team which includes a Chief Operating Officer, a Chief Strategy Officer, a Chief Financial Officer, a Middle School Leader, and a High School Leader.
- Providing informed guidance and insight to the school’s academic leaders to influence instruction, maximize student achievement, build a cohesive school culture, and implement Kairos’ vision with fidelity.
- Ensuring that standard operating processes and procedures are in place and that self and others are held to high levels of accountability.
- Creating and sustaining a work environment that is collaborative and inclusive, one which honors and values diverse opinions and allows staff to balance work and life.
- Creating an environment that nurtures and rewards innovation and supports the staff in the development of self-directed learning.
- Cultivating and sustaining external relationships with Kairos’ existing sponsors and funders and growing the number of those who want to contribute to Kairos’ success.
- Serving as Kairos primary spokesperson and external representative to diverse audiences to increase enrollment in and engagement with the school.
- Examining and understanding critical trends and issues that could impact Kairos’ long-term health and future expansion.
Desired Credentials/Profile of the Ideal Candidate
- A minimum of five years of educational leadership, or equivalent experience, along with prior teaching experience.
- Passion for and a continued commitment to Kairos’ unique mission, vision, and educational model.
Skills and Experience
Leader Committed to Kairos’s Model and the Summit Learning Program
- Able to remain faithful to Kairos’ founding vision and its commitment to the Summit Learning Program.
- Passion for how Kairos “does school.”
- Eager to create a personal connection to the school and meld self to the Kairos model rather than reinvent Kairos as a traditional charter school.
- Committed to meeting the individual needs of each student through personalized learning.
- Confidence and experience to let the fire grow at a start-up school, while also knowing when to douse the flames.
Experienced Education Administrator
- Practical experience leading a school or educational organization of Kairos’ size and scale.
- Skilled at managing and supporting a cross-disciplinary senior leadership team.
- Able to inform K-12 school design and practice to ensure student achievement.
- Capable to influence, advise, and coach academic and/or instructional leaders.
- Intimate understanding of the role of a teacher and classroom management informed by personal experience as an educator.
- Knowledge of charter school governance.
Strategic Implementer
- Able to develop and deliver a strategic implementation plan for a start-up school.
- Possess the confidence and experience to take a new school to the next level, with the ability to balance structure with creativity.
- Capable to inform and support the development and implementation of standard operating procedures and processes.
- Discipline to insist on streamlined operations and high levels of school-wide accountability.
- Decisive leader who is assured, yet humble, and willing to solicit and consider the views of diverse stakeholders.
Empowering Manager of People and Culture
- Empathetic, self-aware, and real human who is an active listener and can relate to and value the diverse experiences and opinions of all who engage with Kairos.
- Possess high emotional intelligence with the ability to build and sustain an inclusive community and culture.
- Eager to guide, support, and maximize the potential of emerging staff and teachers new to their careers or the profession.
- Able to build trust and foster respectful communication.
- Committed to fostering a work/life balance to prevent burnout and increase staff retention.
Excellent Networker, Communicator, and Fundraiser
- Able to serve effectively as Kairos’ primary external representative.
- Be a tireless advocate for the school, its students, and families.
- Engender supportive relationships built on trust throughout the Kairos community.
- Excellent communication skills to present the school’s vision and successes to funders, parents, sponsors, the media, and the general public.
- Experience raising philanthropic funds to allow Kairos to deliver its robust educational model.
- Able to grow and foster deep and mutually beneficial relationships with sponsors and funders.
Program Manager, REACH Initiative
The Partnership for Resilience, an independent not for profit organization (P4fR), is seeking a Program Manager of the REACH Initiative, a new grant funded project that uses technology and Train the Trainer methods to support any public school or public school district in Illinois to earn a Trauma-Responsive School Designation. education, medical, behavior and public health professionals.
REACH Initiative is a P4R partnership with the Center for Childhood Resilience at Lurie Children’s Hospital in collaboration with the Illinois State Board of Education (ISBE) The Program Manager will report to the Program Director, P4R, REACH Initiative. With primary responsibility for implementing the statewide REACH Initiative, the Program Manager will be responsible for managing training programs through a variety of channels, including numerous Communities of Practice, an on-line school-wide planning process, followed by professional development activities shaped by each school’s plan, and coordinating with a statewide network of Train the Trainer activities anchored in Illinois’ 39 Regional Offices of Education (ROE). The Program Manager will devote a significant portion of their time to collecting and utilizing quantitative and qualitative data regarding all the REACH Initiative activities.
To become the Program Manager, candidates must bring proven experience in education research and data management, analysis, and its application to program design. Demonstrable success in managing multi-party education professional development projects, preferably in Illinois, must be provided. Examples of well-executed training workshops or curriculum design, with impact data, creativity and efficiency in program scheduling, recruiting of experts and participants, or program evaluation will be requested during the interview process. Prior application of quantitative analytic skills is necessary and certification or formal training in project management is desirable but can be demonstrated with experience. P4R helps school districts and educators building Trauma-responsive schools through professional development, community, or public/private partnerships and cross- disciplinary efforts between Paid vacation, health care, retirement savings opportunities, and other benefits provided.
The Partnership for Resilience believes that the diversity of our community is a fundamental strength of our region. Our mission is best fulfilled when we embrace diversity as a value and a practice. Achieving diversity requires an enduring commitment to inclusion that must find full expression in our organizational culture, values, norms and behaviors. Throughout our work, we will support diversity in all of its forms, encompassing but not limited to age, disability status, economic circumstance, ethnicity, gender, race, religion and sexual orientation. Leading by example we aspire to make diversity a core and abiding strength of our work.
Program Director
Seeking the Program Director for the Partnership for Resilience (P4R), an independent not for profit organization. P4R helps school districts and educators build Trauma-responsive schools through professional development, community-based and public/private partnerships that pursue cross- disciplinary efforts between education, medical, behavior and public health systems.
The Program Director will directly supervise all aspects of the REACH Initiative, a new, grant funded project that uses technology and Train the Trainer methods to support any public school or public school district in Illinois to earn a Trauma-Responsive School Designation. In addition, the Program Director will be an organizational leader and oversee coordination across a portfolio of programs all aimed at fostering children’s resilience in Illinois public schools through practice-focused partnerships across education, medical, mental health, and community-based experts.
The Program Director must bring extensive experience in supervising staff and managing teams. As a thought partner to the Executive Director, the Program Director will identify and contribute to strategies that leverage all P4R programs to foster and support Trauma-responsive education in schools in any Illinois school district. Proven mastery of Trauma-responsive schools and trauma-responsive educational culture is required of any successful candidate. Experience working with the Illinois State Board of Education (ISBE) programs, funding streams, administrators and leaders is highly valuable for success in this position. Direct experience in school district administration or school leadership will strengthen an applicant’s candidacy. We see information about your mastery of student performance and school-wide performance evaluation. At least five years of Professional Development delivery required for any successful candidate for the position. A proven ability to partner with non-education professionals, particularly in public and medical health, with measurable effects on instructional practice and school culture is essential to succeed in the role. Familiarity with nonprofit management, administration and funding is helpful. Paid vacation, health care, retirement savings opportunities, and other benefits provided.
The Partnership for Resilience believes that the diversity of our community is a fundamental strength of our region. Our mission is best fulfilled when we embrace diversity as a value and a practice. Achieving diversity requires an enduring commitment to inclusion that must find full expression in our organizational culture, values, norms and behaviors. Throughout our work, we will support diversity in all of its forms, encompassing but not limited to age, disability status, economic circumstance, ethnicity, gender, race, religion and sexual orientation. Leading by example we aspire to make diversity a core and abiding strength of our work.
Business and Information Manager
We are seeking a full time Business & Information Manager, for a growing Chicago metropolitan area nonprofit organization. The Partnership for Resilience (P4R), was established in 2017 to help Illinois teachers and school districts bring trauma-responsive practices to their teaching and to schools’ community or public/private partnerships. P4R supports education, medical, behavior and public health systems to give all children the educational, health and social-emotional support they need to be successful in life.
This position is new and requires experience in nonprofit business management, including all bookkeeping, AP/AR, banking & cash management, grant reporting support, and payroll administration. Support for annual audit and management of all company financial disclosures, including preparing financial reports for the Board of Directors and supporting its Treasurer & finance committee is expected. Supervisory experience, especially of third-party IT vendors and in house administrative staff required. Familiarity with Student Information Systems (SIS) and other student performance data systems or school booking keeping especially presuaisve. Some exposure to data management software or understanding of program/performance data collection desirable and will factor into compensation. Paid vacation, health, retirement, and other benefits provided.
The Partnership for Resilience believes that the diversity of our community is a fundamental strength of our region. Our mission is best fulfilled when we embrace diversity as a value and a practice. Achieving diversity requires an enduring commitment to inclusion that must find full expression in our organizational culture, values, norms and behaviors. Throughout our work, we will support diversity in all of its forms, encompassing but not limited to age, disability status, economic circumstance, ethnicity, gender, race, religion and sexual orientation. Leading by example we aspire to make diversity a core and abiding strength of our work.
Chief Operating & Talent Officer
The National Association of Charter Schools (NACSA) is seeking an experienced senior leader to serve as its first Chief Operating & Talent Officer. The Chief Operating & Talent Officer will help NACSA create more effective educational options driven by family aspirations and create a more diverse field by driving organizational effectiveness through leading NACSA’s operations and talent functions. As we embark on the implementation of a new strategic plan, this newly created role will provide the necessary leadership, vision, and management to effectively lead the organization in achieving its strategic plan goals and accomplishing its mission.
NACSA’S MISSION
NACSA advances and strengthens the ideas and practices of authorizing so students and communities – especially those who are historically under-resourced – thrive. Quality authorizing is key in determining the type, quality, and equity of educational opportunities afforded to students and communities. Over time, the quality of schools that students and communities access has everything to do with the decisions authorizers make.
NACSA works to improve authorizing by developing and growing the authorizing profession, shaping state and federal charter policies, and building an evidence base to improve educational opportunities for students and communities.
ROLE AND MAJOR RESPONSIBILITIES
Reporting to the CEO and serving as a strategic thought partner to members of NACSA’s leadership team, the Chief Operations & Talent Officer is responsible for creating the conditions for NACSA team members to thrive and achieve organizational outcomes by accomplishing two overarching goals:
- Stewarding an impact-centered culture by ensuring day-to-day operational excellence, strengthening NACSA’s infrastructure, and developing more efficient organizational processes.
- Advancing diversity, equity, and inclusion and fostering high levels of team member engagement by developing and executing a comprehensive talent and organization development strategy.
This role includes responsibilities for managing a breadth of critical staff functions and requires an individual who is both strategic and tactical.
You will:
Operationalize and execute NACSA’s strategic plan.
- Collaborate with initiative leaders to translate strategic priorities into concrete, actionable programs and projects with measurable goals and objectives.
- Design and develop systems for transparently tracking progress toward organizational outcomes.
- Monitor progress toward organizational outcomes, developing appropriate reporting mechanisms for various internal and external audiences.
- Work with the CFO, CEO, and Controller on developing and implementing NACSA’s annual budget process.
Ensure everyone is rowing in the same direction at the same speed.
- Manage the day-to-day operations of all internal organizational activity, providing problem solving and management support for all departments.
- Ensure the appropriate support, resources, communication and coordination exits among all team members.
- Lead the development and consistent implementation of effective and efficient internal staff communications, determining the most effective methods and cadence for communication.
- Develop internal program/project reporting capabilities and dashboards to ensure all team members know where we are at all times.
Strengthen NACSA’s infrastructure.
- Conduct a thorough assessment of the internal infrastructure of the organization leading to the development and implementation of successful processes, systems, and procedures to enable operational efficiency, cross-functional collaboration and coordination, communication, accountability, and timely decision-making.
- Oversee all management and operational systems, planning for future growth, systems, and resource needs.
- Ensure that information technology and systems are aligned with and supportive of increasing organizational efficiency.
Advance diversity, equity, and inclusion (DEI) within NACSA.
- Develop processes and tools for ensuring that diversity, equity, and inclusion are embedded throughout all aspects of NACSA’s internal operations and talent practices.
- Ensure staff have the skills and knowledge to productively work across lines of difference.
- Support the diversification of vendors, consultants, products, and services, etc., contracted with or through NACSA.
Create and inspire a shared vision for talent development and management at NACSA.
- Redesign NACSA’s processes for talent identification, development, and management, building commitment and engagement along the way.
- Establish a comprehensive performance management process, working closely with functional managers to set objectives, establish priorities, and monitor staff performance and development goals.
- Develop and implement timely and appropriate staff training and development opportunities.
- Continually assess the effectiveness of talent practices, spanning the entire talent lifecycle, to support employee engagement and performance.
- Ensure NACSA’s compensation and employee value proposition practices are equitable, competitive, and aligned with NACSA’s goals.
Lead organizational efforts to strengthen NACSA’s culture.
- Partner with the CEO and members of NACSA’s leadership team to:
- Promote a culture that fosters high performance and continuous growth and learning and that honors diversity in all its forms.
- Model NACSA’s values and consistently hold team members accountable for embodying NACSA’s values.
- Identify and develop opportunities to reinforce NACSA’s values and bring them to life on a day-to-day basis.
- Strengthen NACSA’s leaders and managers by developing leadership and management competency frameworks and creating learning and development opportunities to ensure leaders and managers are clear on expectations and are equipped with the necessary skills to lead and manage for high levels of employee engagement.
Serve as an organizational leader.
- Act as a skilled organizational leader, manager, and coach, modeling NACSA’s values along the way.
- Serve as a thought partner and sounding board to the CEO and members of NACSA’s leadership team, being an ear to the ground and proactively identifying areas for organizational improvement.
- Develop the structures and processes by which NACSA’s leadership team works together to ensure effective organizational decision-making and management.
Manage a small but mighty Operations & Talent team that is in transition.
- Directly manage NACSA’s Operations & Events Manager and Senior Director, Research & Evaluation by:
- Providing ongoing feedback in support of team member performance and growth and development.
- Determining how the team supports, coordinates, and collaborates with others in the organization to achieve organizational goals.
DOES THIS SOUND LIKE YOU?
Your drive for students, especially those who are being underserved, runs deep.
- You are passionate about educational equity, access, autonomy, and accountability.
- Broadening quality opportunities for students, especially those who need it most, is more than a job to you.
- You approach this work with urgency.
You are inspired and energized by accomplishing goals with and through others.
- When you interact with others, your goal is to help them experience success.
- You instinctively observe each person’s style, each person’s motivations and strengths, how each thinks, and how each builds relationships.
- You see the potential in others. Very often, potential is all you see.
- You naturally look for ways to challenge others and devise interesting experiences that can stretch them and help them grow.
- Signs of growth in others are your fuel; they bring you strength and satisfaction.
You are a systems-thinker and a conductor.
- You see patterns where others simply see complexity.
- You sort through the clutter and find the best route to your desired destination.
- When faced with a complex situation involving many factors, you enjoy managing all of the variables, aligning and realigning them until you are sure you have arranged them in the most productive configuration possible.
You are at your best in dynamic situations.
- When confronted with the unexpected, you are energized rather than paralyzed.
- When things are unclear, you jump into the confusion, identifying options and discovering new paths of least resistance.
- Operating in the grey excites you, as it gives you the opportunity to create order out of uncertainty.
You are equal parts strategist and operator.
- You can translate vision into strategy and strategy into actionable plans.
- You oscillate comfortably between the big picture and the details.
- You develop systems and processes that are in service of the strategy – not for the sake of having systems and processes.
You are self-aware and emotionally intelligent.
- You are keenly aware of your strengths and weaknesses, are not afraid to acknowledge them.
- You leverage your strengths and find ways to mitigate your weaknesses so they don’t get in your way.
- You are cognizant of the impact of your behavior on others and modify your behavior based on self-awareness to improve your impact.
EXPERIENCE
- Bachelor’s degree from an accredited college or university – preferably with a focus on Human Resource Development, Organizational Development, Psychology, Business, or related field; advanced degree preferred.
- 10-12 years of experience in Talent, Organizational Development, Performance Management – preferably in progressive leadership roles.
- Minimum of eight years of experience directly managing people.
- Minimum of three years of experience in a senior leadership role.
ALL STAFF MEMBERS DEMONSTRATE ALIGNMENT WITH NACSA’S VALUES
- Impact: All your work is designed to increase and improve educational opportunities for children.
- Equity & Inclusion: You seek out diverse perspectives and evidence to challenge your beliefs, especially considering those most impacted by our work.
- Candor: You are honest with yourself and others.
- Shared Ownership: You take ownership for the work of the entire organization.
- Work-Life Integration: You respect professional and personal commitments and boundaries between them.
COMPENSATION & BENEFITS
The Chief Operations & Talent Officer will earn a salary between $155,000-$165,000 commensurate with experience. We take a data-driven approach to our compensation strategy so all employees are paid competitively and equitably.
- Excellent medical, dental, and disability coverage.
- Option to participate in a 401K matching plan.
- Generous paid time off comprising of vacation, personal, sick, and holidays, including the days between Christmas Eve and New Year’s Day.
- Flexible work policy, recognizing there are better ways to measure impact than counting the number of hours you are working.
LOCATION
NACSA operates in a completely virtual work environment with the exception of occasional organizational events (when it is safe to convene in person).
Business Development & Fundraising Manager
The Business Development & Fundraising Manager will help the National Association of Charter School Authorizers (NACSA) create more effective educational options driven by family aspirations and a more diverse field by securing financial contributions that enable the organization to grow and maximize its impact. By managing NACSA’s grants program and helping to grow the organization’s philanthropic funding and new business revenue, they will be a key player in meeting NACSA’s financial and strategic plan goals.
NACSA’S MISSION
NACSA advances and strengthens the ideas and practices of authorizing so students and communities – especially those who are historically under-resourced – thrive. Quality authorizing is key in determining the type, quality, and equity of educational opportunities afforded to students and communities. Over time, the quality of schools that students and communities access has everything to do with the decisions authorizers make.
NACSA works to improve authorizing by developing and growing the authorizing profession, shaping state and federal charter policies, and building an evidence base to improve educational opportunities for students and communities.
ROLE AND MAJOR RESPONSIBILITIES
Oversee and grow NACSA’s grants program.
- Partner with the CEO and Director of Strategic Partnerships to research, identify, and cultivate new funding opportunities and relationships, and think creatively about how our current and future work may align with existing funders and their goals.
- Incorporating knowledge of donor motivations and NACSA’s strategic goals, prepare written communications for funders including letters of inquiry, proposals, reports, and email communications.
- Work across teams to collect the information needed to demonstrate compliance with grant metrics while translating NACSA’s work into compelling, qualitative “stories of impact.”
- Manage the grant calendar, ensuring all proposals and reports are submitted on time and are of high
Help with board engagement and execution of board meetings.
- Partner with the CEO and the Director of Strategic Partnerships to:
- Develop and implement engagement strategies to maximize the knowledge, experience, and connections of NACSA’s Board of Directors and National Advisory Board.
- Execute logistics for all board
Source and secure new, fee-for-service, business opportunities.
- Partner with the Managing Director, Consulting Services to:
- Identify and monitor the release of request for proposals (RFPs).
- Develop the corresponding proposals, working across the organization to solicit the necessary information to create strong and persuasive proposals that adhere to the stated requirements.
- Create detailed scopes of work and budgets based on client needs, context and timelines.
- Serve as the liaison between Finance and NACSA’s Consulting Services division, monitoring budget to actuals to ensure projects are completed within budget.
- Obtain feedback from project staff to strengthen and refine future proposals.
The Business Development & Fundraising Manager is expected to spend 50 percent of their time on new business development and 50 percent of their time on philanthropic fundraising/grants management. While this role has a direct reporting relationship with the Director of Strategic Partnerships, they will work closely with NACSA’s CEO and Managing Director, Consulting Services.
DOES THIS SOUND LIKE YOU?
Your drive for students, especially those who are being underserved, runs deep.
- You are passionate about educational equity, access, autonomy, and accountability.
- Broadening quality opportunities for students, especially those who need it most, is more than a job to you.
- You approach this work with urgency.
You enjoy writing and excel in written communications.
- You write with a sense of purpose. Your writing is clear, direct, and compelling.
- You write with the audience in mind and understand the importance of tailoring messaging to different audiences.
- You respond to emails, calls, and requests promptly and professionally.
You are a natural project manager, sweat the details, and own your work.
- Juggling multiple competing priorities and projects excites you.
- You can be counted on to keep projects moving forward on time and proactively identify and raise issues that may impact project execution.
- You ask questions to gain clarity when needed and do not wait to be told what to do.
- You hold yourself personally responsible for results and are persistent as you follow up and follow through.
You have a constant need for achievement and accomplishment.
- You are driven every day to do more and achieve more.
- You proactively bring solutions to problems and do everything possible to reach desired outcomes.
- You are naturally competitive and thrive on having clear, tangible goals by which to measure your progress.
You cultivate and strengthen relationships with ease and enjoyment.
- You enjoy and are energized by the challenge of meeting new people and building your network.
- You are genuinely curious – eager to seek information to understand others’ perspectives, needs, and feelings.
- You demonstrate awareness and sensitivity to others’ needs and have a true desire to find ways to help others reach their goals.
EXPERIENCE
- Bachelor’s degree from an accredited college or university.
- Demonstrated track record of securing grants and/or new business and growing revenue.
- Minimum of two years of experience in business development, fundraising, or related capacity.
- Minimum of two years of experience producing written communication in a business development, fundraising, or related capacity.
ALL STAFF MEMBERS DEMONSTRATE ALIGNMENT WITH NACSA’S VALUES
- Impact: All your work is designed to increase and improve educational opportunities for children.
- Equity & Inclusion: You seek out diverse perspectives and evidence to challenge your beliefs, especially considering those most impacted by our work.
- Candor: You are honest with yourself and others.
- Shared Ownership: You take ownership for the work of the entire organization.
- Work-Life Integration: You respect professional and personal commitments and boundaries between them.
COMPENSATION & BENEFITS
The Business Development & Fundraising Manager will earn a salary between $70,000 and $80,000 commensurate with experience. We take a data-driven approach to our compensation strategy so all employees are paid competitively and equitably.
- Excellent medical, dental, and disability coverage.
- Option to participate in a 401K matching plan.
- Generous paid time off comprising of vacation, personal, sick, and holidays, including the days between Christmas Eve and New Year’s Day.
- Flexible work policy, recognizing there are better ways to measure impact than counting the number of hours you are working.
LOCATION
NACSA operates in a completely virtual work environment except for occasional organizational events such as all-staff retreats, holiday parties, and our annual conference (when it is safe to convene in person).
Summer 2022 Reporting and Data Internships
Come join us! We’re looking for education journalism interns for our Chicago, New York City, Indianapolis, Detroit, and National bureaus and our data desk.
Are you a motivated undergraduate or graduate student interested in telling stories about education in America? Come intern with us at Chalkbeat, where you’ll spend 10 paid weeks covering the effort to improve U.S. schools for all children, especially for students who have historically lacked access to a quality education.
As a reporting intern, you will:
- Work a hands-on 40-hour week alongside some of the nation’s top education journalists. You’ll choose which 10 weeks you’ll work based on your college schedule.
- Reporting interns write daily stories on deadline, with editing from top-notch story editors.
- Hone your writing and interview skills.
- Incorporate data journalism, polls, and social engagement.
As a data intern, you will:
- Build out custom graphics for reporters in D3 and Datawrapper.
- Perform reporting and analysis tasks for stories, such as geospatial merges, joining tables, and producing aggregate numbers.
- Contribute to at least one large-format enterprise storytelling project.
- Learn to think about data in an empathetic, community-first team environment.
All interns will:
- Attend weekly skills-building sessions.
- Become an integral part of a dynamic, diverse newsroom.
- Receive a cell phone stipend, two vacation days, and financial assistance for housing and relocation if needed.
What kind of stories will I tell?
You’ll mostly work on daily news. Here are some of the stories and data visualization our 2021 interns produced.
- Pooja Salhotra, NYC bureau:
- Carson TerBush, Indiana bureau:
- Maia Spoto, Chicago bureau:
- Neena Hagen, Philadelphia bureau:
- Annie Fu, data intern:
FAQ:
What skills do I need to have?
- Journalism is your calling. You love tracking down information, synthesizing it, and sharing it with readers.
- You’re interested in social issues, public policy, and diversity, equity, inclusion, and belonging.
- You’re eager for feedback and enjoy collaborating.
- You’re flexible, creative, energetic, thoughtful, and tenacious.
- You know how to report accurately, convey information clearly and concisely, and meet your deadlines.
What education and prior experience do I need to have?
- The internship is open to current college undergraduate and grad students or students who have just graduated from either.
- We do require some high school, college, freelance, or professional journalism experience. You need to submit three clips or data work that demonstrates your skills.
- You do not have to be a journalism major.
- A demonstrable interest in public education and DEI.
Will the internship be onsite or remote?
As of now we are planning in-person internships except for the data intern, who can be based anywhere. If COVID spikes, we will pivot to remote. We will make that decision in April, keeping safety top of mind.
I’m not a U.S. citizen. Can I still apply?
In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the United States and must complete the required employment eligibility verification form upon hire.
Do I need to have a car? What about a laptop?
The NYC and National interns (National is based in our NYC office) will use public transportation. For the other bureaus, having a car is helpful but not required.
If you do not have a laptop we will provide one.
What does it pay?
Our pay rates are based on the cost of living in each city. The hourly rates are:
- National: $20
- NYC: $20
- Chicago: $19
- Detroit: $15
- Indiana: $15
- Data: $15-20 dependent upon location
Interns also receive a onetime $100 cell phone reimbursement.
When will I know if I got it?
We will begin interviewing finalists in January 2022 and will let everyone know by February 4, 2022.
I have more questions. Whom do I ask?
Happy to answer them! Email Emiliana Sandoval at esandoval@chalkbeat.org.
About Chalkbeat:
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 quality education. We are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in eight locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values. We are committed to a diverse newsroom. Read our antiracism statement.
Chalkbeat is dedicated to equal employment opportunities for all applicants and employees. Chalkbeat encourages people of all races, colors, national origins, ancestries, creeds, religions, genders, ages, disabilities, veteran status, sexual orientations, and marital statuses to apply.
Elementary and Middle School Teaching Opportunities
Position Title:
5th Grade ELA/Social Studies Teacher– click to apply- https://distinctiveschools.clearcompany.com/careers/jobs/6368b42a-047a-cde6-60bb-a8477a0e507a/apply?source=1751835-CS-43680
4th Grade Teacher– click to apply- https://distinctiveschools.clearcompany.com/careers/jobs/ee9273d5-1044-3b81-a018-c6601a46cab1/apply?source=1769605-CS-43680
7th & 8th Grade Math Teacher– click to apply- https://distinctiveschools.clearcompany.com/careers/jobs/70276365-5cce-2551-3ecb-92885e2d9e8f/apply?source=1749790-CS-43680
Bilingual Teacher- Spanish– click to apply- https://distinctiveschools.clearcompany.com/careers/jobs/25e59b36-3a77-2036-399d-d0e0e42d0040/apply?source=1749815-CS-43680
Special Education Teacher- $5,000 Signing Bonus– click to apply- https://distinctiveschools.clearcompany.com/careers/jobs/95023622-218e-9ff5-3c69-5e4e5595db81/apply?source=1750279-CS-43680
Substitute Teacher- click to apply- https://distinctiveschools.clearcompany.com/careers/jobs/3c59dfce-2931-ed73-f371-4802aae665e6/apply?source=1733342-CS-43680
F.T.E: 1.0
Location: 11530 S. Prairie Ave., Chicago, IL 60628
Reports To: School Principal
Start Date: Fall 2021
The Mission of Distinctive Schools, an educational practice leader committed to social justice and the elevation of access and achievement in historically marginalized communities, is to support each child in becoming an engaged and curious learner, a confident self-advocate, and a creative problem-solver by setting high expectations and nurturing a positive culture that honors diversity, collaboration, and optimism.
Position Description:
A Distinctive Schools Teacher will inspire young minds, build strong interpersonal relationships with students and share a commitment to ensuring that every child achieves their full potential. This person will:
- Design, prepare and deliver dynamic lesson plans and instructional materials that engage students in 21st century learning experiences
- Provide opportunities that challenge students to think critically
- Create a developmentally appropriate, positive, inclusive and safe learning environment
- Has a mindset of using restorative justice approach with discipline
- Monitor progress to ensure all students are demonstrating high rates of growth
- Maintain accurate and complete records of students’ progress and development
- Demonstrate preparation and skill in working with students from diverse social-emotional, cultural, economic and ability backgrounds
- Work closely with team members and parents to best meet the needs to students
Requirements:
- Bachelor’s Degree
- Illinois Professional Educators License
Why Join the Distinctive Schools Team:
- We are a collaborative team of professionals supporting each other to instill a love of learning in our students
- We empower students, families and staff to contribute to our mission in a meaningful way
- Distinctive Schools was named one of Crain’s 2021 Best Places to Work in Chicago; culture is at the heart of what we do
- We make an impact in our communities by serving some of the most historically marginalized in the city
Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.
Special Education Teacher- Signing Bonus
Position Title: Special Education Teacher- $5,000 Signing Bonus
F.T.E: 1.0
Location: Four Chicago Campuses Hiring
Art in Motion- 7415 S East End Ave, Chicago, IL 60649
CICS Bucktown- 2235 N. Hamilton Ave., Chicago, IL 60647
CICS Irving Park- Special Education Teacher – $5,000 Signing Bonus
CICS Prairie- 11530 S. Prairie Ave., Chicago, IL 60628
Reports To: School Director
Start Date: Fall 2021
The Mission of Distinctive Schools, an educational practice leader committed to social justice and the elevation of access and achievement in historically marginalized communities, is to support each child in becoming an engaged and curious learner, a confident self-advocate, and a creative problem-solver by setting high expectations and nurturing a positive culture that honors diversity, collaboration, and optimism.
Position Description:
A Distinctive Schools Special Education Teacher has the awesome responsibility of providing support to students with diverse learning needs. This person will:
- Serve as primary instructor for students with identified learning needs in both resource and inclusive settings
- Develop lessons that address students academic, interpersonal, social and emotional needs
- Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s Individualized Educational Program (IEP)
- Develops and implements annual Individualized Educational Program (IEP) plans for students to include: present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services required to meet those goals.
- Make collaboration a priority with general education teachers and school leadership
- Communicate regularly with families regarding instructional programming and student progress
- Has a mindset of using restorative justice approach with discipline
- Monitor progress to ensure all students are demonstrating high rates of growth
- Maintain accurate and complete records of students’ progress and development
- Demonstrate preparation and skill in working with students from diverse social-emotional, cultural, economic and ability backgrounds
- Work closely with team members and parents to best meet the needs to students
Requirements:
- Bachelor’s Degree
- Illinois Professional Educators License
- LBS1 Endorsement
Sign On Bonus Terms:
- Bonuses offered for a limited time only
- Associates must be employed at the time of the payout
- Payouts will occur on 60th day of employment
Why Join the Distinctive Schools Team:
- We are a collaborative team of professionals supporting each other to instill a love of learning in our students
- We empower students, families and staff to contribute to our mission in a meaningful way
- We make an impact in our communities by serving some of the most historically marginalized in the city
- Distinctive Schools was named one of Crain’s 2021 Best Places to Work in Chicago; culture is at the heart of what we do
- We offer a great benefits package for full time employees (Medical; Dental; Vision; PTO; 403b match, discounted gym membership, tuition reimbursement options, referral bonus)
- 4% pension contribution
- Salaries starting at $50,000 for licensed teachers
Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.
Partnerships & Communications Manager
Position Title: Partnerships & Communications Manager
Position Status: Full-Time
Location: Chicago, IL
Start Date: October 2021
About Code Nation
Code Nation (codenation.org) brings together a community of students, technologists, teachers, business leaders, and other champions. A movement spanning cities, cultures, and industries, our community builds bridges across social and economic divides and unites people with the power to change each others’ lives.
Founded in 2012, Code Nation equips students with the skills, experiences, and connections that together create access to careers in technology. With a volunteer teaching cohort of professional web and software developers and a network of school and company partners, we provide coding courses and work-based learning programs to students who attend under-resourced high schools. Our industry-aligned curriculum and vast network of supporters provide students with the tech skills and social capital they need to break into the tech workforce.
During the 2020-21 school year, Code Nation reached over 1,300 students in more than 80 classrooms across the San Francisco Bay Area, Chicago, and New York City. Nearly 350 software developers volunteered their time to work with students in support of our mission. Due to the pandemic, for the first time ever we ran all of our programs 100% virtually. This school year, we intend to return to in-person programming as soon as it’s safe to do so, informed by local health guidelines.
Code Nation is committed to being an inclusive, pro-Black, and anti-racist organization. We believe that anyone can learn to code, and everyone should have access to careers in the thriving tech workforce. Ideal candidates are committed to educational and tech equity and working against institutional inequities in all forms.
About the Role
Code Nation Chicago is seeking a Partnerships & Communications Manager to build strong relationships with a diverse community of corporate partners, foundations, peer organizations, and educational institutions in order to secure donations, facilitate engagement opportunities, and rally volunteers in support of our mission. The Partnerships & Communications Manager will play a key role in the region’s development efforts to raise $1.25 million and support communications and marketing to elevate Code Nation’s brand and reputation in the city of Chicago, the organization’s newest region.
This is a new role on a small, fast-paced, entrepreneurial team and ideal candidates will be versatile and excited to be the wearer of many hats. You’ll be a great fit for this role if you are enthusiastic about taking on new projects, teaching yourself new skills, and embracing challenges with creativity and resourcefulness. Ideal candidates will have an understanding of the steps needed to secure and deepen strategic partnerships and are capable of leveraging existing partner networks to identify new opportunities. They enjoy working with both internal and external stakeholders, and can effectively tailor their communication style to address a wide variety of audiences. Candidates who already have existing connections within Chicago’s tech sector, educational ecosystem, and/or philanthropic circles are preferred.
Responsibilities
- Partner Development & Fundraising Support (20%)
- Work closely with the Chicago Managing Director on execution of Code Nation’s fundraising strategy in pursuit of annual fundraising goal (FY22 goal: $1.25M)
- Lead corporate partner identification, cultivation, solicitation, and stewardship to secure company and employee giving as well as meaningful programmatic engagement
- Support Managing Director in managing relationships with a portfolio of other partners, including foundations, peer organizations, and educational institutions
- Provide tactical support for fundraising efforts like grant writing, giving campaigns, and cultivation events
- Track opportunity progress in Salesforce
- Corporate Partner Engagement (50%)
- Work closely with the programs team to identify programmatic partnership needs and with corporate partners to identify engagement opportunities to meet those needs
- Coordinate 20+ field trips to tech companies and collaborate with Program Managers to ensure a positive experience for all stakeholders
- Coordinate planning and execution of annual Hackathon event with deep engagement from corporate partners
- Deliver excellent customer service to partner organizations by addressing challenges and responding to inquiries with timely communication
- Design and implement creative initiatives to deepen Code Nation’s engagement with corporate partners and their employees
- Volunteer Recruitment & Community Building (20%)
- Support efforts to recruit new volunteers into the Code Nation community, with an emphasis on recruitment of web and software engineers from under-represented background in tech
- Regularly host volunteer info sessions and other recruitment events targeted at corporate partners
- Establish partnerships with tech meet-up communities and coordinate regular Code Nation participation
- Support programs team with volunteer community building to ensure strong satisfaction and retention
- Communications & Brand Building (10%)
- Liaise with Sr. Manager of Communications and Marketing to support in the local execution of our national communications and marketing strategy
- Tailor national marketing materials to meet local needs
- Research and secure opportunities for the Chicago region to build brand visibility and awareness
- Coordinate Chicago external communications efforts to share stories of local impact and grow our regional community of supporters
Skills and Qualifications
- Demonstrated commitment to educational and tech equity
- 2+ years of experience in fundraising, partnership development, and/or communications & marketing, ideally with a working understanding of all three areas
- Knowledge of and connections within the Chicago tech, educational, and/or philanthropic sectors
- Excellent relationship-building skills
- Strong written and verbal communication skills, with the ability to explain complex concepts clearly, adapting the message(s) for a range of external audiences
- Strong organizational skills with demonstrated success managing many projects and priorities at once
- Self-motivated, flexible, and entrepreneurial
- Thrives in a fast-paced, collaborative working environment
- Proficiency with Google Suite
- Experience with Salesforce or similar CRM software
- Ability to travel throughout the Chicagoland region and to work extended hours, including weekends on occasion
- Must be fully vaccinated for COVID-19, and, if hired, present proof of vaccination by start date
What You Can Expect
Code Nation has a high-performing culture characterized by our desire to provide our staff members with the support, resources, and information they need to be successful in our organization and in the non-profit field in general. If you take on this position, you can expect to be offered a compensation package, including salary and benefits, that will be commensurate with your experience and competitive within the non-profit sector. Some of the benefits we offer to our staff members include, but are not limited to:
- Medical, Dental and Vision Insurance and a Flex spending account for out of pocket medical costs
- Generous Time Off policy-15 days of paid time off & 14 paid holidays/office closures
- 401k Retirement Plan
- Starting salary range for this position is $60,000 – $65,000 per year.
Senior Director of Secondary Partnerships-Program Design & Strategy, District Partnership Program (DPP)
Position: Senior Director of Secondary Partnerships-Program Design & Strategy, District Partnership Program (DPP)
Position Type: Internal/External
Reports to: Andy Schmitz, Managing Director of Secondary Partnerships
Start date: October 18, 2021
*This position is grant funded until Aug. 23, 2023. OneGoal will work to ensure the position is sustained over the long-term.
Location: Preferred within a OneGoal region: Atlanta, GA; Chicago, IL; Houston, TX; Boston, MA; New York City, NY; Bay Area, CA; but flexible within the following states: Alabama, California, Connecticut, Florida, Georgia, Illinois, Indiana, Kansas, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, New Jersey, New York, North Carolina, Ohio, Pennsylvania, Rhode Island, South Carolina, Texas, Virginia, Washington D.C., Wisconsin
Apply by: September 14, 2021 (applications will be reviewed on a rolling basis)
OneGoal
Despite decades of work and millions of dollars invested, the degree divide continues to be one of our nation’s most complex and critical injustices, with deep roots in systems of oppression and racism. Only 22% of students from low-income communities earn a college degree, compared to 67% of their peers from high-income areas.
COVID-19 further exposed and exacerbated inequity, with communities of color and those in low-income areas impacted at disproportionately high rates. We are looking for individuals to join us in our fight for equity during this extremely critical time.
- OneGoal has grown from a small afterschool program serving just 32 students in Chicago to a nationwide movement that is serving some 14,000 students in six communities.
- Our model, honed over 14 years, has three core differentiators: A rigorous, culturally relevant content and experience, cohorts of students who can support each other over the course of three years, and a teacher who supports our most vulnerable students’ long-term ambitions.
- 88% of OneGoal high school graduates enroll in a postsecondary institution and 79% of those who enroll persist one year after high school.
District Partnership Program Team:
The District Partnership Program (DPP) team exists to support OneGoal in creating a postsecondary solution for districts that is scalable, affordable on public dollars, and impactful. Partner districts will transform the postsecondary pathway experience for students across the district by building the capacity of multiple adults already in those districts who directly impact critical postsecondary outcomes, and by embedding postsecondary success programs/systems/tools into the fabric of K12 education. DPP is intentionally developing a model that reduces the costs of achieving impact and allows OneGoal to reach districts and students anywhere in the country, not just those in our existing regions.
To achieve this mission, our overarching goals are to: (1) improve student postsecondary outcomes in partner DPP districts, (2) reduce our reliance on philanthropy, over time, through larger investments of public dollars in the program, (3) support districts to institutionalize transformative and equitable systems that support student postsecondary success, and (4) hire, retain, and grow a highly talented DPP team that continuously innovates in support of our broader vision: to close the degree divide in America.
The Role
You are driven by a strong belief that all students deserve an equitable opportunity to achieve their greatest postsecondary aspirations. There are two distinct areas of focus for this role:
- Leading the program design and strategy development of our Professional Development (PD) service offerings (trainings, resources, consulting) for district and school leaders in the postsecondary success space
- Engaging in continuous improvement around these PD services by testing/iterating these offerings such that we improve our ability to achieve impact at scale over time,
Together, we’ll achieve a system-level change that puts the majority of students in a district on a better trajectory towards their postsecondary aspirations.
Your primary responsibilities include:
- Program Design and Strategy (50%): Codify OneGoal’s Professional Development Services design and strategy. Refine and develop products for district and school leaders that build their capacity to lead postsecondary improvement.
- Continue to develop/expand our three pilot products/supports (postsecondary readiness rubric, postsecondary school improvement series, and postsecondary improvement leadership coaching) by adding to our programmatic design
- Plan high quality professional learning experiences for district and school leaders around key postsecondary topics
- Ensure products/supports build the capacity of leaders and systems and are aligned to adult learning principles
- Identify opportunities for integration with OneGoal’s core classroom model
- Connect products and supports to overall DPP team strategy and vision , and ensure a coherent user experience across all three products
- Collaborate with the MD, Secondary Partnerships and SD, Secondary Partnership – Program Implementation to continuously refine the vision and direction of OneGoal’s PD services – including making adjustments to dosage, service offerings, pricing structure, staffing organization, etc and innovating on new service iterations
- Outline measures of success and evaluation framework for OneGoal’s PD services, in collaboration with colleagues
- Learn, Continuously Improve, and Innovate (30%): To enhance our PD services, engage in continuous learning and research around the needs of leaders and the literature around postsecondary success. Meticulously monitor program outcomes to improve program design and to seize opportunities to innovate on new iterations of our PD services.
- Assess school and district leader needs in this space, gathering user feedback and leveraging research
- Use our progress monitoring data (formative and summative) to engage in continuous improvement cycles and adjust program design and strategy
- Connect with others in the field of postsecondary access and success to improve our PD services model
- Research the latest trends and literature around postsecondary access and success to inform our products and services and iterate on new models; build the PD Service team knowledge around important trends and literature
- Launch and project manage small scale pilots of new products and services under our PD services umbrella
- Assist the MD, Secondary Partnerships with codifying and spreading the PD service model and smaller innovations across the organization to different regions
- Leadership Coaching + Training (20%):
- Coach a small portfolio of school and district leaders across the country in order to ensure positive postsecondary outcomes with partners. (This person will have a small number of district and school leaders that they directly coach in addition to managing the broader team of coaches)
The Person
The Senior Director of Secondary Partnerships – Program Design + Strategy is likely to see himself/herself/themselves in the following examples, as they are designed to help you determine if this opportunity aligns with your own passion, purpose, skills, and experiences.
You believe deeply in our Fellows and their ability to graduate from a postsecondary institution.
- You believe that students in underserved communities face real systemic barriers to postsecondary completion, and that empowering their families, their teachers and themselves to own their unique path will help them to overcome those barriers.
- You believe a user-centered design approach ensures that our program is responsive to students and educators AND leads to the greatest impact on postsecondary outcomes
You design and create user-centered, impactful solutions
- You leverage research and user needs to guide your design of products and supports for system-level leaders
- You develop different product prototypes and engage in rapid cycle learning to iterate on different versions
- You understand the internal-facing and external-facing programmatic architecture need to stand up school/district leader products and services
- You create a variety of different professional learning sessions, artifacts, tools that help leaders execute their postsecondary priorities
- You are familiar with and deeply passionate about human centered design principles and practices, especially creating, testing, and refining prototypes to complex problems.
- You utilize these principles and practices to create and refine our program innovation systems, tools, and processes.
You work is detail-oriented, innovative, and customized
- You pay attention to small details in order to standardize content and products
- You recognize that no two schools and districts have the same content and can adapt our products as needed
- You connect the dots for partners across our products/services so that they understand the interplay to maximize impact
You are a champion of adult learning principles
- You take a problem-centered approach to support adult learning
- You develop multiple ways to have adults practice a new skill or concept in your professional learning and coaching sessions
- You narrowly focus your support around a discrete set of objectives because you know adults must master one concept before moving onto the next
You’re an expert in postsecondary access and success
- You’re an experienced leader in the postsecondary access and success space with a clear and measurable track record of success.
- You’re forward-thinking within the postsecondary access and success space including having a keen eye towards technology and innovation as a tool for enhancing our program.
- You’re understand the nuances, systems, and structures related to postsecondary access and success in K-12 systems
You are a learner
- You identify ways to engage in rapid cycles of improvement (test-iterate) to learn what parts of our new products/supports are working well, and which of those need improvement through data-driven decisions.
- You strive to fix areas that are not working.
- You use data (quantitative and qualitative) to make short- and long-term improvements and to inform future analysis and learnings.
- You seek out experts and colleagues in the school support organization/college access organization space to provide input and feedback
- Your decisions are grounded in what is be
You see the system
- You recognize that without alignment and coherence, improvement initiatives often fail
- You apply continuous improvement principles to your own work in vision and direction setting
- You monitor progress relative to our vision, and understand the role the system places in accelerating or inhibiting progress
You are a creative thinker, problem solver, and innovator
- You are excited by problem solving excites and you are always ready to go back to the drawing board to develop a different approach.
- You’re comfortable with non-linear thinking.
- You know there are multiple pathways to arriving at a solution
- You propose innovative solutions to complex challenges.
- Your creative instincts help you deal with vague situations and develop new approaches with limited guidance.
You believe deeply in our Fellows and their ability to graduate from a postsecondary institution.
- You believe that students in underserved communities face real systemic barriers to postsecondary completion, and that empowering their families, their teachers and themselves to own their unique path will help them to overcome those barriers.
- You believe a user-centered design approach ensures that our program is responsive to students and educators AND leads to the greatest impact on post-secondary outcomes
Qualifications:
- Lived experience of the Fellows we serve (Preferred)
- Bachelor’s Degree (Required)
- Master’s Degree in School/District Leadership or Administration (Preferred)
- 3+ years of leadership [administrator/counselor] experience at the high-school level (Preferred)
- 3+ years of leadership experience in a district central office (College & Career/Postsecondary Department) (Required)
- Strong familiarity and knowledge of and experience with postsecondary systems and structures [eg. FASFAs, common application, NSC etc.] (Required)
- Experience coaching and developing and designing professional learning for school or district leaders (Required)
- Ability to travel a few days every month, once COVID-19 related travel restrictions are lifted (approximately 20-30% of the time, mostly throughout Illinois)
Our Team
Guided by a clear set of core values and beliefs, you will join an impressive group of more than 150 OneGoal staff across the country who believe in the untapped potential within students. The OneGoal team challenges themselves and others to regularly ask, “Is there a better way?”
The Tangible Good
We offer a competitive compensation and benefits package* which includes medical, dental, vision, short-term disability, long-term disability, life insurance, retirement matching, paid parental leave, and more. We also offer a generous paid time off policy, including 20 paid vacation days, holidays and 6 wellness days (flexible sick time).
*OneGoal reserves the right to change benefits at anytime according to business need.
You believe in people and the promise of humanity and are committed to equity and inclusion
You believe in an inclusive and culturally competent society and the essence of our commitment to diversity and inclusion. We believe that in order to create the change we seek, each person we hire brings a remarkable and diverse set of experiences, skills and characteristics that individually and collectively, will contribute to the radical change needed to move us towards a more equitable and just nation.
Senior Director of Secondary Partnerships- Program Implementation – District Partnership Program
Reports to: Andy Schmitz, Managing Director of Secondary Partnerships
Start date: October 18, 2021
Location: Highly preferred within Chicago, IL or the greater Chicagoland area, but flexible within the following states: Alabama, California, Connecticut, Florida, Georgia, Illinois, Indiana, Kansas, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, New Jersey, New York, North Carolina, Ohio, Pennsylvania, Rhode Island, South Carolina, Texas, Virginia, Washington D.C., Wisconsin
Apply by: September 14, 2021 (applications will be reviewed on a rolling basis)
About OneGoal
Despite decades of work and millions of dollars invested, the degree divide continues to be one of our nation’s most complex and critical injustices, with deep roots in systems of oppression and racism. Only 22% of students from low-income communities earn a college degree, compared to 67% of their peers from high-income areas.
COVID-19 further exposed and exacerbated inequity, with communities of color and those in low-income areas impacted at disproportionately high rates. We are looking for individuals to join us in our fight for equity during this extremely critical time.
- OneGoal has grown from a small afterschool program serving just 32 students in Chicago to a nationwide movement that is serving some 12,500 students in six communities.
- Our model, honed over 14 years, has three core differentiators: A rigorous, culturally relevant content and experience, cohorts of students who can support each other over the course of three years, and a teacher who supports our most vulnerable students’ long-term ambitions.
- 88% of OneGoal high school graduates enroll in a postsecondary institution and 79% of those who enroll persist one year after high school.
- In Fall 2020, OneGoal launched the District Partnership Program in Louisiana and Elgin U-46, IL, with a focus on achieving impact at scale through effective use of technology, a standardized culturally responsive post-secondary curriculum, and a train the trainer model
District Partnership Program Team
The District Partnership Program (DPP) team is a new team within OneGoal that is piloting a new program model. The District Partnership (pilot) Program is a system-wide postsecondary solution for districts committed to closing the degree divide in their communities. Partner districts will transform the postsecondary pathway experience for students across schools by building the capacity of multiple adults already in those districts/schools who directly impact critical postsecondary outcomes. In partnership with OneGoal, districts will embed postsecondary success programs, systems, and tools into the fabric of K12 education. From OneGoal’s perspective, an effective model will significantly reduce the cost to serve each student so that any district in the country can access and effectively implement the OneGoal program.
DPP’s overarching goals are to: (1) improve student postsecondary outcomes in partner DPP districts, (2) reduce our reliance on philanthropy, over time, through larger investments of public dollars in the program, (3) support districts to institutionalize sustainable and system-level postsecondary practices and processes, and (4) hire, retain, and grow a highly talented DPP team that continuously innovates in support of our broader vision: to close the degree divide in America.
The Role
You are driven by a strong belief that all students deserve an equitable opportunity to achieve their greatest postsecondary aspirations. There are two distinct areas of focus for this role:
- Developing a vision for the program implementation of OneGoal’s Professional Development (PD) Services. These PD services include a range of trainings, coaching, resources, and tools for district and school leaders all designed to improve the postsecondary readiness of K-12 systems
- Hiring, onboarding, and managing a team of school and district leadership coaches to execute this vision and transform the postsecondary systems and structures of partner schools and districts
Together, we’ll achieve a system-level change that puts the majority of students in a district on a better trajectory towards their postsecondary aspirations.
Your primary responsibilities include:
- Setting vision and direction (40%)
- Articulate a focused strategy and direction for OneGoal’s PD services
- Refine a theory of action and logic model related to the implementation of PD services
- Engage and invest others within and outside the organization around this vision
- Outline measures of success and evaluation framework for OneGoal’s PD services
- Collaborate with the MD, Secondary Partnerships and SD, Secondary Partnership-Program Design + Strategy to continuously refine the vision and direction of OneGoal’s PD services – including making adjustments to dosage, service offerings, staffing organization, pricing structure, etc. and innovating on new service iterations
Managing team execution and developing others (40%)
- Outline the profile for OneGoal’s district and school leadership coaches
- Hire and onboard a team of district and school leader coaches to execute OneGoal’s PD services
- Build a diverse, highly effective team with balanced skill sets
- Manage team execution and clarify team goals, strategies, and benchmarks, and responsibilities
- Identify patterns and trends across multiple data sources related to PD service outcomes and postsecondary readiness to inform your team’s work
- Create a positive culture and strong relationships across team members
- Develop team members strategically through regular internal coaching cycles and feedback
Partnership Management (10%):
- Under the guidance of the MD, Secondary Partnerships collaborate with district and school leaders to define the scope of work related to OneGoal’s PD Services
Leadership Coaching + Training (10%):
- Coach a small portfolio of school and district leaders across the country in order to ensure positive postsecondary outcomes with partners. (This person will have a small number of district and school leaders that they directly coach in addition to managing the broader team of coaches.)
The Person
The Senior Director of Secondary Partnerships – Program Implementation is likely to see himself/herself/themselves in the following examples, as they are designed to help you determine if this opportunity aligns with your own passion, purpose, skills, and experiences.
You are a strategic leader and coalition builder.
- You know how to set a clear vision, rally people around that vision, and operationalize that vision
- You can translate a vision into a set of clear, tangible actions and manage people to execute on those actions.
- You build and communicate the programmatic infrastructure (eg. logic model, theory of action) that embodies an organizational vision
You are driven by user experience and solving problems.
- You ground your vision-setting in the needs of districts and school leaders and the specific problems they face in the postsecondary success space
- You understand the barriers that stop our Fellows from persisting in college, and have already been working on some solutions, or have some ideas on what needs to be done
- You utilize this awareness to create and refine our program innovation systems, tools, and processes
You lean into ambiguity.
- You can operate in the gray and use ambiguity to create processes that enhance impact
- Contingency-planning and problem-solving excite you, and working to streamline and improve vision and direction gives you energy
You see the system.
- You recognize that without alignment and coherence, improvement initiatives often fail
- You apply continuous improvement principles to your own work in vision and direction setting
- You monitor progress relative to our vision, and understand the role the system plays in accelerating or inhibiting progress
You value working collaboratively and take personal responsibility for your actions and your team’s outcomes.
- You build authentic, trusting relationships with your colleagues through meaningful listening and caring for people as individuals
- When there is a setback you accept responsibility and accountability.
- You constantly strive to learn from and share learnings with your teammates, no matter your current knowledge or experience.
- You set high expectations for your team and support them strategically along the way.
You build the capacity of others.
- You recruit, engage, develop, and retain talented, diverse team members
- You believe in empowering others where you can, as opposed to doing it all yourself
- You have multiple strategies to coach your team with the knowledge, skills, and mindsets necessary to improve their support of district and school leaders
- You backwards plan team goals, strategies and benchmarks and manage progress accordingly
- You provide direction, ongoing feedback, and support to enable your team’s collective ability to reach its goals
You believe deeply in our Fellows and their ability to graduate from a postsecondary institution.
- You believe that students in underserved communities face real systemic barriers to postsecondary completion, and that empowering their families, their teachers and themselves to own their unique path will help them to overcome those barriers.
- You believe a user-centered design approach ensures that our program is responsive to students and educators AND leads to the greatest impact on post-secondary outcomes
Qualifications:
- Lived experience of the Fellows we serve (Preferred)
- Bachelor’s Degree (Required)
- Master’s Degree in School/District Leadership or Administration (Preferred)
- 5+ years of leadership [administrator] experience at the high-school level (Required)
- 3+ years of leadership experience in a district central office (Required)
- Knowledge of and experience with postsecondary systems and structures [eg. FASFAs, common application, etc.] (Required)
- Experience coaching and developing school or district leaders (Required)
- Outstanding interpersonal, communication and teamwork skills
- Ability to travel a few days every month, once COVID-19 related travel restrictions are lifted (approximately 20-30% of the time, mostly throughout Illinois)
Our Team
Guided by a clear set of core values and beliefs, you will join an impressive group of more than 150 OneGoal staff across the country who believe in the untapped potential within students. The OneGoal team challenges themselves and others to regularly ask, “Is there a better way?”
The Tangible Good
We offer a competitive compensation and benefits package* which includes medical, dental, vision, short-term disability, long-term disability, life insurance, retirement matching, paid parental leave, and more. We also offer a generous paid time off policy, including 20 paid vacation days, holidays and 6 wellness days (flexible sick time).
*OneGoal reserves the right to change benefits at anytime according to business need.
You believe in people and the promise of humanity and are committed to equity and inclusion
You believe in an inclusive and culturally competent society and the essence of our commitment to diversity and inclusion. We believe that in order to create the change we seek, each person we hire brings a remarkable and diverse set of experiences, skills and characteristics that individually and collectively, will contribute to the radical change needed to move us towards a more equitable and just nation.
Postsecondary Leadership Coach, District Partnership Program (DPP)
Position Type: Internal/External
Reports to: Senior Director of Secondary Partnership, Program Implementation
Start date: October 18, 2021
*This position is grant funded until Aug. 23, 2023. OneGoal will work to ensure the position is sustained over the long-term.
Location: Highly preferred in Chicagoland area, but flexible within the following states: Alabama, California, Connecticut, Florida, Georgia, Illinois, Indiana, Kansas, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, New Jersey, New York, North Carolina, Ohio, Pennsylvania, Rhode Island, South Carolina, Texas, Virginia, Washington D.C., Wisconsin
Apply by: September 14, 2021 (applications will be reviewed on a rolling basis)
OneGoal
Despite decades of work and millions of dollars invested, the degree divide continues to be one of our nation’s most complex and critical injustices, with deep roots in systems of oppression and racism. Only 22% of students from low-income communities earn a college degree, compared to 67% of their peers from high-income areas.
COVID-19 further exposed and exacerbated inequity, with communities of color and those in low-income areas impacted at disproportionately high rates. We are looking for individuals to join us in our fight for equity during this extremely critical time.
- OneGoal has grown from a small afterschool program serving just 32 students in Chicago to a nationwide movement that is serving some 12,500 students in six communities.
- Our model, honed over 14 years, has three core differentiators: A rigorous, culturally relevant content and experience, cohorts of students who can support each other over the course of three years, and a teacher who supports our most vulnerable students’ long-term ambitions.
- 88% of OneGoal high school graduates enroll in a postsecondary institution and 79% of those who enroll persist one year after high school.
District Partnership Program Team:
The District Partnership Program (DPP) team exists to support OneGoal in creating a postsecondary solution for districts that is scalable, affordable on public dollars, and impactful. Partner districts will transform the postsecondary pathway experience for students across the district by building the capacity of multiple adults already in those districts who directly impact critical postsecondary outcomes, and by embedding postsecondary success programs/systems/tools into the fabric of K12 education. DPP is intentionally developing a model that reduces the costs of achieving impact and allows OneGoal to reach districts and students anywhere in the country, not just those in our existing regions.
To achieve this mission, our overarching goals are to: (1) improve student postsecondary outcomes in partner DPP districts, (2) reduce our reliance on philanthropy, over time, through larger investments of public dollars in the program, (3) support districts to institutionalize transformative and equitable systems that support student postsecondary success, and (4) hire, retain, and grow a highly talented DPP team that continuously innovates in support of our broader vision: to close the degree divide in America.
The Role
You are driven by a strong belief that all students deserve an equitable opportunity to achieve their greatest postsecondary aspirations. The main area of focus for this role is as follows:
- Supporting a portfolio of district and school leaders and building their capacity to improve the postsecondary success of their students. You will do this specifically by:
- Executing regular, individualized coaching cycles with these leaders
- Facilitating cohort learning experiences for a group of motivated and seasoned leaders that improve their ability to operate as postsecondary experts
- Providing instructional and implementation coaching to school-based Site Directors (Assistant Principals or Guidance Counselors) to help them monitor the implementation of OneGoal’s classroom model
Additionally, this role consists of:
- Assisting the Senior Director of Secondary Partnerships – Program Design + Strategy with the design of additional products and supports that enhance OneGoal’s support to district and school leaders. You will do this by helping to 1) codify a suite of OneGoal system-level tools and services 2) relentlessly test/iterate these products such that we improve our ability to achieve impact at scale over time, 3) align these products and tools with the overall strategy and vision for our work with district and school leaders.
Together, we’ll achieve a system-level change that puts the majority of students in a district on a better trajectory towards their postsecondary aspirations.
Your primary responsibilities include:
- Leadership coaching for a portfolio of school and district leaders across the country in order to ensure positive postsecondary outcomes at partner districts/schools (60%)
- Strategic and intentional preparation and design of coaching & support cycle arc
- Facilitation of whole group professional learning sessions to leaders
- Implementation of regular coaching cycles with school and district leaders
- Providing feedback on leadership practices and sharing best postsecondary practices with school and district leaders
- Leveraging assessment and reflection of metrics to assess impact of these products/support
- Empowering school and district leaders to lead postsecondary success efforts and confront issues of equity in postsecondary outcomes
- Instructional leadership and implementation coaching for a portfolio of school-based Site Directors across the country in order to ensure positive postsecondary outcomes at partner schools (25%)
- Collaborate with the Manager of Partner Success to manage beginning of the year implementation processes with partner schools around OneGoal scheduling, staffing, and course enrollment
- Provide ongoing implementation support to school partners focused on building student/teacher investment and alignment between OneGoal and other school-wide structures
- Position Site Directors to engage in regular coaching cycles with OneGoal teachers and ground conversations in the Postsecondary Instructional Practice rubric
- Codifying OneGoal’s Professional Development Services design by refining products for district and school leaders that build their capacity to lead postsecondary improvement (15%)
- Continue to develop/expand our three pilot products/supports (postsecondary readiness rubric, postsecondary school improvement series, and postsecondary improvement leadership coaching) by adding to our programmatic infrastructure
- Ensure products/supports build the capacity of leaders and systems and are aligned to adult learning principles
- Collaborating with other OneGoal coaches to develop OneGoal’s best practices in leadership development
- Identify opportunities for integration with and core classroom model
- Outline measures of success and evaluation framework for OneGoal’s PD services, in collaboration with colleagues
The Postsecondary Leadership Coach is likely to see himself/herself/themselves in the following examples, as they are designed to help you determine if this opportunity aligns with your own passion, purpose, skills, and experiences.
You believe deeply in our Fellows and their ability to graduate from a postsecondary institution.
- You believe that students in underserved communities face real systemic barriers to postsecondary completion, and that empowering their families, their teachers and themselves to own their unique path will help them to overcome those barriers.
- You believe a user-centered design approach ensures that our program is responsive to students and educators AND leads to the greatest impact on post-secondary outcomes
You are a champion of adult learning principles
- You take a problem-centered approach to support adult learning
- You develop multiple ways to have adults practice a new skill or concept in your professional learning and coaching sessions
- You narrowly focus your support around a discrete set of objectives because you know adults must master one concept before moving onto the next
- You recognize when to adjust your approach to meet the needs of different individuals. You know when to be directive and when to be facilitative in your coaching.
You build the capacity of others.
- You are passionate about supporting the needs of school-based partners and pride yourself in developing the leadership of others
- You believe in empowering others where you can, as opposed to doing it all yourself
- You coach others to think strategically about stakeholder engagement, distributed leadership, sustainability planning, and relational trust
- You have multiple strategies to equip leaders with the knowledge, skills, and mindsets necessary to lead improvement efforts
You see the system
- You recognize that without alignment and coherence, improvement initiatives often fail
- You help leaders unpack various root causes that hinder or help postsecondary improvement strategies
- You apply continuous improvement principles to your own work and your work with system leaders
- You understand the nuances and details of postsecondary structures and data necessary to yield system-wide positive change
- You examine a variety of different data sources across a system to triangulate key themes
You are an influencer and relationship-builder:
- You motivate leaders to make both incremental change and take big leaps
- You leverage a deep understanding of yourself and others to to build trusting relationships with colleagues and partners
- You have the ability to connect and build relationships with diverse communities
You design and create
- You leverage research and user needs to guide your design of products and supports for system-level leaders
- You develop different product prototypes and engage in rapid cycle learning to iterate on different versions
- You understand the internal-facing and external-facing programmatic architecture need to stand up school/district leader products and services
- You create a variety of different professional learning sessions, artifacts, tools that help leaders execute their postsecondary priorities
You work is detail-orientated, innovative, and customized
- You pay attention to small details in order to standardize and professionalize content and products
- You recognize that no two schools and districts have the same content and can adapt our products as needed
- You connect the dots for partners across our products/services so that they understand the interplay
You are a learner
- You identify ways to engage in rapid cycles of improvement (test-iterate) to learn what parts of our new products/supports are working well, and which of those need improvement through data-driven decisions.
- You strive to fix areas that are not working.
- You use data (quantitative and qualitative) to make short- and long-term improvements and to inform future analysis and learnings
- You seek out experts and colleagues in the school support organization/college access organization space to provide input and feedback
- Your decisions are grounded in what is best for our Fellows and educators in the short- and long-term
Qualifications:
- Lived experience of the Fellows we serve (Preferred)
- Bachelor’s Degree (Required)
- Master’s Degree in School/District Leadership or Administration (Preferred)
- 5+ years of postsecondary leadership [administrator or lead counselor] experience at the high-school level or in a district postsecondary/college and career department (Required)
- Knowledge of and experience with post-secondary systems and structures [eg. FASFAs, common application, etc.] (Required)
- Experience coaching and developing school or district leaders (Required)
- Strong project management skills (Required)
- Ability to travel a few days every month, once COVID-19 related travel restrictions are lifted (approximately 20-30% of the time)
Our Team
Guided by a clear set of core values and beliefs, you will join an impressive group of more than 150 OneGoal staff across the country who believe in the untapped potential within students. The OneGoal team challenges themselves and others to regularly ask, “Is there a better way?”
The Tangible Good
We offer a competitive compensation and benefits package* which includes medical, dental, vision, short-term disability, long-term disability, life insurance, retirement matching, paid parental leave, and more. We also offer a generous paid time off policy, including 20 paid vacation days, holidays and 6 wellness days (flexible sick time).
*OneGoal reserves the right to change benefits at anytime according to business need.
You believe in people and the promise of humanity and are committed to equity and inclusion
You believe in an inclusive and culturally competent society and the essence of our commitment to diversity and inclusion. We believe that in order to create the change we seek, each person we hire brings a remarkable and diverse set of experiences, skills and characteristics that individually and collectively, will contribute to the radical change needed to move us towards a more equitable and just nation.
Program Fellow (Temporary)
Position: Program Fellow
Department: Program Delivery & Content Development (10 month position, October 1- August 31)
Reports to: Program Director, Chicago
Status: Full Time; Temporary; Exempt
Location: Chicago, IL (preferred) – remote through 2021
Start date: October 2021
Position description:
Facing History and Ourselves is an international educational nonprofit that provides educational content, curriculum resources, and professional development to secondary school social studies, civics, humanities, and English teachers. Facing History’s educational content is informed by a unique pedagogical model that helps students explore questions of identity, human behavior, prejudice, and civic responsibility, and make the essential connection between history and the moral choices they confront in their own lives today. We currently apply this model to explore case studies of pivotal historical moments such as the Holocaust and the Reconstruction Era following the American Civil War, as well as rich works of literature such as Brown Girl Dreaming.
The ideal candidate for the Facing History and Ourselves Program Fellow role is someone who has been implementing Facing History units in their middle or high school classroom for a number of years, who has been a member of the Teacher Leadership team, and has worked in Chicago Public Schools. We seek a learner at heart, who is passionate about our mission and excited to work as a part of our program team on a number of local and Chicago Public Schools projects from October 2021- August 2022.
Responsibilities include:
Facing History and Ourselves Chicago Program Team Member (50%)
- Working collaboratively with the program team to develop and implement Chicago area events and projects
- Regular participation in program meetings and national program staff retreats to build and share understanding and practices
- Actively participating in Chicago staff meetings and team-building activities
- Represent Facing History and Ourselves and Chicago Public Schools as an advocate and thought leader in multiple settings, including internal meetings, board meetings, and community events.
- Provide Tier 1 coaching and support to teachers in the district remotely
Facing History and Ourselves Resource and Professional Development Support (50%)
- Facilitate online Professional Learning for the Curriculum Project for Chicago Public Schools educators. This project focuses on training educators to teach Choices in Little Rock, Holocaust and Human Behavior and Teaching Reconstruction.
- Plan and support district-wide student focused events related to the CPS Curriculum Project content areas: the integration of Central High School in 1957, the Reconstruction Era, the Holocaust, and Red Summer in Chicago
- Support the development of the Chicago Racial History Neighborhoods Project, including as a reader of draft documents and supporting teachers who are using the resources in the pilot
- Convert our Red Summer in Chicago unit into student-facing “playlists” using Google slides and into the format used for a teacher facilitation guide in the Skyline Curriculum Teacher Facilitation Guide
Essential Skills/ Qualifications:
- Demonstrated and effective communication and facilitation skills with adult educators
- Knowledge of Chicago Public Schools and the key initiatives in the 2021-2022 school year
- 3-5 years of experience using Facing History and Ourselves in the classroom
- In-depth knowledge of European and US history required (Facing History’s resources focus on the Holocaust and other examples of collective violence, US history with a focus on civil rights and eugenics)
- Entrepreneurial and collegial style; ability to work collaboratively in a team environment
- Fluency in online digital media literacy skills and comfort with integrating the use of Internet and other social media technologies; Knowledge of Internet and web communication for support of global network of teachers and students
- Interest in, and ability to, articulate the mission of Facing History and Ourselves
Full Time Benefits: In addition to meaningful and rewarding work, Facing History provides an excellent and competitive compensation and benefits package including medical, dental, vision, life & long-term disability insurance, a 403(b) program with a discretionary organizational contribution, generous paid time off, an employee assistance plan & a travel assistance plan, pre-tax Transit-pass program, flexible spending health care and dependent care accounts, 4 voluntary Aflac plans, and a friendly work environment.
Facing History proudly values diversity. To read our full statement on diversity, please follow this link from our careers page. We are an Equal Employment Opportunity Employer.
Director of School and District Partnerships
Job Description
We are looking for an individual who will join Pilot Light during this exciting time in our growth.
Pilot Light’s teacher-led model is game-changing: through our approach, Pre-K–12th teachers are provided with the support and resources needed to integrate food education into the core curriculum to engage students in classroom learning while also teaching them about food and its importance in their lives.
In 10 years, Pilot Light has grown from one Chicago elementary school to directly reach over 12,000 students. The mission of the organization is to support students as they advocate for informed choices by bridging the lessons they learn in their classrooms to the foods on their lunch trays, at home, and in their communities.
Pilot Light has three major initiatives designed to define and grow the field of classroom-based food education: The Food Education Standards, The Food Education Fellowship (the “Fellowship”), and the Food Education Center (the “Center”).
Food Education Standards: In 2018, Pilot Light convened prominent stakeholders in the fields of food and education to create and publish the first national Food Education Standards, which provide a holistic definition of “food education” and are designed to serve as a framework to support K-12 teachers with lesson development.
The Fellowship which launched in the 2019-2020 school year, is designed to build a pipeline of talented teachers to provide leadership in food education. Fellowship teachers deliver weekly integrated food education lessons to their students and partnering with Pilot Light to evaluate its impact on student outcomes.
The Food Education Center is a digital platform of instructional materials designed to fully support K-12 teachers with the integration of classroom-based food education across all content areas. For instance, 3rd-5thgrade students learning sequence in English Language Arts do so by learning about rice and how it is grown and cooked across the world. All resources align to academic performance standards and Pilot Light’s own Food Education Standards (FES), providing a springboard through which any teacher, school, or district can embrace food education while meeting requirements. The Center now includes 150+ lessons and other resources across three curricula: classroom, Family Meal (for families), and Pilot Light Anywhere.
Position
The Director of School and District Partnerships is a new position at Pilot Light.
This individual will be primarily responsible for developing and maintaining key stakeholder relationships, including those with schools, districts, and policymakers, to support the wider implementation of Pilot Light programs. This individual will also lead the growth of Pilot Light’s Food Education Center and inform its strategic direction and growth through partnership discussions.
This individual will work closely with Pilot Light’s Vice President of Programs (who leads the Fellowship) to outline the strategic plan for educator, school, and district recruitment and lead its execution through a variety of channels, negotiate contracts with school and district leaders (with support from Pilot Light’s development team), and oversee the launch of new partnerships. This individual will conduct marketing and outreach to teachers, schools, and districts that will be often informed by the Food Education Center’s resources, activities, and analytics, as well as Pilot Light’s network of current and former Fellows and teachers. This individual will collect data to inform your activities and draw on all programming outcomes to drive the strategy, development, and implementation of external-facing activities of the organization.
The Director of School and District Partnerships will be skilled at inspiring, influencing, and engaging people. This individual will consistently and passionately demonstrate support of the Pilot Light’s Vision, Mission, and Core Values by striving for excellence and contributing to the team.
When it is safe to do so, travel may be required on occasion, as well as attending weekend and evening functions as needed.
Major Duties and Responsibilities:
- Develop, manage, and implement growth and revenue generation strategies designed to position PL offerings for schools, and districts nationwide
- Manage Pilot Light’s contract with a major existing national partner
- Lead the Food Education Center and inform growth strategy for content and interface
- Conduct landscape analyses and research and make recommendations
- Support in providing vision and direction for PL curricula
- Identify leads on K-12 schools and districts and execute outreach. Examples include: cultivating and prospecting to build relationships with teachers, school district leaders, and partners in food and education
- Build rapport with teachers, partners, and school leaders to understand their interest in PL and barriers to implementation
- Project manage to ensure the smooth launch of new partners
- Leverage social media (Facebook, LinkedIn, Twitter, etc.) and site analytics to engage current and potential teachers and partners in collaboration with Pilot Light’s Marketing Specialist
- Draw on partners and policy knowledge in food education, nutrition, and school food to inform strategic growth of Pilot Light resources, content, and curriculum
- Develop and participate in workshops, press conferences, and public events designed to promote PL goals among educators, policymakers, and the public.
- Represent PL within related coalitions at the local, state, and national levels
- Contribute to the development of resources and marketing tools, including briefs, newsletters, website content, reports, and presentations
- Respond in a timely manner to all requests from the PL staff; collaborate on and occasionally lead projects in other departments to support organizational goals as needed.
- Help to inform the strategic directions of the organization.
- Manage Pilot Light’s Marketing Manager and marketing consultants
- Work closely with the Executive Director to provide support with general operations and data management
Qualifications:
- At least five years of experience working in K-12 education, with all or a portion of that preferably as a classroom teacher
- Experience leading teacher professional development
- Experience writing and executing standards-aligned, objective-driven curriculum
- Superior verbal and written communication skills, including the ability to communicate complex concepts and topics clearly, thoroughly, and succinctly
- Ability to turn data into actionable information and direction
- Ability to prioritize tasks and manage concurrent assignments under tight deadlines
- Is both a team player and a self-starter, including exceptional organization and time management skills
- A high level of enthusiasm, energy, initiative, and drive
- Ability to analyze data and effectively present findings to various audiences, including school leaders, teachers, external organizations, policymakers, and funders
- Effective communication skills and the ability to engage with a variety of audiences
- Experience in a startup environment and/or an understanding that Pilot Light is a small organization and sometimes requires a high degree of flexibility in terms of responsibilities and tasks
- Respect and appreciation for the multidisciplinary expertise and talents of others on the Pilot Light team
- A background that reflects those of students reached by Pilot Light to amplify their voices
- A commitment to Pilot Light’s mission and values
Preferred:
- Experience with WordPress and Google Suite
- Experience utilizing social media platforms and site analytics to inform outreach
- Experience building relationships, managing pipelines, and finalizing partnerships
- Experience working in nonprofit organizations and/or knowledge of food and health policy
Pilot Light embraces a philosophy that recognizes, values, and actively seeks diversity among its team. We seek to attract, develop, retain and promote a talented diverse workforce in a culture where all employees will contribute to their fullest potential. All qualified applicants will receive consideration for employment without regard to race, color, religion, age, sex, genetic information, marital status, sexual orientation, gender identity or expression, citizenship, pregnancy or maternity, national origin, status as an individual with disability, age, ancestry, protected veteran status, or any other status protected by applicable federal, state or local law.
Location: The role is open to candidates across the US who wish to work remotely however residence in the Chicago area is strongly preferred.
Start Date: Position currently available.
Chief of Staff to the President
BACKGROUND
The Charter School Growth Fund (CSGF) is a leading nonprofit venture philanthropy fund dedicated to identifying the nation’s best public charter schools, investing in their expansion, and helping to increase their impact. Our “portfolio” includes 140 charter school networks that operate 1,100+ schools and serve more than 500,000 students. We are committed to expanding the impact of schools that are closing achievement and opportunity gaps. CSGF operates with the same strategies, discipline, and focus as a venture capital firm by awarding multi-year grants and loans to talented education entrepreneurs building networks of high-quality charter schools that enroll traditionally underserved students. Ultimately, we think our portfolio can grow to serve ~1,000,000 students within a decade.
This is an exciting time to join the Charter School Growth Fund. We are launching our next philanthropic fund in 2022, building on our 15-year track record of success. CSGF’s new five-year “Fund IV” will be larger in size and scope than previous funds, with a goal to continue to fuel charter sector growth, accelerate innovation, and strengthen long-term outcomes for students, particularly students of color and those from low-income backgrounds. Our new fund will continue to prioritize investments in leaders of color as our current portfolio is led by more than 50% leaders of color and more than 50% female leaders. We believe it is vital for the networks we support to be proximate to the lived experiences of the students and communities they serve.
THE OPPORTUNITY
To achieve the ambitious goals of our upcoming Fund (Fund IV), the CSGF team has revised its team structure. The majority of our investment efforts are now under the leadership of our President in a newly-organized Portfolio Team. The Partners within this team invest in early-stage or scaling high-performing charter schools. In addition, the team includes several leaders focused on growing the impact of our portfolio through sharing lessons learned, investing in new innovations, and building communities. The Chief of Staff to the President will be a leader who cares deeply about building strong team systems and culture; taking nascent ideas to successful execution; driving the team to meet its goals through strong progress monitoring tools; and serving as a trusted advisor to the President. In short, this person will be the President’s right hand to set the team up for success.
KEY RESPONSIBILITIES
Vision, strategic plan, and progress monitoring
- Partner with the team to create the Fund IV vision, goals, and strategic plan and accompanying tools through which the team can monitor annual progress
- Set up systems and dashboards to regularly reflect upon goals as a team such that each individual of the team has a sense of where to prioritize time and efforts
Annual workstreams
- Lead efforts to plan portfolio team meetings and gatherings such that time is well spent and objectives are achieved
- Manage investment dashboard to track CSGF commitments, investment pipelines, and support investments
- Develop and manage mechanism to view portfolio-wide investment success rate, risk profile, and identify areas to prioritize key supports
- Lead annual review process that evaluates current progress of investments and leads to investment disbursement decisions
- In collaboration with other teams, create systems to ensure data on our portfolio is up to date and accessible to other teams
- Take initiative and leadership on new ideas/opportunities generated from the President and/or Portfolio Partners and integrate into core work
Communications
- Manage internal communications and knowledge management within the team to ensure individuals have the information they need
- Spearhead communications from the Portfolio team to the staff and external community to update groups on what’s happening
Team Support and People Management
- Develop and manage an Executive Assistant to ensure the President’s time is being spent on high-impact items
- Partner in the creation of an analyst fellowship program and manage analyst on teams to both support workflow of partners and to set them up for their next careers
- Serve as a trusted advisor to the President
REQUIRED QUALIFICATIONS
- 12+ years of professional experience, with a preference for leadership experience in educational organizations, some consulting and/or financial background
- Expertise in project management, communications, and inclusive change management
- Exceptional interpersonal communication skills, particularly in investment building and conflict management
- Systems thinker with strong organizational systems
- Reflective practitioner with a clear equity mindset
- Mission- and values-driven leader
WORKING AT CSGF
We are focused on hiring and developing great people, giving them freedom and autonomy, and maintaining high expectations to help them grow personally and professionally. In return, our team delivers high-quality work that increases our ability to find, fund, and deepen the impact of the highest performing public charter schools in the country. Our core values are:
- Results. We work relentlessly to create efficient, measurable, and sustainable results. We strive for excellence and pursue our mission tenaciously. Ideally, you thrive working in a self-directed manner in a fluid environment where flexibility and tenacity are required.
- Entrepreneurship. We embrace calculated risks and new approaches. We have an entrepreneurial spirit that welcomes innovation, diversity of ideas, and risk. We rely on you to question conventional wisdom and think independently.
- Integrity. We are truthful, fair, and trustworthy in all aspects of our work. We hold ourselves and our partners to the highest ethical standards. We trust you will too.
- Respect. We appreciate the challenges faced by education entrepreneurs and recognize the limits of our own knowledge. We understand that our ultimate success is dependent upon the achievements of our partners. Your humility will be key to building trusted and authentic relationships.
- Teamwork. We value each of our team members as individuals but believe that we achieve the greatest results by working together. We willingly sacrifice individual interests and recognition for greater collective impact. We hope having fun at work is important to you and you enjoy being a team player.
COMPENSATION
Compensation is commensurate with experience and education. The target salary range for this role is $140,000-$170,000 annually. CSGF offers a very competitive package of benefits, including: health, life, disability and dental insurance coverage; vacation/holidays and parental leave, and participation in CSGF’s 403(b) plan. Candidates must have permanent authorization to work in the US.
START DATE
CSGF is seeking candidates who can start as soon as possible; Flexible for the ideal candidate.
Special Education Teacher- $5,000 Signing Bonus
Position Title: Special Education Teacher (2021-22 School Year)
F.T.E: 1.0
Location: 7415 S East End Ave, Chicago, IL 60649
Reports To: School Director
Start Date: August 2021
The Mission of Distinctive Schools, an educational practice leader committed to social justice and the elevation of access and achievement in historically marginalized communities, is to support each child in becoming an engaged and curious learner, a confident self-advocate, and a creative problem-solver by setting high expectations and nurturing a positive culture that honors diversity, collaboration, and optimism.
Position Description:
A Distinctive Schools Special Education Teacher has the awesome responsibility of providing support to students with diverse learning needs. This person will:
- Serve as primary instructor for students with identified learning needs in both resource and inclusive settings
- Develop lessons that address students academic, interpersonal, social and emotional needs
- Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s Individualized Educational Program (IEP)
- Develops and implements annual Individualized Educational Program (IEP) plans for students to include: present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services required to meet those goals.
- Make collaboration a priority with general education teachers and school leadership
- Communicate regularly with families regarding instructional programming and student progress
- Has a mindset of using restorative justice approach with discipline
- Monitor progress to ensure all students are demonstrating high rates of growth
- Maintain accurate and complete records of students’ progress and development
- Demonstrate preparation and skill in working with students from diverse social-emotional, cultural, economic and ability backgrounds
- Work closely with team members and parents to best meet the needs to students
Requirements:
- Bachelor’s Degree
- Illinois Professional Educators License
- LBS1 Endorsement
Sign On Bonus Terms:
- Bonuses offered for a limited time only
- Associates must be employed at the time of the payout
- Payouts will occur on 60th day of employment
Why Join the Distinctive Schools Team:
- We are a collaborative team of professionals supporting each other to instill a love of learning in our students
- We empower students, families and staff to contribute to our mission in a meaningful way
- We make an impact in our communities by serving some of the most historically marginalized in the city
- Distinctive Schools was named one of Crain’s 2021 Best Places to Work in Chicago; culture is at the heart of what we do
- We offer a great benefits package for full time employees (Medical; Dental; Vision; PTO; 403b match, discounted gym membership, tuition reimbursement options, referral bonus)
- 4% pension contribution
- Salaries starting at $50,000 for licensed teachers
Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.
Portfolio Manager
The UChicago Inclusive Economy Lab is seeking multiple Portfolio Managers to manage large-scale social policy experiments designed to understand how to better support students transitioning to postsecondary educational experiences, students enrolled in the City Colleges of Chicago, and students in temporary living situations. This individual will work on a portfolio of projects conducted in close partnership with city agencies and non-profits, leading social policy researchers at the University of Chicago, families and students with lived experiences, as well as a team of administrative staff, other project managers, research analysts, and student research assistants. The Portfolio Manager will help implement a research agenda to increase the evidence base of how to support young people realize economic opportunitites.
First generation college students and those with lived experience in communities experiencing poverty and disinvestment are encouraged to apply.
ADMINISTRATIVE ASSISTANT
ADMINISTRATIVE ASSISTANT, EDUCATION
About the Education Program
The Robert R. McCormick Foundation has a decades-long commitment to supporting the education and healthy development of young children in Illinois, ages birth to eight, through investments in early education. A good portion of our current $6 million annual investment goes toward leveraging systemic change in the state’s early education system to improve the effectiveness and quality of care children receive. Ultimately, our aim is to help move the state toward ensuring that all Illinois children – particularly those most in need of extra support – arrive at kindergarten and 3rd grade fully on-track to thrive.
The Education Program focuses its strategy on systemic ways of cultivating outstanding leaders, teachers, and care providers and to support parents to fully optimize their young child’s learning and development at home. The Program also aims to support its grantees to fully realize the impact of their work and use our own voices to raise awareness and public understanding of these efforts and critical issues in early education.
Opportunity
We are looking for an administrative officer with exemplary customer service skills. The person in this role will perform all general office duties to help maximize productivity within the Education Program, including scheduling, communicating with grantees and partners, grants administration support, administering contracts and invoices, organizing and maintaining electronic and physical files, arranging travel, helping coordinate events, and more. The ideal candidate is a quick learner and self-starter with adaptability, flexibility, and good judgment. The ability to manage time and juggle priorities is a must, as is a passion for creating efficiencies and supporting the team to be productive.
Responsibilities
- Manage scheduling, travel, and expenses for the Education Program team
- Coordinate logistics and provide general administrative support for meetings
- Manage follow-up communications with Education Program partners and grantees via phone and email
- Administer contracts and invoices and provide grants administration support via the foundation’s BBG grants administration system
- Assist in the preparation of the Education Program’s presentations to the Board of Directors
- Provide back-up support to the Education Program team, including with grants and financial management as well as other tasks and projects as needed
- Establish and maintain an efficient and orderly paper and electronic filing system and recommend files for destruction or archiving annually
- Maintain a close working relationship with fellow Foundation programs, departments, and individuals to leverage expertise and assets for maximum effect
- Serve as a member of the Emergency Evacuation Team. Attend annual training offered by building management
- Maintain CPR/First Aid certification, which will be provided by the Foundation
Qualifications
- Minimum three to five years of experience specifically in administrative, coordination, or logistics roles
- Bachelor’s degree preferred
- Excellent computer skills and comfort with programs such as the Microsoft Office Suite, including One Drive, BBG, TRAVERSE, and MS Project
- Strong Emotional Intelligence (EQ) and interpersonal skills
- Strong customer service orientation
- Excellent verbal and written communication skills
- Outstanding project management skills and attention to detail
- Must be able to work efficiently in a fast-paced, impact-oriented, collaborative environment
All offers are contingent upon successful completion of a criminal background check and drug screening
PROGRAM OFFICER, EDUCATION
PROGRAM OFFICER, EDUCATION
About the Education Program
The Robert R. McCormick Foundation has a decades-long commitment to supporting the education and healthy development of young children in Illinois, ages birth to eight, through investments in early education, and soon plans to broaden that focus to incorporate birth through college grantmaking. A good portion of our current $6 million annual investment goes toward leveraging systemic change in the state’s early education system to improve the effectiveness and quality of care children receive. Ultimately, our aim is to help move city neighborhoods, Chicago as a whole, and the state toward ensuring that all Illinois children – particularly those most in need of extra support – move along their educational journey fully prepared and on-track to thrive to their highest potential.
The Education Program focuses its strategy on systemic ways of cultivating outstanding leaders, teachers, and families, from birth through college. The Program also aims to support its grantees to fully realize and share the impact of their work.
Opportunity
The program is looking for someone passionate about early childhood and K-12 and committed to ensuring more equitable outcomes of groups historically disadvantaged and most at risk of longer-term school failure. The ideal candidate will be a solutions-oriented project manager who can balance competing priorities, engage effectively with internal and external partners, think strategically, and apply philanthropic principles. The Education Program Officer will be a thought partner to the Program Director; stay abreast of policy developments, news, and recent research findings in the sector; and ensure forward momentum with grant proposals as well as the various initiatives in which the Program either leads or participates. This is a promising career opportunity for someone who loves project management and wants to sharpen his or her skills as a future education policy expert.
Responsibilities
- Support the Program Director in implementing the Education program strategy by project managing the operational and process aspects of the portfolio:
- Help manage and plan the program grant budget and maintain budgetary projections
- Work closely with the Program Director to solicit and review proposals and letters of inquiry, prepare decline letters, and communicate clearly and responsively to prospective grantees, existing grantees and other organizations that do not receive support from the McCormick Foundation
- Analyze grantee organizations’ legal status, financial data and audits, program goals, and engage in other due diligence reviews.
- Recommend appropriate action to the Program Director as circumstances dictate
- Generate concise, coherent, well-organized, and well-written proposals to be incorporated into McCormick board presentations
- Help conceive of and coordinate meetings, convenings and site visits
- Oversee a portion of the grant portfolio, including evaluating, reviewing and identifying grant opportunities that align with the program’s strategic and philanthropic objectives
- Stay current on issues and trends around early education and develop expertise as well as an understanding of broader policy contexts within early education and the strategy areas to help support strong philanthropic decision-making
- Work closely with the Program Director to develop and deepen expertise in the education program strategy of Leaders, Teachers, Families, Influence and Data
- Be able to work effectively even amid occasional ambiguity or imperfect information
- Promote collaboration and connections among grantee partners and share knowledge, all to advance the Foundation’s and grantees’ goals
- Contribute to efforts to showcase through strategic communications and compelling storytelling grantees’ work and innovative practices occurring in the field nationwide.
Qualifications
- Minimum three to five years of experience in K-12 and/or higher education issues
- Bachelor’s degree required, master’s degree preferred
- Demonstrated passion for the Foundation’s values with commitment to deliver results measured against the Foundation’s mission
- Ability to travel
- Outstanding organization and collaboration skills
- Outstanding project management skills
- Adaptability and flexibility
- Strong Emotional Intelligence (EQ)
- Outstanding written and oral communication skills
- Strong presentation skills
- Must be able to work effectively in a fast-paced, impact-oriented, collaborative environment
- Ability to think strategically
- Openness to continuous learning, including an ability to reflect on and learn from constructive feedback
Tech Support Specialist
Be a key part of the East Grand School District Technology Team as a Tech Support Specialist (on-site)
We offer the chance to work with leadership who believe in providing a great environment for students and staff, the chance to improve your skill sets, and the opportunity to live in an active and the beautiful rural mountain community.
We are an established school district based in Granby Colorado that offers its employees a mostly 4-day work week, generous holiday and summer breaks, health benefits, supportive team atmosphere, and beautiful Rocky Mountain scenery.
The School District: Granby Schools is 100% one-to-one with Chromebooks, has recently upgraded its network infrastructure, and improved its security stance with cameras and access controls. We are known for the great care we take with students and staff alike. Our Verkada camera system was recently installed and the access control system is cutting edge. It is one of the first implementations in the U.S!
We believe in our Mission: Through our educational process, every student and staff member will be challenged to think, learn, achieve and care in a safe and healthy environment.
The Position: East Grand School District seeks a dynamic and forward-thinking candidate for the position of Tech Support Specialist. This position reports to the Technology Director. The Tech Support Specialist will be an integral part of the 4-person team of full-time employees that supports excellence in education for our students. Qualified candidates will have a passion for technology and education with proven teamwork skills. The successful candidate will be a professional, a team-player and will have the ability to lift and install display devices; and will possess good communication and customer service skills. Some College or equivalent experience in a related field. Experience with Office, Google apps, cloud based networking preferred but not required.
Requirements:
- Website editing
- Device Troubleshooting
- Customer service
Responsibilities:
- Ability to learn basic school and student level troubleshooting which may include providing solutions to common questions regarding application functionality.
- Support staff and student technology needs.
- Support website maintenance.
- Device Troubleshooting: Be familiar with/troubleshoot/repair Chromebooks, Macbooks, projectors, SMARTboards, Smart TVs, networked printers, AppleTVs/Chromecast, minimal PC/Windows support.
The Location: East Grand School district is based in Granby, Co. This is a great place to live because of the amazing outdoor opportunities, warm and welcoming staff, and the tight-knit rural community.
The Ski resorts nearby offer some of the best skiing in the world and some extend a limited free pass to students and staff on Fridays.
Why Should You Apply?
You are a motivated team player looking to expand your experience in educational IT.
A 4-day work week.
Opportunities for Professional Development.
Financial Controller
Financial Controller
THE ORGANIZATION
The Charter School Growth Fund (CSGF) is a leading nonprofit venture philanthropy fund that identifies the nation’s best public charter schools, funds their expansion, and helps to increase their impact. The portfolio includes 150 charter school networks that operate over 1,000 schools and serve more than 500,000 students in 31 states. We are committed to expanding the impact of schools that are closing achievement and opportunity gaps. Our investment strategy is like that of a nonprofit venture capital firm for public charter schools. The diverse “portfolio” of schools and leaders that we support include single-site charter schools as well as established networks that operate schools in several states. Ultimately, we believe the portfolio networks can serve more than one million students nationwide and in doing so, show how public schools can help students achieve excellent outcomes at scale.
This is an exciting time to join the Charter School Growth Fund. We are launching our next philanthropic fund in 2021, building on our 15-year track record of success. CSGF’s new five-year “Fund IV” will be larger in size and scope than previous funds, with a goal to continue to fuel charter sector growth, accelerate innovation, and strengthen long-term outcomes for students, particularly students of color and those from low-income backgrounds. Our new fund will continue to prioritize investments in leaders of color as our current portfolio is led by more than 50% leaders of color and more than 50% female leaders. We believe it is vital for the networks we support to be proximate to the lived experiences of the students and communities they serve.
THE OPPORTUNITY
Role: CSGF is seeking a new Financial Controller to manage the day-to-day finance and accounting functions for our growing organization. We are looking for a finance and accounting professional who can keep pace with current growth and complexity supporting a variety of programmatic offerings for our growing portfolio of networks and schools. Our Financial Controller must have previous experience at a nonprofit or social impact organization and has experience with designing processes and internal controls, managing accounting staff, producing insightful internal and external financial reporting, managing budgeting and forecasting efforts, overseeing functions including audit and tax preparation, accounts payable, accounts receivable, payroll, cash disbursement, and benefits administration. If you are an innovative problem-solver capable of switching seamlessly between strategic thinking and tactical execution in a fast-paced environment, you should apply for this role. The position reports directly to the Vice President of Finance and Accounting.
Team: CSGF’s Finance and Operations team (FOPS) manages the financial and operational systems necessary to plan and accurately account for CSGF’s philanthropic programs. We strive to optimize systems, processes, and infrastructure to allow the CSGF team to maximize the resources they devote to mission-critical tasks and priorities. CSGF’s FOPS team is responsible for finance and accounting, benefits administration, legal and compliance, and portfolio grant and loan administration.
KEY RESPONSIBILITIES
- Lead and help optimize all processes necessary to ensure the accurate accounting of CSGF operating activities in accordance with US GAAP nonprofit accounting standards
- Help develop and enforce internal controls, policies and procedures, and workflows to maximize protection of company assets
- Train, manage and develop accounting staff
- Lead the creation of accurate internal and external financial reporting to all stakeholders and decision makers
- Ensure that proper processes, systems, and staffing are in place to administer and account for a growing portfolio of program-related investment “PRI” loans (currently ~100+)
- Interface regularly with CSGF’s investment custodians and investment advisor as needed to ensure adequate liquidity and proper accounting for all financial investment activities
- Facilitate the annual budget process and quarterly forecast process and related reporting to ensure CSGF is operating within guidelines set by CSGF leadership and Board of Directors
- Lead CSGF’s annual financial statement audit and filing of the IRS Form 990 working with external auditors and tax preparation team to complete
- Lead the completion of all donor proposal budgets and related financial reporting within agreed upon deadlines in partnership with CSGF’s Investor Relations team
- Oversee the accounts payable, payroll, cash disbursement process to ensure CSGF satisfies all financial obligations timely
- Ensure the proper administration and filing of required reporting for payroll and employee benefits
- Help explore ways to leverage/optimize systems and team roles and responsibilities to improve efficiency in meeting both individual and team objectives
REQUIRED QUALIFICATIONS
Characteristics and Skills
- Demonstrated expertise with finance and accounting function for a nonprofit organization
- Strong strategic thinking, analytical, and creative problem solving skills
- Excellent interpersonal and communication skills, particularly the ability to build strong relationships with diverse groups of stakeholders
- Experience with payroll and benefits administration and related reporting requirements
- Demonstrated flexibility, resourcefulness, and comfort with ambiguity in a fast-paced environment
- Strong project management experience that drives efficiency and excellence in all aspects of work
- Ability to seamlessly integrate high-level strategic decisions into detail-oriented tactical work
- Deep commitment to CSGF’s mission, passion for K-12 education, and excitement around creating excellent education options for low-income students
- Advanced proficiency in Excel
- Familiarity with Intacct accounting system, Salesforce, Google Workspace, and/or loan administration systems a plus
Educational Background and Work Experience
- Bachelor’s degree in business, accounting, or related field
- Professional accounting certification (CPA or similar)
- 7+ years’ relevant accounting experience; 3+ years’ at grant-making or social impact organization preferred; 2+ years’ experience as a manager of accounting staff
WORKING AT CSGF
We are focused on hiring and developing great people and believe that building diverse perspectives across our team make us more effective in expanding our impact. (This is reflected in Our Commitment to Diversity Statement.) Our core values are:
- Results. We work relentlessly to create efficient, measurable, and sustainable results. We strive for excellence and pursue our mission tenaciously. Ideally, you thrive working in a self-directed manner in a fluid environment where flexibility and tenacity are required.
- Entrepreneurship. We embrace calculated risks and new approaches. We have an entrepreneurial spirit that welcomes innovation, diversity of ideas, and risk. We rely on you to question conventional wisdom and think independently.
- Integrity. We are truthful, fair, and trustworthy in all aspects of our work. We hold ourselves and our partners to the highest ethical standards. We trust you will too.
- Respect. We appreciate the challenges faced by education entrepreneurs and recognize the limits of our own knowledge. We understand that our ultimate success depends on that of our partners. Your humility will be key to building trusted and authentic relationships.
- Teamwork. We value each of our team members as individuals but believe that we achieve the best results by working together. We willingly sacrifice individual interests and recognition for greater collective impact. We hope having fun at work is important to you and that you are a team player.
COMPENSATION
Compensation is commensurate with experience and education. The target salary range for this role is $110K-$130K annually. CSGF offers a very competitive package of benefits, including: health, life, disability and dental insurance coverage; vacation/holidays and parental leave; and participation in CSGF’s 403(b) plan. Candidates must have permanent authorization to work in the US.
START DATE
CSGF seeks candidates who can start as soon as possible, with flexibility for the right candidate.
Postsecondary Success Lead – College Access & Alumni Success Practice, Impact Team
THE ORGANIZATION
The Charter School Growth Fund (CSGF) is a leading nonprofit venture philanthropy fund that identifies the nation’s best public charter schools, funds their expansion, and helps to increase their impact. The portfolio includes 150 charter school networks that operate over 1,000 schools and serve more than 500,000 students in 31 states. We are committed to expanding the impact of schools that are closing achievement and opportunity gaps. Our investment strategy is like that of a nonprofit venture capital firm for public charter schools. The diverse “portfolio” of schools and leaders that we support include single-site charter schools as well as established networks that operate schools in several states. Ultimately, we believe the portfolio networks can serve more than one million students nationwide and in doing so, show how public schools can help students achieve excellent outcomes at scale.
This is an exciting time to join the Charter School Growth Fund. We are launching our next philanthropic fund in 2021, building on our 15-year track record of success. CSGF’s new five-year “Fund IV” will be larger in size and scope than previous funds, with a goal to continue to fuel charter sector growth, accelerate innovation, and strengthen long-term outcomes for students, particularly students of color and those from low-income backgrounds. Our new fund will continue to prioritize investments in leaders of color as our current portfolio is led by more than 50% leaders of color and more than 50% female leaders. We believe it is vital for the networks we support to be proximate to the lived experiences of the students and communities they serve.
THE OPPORTUNITY
Team: The College Access & Alumni Success Practice sits within CSGF’s Impact Team, a dedicated team that provides solutions, insights, and connections to help our portfolio members grow with quality. The Impact Team also manages a $35M fund (which will likely grow in Fund IV) to help our schools build capacity and innovate new systems, models, and strategies that will inspire the K-12 sector as a whole.
We launched our College Access & Alumni Success Practice in 2019 with three priorities:
- Build the community of postsecondary leaders in the CSGF portfolio, spread counseling best practices, and invest in scaleable tools to improve college match and give students the best chance at earning a degree
- Invest early and scale new models that make Bachelor’s attainment faster and cheaper
- Support smarter partnerships that get students to and through existing institutions and scale career-focused models with through-lines to great first jobs
In the first 18 months, we have invested $5.0M in a range of ideas, including scaling best-in-class college match tools, launching a summer internship program and career development “bootcamp” for 400+ young alumni nationwide in response to the impact of COVID-19, and nurturing the emerging “hybrid college” sector. College Access & Alumni Success is a key area of focus for CSGF in the next five years and we anticipate significant opportunities to support our portfolio as they prepare their students for college and career.
Role: Now, we’re looking for a high-capacity entrepreneur who is passionate about setting up students for postsecondary success and who will lead our strategy to support charter leaders as they improve and reimagine college counseling. You will work in close collaboration with the College Access & Alumni Success Practice Leader and will have the opportunity to play a key role in determining the practice’s Fund IV direction.
KEY RESPONSIBILITIES
Connect
- Build trusting relationships with college access and alumni success leaders in the CSGF portfolio and the broader sector in order to highlight best practices and identify common challenges
- Support communities of practice and plan convenings and other events where leaders share and learn from one another in powerful ways
Invest
- Proactively build the pipeline of diverse entrepreneurs thinking of new solutions to help students achieve their postsecondary goals
- Identify and invest in ideas that will transform the sector’s approach to college access and alumni success by scaling what works and by piloting innovations on the frontier
Share
- Spotlight and share best-in-class practices and innovations that make public charter schools and districts better at supporting their students to and through college (see Stories and Lessons from Our Schools)
- Leverage portfolio-wide data in order to produce benchmarking projects that help the sector understand important and emerging trends
- Deliver expertise and coaching to help portfolio members accelerate quickly through common challenges
REQUIRED QUALIFICATIONS
- Deep commitment to CSGF’s mission and passion for K-12 education and postsecondary success
- Our ideal candidate has 10+ years of professional experience and at least 4 years of experience in a high-performing charter school/network or district, with expertise across college counseling and/or alumni support
- Strong desire to work or existing experience working in entrepreneurial environments where there is opportunity to set a vision or drive results in creative ways
- Strong strategic thinking, analytical, and creative problem-solving skills
- Excellent interpersonal and communication skills, particularly the ability to build strong relationships with diverse groups of internal and external stakeholders
- Ability to work seamlessly between high-level strategy and detail-oriented work
WORKING AT CSGF
We are focused on hiring and developing great people and believe that building diverse perspectives across our team make us more effective in expanding our impact. (This is reflected in Our Commitment to Diversity Statement.) Our core values are:
- Results. We work relentlessly to create efficient, measurable, and sustainable results. We strive for excellence and pursue our mission tenaciously. Ideally, you thrive working in a self-directed manner in a fluid environment where flexibility and tenacity are required.
- Entrepreneurship. We embrace calculated risks and new approaches. We have an entrepreneurial spirit that welcomes innovation, diversity of ideas, and risk. We rely on you to question conventional wisdom and think independently.
- Integrity. We are truthful, fair, and trustworthy in all aspects of our work. We hold ourselves and our partners to the highest ethical standards. We trust you will too.
- Respect. We appreciate the challenges faced by education entrepreneurs and recognize the limits of our own knowledge. We understand that our ultimate success depends on that of our partners. Your humility will be key to building trusted and authentic relationships.
- Teamwork. We value each of our team members as individuals but believe that we achieve the best results by working together. We willingly sacrifice individual interests and recognition for greater collective impact. We hope having fun at work is important to you and that you are a team player.
COMPENSATION
Compensation is commensurate with experience and education. The target salary range for this role is $150,000+ annually. CSGF offers a very competitive package of benefits, including: health, life, disability and dental insurance coverage; vacation/holidays and parental leave; and participation in CSGF’s 403(b) plan. Candidates must have permanent authorization to work in the US.
START DATE
CSGF seeks candidates who can start as soon as possible, with flexibility for the right candidate.
Grant Writer
About Us: Golden Apple is a non-profit organization that works to inspire, develop and support teacher and school leader excellence, especially in schools-of-need. To date, Golden Apple has recruited over 3,000 diverse, aspiring teachers into the teaching profession and is actively expanding to deliver an annual impact that systematically improves schools.
Summary: The Golden Apple Foundation is seeking a full-time grant writer to manage its growing grant portfolio. The grant writer will maintain between 30-50 active institutional relationships and manage a grant portfolio that requires the submission of 50-75 proposals a year and requisite reports.
Reports to: CEO with advice and guidance from the VP of Development
Responsibilities:
- Researches and identifies grant prospects at the state and national level.
- Determines proposal concept by identifying and clarifying opportunities and needs, studying requests for proposal (RFPs), attending strategy meetings, participating in relevant staff meetings, and developing a strong understanding of the organization’s work, programs, priorities, innovations, history, mission, and results.
- Maintains grant deadlines and program tracker and enters relevant information into the organization’s database. Meets proposal deadlines by establishing priorities and target dates for information and shares information with the development team. Coordinates requirements with various program staff and contributes proposal status information.
- Has excellent interpersonal skills with a demonstrated history of appropriately handling communication with high-net worth donors and/or foundation representatives.
- Drafts, revises, and produces high-quality proposals and reports for multiple stakeholders by using templates and following proposal-writing standards including readability, consistency, and tone. Assembles information including project nature, objectives/outcomes/deliverables, implementation, methods, timetable, staffing, budget, standards of performance, and evaluation. Presents proposals in creative or required formats. Obtains approvals by reviewing proposals with key stakeholders, including various program and executive-level staff within the organization.
- Drafts content related to grant partners for general external communications such as newsletter articles, blog posts, and social media content.
- Assists with database management; is capable of pulling reports to meet various funder queries.
- Prepares presentations for current and prospective partners using text, graphics, videos and other imagery.
- Improves proposal-writing outcomes by evaluating and re-designing processes, approach, coordination, and templates.
- Accomplishes organizational goals by accepting ownership, working with a team, and exploring opportunities to add value to organization
Skills and Qualifications:
- Bachelor’s Degree preferred in Communications, Journalism, Media, Non-Profit Management, or related field
- Minimum of 5-years’ experience in grant writing, prospect research, general fundraising or comparable and transferable skills acquired in a professional setting
- Understanding of donor market, willingness to research markets outside of Illinois and nationally
- Strong critical thinking and problem-solving skills; ability to engage in strategic planning and process improvement
- Strong entrepreneurial attitude including drive for results and proven ability to stay focused on goals; ability to prioritize competing priorities and meet deadlines
- Strong organizational skills, ability to follow processes and attention to detail
- Strong written communication and presentation skills
- Strong computer and Internet proficiency, including but not limited to Microsoft Office, Google G-Suite, social media tools, graphic design (i.e. InDesign or comparable platforms) and database applications
- Experience working in a fast paced, quick turnaround environment
- Excellent communication and interpersonal skills, together with the ability to work collaboratively and courteously with external partners
- High professional and ethical standards for handling confidential information
GAF is in compliance with all applicable EEOC laws. Representation of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Manager, Program & Investments
The Chicago Public Education Fund (The Fund) is a nonprofit that supports public schools by investing in the talented educators who lead them. We partner with Chicago Public Schools, the City of Chicago, the local philanthropic community, and school leaders to build and sustain a culture of strong leadership. Now celebrating our twentieth year of service, our programs, policy work, and data infrastructure have made a measurable, positive impact in schools and improved outcomes for students.
Current Opportunities at The Fund
MANAGER, PROGRAM & INVESTMENTS
We are currently seeking a manager to drive our strategy to develop and retain principals across Chicago’s public schools. These entrepreneurial individuals will collaborate with a small, cross-functional team to execute best-in-class programs and initiatives that engage more than 300 principals annually and contribute to The Fund’s top line goal of improving school quality through principal leadership.
ROLE AND RESPONSIBILITIES
The Manager will report to the Director, Program & Investments. Each Fund Manager is responsible for working with a cross-functional team to develop and implement the organization’s strategy for supporting or retaining principals.
The ideal candidates will have:
- Evidence of a strong work ethic and a detail-oriented approach to project management;
- Examples of exceptional written and oral communication skills across a diverse set of audiences;
- A history of reasoned judgment and positive energy, including in high-stress situations;
- A track record of successful project and people management (in professional or personal contexts);
- Demonstrated ability to foster and manage strong and productive partnerships with external stakeholders;
- A commitment to public education, and an interest in education policy; and
- Prior experience working in or with public schools in Chicago.
Responsibilities for the Manager include, but are not limited to:
Portfolio Management
- Manage a portfolio of Chicago public school principals and leverage a horizontal team to set, design, and execute a strategy to ensure that principals are improving and remaining in the role;
- Serve as the primary liaison for The Fund’s direct-to-principal programming:
- Drive annual recruitment and outreach cycle(s) for all programs both internally and in close partnership with CPS.
- Develop and execute program project plans, logistics, and events
- Develop and track program-related budget and expenses
- Oversee internal and external communications related to the program
- Track and analyze key program data to make near and long-term recommendations to The Fund’s team and Board of Directors
- Oversee The Fund’s investment process for a specific portfolio, including due diligence around prospective investments, stewardship of existing investments and analyzing and reporting investment impact for multiple stakeholders, including The Fund’s Board of Directors; and,
- Drive the creation of relevant reports, presentations, and materials to share The Fund’s perspective on sustainable approaches for principal quality in Chicago to share with internal and external audiences.
Partnerships and Communication
- Support the Director and Vice President in managing stakeholders and partners toward meeting a set of collective goals and objectives for The Fund’s support of retention and development strategies;
- Proactively prepare communications, updates, and recommendations for stakeholders including The Fund’s Board of Directors, Chicago Public Schools, the funding community and other partners focused on principal support and quality;
- Manage partnerships with external vendors and partners, including but not limited to, identifying new partners, setting and ensuring delivery of service benchmarks, and ensuring contract fulfillment; and,
- Establish and manage strong relationships with principals, educators, and other non-profits to inform The Fund’s long-term vision and strategies to ensure principal quality.
General Responsibilities
- Serve on key teams:
- As a member of a 5-person Program & Investments team that drives The Fund’s comprehensive plan to ensure that Chicago attracts, develops, and retains top principals;
- As the leader of a 4-person horizontal team that drives The Fund’s specific strategy around supporting or retaining principals in their roles; and
- As a member of The Fund’s Leadership Team that provides strategic and operational guidance for the organization.
- Add value to organizational activities such as strategic planning, document production, recruiting, and other duties as assigned
- Represent The Fund at external events and exhibit The Fund’s core values of collaboration, equity, excellence, innovation, integrity, and leadership
CANDIDATE QUALIFICATIONS
The Fund is seeking a highly-motivated professional with 5+ years of experience. Successful candidates will have:
Prior Experience:
- Experience developing and refining a data-informed program strategy and managing projects to execute on and achieve results
- Event planning and/or outreach & recruitment experience
- Experience working in public education in Chicago preferred
- Management experience preferred, but not required
- Bachelor’s degree (or equivalent experience) required
Skills and abilities:
- Strong verbal and written presentation and communication skills, particularly with diverse audiences
- Highly proficient in Microsoft Office and Google G Suite
- Ability to develop and cultivate relationships and networks to achieve results
- Ability to manage self and workload effectively, be flexible and adaptive, and follow through on execution
- Ability to think through and manage many details, often on tight timelines
- Outstanding organizational skills
Social Studies Teacher
Colorado High School Charter
Social Studies Teacher
Colorado High School Charter is seeking a Social Studies Teacher at our Osage campus in Denver, Colorado for the 2021-22 school year. In partnership with a number of community organizations, Colorado High School provides students with a unique and innovative learning environment that allows them to focus on engaging and relevant core content classes (Math, Science, Social Studies and English Language Arts) while taking advantage of numerous post-secondary exploration opportunities, such as concurrent enrollment and community partner classes and programs.
Colorado High School Charter Overview
Mission: Colorado High School Charter is transforming the alternative education experience by igniting the potential within each of the diverse young people we serve. CHSC ensures students’ personal and academic growth by creating tailored curricula, a supportive school environment, and community partnerships. We empower our students to succeed in life and positively contribute to their families and communities by offering them the freedom and resources to pursue a post-secondary path aligned with their individualized goals.
Vision: Schools that Empower People
Core Values: Relationships, High Expectations, Growth, Inclusivity, Wellness, Third-fourth-fifth Way
About: Colorado High School Charter (CHSC) is one of the leading alternative education campuses in Denver, serving students in grades 9-12. As an educator at CHSC, you will have the opportunity to develop meaningful relationships with your students while receiving regular coaching and professional development to allow you to deliver exceptional instruction for students who are looking for a small, supportive and relevant school setting.
https://www.coloradohighschoolcharter.com/
What makes teaching at CHSC unique?
- Constant learning through weekly coaching and professional development focused on culturally sustaining and inclusive practices
- A focus on student personal and academic growth achieved through relevant and intentionally created curricula, a supportive school environment and community partnerships
- Social emotional support for students to remove barriers in and out of the classroom so ALL students can be successful
- A positive culture that regularly celebrates student and staff achievement
- We are in demand. Students are consistently referred to our schools and word is spreading about the amazing work we do.
What do we look for in candidates?
- You are passionate about education in an alternative education setting where we recognize our students are looking for a school experience that is different than a traditional, comprehensive high school. We build off of best practices that work for our students AND have the autonomy and support to be innovative in our practices.
- You are excited about Colorado High School’s mission.
- You recognize the value of learning through real-world application and are eager to help all students consider a range of satisfying career paths.
- You are excited about the opportunity to engage students inside and outside of the classroom through the creation of relevant curricula and programming.
- You have experience or a strong desire to work with young people who have struggled personally or academically in conventional school settings.
- You are tenacious about your own professional growth and have the ability to seek and apply feedback to improve your practice.
- You’re entrepreneurial, innovative and willing to do “whatever it takes.”
- You value developing trusting and often transformative relationships with students.
- You are a team player who helps create a positive and vibrant school culture for both staff and students.
Job Description
The Social Studies teacher will teach multiple sections of Social Studies content to students over the course of four eight week quarters.
Social Studies Teacher Responsibilities:
- Create standard aligned curriculum with an emphasis on real world relevancy.
- Deliver engaging, standards-aligned real world relevant curricula.
- Manage the classroom effectively through a warm demander approach, by developing quality relationships and high expectations for students to maintain a productive learning environment.
- Positively impact achievement and differentiate instruction based on the needs of students, including multilingual, special education, and gifted and talented students.
- Work collaboratively with students, families, and colleagues.
- Support and actively participate in professional learning communities, professional development, and staff team-building exercises.
- Actively participate in inclusivity work on a personal and school level through constant self-reflection, actively seeking and exploring diverse perspectives, a love of learning, growing and challenging yourself and others.
- Utilize multiple online platforms to monitor attendance, post grades, and deliver student assignments.
- Support and willingly engage with Restorative Justice Practices.
- Support structured time and space to support student achievement, such as holding after school study halls.
- Collaborate with peers, instructional coach, and administration to refine practice.
- Engage families and community members through phone calls and CHSC Family Nights (broader outreach, ex. Home visits).
- Develop meaningful relationships with students, their families and the communities they come from.
Work hours are from 8:00 a.m. to 4:00 p.m. Monday through Friday with occasional evening commitments for school events.
Qualifications
Colorado High School Charter seeks candidates with strong character, passion for supporting students of diverse backgrounds and needs, and a relentless commitment to improvement and learning.
Required:
- One of the following:
- Subject matter endorsement on a Colorado teaching license
- Bachelor’s degree or higher with major in subject matter
- 36 semester credit hours in subject matter
- Passing score in subject matter on Praxis exam
- Strong knowledge of teaching methods, learning styles and educational research related to secondary learners
- Ability to create curriculum, performance tasks, and assessments with state content standards
- Strong communication, organization, and planning skills
- Strong interpersonal skills with the ability to build rapport quickly, facilitating positive relationships with students and coworkers
- Problem solving skills
- Proficiency in the use of technology
- Permanent US work authorization
Desired:
- Experience working with young people who have struggled personally or academically in conventional school settings.
Compensation
The starting salary for this position is between $48,079 and $67,758, depending on education and experience. The maximum salary for this position is approximately $90,000. A comprehensive benefits package is included. Teachers are eligible for the Federal Teacher Loan Forgiveness Program.
To Apply
Submit cover letter and resume to: careers@chscharter.org.
Colorado High School Charter is an equal opportunity employer. All aspects of employment including the decision to hire, promote, discipline, or discharge, will be based on merit, competence, performance, and school needs. We do not discriminate on the basis of race, color, religion, marital status, age, national origin, ancestry, physical or mental disability, medical condition, pregnancy, genetic information, gender, sexual orientation, gender identity or expression, veteran status, or any other status protected under federal, state or local law. Colorado High School Charter believes that diversity and inclusion among our teammates is critical to our schools’ success, and we seek to recruit, develop and retain the most talented people from a diverse candidate pool.
Chemistry/Physics Teacher for 21-22 – $2000 Signing Bonus
Are you an educator seeking a position that provides cutting-edge educational experiences to change kids’ lives? If so, Gary Lighthouse College Preparatory Academy is the right place for you! We are currently seeking innovative, energetic and committed High School Chemistry and/or Physics Teacher to join us.
This is an in-person position at our school in Gary, Indiana.
Please submit your application or send your resume directly to Christine Ginty at christine.ginty@lha.net for consideration.
- Lighthouse College Preparatory Academy is an established 9th-12th grade school striving to make positive changes in public education in Northwest Indiana.
- We are currently collecting resumes for teaching candidates interested in high school opportunities.
- All licensed teaching candidates interested in a school focused on rigorous academics, restorative practice and innovative lessons will be highly considered.
Will you be the next strong addition to our 2021-2022 team of change-agents in the classroom? Find out by applying now!
EDUCATION: Bachelor’s degree required, preferably in Education
SUCCESSFUL CANDIDATES WILL POSSESS:
- Two (2) years prior teaching experience preferred
- Current or progress towards IN state teaching certificate/licensure required
- Highly Qualified status under No Child Left Behind
- Strong desire to work within an innovative, urban educational program
- Proven track record of raising student achievement scores in an urban environment
- Ability to use data to inform instruction and decision-making related to student achievement
- Ability to turn best practices into high quality, goal-driven results
- Highly effective writing, oral and interpersonal skills to communicate with a varied audience
- Data management tools, organizational tools, computer skills (Word, Excel, Powerpoint and Outlook)
High School Math Teachers for 21-22 – $2000 Signing Bonus
Are you an educator seeking a position that provides cutting-edge educational experiences to change kids’ lives? If so, Gary Lighthouse College Preparatory Academy is the right place for you! We are currently collecting applications for innovative, energetic and committed High School Math Teachers to join us!
This is an in-person position at our school in Gary, Indiana.
Now seeking:
- Algebra 2/Math Lab
- Geometry
- Pre-Calculus (Dual Credit a PLUS!)
- 11th Grade Math
Please submit your application or send your resume directly to Christine Ginty, at christine.ginty@lha.net for consideration.
DETAILS:
- Gary Lighthouse College Preparatory Academy is an established 9th-12th grade school striving to make positive changes in public education in Gary, Indiana.
- We are currently collecting resumes for teaching candidates interested in High School Math Opportunities.
- All licensed teaching candidates interested in a school focused on rigorous academics, restorative practice and innovative lessons will be highly considered.
Will you be the next strong addition to our 2021-2022 team of change-agents in the classroom? Find out by applying now!
EDUCATION: Bachelor’s degree required, preferably in Education
SUCCESSFUL CANDIDATES WILL POSSESS:
- Two (2) years prior teaching experience preferred
- Required State teaching certificate/licensure
- Strong desire to work within an innovative, urban educational program
- Proven track record of raising student achievement scores in an urban environment
- Ability to use data to inform instruction and decision-making related to student achievement
- Ability to turn best practices into high quality, goal-driven results
- Highly effective writing, oral and interpersonal skills to communicate with a varied audience
- Data management tools, organizational tools, computer skills (Word, Excel, Powerpoint and Outlook)
High School Spanish Teachers! $2,000 Signing Bonus!!
Are you an educator seeking a position that provides cutting-edge educational experiences to change kids’ lives? If so, Gary Lighthouse College Preparatory Academy is the right place for you! We are currently seeking innovative, energetic and committed High School Spanish Teachers (Spanish 1, 2 & 3) to join us.
This is an in-person position at our school in Gary, Indiana.
Please submit your application or send your resume directly to Christine Ginty at christine.ginty@lha.net for consideration.
- Lighthouse College Preparatory Academy is an established 9th-12th grade school striving to make positive changes in public education in Northwest Indiana.
- We are currently collecting resumes for teaching candidates interested in high school opportunities.
- All licensed teaching candidates interested in a school focused on rigorous academics, restorative practice and innovative lessons will be highly considered.
Will you be the next strong addition to our 2021-2022 team of change-agents in the classroom? Find out by applying now!
EDUCATION: Bachelor’s degree required, preferably in Education
SUCCESSFUL CANDIDATES WILL POSSESS:
- Two (2) years prior teaching experience preferred
- Current or progress towards IN state teaching certificate/licensure required
- Highly Qualified status under No Child Left Behind
- Strong desire to work within an innovative, urban educational program
- Proven track record of raising student achievement scores in an urban environment
- Ability to use data to inform instruction and decision-making related to student achievement
- Ability to turn best practices into high quality, goal-driven results
- Highly effective writing, oral and interpersonal skills to communicate with a varied audience
- Data management tools, organizational tools, computer skills (Word, Excel, Powerpoint and Outlook)
Chicago Reporter
Chalkbeat, the growing nonprofit news organization telling the story of education in America, is seeking a reporter to join our Chicago team.
This is a critical moment to cover the education beat in Chicago. Before COVID-19, the country’s third largest school district was nationally recognized for the pace of its academic growth, even as families left the city and tensions simmered with its powerful teachers union. The pandemic forced schools into remote learning into remote learning and brought those tensions to the forefront.
It also interrupted Chicago schools chief Janice Jackson’s efforts to deliver on an ambitious, five-year equity plan that prioritizes financial stability and sets higher achievement goals for the Black and Latino students who make up the majority of its enrollment.
We are closely following where the school district goes from here and how it plans to deliver on Jackson’s goals. There’s a lot to write about as the public school district eyes a full-time fall reopening, tries to recoup learning lost during a pandemic, embarks on efforts to re-engage students who’ve gone missing from their classrooms, and reexamines policies that have sustained disparities in course offerings, school funding, and even quality of gyms and playgrounds in a historically segregated city.
To capture the story here requires hyperlocal reporting down to the individual classroom and neighborhood. The job is fast-paced and newsy — but also requires sustained audience engagement to build sources and relationships in school communities.
This position is based in Chicago and will report to Chalkbeat’s Chicago bureau chief.
Who are you?
You are committed to local journalism and respect the transformative power of a good story. You prize accountability reporting and data but also understand it’s important to prioritize on-the-ground perspectives from students, families, and teachers in the whirl of the policy debate.
You can move fast when you need to and are hungry to break news. You’re also a strong beat reporter who can see the bigger picture and can write a range of stories. You’re not afraid to analyze and inform the conversation, or to call out wrongdoing, or to spend an afternoon talking to people. You value data but not over the human experience. Most importantly, you can serve as a guide for our readers—school personnel, education insiders, parents, students, and curious citizens—in explaining how schools in the city work. And you’re not afraid to challenge the dominant narrative.
We’re looking for a reporter who can hit the ground running on a beat and who can understand the nuances of Chicago.
What background and skills do you have?:
- At least five years of reporting experience covering education, government, or public policy
- Familiarity and experience with social media
- Comfort or experience working with data, research, and reports
- Interest in accountability reporting and investigative reporting
- Interest or experience with reader engagement, including finding creative ways to connect with a diverse set of readers and use those efforts to inform our reporting
- Knowledge of early childhood education, K-12 education, pathways to college, and state and city policy issues
- Experience with building sources and generating story ideas
- The ability to write clearly, cleanly, and on deadline for quick-take, daily and longer-form stories
- A knack for interviewing students and their families. You’re not afraid to pick up the phone or approach someone new and begin a conversation.
- A firm grasp of AP style and proper grammar
- The ability to accept feedback and use it to grow
- A passion for education and the future of Chicago and its children
- Ability to report in Spanish is a plus
Note: We know that many strong candidates will not have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!
What will you be responsible for?
- You’ll be responsible for reporting and writing news stories
- You’ll also conceive and execute more in-depth stories that help people understand how breaking news connects to the big picture and that hold decision-makers accountable.
- You’ll collaborate with our data/visuals team as Chalkbeat comes up with innovative ways to present news and distribute stories.
- You’ll communicate and build relationships with readers and key players in the local community through our regular morning newsletters, social media posts, reporting assignments, and Chalkbeat events.
We offer a flexible work environment, with shared office space in Chicago’s Loop and the ability to work from home when appropriate. (We are working remotely now through the pandemic).
This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess.
About Chalkbeat:
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 are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.
Special Education Teacher
Position Title: Special Education Teacher
F.T.E: 1.0
Location: 7415 S East End Ave, Chicago, IL 60649
Reports To: School Director
Start Date: Winter 2021
The Mission of Distinctive Schools, an educational practice leader committed to social justice and the elevation of access and achievement in historically marginalized communities, is to support each child in becoming an engaged and curious learner, a confident self-advocate, and a creative problem-solver by setting high expectations and nurturing a positive culture that honors diversity, collaboration, and optimism.
Position Description:
A Distinctive Schools Special Education Teacher has the awesome responsibility of providing support to students with diverse learning needs. This person will:
- Serve as primary instructor for students with identified learning needs in both resource and inclusive settings
- Develop lessons that address students academic, interpersonal, social and emotional needs
- Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s Individualized Educational Program (IEP)
- Develops and implements annual Individualized Educational Program (IEP) plans for students to include: present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services required to meet those goals.
- Make collaboration a priority with general education teachers and school leadership
- Communicate regularly with families regarding instructional programming and student progress
- Has a mindset of using restorative justice approach with discipline
- Monitor progress to ensure all students are demonstrating high rates of growth
- Maintain accurate and complete records of students’ progress and development
- Demonstrate preparation and skill in working with students from diverse social-emotional, cultural, economic and ability backgrounds
- Work closely with team members and parents to best meet the needs to students
Requirements:
- Bachelor’s Degree
- Illinois Professional Educators License
- LBS1 Endorsement
Why Join the Distinctive Schools Team:
- We are a collaborative team of professionals supporting each other to instill a love of learning in our students
- We empower students, families and staff to contribute to our mission in a meaningful way
- We make an impact in our communities by serving some of the most historically marginalized in the city
- We offer a great benefits package for full time employees (Medical; Dental; Vision; PTO; 403b match, discounted gym membership, tuition reimbursement options, referral bonus)
- 4% pension contribution
- Salaries starting at $50,000 for licensed teachers
Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.
Director of Talent and Equity
ABOUT CODE NATION
Code Nation is a community of teenagers, technologists, teachers, business leaders, and other champions. A movement spanning cities, cultures, and industries, our community builds bridges across social and economic divides and unites people with the power to change each others’ lives.
Code Nation equips students with the skills, experiences, and connections that together create access to careers in technology. With a volunteer teaching cohort of over 300 professional web and software developers and a network of school and company partners, we provide coding courses and work-based learning programs to students who attend under-resourced high schools. Our industry-aligned curriculum and vast network of supporters provide students with the tech skills and social capital they need to break into the tech workforce.
During the 2019-2020 school year, Code Nation pivoted to reach 1,630 students in 72 programs across the Bay Area, Chicago, and New York City, 100% virtually. Software developers collectively volunteered more than 45,000 hours to provide in-person and remote learning in support of Code Nation’s mission in the San Francisco Bay Area, Chicago, and New York City.
Code Nation is committed to being an inclusive, pro-Black, and anti-racist organization. Ideal candidates are committed to educational and tech equity and working against institutional inequities. We believe that anyone can learn to code, and everyone should have access to careers in the thriving tech workforce. Check out our latest commitment with CS for All to provide coding courses, workplace experiences, and industry mentorship with a focus on equity and representation for 1,200 students across New York City, Chicago, and the Bay Area by Summer 2021.
THE ROLE
Code Nation is seeking our first ever leader of our human resources function, the Director of Talent and Equity. The Director of Talent and Equity will develop and manage our efforts to support a thriving team and an inclusive organizational culture. They will ensure equitable practices are infused throughout our internal processes, including recruitment, hiring, onboarding, professional development, retention, and team member engagement. The Director of Talent and Equity will have strong DEI experience, an inclusive and collaborative approach to the work, and the ability to build strong connections within our team.
In the first year, the Director of Talent and Equity will refine our performance management system and processes, help inform our emerging compensation philosophy and strategy, and develop an approach for evaluating and updating our benefits that ensure we are meeting the needs of our staff and remaining competitive in recruiting talent. They will also design and coordinate onboarding and offboarding experiences that make our team feel valued. Our emerging vision is that a team member in each region will spend ~25-30% of their time working on HR initiatives (culture, hiring, etc.) and that the Director of Talent and Equity will implement their vision through thoughtfully centralizing some things and supporting these regional liaisons to implement locally (e.g.hiring, team culture, etc.) in service of regional program autonomy.
The Director of Talent and Equity will report to our COO, Fra Balbi. Fra and the Director of Talent and Equity will co-manage a Senior Manager of Human Resources and Finance. Code Nation currently has 34 full time team members with plans to grow to 40 by August 2021. The majority of our staff work on our regional program teams in the Bay Area, Chicago, and New York.
Code Nation is committed to being an inclusive, pro-Black, and anti-racist organization; ideal candidates are committed to educational and tech equity and working against institutional inequities.
The salary range for this position is $100,000 – 140,000.
RESPONSIBILITIES
The primary responsibilities will include, but are not limited to:
- Performance Management + Leadership Development
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- Work with leadership team to develop a vision for excellent management at Code Nation
- Work with Managing Directors to develop robust and equitable staff, manager, and leadership development pathways across Code Nation to facilitate professional growth and provide a foundation for ongoing performance management
- Serve as a trusted resource to all team members to help navigate career development, management, and ensure a great team member experience
- In collaboration with Code Nation leadership, improve upon and scale current performance management processes, including ensuring staff received annual performance review and are equipped to engage in clear and collaborative conversations around workload, goals and performance
- Work with managers to establish a culture of transparency and growth orientation with regard to performance and promotion through intentional habits and structures designed to facilitate feedback and nurturing professional development experiences
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- Talent Strategy
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- Lead Code Nation in maintaining and developing best practices across all areas of talent management and culture, including recruitment, hiring, professional development, staff management, performance evaluations, promotion pathways, and team member retention plans
- Build and deliver long-term, data-driven professional development pathways and plans that positively impact individual and team performance, leadership, and Code Nation’s strategic goals
- Develop robust, consistent onboarding procedures to welcome and orient new team members with the knowledge and support to thrive from the outset
- Manage team member engagement processes, including developing and analyzing our annual staff culture survey and co-leading efforts to track organizational progress and integrate feedback into policies and practices
- Manage periodic compensation analyses to ensure staff are compensated competitively and equitably
- Consult with and advise programmatic staff regarding talent and organization development opportunities and solutions
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- Equity & Inclusion
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- Create and champion learning opportunities that build staff knowledge and skills for embedding equity and inclusion throughout our programmatic work, internal practices, and organizational culture; co-lead the design and implementation of organization-wide accountability measures, such as incorporation of equity core competencies into job descriptions and performance reviews
- Establish methods for the ongoing tracking of the impact of our policies and practices to ensure they are equitable for all staff while identifying and recommending improvements
- Develop robust recruitment processes and support to create the highest caliber candidate pools and provide guidance and coaching on explicit recruitment-focused responsibilities
- In conjunction with leadership, work to ensure cultural changes are embedded across all levels and in alignment with strategic plans and desired business outcomes
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- Human Resources
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- Maintain team member handbook, including evaluating all human resources policies and procedures and identifying and implementing policy improvements
- Work with Code Nation’s HRIS vendor to manage team member documentation; utilize relevant human resource and company systems to track candidate flows and manage team member performance management records (e.g., professional development plans, performance reviews, performance improvement plans)
- Serve as a point person for Employee Relations, including confidential and sensitive personnel issues and management of the confidential internal grievance process
SKILLS AND QUALIFICATIONS
Success in this position will require, but not be limited to, the following proven experiences and competencies:
- What you’ve accomplished (required):
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- Minimum of 5 years in human resources or talent roles in an analogous setting (e.g. direct service or youth development program). We will eagerly consider candidates with compelling experience at other social sector organizations or from the private sector who demonstrate strong instincts around the needs of our organization in the interview process
- Found success through influencing and managing people to execute when they do not report into you (through dotted line relationships)
- Knowledge of human resources best practices, from compliance to strategic engagement
- Experience helping organizations progress on their journey to become more equitable and inclusive, and receive constructive feedback
- Ability to coach others; deep knowledge of adult learning strategies and tactics
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- Other things you might have accomplished (preferred) or would be excited to learn here:
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- Owning the talent life cycle from beginning (recruitment/hiring) to end (offboarding)
- Developing an ongoing talent strategy including forecasting of future needs
- Significant experience advancing equity as a mission-critical facet of your role
- Facilitating staff experiences around diversity, equity, and inclusion or strong instincts around selecting and managing external vendors
- Creating and/or managing an org-wide performance management system that is equitable and growth oriented
- Developing and/or strengthening a comprehensive compensation policy that is equity driven
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- Skills you have developed and knowledge you have acquired:
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- Ability to organize and keep track of many projects, deadlines, and priorities at the same time
- Ability to organize and manage the actions of others who do not report to you
- Ability to manage self while leveraging manager for strategic support rather than accountability
- Ability to set vision for a small dispersed team with dotted reporting lines while managing to strong outcomes and job satisfaction
- Ability to produce work that is clear and accessible to all internal audiences
- Ability to give and receive constructive feedback
- Ability to coach others; knowledge of adult learning strategies
- Ability to communicate verbally and in writing in clear, concise, and linear ways
- High level of self-awareness, humility, interpersonal skills, and emotional intelligence
- Ability to track and research trends in organizational design and human resources strategy in a virtual, dispersed context
- Ability to take hard data, qualitative information, feedback, input from internal and external stakeholders, to develop and inform talent strategies
- Ability to prioritize actions that will efficiently produce the most desirable results while deciding not to take other worthwhile actions due to time constraints
- Knowledge of how race, racism, class, classism, gender, sexism, and power and privilege and related equity issues show up in the work of mission-driven organizations and their programs
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- How you work and what you value:
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- Deep commitment to diversity, equity, and inclusion
- Comfortability with ambiguity while finding responsibility in driving towards and/or creating clarity
- Enjoys iterative work
- Self starter and entrepreneurial. Comfortable with failure as a path towards progress
- Exemplary ethical standards, discretion, and an excellent track record of managing confidential matters and developing trust with colleagues at all levels
- Enjoys working on a team and operates in a way that will build trust with teammates (e.g. curiosity, integrity, consideration, etc.)
- Driven by results
- See yourself in our core values
WHAT YOU CAN EXPECT
Code Nation has a high-performing culture characterized by our desire to provide our staff members with the support, resources, and information they need to be successful in our organization and in the non-profit field in general. If you take on this position, you can expect to be offered a compensation package, including salary and benefits, that will be commensurate with your experience and competitive within the non-profit sector. Some of the benefits we offer to our staff members include, but are not limited to:
- Medical, Dental and Vision Insurance and a Flex spending account for out of pocket medical costs
- Generous Time Off policy-15 days of paid time off & 14 paid holidays/office closures
- 401k Retirement Plan
Manager, Partnerships
ABOUT EL EDUCATION
EL Education is a leading K-12 education non-profit that is meeting the national challenge to raise student achievement. Combining challenging work with the joy of discovery and pride in mastery, EL offers the education we would want for every child: one that prepares citizens with both the skills and the character necessary for success throughout college, work and life.
Our portfolio of instructional materials and coaching services draws on 20+ years of success in more than 160 EL schools, serving 4,000 teachers and 53,000 students in 31 states and Washington D.C. Based on founding principles of meaningful work, character and equity, EL Education’s offerings transform teaching and learning to promote habits of scholarship and character that lead to high student achievement, regardless of student background.
In addition to success on standardized tests, EL Education students demonstrate critical thinking, intellectual courage and emotional resilience; they possess the passion and the capacity to contribute to a better world. For more information, visit http://ELeducation.org/
ABOUT THE POSITION
The Manager, Partnerships works with the Partnerships Team, supporting the Managing Director, Partnerships, and projects for the team of partnership directors. This position reports to the Managing Director, Partnerships. The position is designed to support the work flows of the partnership director team, including coordinating hand off from partnership development team to directors, ensuring key team projects are set up for success and on-track for deliverables, and supporting the smooth connection of the partnership team with other departments in the organization. The Manager will work directly with the Partnership Team supporting delivery of services, team communication, and coordination of team projects that serve to deliver impactful and equitable outcomes with schools and districts. The Manager, Partnerships will coordinate high-level reports and data/information summaries about current and potential partnerships in support of the Managing Director, partnership impact and on-going coordination. The Manager, Partnerships will work to coordinate and communicate regarding a complex set of partnerships, including grant monitoring, on a growing team with tremendous attention to details, coherence and project management functions.
RESPONSIBILITIES
- Planning, logistics, and coordination management for partnership team projects
- Finalize a complex set of details across multiple regions of partnership work
- Work closely with Partnership Associate(s) to ensure that the systems created for team meetings are implemented across the partnerships team
- Liaise for delivery of partnership team deliverables with other teams in the organization
- Act as go-to first level communication for the administration of questions and needs from directors on project deliverables.
- Anticipate, plan for and manage upcoming project needs to maximize focus on instructional leadership for partnership directors
- Manage and assist in creation and communication of schedules, agendas and meeting processes
- Communicate with EL staff and directors regarding upcoming projects and deadlines
- In collaboration with EL Education’s other teams and Chief of Staff for the Partnership team to set up scalable systems for:
- Manage materials/supplies delivery and ordering for team meetings
- Tracking and coordination of deliverables in the current meeting structure
- Negotiate contracts with venues and vendors
Partnership Support, Management and Coordination
- Assemble high-level reports and data/information summaries about current partnerships (i.e., Board reports, internal presentations, communications, etc.)
- Research potential partners and assemble reports to support partnership development efforts
- Manage and respond to complex requests with professionalism and depth of knowledge
- Support communications with EL’s national partnerships
- Support the tracking and management of grant funding associated with the partnership portfolio
- Coordinate and support a set of partnership meetings including: agenda management, partnership plan monitoring, maintaining documents, tracking action steps and providing ongoing management support
Administrative Support and Coordination for Managing Director
- Prioritize meetings, assisting with meeting and calendar management, meeting and event preparation, and other project management and administrative functions as needed
- Manage expense reporting and documentation
- In collaboration with Partnership team leaders support the functions of a large, complex team and set of partners
- Support determining team priorities, and ensuring they are met, respected, and adjusted as necessary in service of partnership impact goals
- Coordinate team meetings and regular communication structures
- Support budget management
- Support grant management and documentation
Other duties as assigned, including but not limited to:
- Coordinate internal communications to partnership team
- Serve on ad hoc or standing operational task forces as partnership team representative
- Communicate with internal colleagues and external partners
- Handle logistics on-site for internal and external meetings
- Other duties as assigned
CANDIDATE QUALIFICATIONS
Skills:
- Highly proficient in technology tools including the Google Apps, use of online calendar, MS Office Suite, Salesforce and web-based collaboration tools (e.g., Google Hangout, Adobe Connect)
- Strong communication skills including internal and external audiences
- Logistical event planning for participants from a variety of settings
- Ability to handle fast-paced work flow
- Familiarity with Salesforce preferred
- Familiarity with MailChimp or other communication tools
- Proficiency with project management tools
- Strong ability to delegate tasks to others
Knowledge:
- Basic understanding of the education profession, workings of schools and districts, etc
- Experience in event planning or logistics
Attributes:
- A minimum of 5 years work experience
- Bachelor’s degree — ideally with background in communication, business administration or education
- 2+ years of project management experience with increasing responsibility
- A passion for EL Education’s mission and vision
- Drive to contribute to an equitable work environment resulting in equitable outcomes
- Demonstrated experience supporting complex, deadline-intensive projects
- Strong written and verbal communication skills
- Ability to manage multiple work streams and stakeholders
- A collaborative, entrepreneurial, and flexible professional approach
- High detail-orientation
- Ability to prioritize a number of concurrent tasks
- Service oriented mindset
- Comfort with working remotely by oneself and also being a part of highly interactive face-to-face events
- Ability to work with a geographically dispersed organization
- Professional demeanor
Travel:
- Travel will be required up to 20%
COMPENSATION
We offer a competitive salary commensurate with experience and a wide variety of benefits, including paid-time-off, 403b match, maternity/paternity/adoption leave, medical/dental/vision insurance, and more.
HOW TO APPLY
Applications will be reviewed until the position is filled.
Please submit your resume and one page cover letter online (link to EL’s Career Page) in MS Word or PDF format. In your cover letter, identify the position you are applying for and how you heard of the job opening and EL Education.
No phone calls please. EL will respond only to finalist candidates.
ANTI-DISCRIMINATION POLICY AND COMMITMENT TO DIVERSITY
Candidates of color are encouraged to apply. EL Education is committed to equity across the organization: in services to our partners, in our workforce composition and practices, and in our organizational culture. EL Education provides equal employment opportunities for all applicants and employees and prohibits discrimination with respect to the hiring or promotion of individuals, conditions of employment, disciplinary and discharge practices, or any other aspect of employment on the basis of gender, race, color, ethnicity, disability, or any other factor which cannot lawfully be used as a basis for an employment decision. EOE
VEVRAA Federal Contractor
Chief of Staff to the CEO
Chicago Public Schools (CPS) is the third-largest school district in the United States, serving over 340,000 students in 600+ schools and employing nearly 36,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. In order to fulfill this mission, we make three commitments to our students, their families and all Chicagoans: academic progress, financial stability, and integrity. Six core values are embedded within these commitments – student-centered, whole child, equity, academic excellence, community partnership, and continuous learning.
Reporting to the Chief Executive Officer (CEO), the Chief of Staff is a critical member of the district leadership team, speaking for the CEO when she is not present, prioritizing and facilitating the resolution of critical issues on behalf of the CEO and ensuring that the CEO is informed and engaged appropriately in key organizational decisions. This role supports the overall management of the executive leadership team, serving as a liaison and trusted advisor to the Board of Education, city leaders, and external agencies and partners to drive the implementation of CPS’ multi-year vision, Success Starts Here.
The Chief of Staff to the CEO will be held accountable for the following areas of responsibility:
Executive Office Leadership
- Support the CEO in the overall management of the cabinet managing the flow of information from the Executive Office to leaders fostering collaboration and harmony.
- Manage the performance and effectiveness of the Executive Office and the Internal Audit function supervising two Deputy Chiefs of Staff and the Chief Internal Auditor providing ongoing coaching and development.
- Advise the Executive Leadership Team on the execution of district initiatives and priorities via the continuous improvement process.
- Ensure that the executive team follows through on key decisions in accordance with team agreement and the CEO’s direction.
- Help CEO and senior executives navigate through uncertainty and risk
- Facilitate/lead teams through crisis management
Strategic Project Oversight
- Provide strategic project management oversight for priority short and long-term district programs and initiatives from strategy formulation and development through execution.
- Develop and maintain tools to track the district’s progress toward academic, financial, and operational goals including dashboards to monitor key performance indicators. Proactively address off-track programs, teams, and metrics to achieve the objectives outlined.
- Identify and lead the implementation of data-driven, evidence-based practices districtwide that maximize outcomes and provide equitable opportunities for all CPS students.
- Conduct research and synthesize information on complex topics resulting in clear and concise recommendations to the CEO, the Board Office, and senior leaders.
- Perform additional ad hoc duties as assigned.
Collaborative Partnerships and Relationship Building
- Identify the key roles needed to anticipate, troubleshoot and solve critical issues.
- Ensure cross-functional collaboration and align teams to realize efficiencies.
- Represent CPS before varied external partners such as government councils and commissions, business community & civic groups, legislators, etc. regarding district programs, projects, and policies.
- Stand-in for CEO in internal meetings, serving as a key liaison between internal teams and the CEO
- Partner with internal and external stakeholders to identify opportunities to improve and streamline processes and policies.
Key Competencies Required
Emotional Intelligence and Professional Maturity
- Keeps composure when conversations are challenging and decisions are unpopular.
- Is fearless in the face of conflict; maintains a keen awareness of the interests and motivations of others, and acts with integrity in a politically-charged environment.
- Comfortable naming issues and addressing them openly as they occur. Not afraid to share difficult news.
- Able to lead complex and difficult tasks transparently and effectively.
- Appropriately judges the right timing to engage executive leadership around key issues.
- Reflective and self-aware; accepts responsibility for decisions, mistakes and lessons learned.
Influence, Leadership, and Interpersonal Effectiveness
- Prepares the CEO and other leaders for effective decision-making conversations, anticipating and organizing key questions and data that support productive discussions to direct key priorities.
- Proven ability to build consensus among diverse stakeholders to lead and drive change, including influencing and motivating others toward a common goal.
- Navigates political structures, relationships, and dynamics to improve results and amplify access for all students.
- Initiates, builds, and manages coalitions and cohesive partnerships with internal and external stakeholders including government agencies and community partners.
Individual Leadership and Team Engagement
- Leads a creative, innovative, and high-functioning team; delegates and leverages the team effectively to drive for impactful results and achieve ambitious goals.
- Supports the professional development of team members, and maximizes opportunity for every team member to take thoughtful risks and find innovative solutions in service of CPS students and families.
- Demonstrates excellent execution and leadership skills and the ability to successfully lead team members in balancing multiple high priority, high profile projects.
Problem Solving, Decision Making, Planning, and Organization
- Models integrity through actions and communications; upholds principles and values despite risks.
- Exhibits exceptional critical-thinking skills and experience in leading data-driven practices at a systems level, including the ability to analyze data, identify trends, pinpoint problems and root causes, ask probing questions, set goals, track resources, and develop innovative solutions.
- Possesses a deep understanding of systems-level operations, management, and organizational design and uses this knowledge to deliver upon desired outcomes districtwide.
- Pursues and implements innovative ideas and methods. Committed to seeking out and sharing current research and evidence-based best practices.
Minimum Qualifications Required
- Bachelor’s degree from an accredited college and/or university; Master’s degree in Business Administration, Education, Policy, or Public Administration preferred
- A minimum of ten (10) years of strategic senior leadership experience in a large, fast-paced, and high-functioning organization; Urban school district or public institution experience preferred
- A minimum of seven (5) years of experience successfully leading and managing complex cross-functional projects with effective team management
Residency Requirement
As a condition of employment with the Chicago Public Schools (CPS), employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and must maintain residency throughout their employment with the district.
District Program Manager
Position: District Program Manager
Reports to: Program Director, Chicago
Location: Chicago, IL (currently remote)
Status: Full Time, Exempt (This is a one-year, grant funded position)
Start: January 2021
Facing History and Ourselves is an international non-profit organization that equips educators with the content, skills, and tools to teach middle and high school students about the consequences of racism, antisemitism, and violence.
The District Program Manager plays a key role in meeting both regional and organization-wide growth objectives – cultivating and managing relationships with district leadership, school leaders and implementing educators to help them adopt Facing History and Ourselves’ programming in their schools.
In Chicago, they will attend weekly staff and program meetings and will take on other responsibilities in support of the Chicago program strategy. The work in Chicago will be in support of the Chicago Public Schools Curriculum Initiative as well as the development of new regional partnerships. As a member of the Chicago program team, the role will be integral to the growth of the Chicago office.
The District Program Manager, for both the region and the organization, will assist in recruiting schools and districts to explore and implement Facing History and Ourselves, by leading introductory sessions and establishing formal partnerships and fee-for-service contracts. The District Program Manager will support and coach trained teachers of the program, may lead and manage teams of Program Associates and Teacher Leaders to aid in implementation, he/she may co- or lead professional development workshops and seminars virtually and in person, document relationships and communications with educators and key constituencies in our organizational database, and manage events or projects on a case-by-case basis.
Occasional evening, weekend, and travel work may be required. The position will be allocated in the following way for FY21: 60% Chicago and 40% organizational. Up to 20% of the District Program Manager’s organizational time may require travel. This position is currently a one year, grant funded position.
Who you are
You share our passion for education, youth and the community. You are confident facilitating workshops and conversations that explore identity, racism, antisemitism and other challenging topics in diverse settings. Ideally, you have had experience working with school districts and education leaders and establishing partnerships with schools. You are equally comfortable leveraging digital and online tools for facilitation, instructional support and relationship building. You bring experience in engaging and nurturing relationships with key educational actors and decision-makers using a variety of methods, including face to face and online client relationship management. You bring your experience and unique perspective to make us stronger together. You thrive in a team environment, bringing both strong collaboration skills and independent initiative. You have a constant curiosity, and an appreciation for all of Facing History’s core case studies.
Essential Skills/Qualities
- Interest in, and ability to articulate the mission of this non-profit
- Minimum of 7 years experience; Facilitation skills in topics of SEL, Equity & Civics education, and familiarity with Humanities-based academic subjects
- Demonstrated relationship building, effective communication and facilitation skills, including online facilitation
- Commitment to issues of race and equity in the field of education and a willingness to deepen knowledge
- Experiential knowledge of Social and Emotional Learning and civics education in addition to literacy, writing/English/language arts/humanities, social studies, and standards alignment
- Experience in building relationships with multiple educational stakeholders, including district and school leaders.
- Project management skills. Developing timelines, managing budgets and cross-organizational teams, and administrative documentation
- Fluency in online digital media literacy skills and comfort with integrating the use of internet and other social media technologies; knowledge of internet and web communication for support of global network of teachers and students
- Entrepreneurial and collegial style; ability to work collaboratively in a team environment
- Ability to organize and execute tasks in a non-profit context
- Up to 20 % travel throughout the US
- BA/BS; MA preferred
Compensation and Benefits:
In addition to meaningful and rewarding work, Facing History provides an excellent and competitive compensation and benefits package including medical, dental, vision, life & long-term disability insurance, a 403(b) program, generous paid time off, an employee assistance plan & a travel assistance plan, pre-tax Transit-pass program, flexible spending health care and dependent care accounts, 4 voluntary Aflac plans and a friendly work environment.
Facing History proudly values diversity. We are an Equal Employment Opportunity Employer.
Newsroom Visuals Coordinator
Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a visuals coordinator to join our team. Chalkbeat provides deep, local coverage of education policy and practice to inform the decisions and actions that lead to better outcomes for children and families, especially those in low-income communities. We believe that every child deserves an excellent education and that a strong press is vital to making that happen. In our eight local bureaus and a national desk (and growing), we’re working with communities to reimagine and recreate the press public education deserves. Learn more about how our unique model — a nonprofit newsroom covering a single topic in multiple locations — represents a promising path forward for local news. Read more about our mission and values.
The newsroom visuals coordinator collaborates daily with reporters, editors, data journalists, and bureau chiefs across Chalkbeat to make sure our stories are accompanied by the best photos and visual treatments. While this is not a photographer role, if you have photography skills there is an opportunity to take photos occasionally.
We’re looking for a flexible, self-directed person who enjoys interacting with people and finds fulfillment in sweating the smallest details. You must thrive in a fast-paced environment. You will report to Chalkbeat’s Managing Editor for Style and Standards.
Your impact as the visual coordinator:
- Enhance the visual presentation of Chalkbeat’s journalism by maintaining our photo database, building our photo library, and uploading freelance and partnership photos.
- Manage the daily process of selecting and acquiring photos and/or other visuals for stories and track which photos are used.
- Ensure that our published photos reflect the communities that we report for.
- Maintain our asset manager. Fix errors or omissions in metadata and oversee best practices.
- Refine and maintain our guidelines for workflow, stock photography, indexing, partnerships, and editorial and ethical standards for visuals.
- Work closely with the operations team to manage and oversee our Getty Images accounts, freelance photography relationships, and photo partnerships with other newsrooms.
- Train and coach reporters on incorporating photojournalism best practices into newsgathering and story field production.
- Work with our data team to create and organize a searchable database of past graphics and data sets.
What background and skills do you have?
- You are highly organized, comfortable working with databases, and thrive on bringing order to chaos.
- You have strong time management skills and are adept at prioritizing and multitasking while maintaining an attention to detail.
- You have a basic understanding of photography and strong understanding of post-production workflows including metadata tagging, the Adobe Creative Suite, and storytelling.
- You are an avid news consumer.
- You are comfortable working remotely or with remote team members.
- You enjoy working in a fast-paced environment with a variety of personalities.
- You are a solid communicator who knows how to ask for help, empathize with teammates, and take ownership of your work.
- You share Chalkbeat’s commitment to reflecting and including diverse people and perspectives in our content.
Bonus points if you’ve got:
- Experience working in a newsroom.
- Experience or familiarity with copyright law and contracts.
We recognize that every candidate brings interesting skills and experiences that we haven’t thought of. Don’t hesitate to apply and tell us about yourself.
We are working remotely for the foreseeable future, but our virtual newsroom features daily interaction, fun slack channels (#pets and #foodies), personal development sessions, and team exercise and meditation get-togethers. This position can be done permanently remotely, or when it is safe for our offices to reopen, you’re welcome to join us in person in Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, Philadelphia, Washington, D.C., or New York City.
This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 26-31.
Chalkbeat is dedicated to equal employment opportunities for all applicants and employees. Chalkbeat encourages people of all races, colors, national origins, ancestries, creeds, religions, genders, ages, disabilities, veteran statuses, sexual orientations, and marital statuses to apply.
Bilingual Teacher
POSITION SUMMARY:
The Bilingual Teacher leads classroom instruction and supervises the classroom environment, including students and instructional assistants. This position develops and actualizes school curriculum within self-contained classroom environment. The Bilingual Teacher is a grant position.
ESSENTIAL FUNCTIONS:
- Prepares lesson plans in six academic subjects;
- Leads classroom instruction in large group and small group formats;
- Establishes collaborative relationships with colleagues, consultants, therapists, and administrators;
- Supervises an instructional assistant as well as collaborating youth care workers and volunteers in the classroom;
- Maintains the required educational certifications and training required of all Maryville Academy employees;
- Participates and contributes to in-service trainings and staff development opportunities and providing input and suggestions for future topics and directions;
- Interacts with students in a supportive, professional manner;
- Documents all progress and completion of student work in a timely manner;
- Documents Significant Incident Reports in line with agency policy and procedures;
- Ensures zero tolerance of sexual abuse in the school and recreational environment;
- Maintains appropriate confidentiality regarding all information about students;
- Keeps materials and assigned space in a neat and orderly condition;
- Other duties as assigned.
MINIMUM REQUIREMENTS:
Education/Experience:
- Bachelor’s Degree in Education from an accredited college or university required; or a BA in another field plus Illinois licensure (Master’s Degree preferred)
- Minimum of 1-2 years’ teaching experience.
- Licensed to teach in Illinois with a Professional Educator License (PEL) or Transitional Bilingual License with stipulations.
Skills /Knowledge:
- Bilingual English/Spanish language competency required;
- Ability to communicate effectively, verbally and in writing, with students, supervisors, coworkers, subordinates, support agencies, and a variety of internal, as well as external, consumers;
- Basic computer proficiency including working knowledge of MS Word, Excel, and PowerPoint;
- Skill in organizing and prioritizing workloads to meet deadlines.
Physical Demands:
- Required to frequently sit, stand, bend, stoop, walk and drive for extended periods; ability to walk up and down stairs;
- Required to occasionally lift/move objects and/or youth weighing in excess of 40 pounds;
- Must possess the ability to provide physical restraint for students threatening to harm themselves or others;
- Must have the visual, hearing, and learning capabilities sufficient to perform the essential functions defined above.
Environment and Scheduling:
- Work is performed year-round;
- Work is performed during school days and hours;
- Work is performed in classroom settings and in an administrative office setting;
- Duties include teaching students at varying skills and reading/language levels.
Curriculum Developer (Part Time)
Position: Curriculum Developer (Part Time)
Reports to: Editorial Director
Status: Part Time, Contract Staff Position (Exempt)
Location: Remote
Start date: Immediate
Note: This position is budgeted at 17.5 hours per week and is contracted for one year
Position description:
Facing History and Ourselves is an international educational nonprofit that provides educational content, curriculum resources, and professional development to secondary school social studies, civics, humanities, and English teachers. Facing History’s educational content is informed by a unique pedagogical model that helps students explore questions of identity, human behavior, prejudice, and civic responsibility, and make the essential connection between history and the moral choices they confront in their own lives today. We currently apply this model to explore case studies of pivotal historical moments such as the Holocaust and the Reconstruction Era following the American Civil War, as well as rich works of literature such as Brown Girl Dreaming.
The ideal candidate is a writer, teacher, and learner at heart, who is passionate about our mission and excited to work with the wide range of issues, histories, works of literature, and current events that comprise our editorial portfolio.
The first project, starting in late August/ early September, will be focused on Chicago’s Racial History. The unit will be responsive to the needs of Chicago’s upper middle school students who yearn for—and deserve—honest dialogue about the racialized dynamics of Chicago. The position will require collaboration with scholars, consultation with leadership at the Institute for Race and Public Policy at University of Illinois at Chicago, and close partnership with educators and a project manager who will support the development of the curriculum. The focus will be on the near west side and Bronzeville, and these two case studies will be woven together by the writer to help students make connections from history to today. The writer will need to create the unit consistent with Facing History’s approach and synthesize research to create lessons and classroom instruction.
Additional assignments may include lesson plans or teaching ideas that address a range of historical or current event topics for middle and high school classrooms.
The successful candidate will have experience teaching and writing curriculum materials for adolescents with diverse learning styles, abilities, and backgrounds and their teachers.
Responsibilities include:
- Develop web- and print-based content for middle and high school teachers and students, including lesson plans and units.
- Become an expert in Facing History’s unique pedagogical model, the “scope and sequence” and use it as a framework for all curriculum.
- Research, write, and carefully summarize complex and often politically-charged and divisive histories to provide context for lessons and units
- Collaborate effectively with both internal and external stakeholders to ensure curricula meet goals and objectives.
- Demonstrate knowledge and expertise in best practices in teaching, pedagogy, and assessment, and ensure those practices are reflected as appropriate in Facing History content.
Essential Skills/Qualities:
- 2-3 years of experience writing complex and nuanced humanities curriculum for middle or high school history, social studies/civics, or literature courses.
- Teaching experience in middle or high school social studies, history, or English language arts.
- Interest and curiosity in educational technology and finding creative ways to present and deliver instructional content to teachers and students on digital platforms.
- Knowledge of and experience with culturally responsive teaching and social emotional learning
- Superior research skills, and an ability to identify historical and literary sources (including primary documents) that are intellectually and emotionally appropriate and engaging for adolescents.
- Curiosity and eagerness to learn about unfamiliar history and literature topics.
Preferred Skills
- Knowledge and experience of methods for differentiating instruction (especially according to reading ability) in middle and high school history, social studies, and literature classrooms.
- Familiarity with the Understanding By Design curriculum design frameworks.
- Training and experience with Facing History pedagogy/curricula preferable
Compensation and Benefits
In addition to meaningful and rewarding work, Facing History provides an excellent compensation and part-time benefits package including a 403(b) program, paid time off, and a friendly work environment.
Facing History proudly values diversity. To read our full statement on diversity, please follow the link from our careers page. We are an Equal Employment Opportunity Employer.
Teacher Leadership Coach
Overview of Teach Plus
The mission of Teach Plus is to empower excellent, experienced, and diverse teachers to take leadership over key policy and practice issues that advance equity, opportunity, and student success. The organization empowers expert teachers to advance policy changes and improve instructional leadership and teacher supports; trains and coaches teacher leaders to successfully mobilize and lead teacher teams; and empowers teacher leaders to be change agents among their peers and policy makers. Since 2009, Teach Plus has trained thousands of teacher leaders across the country who are driving policy changes and improving the instructional practices of teachers to create an education system driven by equity, access, and excellence for all students.
Position Description
Teach Plus’ Teacher-Led Practice Initiatives are innovative programs that engage, develop and support teacher leaders to generate, implement and manage change in district & school policies that impact teaching and learning, school culture & climate, and teaching practice. The Teacher Leadership Coach will train and coach a cohort of Chicago Public School Teacher Leaders as they lead change in their individual schools as a part of the Chicago Network for School Improvement (NSI-Chicago). The Teacher Leadership Coach is a critical leadership opportunity for a skilled coach who is looking to support school reform driven by teacher leaders.
NSI-Chicago Teacher Leaders work together as teams of high-performing educators with administrators that understand the power of shared leadership. Teacher Leaders, with the support of their NSI school network team, Teacher Leadership Coach and Continuous Improvement Specialist, serve in leadership roles, leading teams of their peers in collaborative inquiry to support the work of their grade level or content teams in the school to significantly increase student achievement. This is traditionally a school-based coaching position. Given the health circumstances and opening decisions by CPS, all coaching will be virtual until otherwise determined to be safe.
Teach Plus has identified five attributes that effective teacher leaders use to improve student outcomes across their schools, to which the Teacher Leadership Coach supports Teacher Leaders in developing in the following areas:
- Skillful facilitators of adult learning
- Evidence-based decision makers
- Purpose-driven instructional leaders
- School wide change agents
- Equity advocates
An ideal candidate embodies these attributes and demonstrates strengths in developing these capacities in others.
Specifically, the Teacher Leadership Coach is responsible for:
Ongoing In-School Support
- Foster High Functioning, High Impact Teacher Leader-led teams.
- Observe and strategically contribute in weekly Teacher Leader-led team meetings and professional development.
- Ensure that the primary work of each team is to improve the equitable teaching and learning for all students through use of evidence-based continuous improvement cycles.
- Ensure that teacher leader initiative work is based in evidence and achieves desired impact on instructional practice and student learning.
- Coach and Develop Teacher Leaders. Plan and facilitate teacher leader cohort meetings. Meet weekly with each Teacher Leader to plan for upcoming team meetings, debrief previous meetings, and engage in leadership coaching and feedback.
- Support School Leadership: Serve as part of the school leadership team. Meet regularly with principal and school administration to ensure program fidelity.
Out of School Support and Development
- With support of Teach Plus staff and Continuous Improvement Specialist, Teacher Leadership Coaches collaborate across the Network to provide the following out-of-school support for the Teacher Leaders:
- Plan for and deliver portions of the Summer Institute, a multi-day hands-on training for Teacher Leaders.
- Plan for and deliver professional development sessions (cohort meetings and quarterly convenings) for Teacher Leaders across the Network.
- With support of Teach Plus staff, Teacher Leadership Coaches collaborate with district and network leaders to monitor progress, build district and network capacity to support teacher leadership, and share best practices.
- Attend designated district and network professional development to ensure alignment of support with district and network priorities.
- Meet with Teach Plus staff to review data and discuss priorities.
- Identify opportunities for collaboration and best practice sharing.
- Works with the Teach Plus national staff and the National Instructional Leadership Team to develop systems that allow teacher leadership to be implemented more efficiently and effectively
- Collaborate with the National Instructional Leadership Team to communicate critical support, outcomes, metrics and resource needs.
Coach Professional Learning
Teach Plus invests heavily in the development of the coaching team to ensure that coaches learn from and with each other in the following ways:
- Weekly coaches’ meetings with the NSI Program Manager and other National Instructional Leadership Team members, as appropriate.
- Monthly meetings with Continuous Improvement Specialists, Content Specialist and Equity Specialists, as needed.
- Bi- monthly virtual Teach Plus Coach PLCs with other Teacher Leadership Coaches across the country focusing on common coaching problems of practice.
- Consistent feedback and support through one-on-one meetings with the National Managing Director of Teacher Leadership Programs.
III. Qualifications
To be successful in this role, ideal candidates should have:
- 6+ years in the education field, with preference given to candidates who have both a teaching background and experience coaching teachers and school leaders in an urban environment
- Preference given to leaders who have led instructionally transformational work in the urban context
- Instructional coaching experience preferred
- A relentless focus on data, including analysis and using it to inform instruction and make continuous improvement decisions
- Experience in leadership development and facilitation of inquiry with teachers and/or school leaders
- Commitment to and previous experience with educational equity and a belief in the power of teachers to bring about positive change for all students
Commitment to Diversity
In order to better-serve the teachers and students at the core of our mission, Teach Plus is committed to maximizing the diversity of our organization. We are an equal opportunity employer and encourage individuals of all ethnic and racial backgrounds and gender identities to apply to our positions.
Start Date and Term
The start date for this position is September 2020, contingent upon finalization of funding. This is a multi-year grant-funded position, with renewal on an annual basis based on performance, funding of continued work with partners, and needs of the organization.
Compensation and Benefits
Compensation is based on prior experience and qualifications. Full benefits package includes medical, dental, retirement, disability, life insurance, and generous paid time off benefits.
VII. How to Apply
To apply, please complete an online application found here. Teach Plus will receive applications until the position is filled.
Application Link: https://teachplus.tfaforms.net/328021
Learning Specialist (Humanities) – High School
Teaching At Noble
18% of our student body has an IEP, representing over 2,000 of our students, over 75% of whom are admitted to four-year universities. We know teaching is hard, so we do what we can to ensure you can focus on student learning by removing barriers to being successful. To do this, Noble offers:
- A Focus on Learning: You are empowered to design your course to best achieve results for students. Our campus leaders minimize disruptions and maximize time focused on student learning. Copy rooms are stockpiled with paper. Classes are rarely interrupted with announcements or special events. Over 95% of students are in attendance daily.
- Accountability and Support: Expectations are consistent. We are obsessed with following through on the basics and are committed to supporting, developing, and retaining high-performing educators.
- Active Community Involvement: Through parent advisory councils, feedback workshops, advocacy support, college enrollment guidance, quarterly parent-teacher conferences, advisory, and other engagement opportunities we invest in every student and family to build lasting, meaningful relationships.
Job Description
Special Education teachers are responsible for cultivating a community of learners in which diversity of thought is celebrated and results are achieved across all ability levels. Noble Special Education teachers provide individualized opportunities for students to practice the skills and habits necessary to be successful in school. Learning Specialists will provide support in a variety of classroom models including self-contained, pull-out, push-in, and co-taught instruction.
Key Job Responsibilities
- Create curriculum that is backwards planned from SAT domains and dimensions
- Create, accommodate, and modify curriculum to align to IEP goals
- Design and implement assessments that measure progress towards academic standards
- Use assessment data to refine curriculum and inform instructional practices
- Execute Noble’s student code of conduct with fidelity in order to create a positive, structured learning environment where students are held to high expectations and empowered to grow academically
- Develop IEP goals and objectives that address students of all ability levels
- Design and implement behavior management plans
- Advocate for and champion diverse learners, ensuring their growth and preparing them for post-secondary success
Ideal Qualifications
- An unwavering belief that all students can succeed in high school, college, and lead exemplary lives
- Proven track record of ambitious results in previous roles
- Self-awareness, a regular practice of reflection, and a desire to continuously improve
- Follow through, attention to detail, and a belief that “sweating the small stuff” matters
- Mastery of and enthusiasm for academic subject
Minimum Qualifications
- Bachelor’s Degree required
- Illinois Professional Educators License (PEL) with Learning Behavior Specialist 1 endorsement (LBS1)
- Eligibility to work in the United States on a full-time basis
Please still apply if you are special education-certified in a different state and/or have a definitive timeline for your certification in Illinois.
If you do not currently have an LBS1 but would like to earn this endorsement, please consider applying for our two certification pathways – Noble-Relay Teaching Residency or the Special Education MAT Program! If you have any questions or would like to know more, please reach out to careers@nobleschools.org.
Compensation & Benefits
We strive to be the best place to work, and our employee benefits are thoughtfully designed to support us in this ambition. And we offer a predictable salary schedule with the opportunity for performance bonuses.
Statement of Non Discrimination
Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.
Diverse Learning Teacher (STEM)
Teaching At Noble
18% of our student body has an IEP, representing over 2,000 of our students, over 75% of whom are admitted to four-year universities. We know teaching is hard, so we do what we can to ensure you can focus on student learning by removing barriers to being successful. To do this, Noble offers:
- A Focus on Learning: You are empowered to design your course to best achieve results for students. Our campus leaders minimize disruptions and maximize time focused on student learning. Copy rooms are stockpiled with paper. Classes are rarely interrupted with announcements or special events. Over 95% of students are in attendance daily.
- Accountability and Support: Expectations are consistent. We are obsessed with following through on the basics and are committed to supporting, developing, and retaining high-performing educators.
- Active Community Involvement: Through parent advisory councils, feedback workshops, advocacy support, college enrollment guidance, quarterly parent-teacher conferences, advisory, and other engagement opportunities we invest in every student and family to build lasting, meaningful relationships.
Job Description
Special Education teachers are responsible for cultivating a community of learners in which diversity of thought is celebrated and results are achieved across all ability levels. Noble Special Education teachers provide individualized opportunities for students to practice the skills and habits necessary to be successful in school. Learning Specialists will provide support in a variety of classroom models including self-contained, pull-out, push-in, and co-taught instruction.
Key Job Responsibilities
- Create curriculum that is backwards planned from SAT domains and dimensions
- Create, accommodate, and modify curriculum to align to IEP goals
- Design and implement assessments that measure progress towards academic standards
- Use assessment data to refine curriculum and inform instructional practices
- Execute Noble’s student code of conduct with fidelity in order to create a positive, structured learning environment where students are held to high expectations and empowered to grow academically
- Develop IEP goals and objectives that address students of all ability levels
- Design and implement behavior management plans
- Advocate for and champion diverse learners, ensuring their growth and preparing them for post-secondary success
Ideal Qualifications
- An unwavering belief that all students can succeed in high school, college, and lead exemplary lives
- Proven track record of ambitious results in previous roles
- Self-awareness, a regular practice of reflection, and a desire to continuously improve
- Follow through, attention to detail, and a belief that “sweating the small stuff” matters
- Mastery of and enthusiasm for academic subject
Minimum Qualifications
- Bachelor’s Degree required
- Illinois Professional Educators License (PEL) with Learning Behavior Specialist 1 endorsement (LBS1)
- Eligibility to work in the United States on a full-time basis
Please still apply if you are special education-certified in a different state and/or have a definitive timeline for your certification in Illinois.
If you do not currently have an LBS1 but would like to earn this endorsement, please consider applying for our two certification pathways – Noble-Relay Teaching Residency or the Special Education MAT Program! If you have any questions or would like to know more, please reach out to careers@nobleschools.org.
Compensation & Benefits
We strive to be the best place to work, and our employee benefits are thoughtfully designed to support us in this ambition. And we offer a predictable salary schedule with the opportunity for performance bonuses.
Statement of Non Discrimination
Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.
Dean of College Counseling
About Noble
Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,300 employees currently serve over 12,300 students, 98% of whom are minority, 89% low-income, and 83% first-generation college goers. At Noble, we have one mission: to be a catalyst for educational equity in the city of Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. We know that we can fulfill this mission if we are the best place for a diverse mix of driven, reflective, and innovative educators to come, stay, and do their best work nurturing college-ready students.
Job Description
98% of our students are accepted to college and 94% choose to enroll. We have approximately 7,600 alumni who are currently attending a four-year college or who have graduated from one. As a Dean of College at Noble, you are tasked with leading a team of college seminar teachers, non-instructional college counselors, and alumni counselors who support our students in navigating the college process from freshman year of high school through college graduation. The Dean of College is responsible for equipping scholars with the knowledge, skills and exposure necessary to apply to, matriculate to and graduate from college. Please note, this is a 12-month position
Key Job Responsibilities
- Set vision and long term plan for 9-12th instructional college counseling and alumni supports, including 9-11th pre-college programming, Junior and Senior seminar curriculum, family meetings, and advisory push-ins and lessons.
- Staff management: lead a team of college counselors and teachers; clearly communicate, conduct effective team meetings and one-on-one’s
- Effectively communicate with and create buy-in from various stakeholders into the college process: parents, students, teachers, advisors, and school administration
- Work with all undocumented seniors to assist with the DACA process and the Pritzker Access Scholarship through the Noble Network, increasing affordable four-year options for these students
- Ability to identify alternative post-secondary options and resources
- Fore relationships and distill college knowledge to 9-11th grade students in innovative ways
- Guide college counselors and teachers in college list creation, essay revision, and application review
- Complete FAFSA, CSS Profile, and other financial verification forms with students and parents by due dates
- Coordinate college visits for all grade-levels
- Manage college team budget
- Execute Noble’s student code of conduct with fidelity in order to create a positive, structured learning environment where students are held to high expectations and empowered to grow academically
Ideal Qualifications
- An unwavering belief that all students can succeed in high school, college, and lead exemplary lives
- Strong understanding of graduation rates for our students, fit factors, financing opportunities for all students profiles
- Proven track record of ambitious results in previous roles
- Strong ability to manage multiple projects at once
- Impressive written and verbal communication skills with a variety of stakeholders, including but not limited to, students, parents, 12th grade advisors and teachers, leadership team
- Self-awareness, a regular practice of reflection, and a desire to continuously improve
- Highly organized, excellent follow through, attention to detail, and a belief that “sweating the small stuff” matters
- Experience as a full-time teacher
- Experience in college access work
Minimum Qualifications
- Bachelor’s Degree required
- Eligibility to work in the United States on a full-time basis
- Active Illinois Teaching License preferred, not required
Compensation & Benefits
We strive to be the best place to work, and our employee benefits are thoughtfully designed to support us in this ambition. And we offer a predictable salary schedule with the opportunity for performance bonuses.
Statement of Non Discrimination
Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.
High School Special Education Teacher
Special Education Teacher
(Full time, Certification Required)
Position Description
About the Organization
Educators for Quality Alternatives operates alternative schools in New Orleans serving students who have dropped out, been expelled, or otherwise have struggled academically or behaviorally in traditional school settings. Our students leave school with the skills, confidence, and experience to succeed in the career and education paths of their choice. EQA currently runs two high schools, The NET: Central City and The NET: Gentilly, and a middle school program, The Bridge. EQA will open its third high school, New Orleans Accelerated High School, in July 2020.
Position Summary
This position is a unique opportunity to work intensively with students who haven’t excelled in traditional classrooms. You will join a dedicated and mission aligned team of professionals who believe that every student should have high quality, individualized supports.
EQA Schools Special Education Teachers are responsible for:
- Teaching, co-teaching, and tutoring to insure all students thrive
- Collaborating with the team to insure all students receive the appropriate supports, accommodations, and modifications
- Managing student caseload for compliance and progress monitoring purposes
- Building and leveraging transformative relationships for student growth
- Constantly developing your own craft
Duties and Responsibilities:
Direct Instruction
- Develops and implements feedback on creation and implementation of customized/differentiated Math lesson plans for any student in resource, small groups, and co- taught settings.
- Plans, teaches, assesses, and adjusts instruction based on data.
- Uses the Resource Math pacing guide to plan daily lessons, and modify/accommodate content based on student need.
- Collaborate, co-plan, and co-teach in Math courses with a focus on SWE but also supporting the needs of all students in the classroom.
Case Management for students with exceptionalities
- Review and analyze files of all students assigned to caseload to ensure a thorough and holistic understanding of student needs to inform next steps/action planning (including determination of appropriate instructional and behavioral support and appropriate testing accommodations).
- Schedule and convene annual and requested Individual Education Program (IEP) review meetings as well as amendments based on schedule changes.
- Develop measurable IEP goals, based on current quantitative Present Levels of Performance (PLOPs) and qualitative general educator input, including meaningful transition planning.
- Quarterly progress reports on IEP goals are complete, timely, meaningful and indicate student progress.
- Hold monthly Attendance, Behavior, and Classwork (ABC) checkins with each student on your caseload to ensure adequate progress and support attendance and enrollment initiatives.
- Collaborate with SEC to enter, track, monitor and analyze a range of data, resulting in data-driven decisions about individual student programming.
- Collaborate with clinical providers; consistently reinforce and monitor behavior management strategies and behavior intervention plans (BIPs).
- Encourage and sustain positive family partnerships, through a minimum of one documented phonecall per month for individualized progress updates.
- Collaborate with SEC to maintain compliant practices, including but not limited to IEP file folder and data (i.e. academic, behavior, attendance, action plans, and meeting notes).
Acts as a resource to colleagues
- Provide a range of supplementary resources/aides and technical assistance in general education classes and remedial classes, co-teaching expertise, and/or consultation with Math general education teachers regarding students with exceptionalities.
- Manage data collection for all IEP goals for all SWE across the school in the areas of Math and be the special education point of contact for that content areas.
Position Requirements:
- 3+ years teaching at risk students with a demonstrated record raising student achievement
- A BA or BS required
- Louisiana Special Education Teacher Certification completed or in progress required
- Specialized interest and skills in working with students with learning and emotional difficulties
- Excellent communication, interpersonal, relationship building & management skills
- Learning mindset dedicated to effectively and innovatively problem solving and constantly improving
- Passion for improving educational opportunities for urban students and for being a part of a strong, mission-driven team
- Commitment to EQA’s mission, vision and growth
Details
- Start Date: July 2020
- Location: TBA
- Schedule: School is year-round with generous leave schedule.
- Salary: $45,000-$55,000 depending upon experience. Initial salary is set based on years of experience and degrees. Future salary increases are based on performance and responsibilities.
- Benefits: Comprehensive benefits and 403b retirement plan
- Reports to: Special Education Coordinator
Detailed Responsibilities
Teach, co-teach, and tutor to insure all students thrive
- Push-in, pull out, or co-teach for Math, Science and/or Humanities classes as needed
- Plan and teach small group interventions, individualized tutoring, test prep, and/or Act 833 portfolio development as needed
- Use the tenants of Differentiated Instruction to develop high quality long term and daily plans
- Develop rigorous, diverse assessments to accurately gauge student understanding & skills
- Collect and analyze a variety of data to assess student’s strengths, gaps, and weaknesses
- Use this information to appropriately adjust course curriculum and delivery and individualized approaches and supports
Collaborate with the team to insure all students receive the appropriate supports, accommodations, and modifications
- Consult with teachers and provide modifications and accommodations
- Develop and monitor FBAs/BIPs
- Support student scheduling
Manage student caseload for compliance and progress monitoring purposes
- Develop, manage and continually update legally compliant IEPs and files
- Work closely with staff, students, and families to identify students who have or should have IEPs or evaluations and to obtain the appropriate information
- Develop high quality IEPs and IEP goals which align with state policies, EQA values, and student needs
- Monitor progress toward IEP goals to insure students are appropriately progressing
- Coordinate and lead IEP meetings to insure students and families are empowered in the plan development and implementation process
Building and leveraging transformative relationships for student growth
- Participate in all aspects of students’ experience including: intake, RtI, special education, internships, and post high school transition
- Conduct structured bi-weekly meetings with students’ to review their progress and develop plans for success
- Actively practice restorative approaches and collaborative problem-solving in order to teach students how to take responsibility for improving their behavior and communication
Constantly develop your own craft
- Actively reflect on your own work and monitor progress toward goals
- Productively seek, give, and use feedback
- Positively contribute to the school’s collegial community
- Participate in all scheduled professional development activities and seek out additional opportunities
- Involve yourself in the continual development and improvement of the school’s curriculum, culture, and program
Dean of Specialized Services/ Case Manager (High School)
About Noble
Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,300 employees currently serve over 12,300 students, 98% of whom are minority, 89% low-income, and 83% first-generation college goers. At Noble, we have one mission: to be a catalyst for educational equity in the city of Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. We know that we can fulfill this mission if we are the best place for a diverse mix of driven, reflective, and innovative educators to come, stay, and do their best work nurturing college-ready students.
Leading a school is difficult work, so we do what we can to ensure you can focus on student learning by removing barriers to being successful. To do this, Noble offers:
- A Focus on Learning: Teachers are empowered to design their courses to best achieve results for students. Our campus leaders minimize disruptions and maximize time focused on student learning. Copy rooms are stockpiled with paper. Classes are rarely interrupted with announcements or special events. Over 95% of students are in attendance daily.
- Accountability and Support: Expectations are consistent. We are obsessed with following through on the basics and are committed to supporting, developing, and retaining high-performing educators.
- Active Community Involvement: Through parent advisory councils, feedback workshops, advocacy support, college enrollment guidance, quarterly parent-teacher conferences, advisory, and other engagement opportunities we invest in every student and family to build lasting, meaningful relationships.
Key Job Responsibilities
- Complete all tasks related to triennial Full Individual Evaluations, annual Individual Education Plans, and annual Section 504 Plans. This includes, but is not limited to, the following:
- Opening all documents in IMPACT
- Conducting observations of students during class
- Scheduling meetings on team roster and calendar
- Coordinating with Learning Specialists and ensuring quality completion of all documents (i.e. Consent/Assessment Planning, Learning Environment Interventions, Notice of Conference, Parental Excusal of Staff) 10 days prior to meeting
- Attending and facilitating all meetings
- Ensuring all signatures are captured and all copies are provided to parents and uploaded into IMPACT
- Communicate and coordinate with Network and CPS for all transportation, paraprofessional, and placement requests
- Coordinate with outside service providers (psychologist, nurse, OT, PT, AT, SP, VI, HI)
- Send all quarterly IEP progress reports and other ODLSS mass mailings home and obtain signatures
- Manage learning specialist, paraprofessionals, and teacher assistants.
- Own promotion results and matriculation of diverse learners
- Execute Noble’s student code of conduct with fidelity in order to create a positive, structured learning environment where students are held to high expectations and empowered to grow academically
Ideal Qualifications
- An unwavering belief that all students can succeed in high school & college, and lead exemplary lives
- Proven track record of ambitious results in previous roles
- Self-awareness, a regular practice of reflection, and a desire to continuously improve
- Follow through, attention to detail, and a belief that “sweating the small stuff” matters
- A passion for organization and completing paperwork with fidelity
- Strong interpersonal and communication skills for facilitating IEP and 504 meetings
- 3+ years experience working in the special education field
Minimum Qualifications
- Bachelor’s Degree required
- LBS1 Certification required
- Eligibility to work in the United States on a full-time basis
Compensation & Benefits
We strive to be the best place to work, and our employee benefits are thoughtfully designed to support us in this ambition. Compensation will be commensurate with experience and qualifications. A comprehensive compensation plan will include a bonus incentive and a competitive benefits package
Statement of Non Discrimination
Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.
Chief Schools Officer
About Noble
Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,400 employees currently serve over 12,300 students, 98% of whom are students of color, 89% low-income, and 83% first-generation college-goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top fifteen public high schools in the city. We believe our people are the most valuable asset in preparing our students to be successful in college and lead exemplary lives. 99% of Noble students are accepted into college and almost 90% choose to enroll, resulting in over 6,200 Noble alumni who have received or are currently pursuing a 4-year college degree.
The Role
The Chief Schools Officer (CSO) is tasked with ensuring a portfolio of Noble campuses are operating in service to Noble’s vision: Noble will ensure that all students have equitable and positive school experiences that equip them to succeed on the path of their choice, leading to 75% of alumni completing college. In addition to directly managing a portfolio of principals, the CSO will be a part of the Education Team that includes two other CSOs, the Chief Education Officer and the Chief College Officer. Together, the Education Team commits to bolstering principal/campus experience and performance, thereby helping the students Noble serves to complete college and lead lives of choice.
Key Responsibilities
Key responsibilities include, but are not limited to:
- Owning Student Outcomes
- Assume personal responsibility for a portfolio of campuses that drives equitable results and experiences in school culture, academics, staff engagement, student retention, finance and college persistence
- Developing Leadership
- Manage and coach principals to drive excellent campus results and experiences
- Develop leadership capacity to exemplify Noble’s core values, create a culture of performance, build talent capacity, develop strong relationships rooted in trust, empower team members with the challenge and support for personal growth, and prioritize effectively
- Facilitate professional development and other structures established to build a cohesive and ever-improving team of school leaders
- Building Instructional Capacity
- Continuously driving action to meet our long term academic outcomes for students
- Collaborating with the Noble Support Team and campus leadership around a strong vision for instructional excellence and associated training so that people grow rapidly and performance accelerates quickly
- Ensure school leaders are improving their practice as instructional leaders
- Track student outcomes, diagnose trends and working to ensure campuses consistently reach equitable experiences and outcomes
- Foster a Diverse, Equitable, and Inclusive Culture
- Build upon and strengthen Noble’s commitment to ensuring that all people, regardless of background, feel welcome and included at Noble.
- Ensure campuses are environments where families and students are involved in the community of running a great school.
- Commit to driving equitable outcomes and experiences for students.
Candidate Qualifications
Candidates should have:
- Unwavering commitment to Noble’s mission of preparing students for college success and the firm belief in the potential of every student
- Alignment to, and an exemplary embodiment of, Noble’s core values of Results; Respect; Follow Through; Diversity, Equity, and Inclusion; and Humility and Self-Awareness
- A history of exceptional results leading a school and/or a portfolio of schools
- A passion for performance management
- Strong leadership skills and a demonstrated ability to manage a large and diverse team of adults
- Ability to work collaboratively and communicate with a diverse group of leaders and stakeholders
Compensation
We strive to be among the best places to work. In education, and our employee benefits are thoughtfully designed to support us in this ambition. Compensation is commensurate with experience.
Application Process
Interested candidates should apply online at nobleschools.org. Applications will be reviewed on a rolling basis.
Statement of Non-Discrimination
At Noble, our mission is to be a catalyst for educational equity in the city of Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. We know that we only fulfill this mission if we are the best place for a diverse mix of driven, reflective, and innovative educators to come, stay, and do their best work nurturing college-ready students. That is why Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.
Be Noble.
Associate General Counsel
Be Noble. Be an Associate General Counsel at Noble.
About Noble
Starting as one school in 1999, the Noble Network of Charter Schools has grown to serve more than 12,000 students from 70 different communities at 18 separate campuses in Chicago, Illinois. Noble is Chicago’s largest and highest performing non-selective public school network. In 2015, Noble won the Broad Prize for Public Charter Schools, which is awarded to the highest-performing network of charter schools in the country. And in 2020, research from MIT economists showed that students who attended Noble schools grew more academically than similar peers who attended elite, selective enrollment high schools.
The Role
As an organization of over 1,400 full-time employees, tens of thousands of students and alumni, and an operating budget of over $180 million dollars, Noble is seeking an Associate General Counsel to spearhead and lead Noble’s commercial legal work. This attorney will develop Noble’s overall commercial contracting strategy and will lead the daily review, structure, drafting, negotiation and execution of complex commercial agreements. This will be the second attorney to join our growing legal team.
Ideal candidates will have 4-6 years of in-depth commercial legal experience, preferably at a major law firm and/or in-house legal department. He or she will be detail-oriented and highly organized and will have experience with vendor agreements, service agreements, software agreements, research agreements, real estate leases, MOUs/LOIs, and general corporate governance matters. Given that we’re a small, entrepreneurial legal department, the successful candidate will also need to assist as needed on other assorted legal matters, spanning the employee benefits, education, labor & employment, and intellectual property spaces.
The Associate General Counsel will report directly to the General Counsel.
Key Responsibilities
- Spearhead and implement Noble’s overall commercial contracting strategy, from developing the contract management process, identifying the appropriate risk profile, and pinpointing non-negotiable concerns.
- Provide thought leadership while working with minimum supervision in a fast-paced environment requiring superior prioritization skills.
- Negotiate and execute contracts in a timely manner, balancing Noble’s need to minimize unnecessary risk while responding to its need to innovate and move at an efficient pace.
- Possess, maintain, and grow an extensive understanding of common law contracts, the Illinois Uniform Commercial Code, secured transactions, and data privacy.
- Assist with corporate governance matters pursuant to the Illinois General Not For Profit Corporation Act and Open Meetings Act. This will include, but is not limited to, assisting with amendments to organization by-laws, drafting board resolutions, and preparing for quarterly board meetings.
- Demonstrate an ability to explain complex legal concepts and positions to internal and external stakeholders, many of whom are non-lawyers, and garner requisite buy-in.
- Provide counseling advice and training as necessary to help streamline Noble’s contract review process and overall risk profile.
- Develop relationships with external counsel who may also provide contract support and bring best practices to the organization.
- Manage external spend budget appropriately.
- Stay current on relevant laws and regulations and be a subject matter expert.
Skills and Characteristics
- A deep-rooted passion for Noble’s mission and work in Chicago. A desire to work with highly talented, smart people who are passionate about Noble’s mission.
- An exemplary embodiment of Noble’s core values of results; respect; follow-through; diversity, equity, and inclusion; humility and self-awareness.
- An ability to exercise considerable judgment, discretion and high ethical standards in establishing and maintaining good working relationships in a way that is consistent with Noble’s culture and values.
- Excellent advocacy, oral, and written communication skills.
- Superior organizational skills.
- Strong legal reasoning, analytical, and problem-solving skills.
- Capacity to analyze and articulate legal concepts and other complex issues to a variety of audiences.
- Ability to thrive in a fast-paced, entrepreneurial environment.
Educational Background and Work Experience
- JD from an accredited U.S. law school with strong academic credentials
- 4-6 years of in-depth commercial legal experience, preferably at a major law firm and/or in-house legal department
- Licensed to practice in Illinois
- Maintain an active and in good standing membership with the Illinois bar
Compensation
Compensation will be commensurate with experience and qualifications.
Application Process
Please be prepared to submit a resume and at least three professional references. Please direct inquiries about this role to: careers@nobleschools.org.
Statement of Non Discrimination
Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.
Dean of Specialized Services/ Case Manager (High School)
About Noble
Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,300 employees currently serve over 12,300 students, 98% of whom are minority, 89% low-income, and 83% first-generation college goers. At Noble, we have one mission: to be a catalyst for educational equity in the city of Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. We know that we can fulfill this mission if we are the best place for a diverse mix of driven, reflective, and innovative educators to come, stay, and do their best work nurturing college-ready students.
Leading a school is difficult work, so we do what we can to ensure you can focus on student learning by removing barriers to being successful. To do this, Noble offers:
- A Focus on Learning: Teachers are empowered to design their courses to best achieve results for students. Our campus leaders minimize disruptions and maximize time focused on student learning. Copy rooms are stockpiled with paper. Classes are rarely interrupted with announcements or special events. Over 95% of students are in attendance daily.
- Accountability and Support: Expectations are consistent. We are obsessed with following through on the basics and are committed to supporting, developing, and retaining high-performing educators.
- Active Community Involvement: Through parent advisory councils, feedback workshops, advocacy support, college enrollment guidance, quarterly parent-teacher conferences, advisory, and other engagement opportunities we invest in every student and family to build lasting, meaningful relationships.
Key Job Responsibilities
- Complete all tasks related to triennial Full Individual Evaluations, annual Individual Education Plans, and annual Section 504 Plans. This includes, but is not limited to, the following:
- Opening all documents in IMPACT
- Conducting observations of students during class
- Scheduling meetings on team roster and calendar
- Coordinating with Learning Specialists and ensuring quality completion of all documents (i.e. Consent/Assessment Planning, Learning Environment Interventions, Notice of Conference, Parental Excusal of Staff) 10 days prior to meeting
- Attending and facilitating all meetings
- Ensuring all signatures are captured and all copies are provided to parents and uploaded into IMPACT
- Communicate and coordinate with Network and CPS for all transportation, paraprofessional, and placement requests
- Coordinate with outside service providers (psychologist, nurse, OT, PT, AT, SP, VI, HI)
- Send all quarterly IEP progress reports and other ODLSS mass mailings home and obtain signatures
- Manage learning specialist, paraprofessionals, and teacher assistants.
- Own promotion results and matriculation of diverse learners
- Execute Noble’s student code of conduct with fidelity in order to create a positive, structured learning environment where students are held to high expectations and empowered to grow academically
Ideal Qualifications
- An unwavering belief that all students can succeed in high school & college, and lead exemplary lives
- Proven track record of ambitious results in previous roles
- Self-awareness, a regular practice of reflection, and a desire to continuously improve
- Follow through, attention to detail, and a belief that “sweating the small stuff” matters
- A passion for organization and completing paperwork with fidelity
- Strong interpersonal and communication skills for facilitating IEP and 504 meetings
- 3+ years experience working in the special education field
Minimum Qualifications
- Bachelor’s Degree required
- LBS1 Certification required
- Eligibility to work in the United States on a full-time basis
Compensation & Benefits
We strive to be the best place to work, and our employee benefits are thoughtfully designed to support us in this ambition. Compensation will be commensurate with experience and qualifications. A comprehensive compensation plan will include a bonus incentive and a competitive benefits package
Statement of Non Discrimination
Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.
President
About Noble
Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,400 employees currently serve over 12,300 students, 98% of whom are students of color, 89% low-income, and 83% first-generation college-goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top fifteen public high schools in the city. We believe our people are the most valuable asset in preparing our students to be successful in college and lead exemplary lives. 99% of Noble students are accepted into college and almost 90% choose to enroll, resulting in over 6,200 Noble alumni who have received or are currently pursuing a 4-year college degree.
The Role
The President of Noble leads the organization along with the CEO and Head of Schools in service to Noble’s vision: Noble will ensure that all students have equitable and positive school experiences that equip them to succeed on the path of their choice, leading to 75% of alumni completing college. In addition to leading a portion of the Noble Support Team, they will help solve the biggest challenges, thereby helping the students we serve complete college and lead lives of choice.
Key Responsibilities
Key responsibilities include, but are not limited to:
- Lead and support the Operations side of the Noble Support Team (NST). This team is focused on providing best-in-country systems and solutions that will accelerate Noble’s ability to drive outcomes and experiences for students. Fundamentally, this requires an orientation towards service to campuses and also involves finding ways to help Noble campuses stay focused on educational outcomes by removing barriers that can get in the way of a singular focus on results for students. The President will directly manage the following leaders:
- Chief Data & Innovation Officer: The CDIO and his team are responsible for the task of collecting, maintaining, sharing, and synthesizing Noble’s academic and operational data to create actionable insights for our educators, staff, and students to make informed decisions. In addition, the CDIO audits Noble’s existing information systems and practices with the goal of improving its overall efficiency, capability, and durability.
- Chief Development Officer: The CDO leads all development initiatives and fundraising strategies. They work in close partnership with Board Members and Noble leadership to implement strategies for growth by building and stewarding robust, meaningful partnerships with current and prospective individual, corporate and foundation donors.
- Chief Financial Officer: The CFO oversees all of Noble’s financial operations, including financial and managerial accounting, budgeting and financial planning, risk management, compliance, and banking and bondholder relations.
- Chief Operating Officer: The COO is responsible for designing, implementing, and supporting day-to-day business operations for functions including Campus Office Operations, Capital Planning, Construction, Day Care, Facilities Management, Food Service, Information Technology, Safety & Security, Student Enrollment & Recruitment, and Support Team Operations. The COO is also responsible for helping to develop and operationalize Noble’s long-term strategic vision for growth, performance, and continuous improvement to the staff & student experience.
- Chief People Officer: The CPO oversees the strategy and teams responsible for human capital management at Noble. The functional areas include but are not limited to human resources, talent acquisition, onboarding, employee engagement, payroll, talent development, compensation, and performance management.
- Be the primary owner for the execution of Noble’s new Strategic Plan:
- Collaborate with the CEO and Head of Schools to address seemingly intractable problems with a spirit of optimism, creativity, and humanity.
- Ensure all aspects of the 2019-2024 Strategic Plan are executed. The major components of the plan are:
- Equity: Deeply embed our value of diversity, equity, and inclusion across Noble so that inputs, decisions, and ultimately results are driven by and measured according to the value.
- Academics + College: Improve college completion rates significantly with a continued focus on academic rigor and social-emotional skills through The Noble Classroom, and by increasing alumni supports, while elevating student and family agency in the decision-making process.
- Student Experience + Retention: Improve student retention rates by ensuring students are relentlessly supported, by increasingly focusing on creating positive student experiences, and by updating Noble’s policies and discipline practices in favor of redemptive approaches.
- Staff Experience + Retention: Develop and improve retention of highly talented teachers, especially teachers of color, through a deeper emphasis on listening and responding to the experience of teaching at Noble.
- Sustainable Growth + Healthy Enrollment: Maintain healthy enrollment across Noble but do not seek to add additional new campuses.
- Noble Support Team: Structure the Noble Support Team efficiently to best support campuses, advance Noble’s strategic ambitions, and to improve organizational clarity.
Candidate Qualifications
The ideal candidate will be service-oriented, have a relentless curiosity, and possess a sense of humor. Candidates should have:
- Unwavering commitment to Noble’s mission of preparing students for college success and the firm belief in the potential of every student
- Strong leadership skills and a demonstrated ability to manage teams in an entrepreneurial environment
- Ability to work collaboratively and communicate with a diverse group of leaders and stakeholders
- Deep experience with executive leadership in several of the functions supported by the President
- Alignment with Noble’s core values of Results; Respect; Follow Through; Diversity, Equity, and Inclusion; and Humility and Self-Awareness
Compensation
We strive to be among the best places to work. In education, and our employee benefits are thoughtfully designed to support us in this ambition. Compensation is commensurate with experience.
Application Process
Interested candidates should apply online at nobleschools.org. Applications will be reviewed on a rolling basis.
Statement of Non-Discrimination
At Noble, our mission is to be a catalyst for educational equity in the city of Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. We know that we only fulfill this mission if we are the best place for a diverse mix of driven, reflective, and innovative educators to come, stay, and do their best work nurturing college-ready students. That is why Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.
Story Editor
Chalkbeat the growing nonprofit news organization telling the story of public education across the country, seeks a story editor who will make our stories sing.
Chalkbeat has seven bureaus — Indiana, New York, Chicago, Colorado, Detroit, Newark, and Tennessee — plus a national desk. The story editor will edit two bureaus to be determined. Stories include daily news pieces, step-back analyses, and longer enterprise work. Our story editing process is thorough, collaborative, precise, and fast-paced. Story editors work one-on-one with bureau chiefs and reporters, providing crucial perspective, adding regional or national context, and ensuring that stories read logically, adhere to Chalkbeat style, and are properly sourced. While each piece that comes across the transom is different, all of our stories taken together should add up to a coherent whole, and the story editor is essential to achieving that goal through a mix of line editing, copy editing, and pulled-back critical thinking.
This position will report to the managing editor for style and standards.
Who are you?
You’re a diehard and experienced editor fluent in AP Style who believes that equity in education and incisive education coverage are critical to civic life. Although this position does not manage writers directly, you possess a mentoring spirit that’s able to coax the best story possible from reporters both green and seasoned. You believe it’s better to teach than to tell. You live by your gut instinct for a good story and whack your way through unnecessary words to smooth and tighten. You can write nut grafs in your sleep. You’re used to being busy and you thrive under pressure. You edit quickly and will occasionally work late.
Required background and skills:
- 5+ years experience in daily journalism
- Expertise in story shaping, line editing, and copy editing.
- Experience working in a CMS.
- Stellar news judgment.
- Strong interpersonal skills with a knack for working with opinionated reporters and editors.
- Passion for education is a must; knowledge of education is a plus, but not required.
- Journalism experience in New York, Denver, Indianapolis, Detroit, Memphis, Chicago, Newark, and/or the Bay Area is a plus.
Note: We know there are great candidates who may not have all the skills we list, or who have other skills we haven’t thought of. If that sounds like you, please still apply and tell us more about yourself!
The ideal candidate is based in New York or another Chalkbeat bureau, but remote candidates will be considered.
This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from Dec. 24-Jan. 1.
About Chalkbeat:
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 are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission, values, and five-year strategic plan.
High School Science Teacher
Teaching At Noble
We know teaching is hard, so we do what we can to ensure you can focus on student learning by removing barriers to being successful. To do this, Noble offers:
- A Focus on Learning: You are empowered to design your course to best achieve results for students. Our campus leaders minimize disruptions and maximize time focused on student learning. Copy rooms are stockpiled with paper. Classes are rarely interrupted with announcements or special events. Over 95% of students are in attendance daily.
- Accountability and Support: Expectations are consistent. We are obsessed with following through on the basics and are committed to supporting, developing, and retaining high-performing educators.
- Active Community Involvement: Through parent advisory councils, feedback workshops, advocacy support, college enrollment guidance, quarterly parent-teacher conferences, advisory, and other engagement opportunities we invest in every student and family to build lasting, meaningful relationships.
Key Job Responsibilities
- Create curriculum that is backwards planned from Next Generation Science Standards (NGSS).
- Design and implement assessments that measure progress towards academic standards
- Use assessment data to refine curriculum and inform instructional practices
- Execute Noble’s student code of conduct with fidelity in order to create a positive, structured learning environment where students are held to high expectations and empowered to grow academically
Ideal Qualifications
- An unwavering belief that all students can succeed in high school, college, and lead exemplary lives
- Proven track record of ambitious results in previous roles
- Self-awareness, a regular practice of reflection, and a desire to continuously improve
- Follow through, attention to detail, and a belief that “sweating the small stuff” matters
- Mastery of and enthusiasm for academic subject
Minimum Qualifications
- Bachelor’s Degree required
- Eligibility to work in the United States on a full-time basis
- Active Illinois Teaching License preferred, not required
Compensation & Benefits
We strive to be the best place to work, and our employee benefits are thoughtfully designed to support us in this ambition. And we offer a predictable salary schedule with the opportunity for performance bonuses.
Statement of Non Discrimination
Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.
High School Math Teacher
Teaching At Noble
We know teaching is hard, so we do what we can to ensure you can focus on student learning by removing barriers to being successful. To do this, Noble offers:
- A Focus on Learning: You are empowered to design your course to best achieve results for students. Our campus leaders minimize disruptions and maximize time focused on student learning. Copy rooms are stockpiled with paper. Classes are rarely interrupted with announcements or special events. Over 95% of students are in attendance daily.
- Accountability and Support: Expectations are consistent. We are obsessed with following through on the basics and are committed to supporting, developing, and retaining high-performing educators.
- Active Community Involvement: Through parent advisory councils, feedback workshops, advocacy support, college enrollment guidance, quarterly parent-teacher conferences, advisory, and other engagement opportunities we invest in every student and family to build lasting, meaningful relationships.
Key Job Responsibilities
- Create curriculum that is backwards planned from SAT domains and dimensions
- Design and implement assessments that measure progress towards academic standards
- Use assessment data to refine curriculum and inform instructional practices
- Execute Noble’s student code of conduct with fidelity in order to create a positive, structured learning environment where students are held to high expectations and empowered to grow academically
Ideal Qualifications
- An unwavering belief that all students can succeed in high school, college, and lead exemplary lives
- Proven track record of ambitious results in previous roles
- Self-awareness, a regular practice of reflection, and a desire to continuously improve
- Follow through, attention to detail, and a belief that “sweating the small stuff” matters
- Mastery of and enthusiasm for academic subject
Minimum Qualifications
- Bachelor’s Degree required
- Eligibility to work in the United States on a full-time basis
- Active Illinois Teaching License preferred, not required
Compensation & Benefits
We strive to be the best place to work, and our employee benefits are thoughtfully designed to support us in this ambition. And we offer a predictable salary schedule with the opportunity for performance bonuses.
Statement of Non Discrimination
Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.
School Social Worker (MSW & PEL required)
Be Noble. Be a Social Worker at Noble.
Noble believes that all students have the right to an excellent education; our social workers are crucial in ensuring all of our diverse learners have success in academics and in life. Social workers provide support for our students and act as guides in their social, emotional, and mental health. Noble social workers identify those students who need extra support, advocate and develop improvement plans, research and refer students to community resources, and work with/liaise with the students’ teacher, administration, and family.
MSW and Professional Educators License (PEL) with social work endorsement is required.
This application is for the 2019-2020 School Year and is for all potential Social Work openings at Noble.
Noble Quality Non-negotiables
- A belief that all students, regardless of background and current ability, can succeed in high school, college, and life
- A belief in executing Noble’s approach to high expectations
- A record of pursuing and achieving ambitious results
- A regular practice of reflection and desire to continuously improve
- A bachelor’s degree
- Eligibility to work in the United States on a full-time basis
What Noble has to Offer
A Focus on Learning: You are empowered to design your course in the way you think will best achieve results for students. Our campus leaders minimize disruptions and maximize time focused on student learning. All classes start on time and are never interrupted with announcements, copy rooms are stockpiled with paper, and over 95% of students are in attendance daily.
Robust Student Services: We believe in serving the whole child. For this reason, each of our campuses is equipped with at least one full-time licensed Social Worker and teams of College Counselors. Additionally, our students have access to a variety of enrichment and extended learning options such as night and summer school courses and internship opportunities.
Active Community Involvement: Through parent advisory councils, feedback workshops, advocacy support, college enrollment guidance, quarterly parent-teacher conferences, advisory, and other engagement opportunities we invest in every student and family to build lasting, meaningful relationships.
Accountability and Support: Expectations are consistent for every adult and student in the building, and we welcome the accountability necessary to achieve excellence. We are obsessed with following through on the basics and are committed to supporting, developing, and retaining high-performing educators.
A Range of Benefits:We strive to be the best place to work, and our employee benefits are thoughtfully designed to support us in this ambition. Our robust and ever-evolving set of benefits includes:
- Health & Wellness:
- A predictable salary schedule with opportunity for performance bonuses
- Competitive health benefits and paid parental leave
- Discounts to Noble Daycare, gym memberships, & bike-share services
- Free financial planning services
- Free 24/7 access to a licensed social worker and 3 in-person counseling services
- Professional Development and Recognition Opportunities:
- Leadership and career development programs including: Diverse Leaders Fellowship, Noble Fellowship, and Management Accelerator
- Distinguished Teacher, a program to recognize and reward excellence in the classroom
- Instructional development series aligned to The Noble Classroom framework, including Foundations and Rigor training
At Noble, we have one mission: to be a catalyst for educational equity in the city of Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. We know that we only fulfill this mission if we are the best place for a diverse mix of driven, reflective, and innovative educators to come, stay, and do their best work nurturing college-ready students. That is why Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.
Be Noble. Join our Mission today!
English Teacher
ELA-Humanities Seminar Teacher
(Full time, Certification Preferred)
Position Description
Educators for Quality Alternatives
EQA serves students who have dropped out of or been expelled from school or who have struggled academically or behaviorally in traditional settings. There are two high school campuses, The NET: Central City which opened in 2011 and The NET: Gentilly which opened in 2017. A third high school campus, NOAH will open in 2020 as a merger with ReNEW Accelerated High School. Students at the high schools earn a high school diploma and participate in internships and career training in various fields including construction, medical, and digital media. EQA also serves middle school students through The Bridge Middle School, a therapeutic program for students during their expulsion term. For all settings, our goal is that our students leave school with the skills, confidence and experience necessary to succeed in the career and education path of their choice.
Position Summary
As a NET Teacher, you have tremendous impact on the curriculum, culture and class and program structure in order to ensure that each of your students develop to their greatest potential.
NET ELA-Humanities Seminar Teachers are responsible for:
- Planning and teaching multi-disciplinary, project-based seminar courses (generally English, Social Studies, and Electives)
- Building and leveraging transformative relationships for student growth
- Assessing and monitoring student progress on an individual and course level
- Constantly developing your own craft
Position Requirements:
- 3+ years teaching at risk students with a demonstrated record raising student achievement
- A BA or BS required
- Louisiana Teacher Certification completed or in progress preferred
- Special Education certification and/or experience preferred
- Specialized interest and skills in working with students with learning and emotional difficulties
- Excellent communication, interpersonal, relationship building & management skills
- Learning mindset dedicated to effectively and innovatively problem solving and constantly improving
- Passion for improving educational opportunities for urban students and for being a part of a strong, mission-driven team
- Commitment to EQA’s mission, vision and growth
Details
- Start Date: January
- Location: The NET:Central City
- Schedule: School is year-round with generous leave schedule.
- Salary: $45,000-$55,000 depending upon experience. Initial salary is set based on years of experience and degrees. Future salary increases are based on performance and responsibilities.
- Benefits: Comprehensive benefits and generous 403b retirement plan
- Reports to: Academic Dean
Head of Kindergarten, First and Second Grade Division
Administrative Opportunity at the Stanley British Primary School
Position: Head of Kindergarten, First and Second Grade Division
Stanley British Primary School seeks a leader for its K-1-2 program, to begin July, 2020. The Head of K-1-2 will work collaboratively with a stable and dynamic faculty to build upon the nearly 50-year history of the program’s development. Fundamental to the success of Stanley’s K-1-2 program is upholding core British Primary educational philosophy and progressive approaches to early childhood education that recognize the importance of educating the whole child. The K-1-2 division at Stanley BPS is comprised of 150 students and approximately 20 faculty and staff.
About Stanley BPS:
For nearly 50 years, Stanley classrooms have been filled with engaged learners guided by inspired teachers. Our British Primary philosophy promotes the simple notion that when students enjoy what they’re doing and take an active role in their education, learning truly becomes a joy and a lifelong endeavor. Stanley BPS is committed to maintaining a diverse and inclusive school community. Candidates from diverse backgrounds are encouraged to apply.
At Stanley BPS, we value:
• Childhood
• Positivity
• Individuality
• Discovery
• Community Responsibility
• Diversity
• Relationships
For more information on our school and British Primary philosophy, please visit stanleybps.org.
Primary responsibilities:
The K-1-2 Head creates a clear vision and direction for faculty, students, and parents by demonstrating a deep commitment to the importance of childhood and a passion for educating young children. The K-1-2 Head supports a mindset of continual growth and improvement in our educational programs and demonstrates engaging, visible, and dependable leadership.
Towards this end, the K-1-2 Head:
• recruits, supports and evaluates K-1-2 faculty and staff;
• leads a collaborative process with K-1-2 faculty, grounded in British Primary
philosophy, to assess and evolve the K-1-2 program;
• oversees curriculum development and cross-classroom curriculum collaboration
• is responsible for all day-to-day K-1-2 operations;
• collaborates with the 3-4-5 Head and Middle School Head, as well as with other
administrative leaders in the school, to build alignment and connection K-8;
• provides a K-1-2 perspective on the school’s Senior Management Team;
• leads in ensuring the K-1-2 community of students, parents and teachers is a healthy,
safe, and supportive environment for all to do their best work;
• oversees student support systems and resolves behavioral issues, collaborating closely
with the K-1-2 social emotional teacher, families and support teams, as needed;
• stays abreast of current educational practice to support and challenge faculty in their
professional growth and in the collective growth of the K-1-2 teaching team.
The Stanley BPS K-1-2 division reflects a commitment to the following:
• caring relationships between students, teachers, and families;
• policies and professional practices that honor student and family voice;
• instruction adapted to meet a wide range of individual learners in multi-age
classrooms, while upholding the needs of the community as a whole;
• a comprehensive academic program that promotes integrated curriculum and
differentiated instruction fostering continuous growth and development in our young
students.
The successful candidate will have the following experience and qualifications:
• a demonstrated alignment with the principles of British Primary educational philosophy.
• experience leading a team of educators, including experience designing professional
development programs;
• expertise in early childhood development and understanding the specific needs of our
youngest students;
The successful candidate will demonstrate the following competencies:
• warmth, empathy, and interpersonal skills;
• ability to think strategically, problem solve and make decisions;
• flexibility, resilience and the ability to manage stressful situations
• strong organizational and time management skills;
• a strong sense of discretion, confidentiality, tact and a compassionate approach to
conflict resolution;
• an ability to balance sometimes competing needs of staff, students, and parents;
• strong desire to engage in DEI work;
• strong verbal and written communication skills;
• creativity and joy.
Talent Acquisition Specialist
Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,400 employees currently serve over 12,300 students, 98% of whom are students of color, 89% low-income, and 83% first-generation college goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top fifteen public high schools in the city. We believe our people are the most valuable asset in preparing our students to be successful in college and lead exemplary lives. 99% of Noble students are accepted into college and almost 90% choose to enroll, resulting in over 6,200 Noble alumni who have received or are currently pursuing a 4-year college degree.
Who We’re Seeking
Noble’s Talent Team finds the best talent in the nation to ensure that all of our students have an excellent educational experience. We are looking for a Talent Acquisition Specialist (TAS) whose primary focus will be on recruiting the nation’s best talent to work at Noble through a variety of outreach efforts including direct sourcing, pipeline re-engagement, and partnership development. This position will report to our Manager of Talent Recruitment and will work closely with the other seven members of Noble’s Talent Team and the broader Noble People Team. TASes must operate well in a fast-paced environment, uphold the highest standard of professionalism, and be impressively organized and able to prioritize time across multiple immediate and long-term projects.
This is an immediate, full-time position with an expected start date no later than February 2020.
Key Responsibilities
- Develop and own the execution of a strategic plan with the goal of filling 100% of roles with quality candidates. This could include, but is not limited to, the following:
- Designing compelling email campaigns to generate leads
- Organizing small-scale events such as a hiring day
- Developing and diversifying external partnerships
- Building Noble’s brand and shaping Noble’s narrative across organizations, universities, and geographies
- Track and analyze data to progress monitor and drives changes in recruitment strategies
- Manage many steps of the recruitment process, including sourcing candidates, converting applicants through informational calls, and conducting the initial screen and phone interview for candidates
- Contribute to the greater activities of the Talent Team, including process improvement cycles, large-scale Noble recruiting events, marketing/branding efforts, and team learning
- Communicate effectively with a variety of stakeholders, including but not limited to, Team Talent, prospective applicants, engaged candidates, campus hiring managers, and Noble senior leadership
- Bring a sense of optimism, awareness, and tenacity to a team that is driven by providing all of our students with the best teachers and leaders
Ideal Candidate Traits
- Bachelor’s Degree Required
- Prior experience in a K-12 setting and/or minimum of two years talent acquisition experience strongly preferred
- Proven track record of ambitious results in previous roles
- Excellent interpersonal, verbal, and written communication skills
- Strong problem-solving skills and resourcefulness
- A positive attitude and sense of possibility
- Deep self-awareness, a regular practice of reflection, and a desire to continuously improve
Compensation
Compensation will be commensurate with experience and qualifications. A comprehensive compensation plan will include a bonus incentive and a competitive benefits package.
Social Media Strategist
Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a social media strategist to grow our audience, help develop and maintain online communities on- and off-platform, and advise our local and national bureaus on daily social best practices.
Chalkbeat’s social media strategist will join a growing engagement team to help our network of local bureaus and national desk take full advantage of opportunities to promote our work and embrace new readers. The social media strategist will dive deep into our readership on Facebook, Twitter, Instagram, Reddit, and emerging platforms to cultivate relationships with niche audiences, and expand our reach to bring vital education reporting to the people that need it most.
Who are you?
You are committed to local journalism and put the audience first. You have a capacity for creating safe, inclusive spaces online and stoking productive conversation among readers. You’re sharp, thorough, and organized, with a deep affection for spreadsheets and systems. You’re a self-starter who can keep up with the daily flow of stories publishing while also developing strategy for long-term projects. You like collaborative work, and can adapt social media plans for the newsroom’s various levels of familiarity and capacity. You’re known for your follow-through, and enjoy running experiments, collecting results, and making recommendations based on solid data.
What background and skills do you have?
- 2+ years of work experience in digital media and/or journalism
- Strong overall writing and editing skills
- Excellent news judgment
- Detail-oriented and able to work autonomously
- Experience with growing a brand’s audience and boosting loyalty through social media
- Experience using data to inform your work
- Knowledge of SEO best practices
We know there are great candidates who may not have all the skills we list, or who have other skills we haven’t thought of. If that sounds like you, please still apply and tell us more about yourself!
What will you be responsible for?
- Fine-tune social media strategy for the entire Chalkbeat network (seven local bureaus + national desk), according to best practices
- Manage scheduling for Chalkbeat’s main Facebook and Twitter profiles
- Support local bureaus with strategies to boost reach and make major features, projects, and investigations get the readership they deserve
- Collaborate with reporters, editors, and your engagement colleagues to identify and execute on growth opportunities, including new platforms
- Develop and maintain online forums (e.g., Facebook Groups) for new and existing Chalkbeat readers
Ideally, you’d be based in one of seven cities where Chalkbeat bureaus already exist: Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, or New York City. However, working remotely is a possibility for the right candidate.
This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 25 – January 1.
About Chalkbeat:
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 are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values, and what’s in store for our next five years.
Early Childhood Education Policy Manager
Overview of Teach Plus
The mission of Teach Plus is to empower excellent, experienced, and diverse teachers to take leadership over key policy and practice issues that advance equity, opportunity, and student success. The organization empowers expert teachers to advance policy changes and improve instructional leadership and teacher supports; trains and coaches teacher leaders to successfully mobilize and lead teacher teams; and empowers teacher leaders to be change agents among their peers and policy makers. Since 2009, Teach Plus has trained thousands of teacher leaders across the country who are driving policy changes and improving the instructional practices of teachers to create an education system driven by equity, access, and excellence for all students.
Position Summary
The Teaching Policy Fellowship prepares high potential, highly effective educators to become leaders of their peers and trusted partners for decision makers and media. The Early Childhood Education Policy Manager will be a credible broker between teachers and policymakers leveraging partnerships in Illinois in order to lay the groundwork for teacher voice and create opportunities for teacher leaders to have influence on critical issues.
Reporting to the Illinois Senior Executive Director, the Early Childhood Education Policy Manager will have overall management responsibility for our Early Childhood Educator Policy Fellowship. This fellowship is a highly selective leadership opportunity for outstanding early childhood educators and providers looking to deepen their knowledge of education policy and gain a voice in decisions that affect their children, families, and the profession. The ECE Policy Manager will also work with our national team help build org-wide knowledge, guide policy development, and support Teach Plus in developing a national Early Childhood Education strategy.
III. Position Responsibilities
Policy & Outreach
The ECE Policy Manager will manage Teach Plus ECE policy strategy in Illinois, contribute to our national ECE strategy, and leverage relationships that enable teachers to have an impact on critical policy issues, including:
- Develop and maintain relationships with policymakers, district leaders, and education organizations in Illinois.
- Identify opportunities for teachers to advocate for equity on behalf of their children locally and in the state Capitol, and to be recognized for their excellence through awards and other honors.
- Train and support teachers as they conduct advocacy efforts to enact policy change, including providing training and input to teachers as they write op-eds, meet with policymakers, testify, and participate in community organizing efforts at the state and local level.
- Train teachers to be community organizers on issues of importance to their students and provide them with the tools and support to be successful.
- Support other Teach Plus sites engaging on ECE policy work by partnering with state leaders and policy managers working on ECE issues, sharing ECE content developed for the Illinois fellowship to allow other sites to replicate this work, and developing a national ECE teacher leadership strategy.
Program Management
The ECE Policy Manager will develop the skills of teacher leaders and alumni across the state to engage in policy and advocacy and create a broad community of excellent and effective teachers to bring teacher voice to influence national, state, and district policies.
- Manage the Early Childhood Education Policy Fellowship, which includes coordinating monthly training sessions and three yearly retreats (including assigned readings, lectures, guest speakers, group discussions, and working groups).
- Develop policy strategies for fellows to achieve impact on 3-4 policy issues during the year of their fellowship.
- Support the Fellows to develop and disseminate their proposals for policy changes at the local, state, and national levels.
- Develop new curriculum related to Early Childhood Education as needed.
- Develop strong relationships with Teach Plus Policy Fellows.
- Support teacher-led advocacy projects by providing strategic policy advice, project management, editing documents, and research support.
- Manage logistics for fellow events (both in-person and virtual events) including, but not limited to, site/vendor research, set up, ordering food and supplies, building and sharing surveys, and creation of materials.
Recruitment and Selection
The ECE Policy Manager will identify the most outstanding and solutions-oriented teachers, and manage the selection process for the Early Childhood Education Policy Fellowship.
- Implement and manage the recruitment and selection process to ensure a high quality and diverse applicant pool for Policy Fellowships.
- Develop messaging for recruitment materials and communicate application requirements and program details to applicants through multiple media across the state, including in-person presentations, webinars, etc.
Research, Communications, and Outreach
- Contribute to a monthly newsletter and use social media, email, and other communication platforms to promote Teach Plus and update teacher leaders, alumni, and donors regarding current educational issues, publicize Teach Plus Illinois highlights, teacher leadership opportunities, and events.
- In collaboration with other Teach Plus staff, support teachers as they conduct teacher opinion research and author policy memos, briefs, op-eds and white papers.
- Provide updated content for the Illinois pages of the website.
Data Management, Reporting, and Analytics
- Conduct internal evaluations and surveys that track the progress and impact of our policy programs.
- Maintain accurate and timely data and enter appropriate information into the Salesforce database for ongoing accountability reports.
- Develop reports to share with partners and funders regarding progress in advancing policy issues in Illinois.
- Track and report expenses within the policy program budget.
Skills and Talents
The ideal candidate will have:
- At least 4-6 years of education experience; early childhood teaching experience is preferred.
- Dedication to equity for students, and a deep belief in the power of teachers to bring about positive change.
- Experience with policy, advocacy, and/or community organizing.
- A working understanding of major education policy issues that are affecting both the teaching profession and the success of children.
- Excellent adult facilitation skills to deliver high quality learning to adults and excellent coaching skills to provide mentoring to Teaching Policy Fellows, alumni, and teachers in the Teach Plus network.
- Excellent written and oral communication skills, relationship-building, and interpersonal skills.
- Strong project management skills and the ability to complete projects independently.
- Comfort working in a fast-paced, mission-driven, and highly entrepreneurial environment
- Ability to collaborate effectively among regional and national team members, both in-person and in a virtual environment.
Commitment to Diversity
In order to better serve the teachers and students at the core of our mission, Teach Plus is committed to maximizing the diversity of our organization. We are an equal opportunity employer and encourage individuals of all ethnic and racial backgrounds and gender identities to apply to our positions.
Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the qualifications as described in a job description. We are most interested in finding the best candidate for the job with the potential to develop and succeed with coaching and support. We recognize that such a candidate may have a less traditional background or have different kinds of relevant experience. We encourage you to apply, even if you don’t believe you meet every one of our qualifications described.
Our Culture
At Teach Plus, we are driven by our mission and our core values are a driving force behind everything we do: Leadership, Diversity and Equity, Solutions-orientation, Joy, Integrity in Practice, and Collaboration. We love what we do and we work hard to make a difference for teachers and students. We are smart, passionate, and engaged with one another. We are thought partners, collaborators, and constant learners.
VII. Compensation and Benefits
Salary is competitive and will be based on prior experience and qualifications. Full benefits package includes medical, dental, retirement, disability, life insurance, and generous paid time off benefits.
VIII. Work Hours and Commitment
Core work hours are 9:00 a.m. – 5:00 p.m. In addition, this role requires occasional nights and weekends to support policy sessions and meet with teachers and policymakers. Periodic travel required: occasional trips to Springfield and across the state, in addition to 1-2 out-of-state trips per year for staff retreats.
How to Apply
To apply, please complete an online application found here. The online application will require you to upload a resume and cover letter. The cover letter should include an explanation of your interest in the position as well as a summary of relevant qualifications and experience. Teach Plus will receive applications until the position is filled.
Application Link: https://teachplus.tfaforms.net/327964
Chalkbeat 2020 Reporting Internships
We’re looking for interns to report on education in Chicago, Denver, Detroit, Indianapolis, New York City, and Memphis.
Chalkbeat, the growing nonprofit news organization telling the story of education in America, is seeking motivated undergraduate or graduate students to serve as summer reporting interns. Our reporting teams cover schools in seven cities — Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, and New York City — and our national bureau covers issues affecting schools across the country.
The 10-week paid internship from June to August 2020 offers students the opportunity to work alongside some of the nation’s top education journalists at a dynamic, rapidly growing organization. At this critical moment for an active, independent press, join us as we produce journalism that matters.
Interns will work 40-hour weeks and undertake daily education news assignments, work on enterprise stories, and participate in our reporting teams in every way.
Learn more about what it’s like to be an intern at Chalkbeat here.
Who are you?
You’re energized by our mission and excited to help us build a news organization that reimagines daily newsgathering while upholding traditional journalistic values. You have a passion for public policy and social issues journalism, plus strong reporting and writing skills, and you’re eager for feedback to become even better. You’re an entrepreneurial, creative, energetic, and tenacious reporter.
Candidates should have:
- Clips that demonstrate strong reporting and writing skills.
- Meaningful high school, college, or professional journalism experience.
- A passion for and curiosity about education.
About Chalkbeat:
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 quality education. We are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.
Middle School ELA Teacher
Be Noble. Teach Middle School ELA at Noble.
Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,300 employees currently serve over 12,300 students, 98% of whom are minority, 89% low-income, and 83% first-generation college goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top fifteen public high schools in the city. We believe our people are the most valuable asset in preparing our students to be successful in college and lead exemplary lives. For that reason, we are looking for the best talent in education.
Who We’re Seeking
Teaching at Noble is ideal for instructors motivated by the certainty that all of their students can and will succeed, eager for the autonomy to design the vision and content of their classrooms, and rooted in the desire to continuously improve their instruction through data. We are looking for mission-aligned Middle School ELA teachers for the 2019-2020 academic year who will open the world of language and literature to our scholars. Gary Comer College Prep Middle School is the only middle school campus of the Noble Network of Charter Schools in Chicago, IL. With a vision to develop well-rounded and successful college graduates, our middle school works toward a vision of developing well-rounded and successful college graduates by starting with their students in the sixth grade and supports them through the transition to high school. Each ELA teacher is responsible for cultivating a community of learners in which diversity of thought is celebrated and results are achieved. Noble ELA teachers provide frequent opportunities for students to practice the skills and habits necessary to be successful in school, critically read, and write with concision and insight.
Our ELA teachers are expected to:
- design and implement long term, unit, and lesson plans aligned to a standardized assessment,
- hold self and all students accountable during class, transitions, and school events,
- utilize data from in class and Network-wide formative and summative assessments to drive instruction and intervention, and
- exemplify Noble’s Core Values in the work they do.
Above all else, Noble Middle School ELA teachers must invest our students in the joy of reading and the power of writing.
Noble Quality Non-negotiables
- A belief that all students, regardless of background and current ability, can succeed in high school, college, and life
- A belief in executing Noble’s approach to high expectations
- A record of pursuing and achieving ambitious results
- A regular practice of reflection and desire to continuously improve
- A bachelor’s degree
- Eligibility to work in the United States on a full-time basis
Chicago Reporter
Chalkbeat, the growing nonprofit news organization telling the story of public education in America, is seeking a reporter to join our Chicago team.
Chicago currently is home to one of the most compelling public education stories in the nation. There’s a new mayor with a new vision, a schools chief with an eye on what’s happening in classrooms, a teachers union flexing its might, and test scores suggesting that students are on the right track. At the same time, the city’s schools must contend with declining enrollment and with the poverty, segregation, and violence that affects so many communities — and the children living in them. We’re looking for someone who’s excited about paying attention to all of these issues and to telling the stories that readers in Chicago and across the country need to hear.
This position will report to Chalkbeat’s Chicago bureau chief.
Who are you?
You are a strong beat reporter who believes that good education coverage is critical to the health of Chicago civic life. You’re hungry to break news but also naturally curious about the complexities and nuances of public policy. You’re willing to follow the twists and turns of stories that unfold over time, to ask questions that sometimes don’t have straight answers, and to be thoughtful about how you explain complicated concepts to your audience. You’ve got the ability to write a range of stories, from breaking news to enterprise and long-term projects. You’re a team player who is enthusiastic about helping us connect with readers through events, social media, and newsletters. And you’re eager to visit schools and meet with students and educators.
What background and skills do you have?
- Experience covering education, government, or public policy
- Experience writing breaking news
- Familiarity and experience with social media
- Comfort or experience working with data, research, and reports
- Interest in or experience with reader engagement, including finding creative ways to connect with a diverse set of readers and use those efforts to inform our reporting
- Knowledge of early childhood education, K-12 education, pathways to college, and state and city policy issues
- Experience with building sources and generating story ideas
- The ability to write clearly, cleanly, and on deadline for quick-take, daily, and longer-form stories
- Spanish fluency is a plus
Note: We know that many strong candidates will not have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!
What will you be responsible for?
- You’ll be responsible for pitching and executing breaking education news stories and helping people understand how they connect to the big picture
- You’ll develop and report longer-term enterprise projects that capture how public policy decisions impact and connect to schools and families in Chicago.
- You’ll communicate and build relationships with readers and key players in the local community through our occasional open office hours and other events, regular morning newsletters, social media posts, and the reporting process.
We work out of an office in Civic Exchange, a civic information hub and co-working space co-founded by Chalkbeat Chicago and seven other tech and media startups.
This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 25 – January 1.
About Chalkbeat:
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 are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.
Graphic Designer/Project Manager
Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a graphic designer with strong project management skills to join the product team. Chalkbeat’s mission is to provide deep, local coverage of education policy and practice to inform the decisions and actions that lead to better outcomes for children and families, especially those in low-income communities. We believe that every child deserves an excellent education and that a strong press is vital to making that happen. In our seven bureaus (and growing), we’re working with communities to reimagine and recreate the press public education deserves. Learn more about how our unique model — a nonprofit newsroom covering a single topic in multiple locations — represents a promising path forward for local news.
Chalkbeat’s product team is responsible for our digital products and visual storytelling. We also provide support for editorial and revenue initiatives that require product thinking, such as newsletters, investigative projects, and membership. That support comes in many forms and degrees, from envisioning strategy to tactical execution.
Your impact as the graphic designer/project manager will be:
- Designing and building new products to reach parents, teachers and other members of our communities to increase Chalkbeat’s sustainability and audience engagement.
- Elevating our brand while designing daily. From event flyers and social media assets to branding for new products to internal reports and pitch templates, you’ll work with teams across Chalkbeat and ensure brand consistency across our external and internal materials.
- Enhance the visual presentation of Chalkbeat’s journalism by developing an illustration strategy, maintaining our photo archives and managing freelance photography.
What background and skills do you have?
- You’ve designed and delivered a wide range of visual materials, from printed flyers and banners to digital media assets.
- You are comfortable working remotely or with remote team members.
- You enjoy working in fast-paced environments, such as a newsroom.
- You are a solid communicator who knows how to ask for help, empathize with teammates and take ownership of your work.
- You are highly organized and adept at managing projects.
- You use modern design tools, such as Adobe Illustrator, InDesign and Photoshop and web design software, such as Figma, Sketch or InDesign.
- Bonus points for: Fluency in HTML and modern CSS (including SCSS/SASS). An understanding of web accessibility requirements and best practices.
We recognize that every candidate brings interesting skills and experiences that we haven’t thought of. Don’t hesitate to apply and tell us about yourself.
This position is remote and reports to a manager in Austin, Texas. If you prefer to work in an office, you’re welcome to join us in one of Chalkbeat’s bureaus in Chicago, Denver, Detroit, Indianapolis, Memphis, Washington D.C. or New York City.
This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 26-31.
About Chalkbeat:
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 are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.
Chief College Officer
The Chief College Officer (CCO) is the most senior leader at Noble focused on the core of Noble’s mission: to support all of our graduates to succeed on the path of their choice, leading to 75% of alumni earning bachelor’s degrees. The CCO serves on the senior leadership team at Noble, reporting to the Interim President. Through their leadership, Noble will become the most successful high school system in the country at having graduates complete college and entering careers of their choice. Additionally, the CCO will serve as a leader in the national education community, collaborating with a national network of practitioners and sharing Noble’s practices to the benefit of hundreds of thousands of students around the country.
Responsibilities include:
1. Lead the College Team on the Noble Support Team (NST); managing and supporting the directors of each team:
- Summer of a Lifetime: program management and fundraising to provide the opportunity for almost 1,000 of Noble’s rising high school juniors annually to experience academic summer programs on college campuses
- College Counseling: leadership and coaching to the College Dean community across 17 high schools and training and tools support to over 60 counselors across the network
- Alumni Supports: leadership to 8 staff at NST and 18 campus-based staff who provide coaching and support to alumni in college; this includes direct management of our Pritzker Access Scholarship, which is resulting in DREAMers completing college at nationally unprecedented rates (72% for the founding class)
- Alumni Career Office: direct coaching and support to alumni as they enter the job market, resulting in 75+% of Noble bachelor’s graduates employed or in grad school within 6 months of graduation; this team also leads Ambitious Alternative Pathways and the recent launch of the Noble Alumni Association
- Noble Forward: Noble’s partnership with Southern New Hampshire University helping alumni who have left college get back on the path to earning a bachelor’s degree; Noble provides a physical location and one coach for every 50 students as they work through this online program
2. Serve as Noble’s foremost expert and policy leader with regard to college completion
- Stay up to date with the latest trends and research on college completion to ensure Noble has the right policy and approaches to meet our goals
- With Noble’s Chief Academic Officer, continue the development and support of Noble’s College Completion Standards, a set of research-based standards, assessments, and curriculum that addresses the behaviors and mindsets students need beyond traditional academics for success in college and life
- Share knowledge and expertise across Noble on topics relating to college completion and career success; this includes advising Principals and other seniors leaders, and presenting to large and small groups of Noble staff
- Represent Noble in the local and national community of funders and practitioners focused on the goal of helping first-generation college students succeed in college and life
Candidate Qualifications
The ideal candidate will be service oriented, have a relentless curiosity, and possess a sense of humor. Candidates should have:
- Unwavering commitment to Noble’s mission of preparing students for college success and the firm belief in the potential of every student
- Strong leadership skills and a demonstrated ability to manage teams in an entrepreneurial environment
- Ability to work collaboratively and communicate with a diverse group of leaders and stakeholders
- Deep experience in college access and success, with a track record of leading a successful organization in this space
Compensation
Noble provides competitive salaries depending on candidate qualifications. We also provide health, dental, life and disability insurance, 401k contributions, and vacation/sick leave.
Statement of Non Discrimination
At Noble, our mission is to be a catalyst for educational equity in the city of Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. We know that we only fulfill this mission if we are the best place for a diverse mix of driven, reflective, and innovative educators to come, stay, and do their best work nurturing college-ready students. That is why Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.
Chief Data and Innovation Officer
The Chief Data and Innovation Officer (CDIO) is a new role at Noble who will merge and lead two existing teams. This new leader will create the best team in the country for using technology to make work in schools more sustainable and efficient, while still valuing the individual approaches and preferences of teachers. The CDIO will serve on the senior leadership team at Noble, reporting to the Interim President, and be a highly skilled technical practitioner. Through their leadership, existing data and tool infrastructure will continue to be available and accurate for teachers, staff, and students; and Noble will migrate to using DevOps and continuous improvement processes to solve new challenges sustainably. Additionally, the CDIO will serve as a leader in the national education community, employing an open source approach to extend the reach of Noble’s innovations to hundreds of thousands of students around the country.
Responsibilities include:
1. Manage the existing data and tool work across the network so that users maintain a consistent experience; this work is conducted by data analysts, software developers, and Student Information System managers and the tools include:
- Student Information System (PowerSchool) used daily by school staff to run school operations like scheduling, attendance, and grades
- Tableau-based dashboard system used daily by leadership and school staff to track progress against a wide range of educational outcomes
- Salesforce – based systems for managing community contacts and relationships and for supporting and tracking alumni in college
- Python and Excel-driven tools for helping students and college counselors weigh all applicable factors in making their college choices, including predictions of admission odds
- Postgres data warehouse storing historical backups and assessment information
2. Lead the generation of sophisticated statistical insights that improve the management and operation of our schools; examples of typical topics include
- Assessing the disparate impact of local community crime and elementary school quality and how it determines the needs of different school and student populations in order to arrive at equitable outcomes
- Analyzing trends in student assessments to predict growth and content areas requiring additional focus
- Predicting student-level odds of college persistence in order to target additional alumni support
3. Create new tools and solutions to challenges faced by practitioners at Noble using the following principles:
- Innovate quickly and share with users as soon as possible
- Prioritize accessibility and usage by accommodating as many requests as feasible
- Minimize technical debt and use industry standard software development practices
- Reduce time spent on repetitive tasks
Candidate Qualifications
The ideal candidate will be service oriented, have a relentless curiosity, and possess a sense of humor. Candidates should have:
- Unwavering commitment to Noble’s mission of preparing students for college success
- Strong leadership skills and a demonstrated ability to manage teams in an entrepreneurial environment
- Ability to work collaboratively and communicate with a diverse group of leaders and stakeholders
- Deep experience in software development and database management, ideally with some background in Python and DevOps
- Sound quantitative experience in statistical analysis and interpretation with some knowledge of machine learning
- Knowledge of education and school operations is preferable, but not required
Compensation
Noble provides competitive salaries depending on candidate qualifications. We also provide health, dental, life and disability insurance, 401k contributions, and vacation/sick leave.
Statement of Non Discrimination
At Noble, our mission is to be a catalyst for educational equity in the city of Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. We know that we only fulfill this mission if we are the best place for a diverse mix of driven, reflective, and innovative educators to come, stay, and do their best work nurturing college-ready students. That is why Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.
Chief Equity Officer
Be Noble. Be the Chief Equity Officer at Noble.
Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,400 employees currently serve over 12,300 students, 98% of whom are students of color, 89% low-income, and 83% first-generation college goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top fifteen public high schools in the city. We believe our people are the most valuable asset in preparing our students to be successful in college and lead exemplary lives. 99% of Noble students are accepted into college and almost 90% choose to enroll, resulting in over 6,200 Noble alumni who have received or are currently pursuing a 4-year college degree.
Who We’re Seeking
The Chief Equity Officer is a new role at Noble who will oversee the team responsible for the strategic design, development, management, and communication of key diversity, equity, and inclusivity (DEI)-related policies, programs, and partnerships at Noble. The Chief Equity Officer’s leadership will help hold Noble accountable to fostering an environment wherein students, staff, and the broader community can live into Noble’s core values of diversity, equity and inclusion. The Chief Equity Officer will serve on the senior leadership team at Noble and report directly to the CEO.
Responsibilities include:
1. Student engagement and support
- Design and support systems to better integrate student voice in Noble’s ongoing work and vision
- Ensure instruction and curriculum content reflects diverse perspectives and experiences, via internal audits and key partnerships with best-in-class providers
- Identify and develop plans to address the most acute and persistent gaps faced by students
2. Staff engagement and support
- Design and develop a multi-year DEI training plan (e.g., trauma, Chicago history, bias) for staff, leveraging key partnerships and internal experts to deliver trainings
- Develop systems to monitor current recruitment, selection and hiring processes with an equity lens and refine, as necessary (e.g., screening thresholds, interview questions, unspoken norms)
- Promote policies aimed at eliminating gaps in opportunities for advancement and promotion
- Provide leadership, sponsorship and direction to network-wide identity-based affinity groups
3. Community engagement and support
- Design strategy for better engaging the perspectives of families to inform ongoing DEI efforts and decision-making
- Design and develop a communication plan to ensure that all families have access to information/events
- Design plan to cultivate strong relationships with diverse, values-aligned local businesses
4. Accountability and Communication
- Hire and manage a team focused on DEI-related policies, practices, and partnerships
- Develop DEI dashboard to track key DEI metrics across the network
- Regularly communicate key findings from DEI efforts and outcomes with staff and key stakeholders
Candidate Qualifications
- Unwavering commitment to Noble’s mission of preparing students for college success
- Strong leadership skills and a demonstrated ability to manage teams in an entrepreneurial environment
- Ability to work collaboratively and communicate with a diverse group of leaders and stakeholders
- Innovative and strategic thinker; ability to research, analyze, develop and implement best practices
- A passion and deep experience supporting and leading diversity and inclusion programs
- Knowledge of education and school operations is preferable, but not required
Compensation
Noble provides competitive salaries depending on candidate qualifications. We also provide health, dental, life and disability insurance, 401k contributions, and vacation/sick leave.
Statement of Non Discrimination
At Noble, our mission is to be a catalyst for educational equity in the city of Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. We know that we only fulfill this mission if we are the best place for a diverse mix of driven, reflective, and innovative educators to come, stay, and do their best work nurturing college-ready students. That is why Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.
Middle School ELA Teacher
Be Noble. Teach Middle School ELA at Noble.
Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,300 employees currently serve over 12,300 students, 98% of whom are minority, 89% low-income, and 83% first-generation college goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top fifteen public high schools in the city. We believe our people are the most valuable asset in preparing our students to be successful in college and lead exemplary lives. For that reason, we are looking for the best talent in education.
Who We’re Seeking
Teaching at Noble is ideal for instructors motivated by the certainty that all of their students can and will succeed, eager for the autonomy to design the vision and content of their classrooms, and rooted in the desire to continuously improve their instruction through data. We are looking for mission-aligned Middle School ELA teachers for the 2019-2020 academic year who will open the world of language and literature to our scholars. Gary Comer College Prep Middle School is the only middle school campus of the Noble Network of Charter Schools in Chicago, IL. With a vision to develop well-rounded and successful college graduates, our middle school works toward a vision of developing well-rounded and successful college graduates by starting with their students in the sixth grade and supports them through the transition to high school. Each ELA teacher is responsible for cultivating a community of learners in which diversity of thought is celebrated and results are achieved. Noble ELA teachers provide frequent opportunities for students to practice the skills and habits necessary to be successful in school, critically read, and write with concision and insight.
Our ELA teachers are expected to:
- design and implement long term, unit, and lesson plans aligned to a standardized assessment,
- hold self and all students accountable during class, transitions, and school events,
- utilize data from in class and Network-wide formative and summative assessments to drive instruction and intervention, and
- exemplify Noble’s Core Values in the work they do.
Above all else, Noble Middle School ELA teachers must invest our students in the joy of reading and the power of writing.
Noble Quality Non-negotiables
- A belief that all students, regardless of background and current ability, can succeed in high school, college, and life
- A belief in executing Noble’s approach to high expectations
- A record of pursuing and achieving ambitious results
- A regular practice of reflection and desire to continuously improve
- A bachelor’s degree
- Eligibility to work in the United States on a full-time basis
Independent K-12 Sales Representative
NextWaveSTEM is a start-up founded in 2017 with the goal of sparking students’ interest in STEM. We know that creating an interest in emerging technologies in students today results in positive STEM outcomes for students in the future. Our goal is to ensure that all students have equitable access to STEM education.
NextWaveSTEM offers curriculum and all resources to help schools implement drones, robotics, 3d printing, and A.I programs during school or after school. NextWaveSTEM has partnered with an 80+ school in the Chicagoland area, impacting over 8000 students and educators.
The K-12 Schools Business Development job responsibilities include:
- Attain and surpass assigned sales goal
- Proven ability to advance the sales and build strong customer relationship expanding market penetration
- Effectively communicates opportunities
- Develop and execute marketing and territory strategic plans
- Exhibit excellent organizational skills
- Creates and identifies customer opportunities promoting NextWaveSTEM services
- Reviews market analyses, monitors competitive activity and identifies customer needs.
- Delivers product reviews, presentations, and proposals to district leadership, district committees, and building level decision-makers
- Works collaboratively with NextWaveSTEM and District/School staff members
- Drives high customer service levels within assigned account base
Job Types: Contract, Commission
Independent K-12 Sales Representative
NextWaveSTEM is a start-up founded in 2017 with the goal of sparking students’ interest in STEM. We know that creating an interest in emerging technologies in students today results in positive STEM outcomes for students in the future. Our goal is to ensure that all students have equitable access to STEM education.
NextWaveSTEM offers curriculum and all resources to help schools implement drones, robotics, 3d printing, and A.I programs during school or after school. NextWaveSTEM has partnered with an 80+ school in the Chicagoland area, impacting over 8000 students and educators.
The K-12 Schools Business Development job responsibilities include:
- Attain and surpass assigned sales goal
- Proven ability to advance the sales and build strong customer relationship expanding market penetration
- Effectively communicates opportunities
- Develop and execute marketing and territory strategic plans
- Exhibit excellent organizational skills
- Creates and identifies customer opportunities promoting NextWaveSTEM services
- Reviews market analyses, monitors competitive activity and identifies customer needs.
- Delivers product reviews, presentations, and proposals to district leadership, district committees, and building level decision-makers
- Works collaboratively with NextWaveSTEM and District/School staff members
- Drives high customer service levels within assigned account base
Job Types: Contract, Commission
High School Science Teacher
Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,300 employees currently serve over 12,300 students, 98% of whom are minority, 89% low-income, and 83% first-generation college goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top fifteen public high schools in the city. We believe our people are the most valuable asset in preparing our students to be successful in college and lead exemplary lives. For that reason, we are looking for the best talent in education.
Who We’re Seeking
Teaching at Noble is ideal for instructors motivated by the certainty that all of their students can and will succeed, eager for the autonomy to design the vision and content of their classrooms, and rooted in the desire to continuously improve their instruction through data. We are looking for mission-aligned Science teachers for the 2019-2020 academic year. Each Science teacher is responsible for cultivating a community of learners in which diversity of thought is celebrated and results are achieved. Noble Science teachers provide frequent opportunities for students to practice the skills and habits necessary to be successful in school and demonstrate their understanding of the natural world and scientific theories.
Our Science teachers are expected to:
- design and implement long term, unit, and lesson plans aligned to a standardized assessment,
- hold self and all students accountable during class, transitions, and school events,
- utilize data from in class and Network-wide formative and summative assessments to drive instruction and intervention, and
- exemplify Noble’s Core Values in the work they do.
Above all else, Noble Science teachers must invest our students in the joy and benefits of understanding the world around them.
Noble Quality Non-negotiables
- A belief that all students, regardless of background and current ability, can succeed in high school, college, and life
- A belief in executing Noble’s approach to high expectations
- A record of pursuing and achieving ambitious results
- A regular practice of reflection and desire to continuously improve
- A bachelor’s degree
- Eligibility to work in the United States on a full-time basis
Digital Arts Teacher
Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,300 employees currently serve over 12,300 students, 98% of whom are minority, 89% low-income, and 83% first-generation college goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top fifteen public high schools in the city. We believe our people are the most valuable asset in preparing our students to be successful in college and lead exemplary lives. For that reason, we are looking for the best talent in education.
Who We’re Seeking
Teaching at Noble is ideal for instructors motivated by the certainty that all of their students can and will succeed, eager for the autonomy to design the vision and content of their classrooms, and rooted in the desire to continuously improve their instruction through data. We are looking for mission-aligned Art Teachers for the 2019-2020 academic year who will open the world of visual design or performance art to our students. Each Art Teacher is responsible for cultivating a community of learners in which diversity of thought is celebrated and results are achieved. Noble Art Teachers provide frequent opportunities for students to practice the skills and habits necessary for success in the visual, auditory, or performance arts. The Digital Arts courses allow students to technically understand, comprehend, and evaluate the basic tools and methods of Digital Arts & Media, computer literacy, basic life skills, and Google applications. Students will learn how to type, connect content with creative expression, and approach & execute unique projects while developing their own creative style. The overall scope of the Digital Arts course aims to equip 9th-grade students with a 21st century understanding of digital literacy and media while connecting various life skills.
Our Digital Arts Teachers are expected to:
- design and implement long term, unit, and lesson plans,
- hold self and all students accountable during class, transitions, and school events, and
- exemplify Noble’s Core Values in the work they do.
Above all else, Noble Digital Arts Teachers must invest our students in the benefits and beauty of engaging in the arts.
Noble Quality Non-negotiables
- A belief that all students, regardless of background and current ability, can succeed in high school, college, and life
- A belief in executing Noble’s approach to high expectations
- A record of pursuing and achieving ambitious results
- A regular practice of reflection and desire to continuously improve
- A bachelor’s degree
- Eligibility to work in the United States on a full-time basis
Independent K-12 Sales Representative
NextWaveSTEM is a start-up founded in 2017 with the goal of sparking students’ interest in STEM. We know that creating an interest in emerging technologies in students today results in positive STEM outcomes for students in the future. Our goal is to ensure that all students have equitable access to STEM education.
NextWaveSTEM offers curriculum and all resources to help schools implement drones, robotics, 3d printing, and A.I programs during school or after school. NextWaveSTEM has partnered with an 80+ school in the Chicagoland area, impacting over 8000 students and educators.
Looking for people with at least 3 years of experience in Education Sales.
The K-12 Schools Business Development job responsibilities include:
- Attain and surpass assigned sales goal
- Proven ability to advance the sales and build strong customer relationship expanding market penetration
- Effectively communicates opportunities
- Develop and execute marketing and territory strategic plans
- Exhibit excellent organizational skills
- Creates and identifies customer opportunities promoting NextWaveSTEM services
- Reviews market analyses, monitors competitive activity and identifies customer needs.
- Delivers product reviews, presentations, and proposals to district leadership, district committees, and building level decision-makers
- Works collaboratively with NextWaveSTEM and District/School staff members
- Drives high customer service levels within assigned account base
Job Types: Contract, Commission
Dean of Specialized Services – Hansberry College Prep
Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,300 employees currently serve over 12,300 students, 98% of whom are minority, 89% low-income, and 83% first-generation college goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top fifteen public high schools in the city. We believe our people are the most valuable asset in preparing our students to be successful in college and lead exemplary lives. For that reason, we are looking for the best talent in education.
Who We’re Seeking
The Dean of Specialized Services is a 52-week position responsible for coordinating and executing 504 and IEP paperwork and meetings with the monthly benchmark of 97%+ compliance. They will be directly managed by the Principal, and will work alongside Learning Specialists and Related Service Providers.
Roles and Responsibilities
The Dean of Specialized Services coordinates the Special Education department in the following ways:
- Completing all tasks related to triennial Full Individual Evaluations, annual Individual Education Plans, and annual Section 504 Plans.
- Opening all documents in IMPACT
- Conducting observations of students during class
- Scheduling meetings on team roster and calendar
- Coordinating with Learning Specialists and ensuring quality completion of all documents 10 days prior to meeting, including but not limited to: Consent/Assessment Planning, Learning Environment Interventions, Notice of Conference, Parental Excusal of Staff
- Attending and facilitating all meetings
- Ensuring all signatures are captured and all copies are provided to parents and uploaded into IMPACT
- Communicating and coordinating with Network and CPS for all transportation, paraprofessional, and placement requests
- Coordinating with outside service providers (psychologist, nurse, OT, PT, AT, SP, VI, HI)
- Sending all quarterly IEP progress reports and other ODLSS mass mailings home and obtaining signatures .
- Managing learning specialist, paraprofessionals and teacher assistants.
- Owning promotion and matriculation of diverse learners.
Noble Quality Non-negotiables
- A belief that all students, regardless of background and current ability, can succeed in high school, college, and life
- A belief in executing Noble’s approach to high expectations
- An unwavering belief that all teachers want to and will do their best when supported and developed
- A passion for organization and completing paperwork with fidelity
- Strong interpersonal skills for facilitating IEP and 504 meetings
- A record of pursuing and achieving ambitious results
- LBS1 certification
- 3+ years experience working in the special education field
- A bachelor’s degree
- Eligibility to work in the United States on a full-time basis
What Noble has to Offer
A Focus on Learning: You are empowered to design your course in the way you think will best achieve results for students. Our campus leaders minimize disruptions and maximize time focused on student learning. All classes start on time and are never interrupted with announcements, copy rooms are stockpiled with paper, and over 95% of students are in attendance daily.
Robust Student Services: We believe in serving the whole child. For this reason, each of our campuses is equipped with at least one full-time licensed Social Worker and teams of College Counselors. Additionally, our students have access to a variety of enrichment and extended learning options such as night and summer school courses and internship opportunities.
Active Community Involvement: Through parent advisory councils, feedback workshops, advocacy support, college enrollment guidance, quarterly parent-teacher conferences, advisory, and other engagement opportunities we invest in every student and family to build lasting, meaningful relationships.
Accountability and Support: Expectations are consistent for every adult and student in the building, and we welcome the accountability necessary to achieve excellence. We are obsessed with following through on the basics and are committed to supporting, developing, and retaining high-performing educators.
High School Special Education Teacher
Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,300 employees currently serve over 12,300 students, 98% of whom are minority, 89% low-income, and 83% first-generation college goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top fifteen public high schools in the city. 18% of our student body has an IEP, representing over 2,000 of our students,over 78% of whom are admitted to four-year universities. We believe our people are the most valuable asset in preparing all our students, including our diverse learners, to be successful in college and lead exemplary lives. For that reason, we are looking for the best talent in education.
Who We’re Seeking
Teaching at Noble is ideal for instructors motivated by the certainty that all of their diverse learners can and will succeed, eager for the autonomy to design the vision and content of their classrooms, and rooted in the desire to continuously improve their instruction through data. We are looking for mission-aligned Learning Specialists for the 2019-2020 academic year who will ensure that all of our students, regardless of ability or learning style, have success in academics and in life. Each Special Education teacher is responsible for cultivating a community of learners in which diversity of thought is celebrated and results are achieved across all ability levels. Noble Special Education teachers provide individualized opportunities for students to practice the skills and habits necessary to be successful in school. Learning Specialists will provide these supports in a variety of classroom models including self-contained, pull-out, push-in, and co-taught instruction.
Our Special Educators are expected to:
- develop IEP goals and objectives that address students of all ability levels,
- create, accommodate, and modify curriculum to align to IEP goals,
- design and implement behavior management plans,
- hold self and all students accountable during class, transitions, and school events,
- collaborate with parents/guardians, teachers, paraprofessionals, and other service personnel to ensure that the student’s needs are met,
- utilize data from in class and Network-wide formative and summative assessments to drive instruction and specialized intervention, and
- exemplify Noble’s Core Values in the work they do.
Above all else, Noble Learning Specialists must advocate for and champion our diverse learners, ensuring their growth and preparing them for post-secondary success.
Noble Quality Non-negotiables
- A belief that all students, regardless of background and current ability, can succeed in high school, college, and life
- A belief in executing Noble’s approach to high expectations
- A record of pursuing and achieving ambitious results
- A regular practice of reflection and desire to continuously improve
- A bachelor’s degree
- LBS1 Certification
- Eligibility to work in the United States on a full-time basis
Illinois Special Education License (LBS1) required – please still apply if you’re special education-certified in a different state and/or have a definitive timeline for your certification in Illinois.
What Noble has to Offer
A Focus on Learning: You are empowered to design your course in the way you think will best achieve results for students. Our campus leaders minimize disruptions and maximize time focused on student learning. All classes start on time and are never interrupted with announcements, copy rooms are stockpiled with paper, and over 95% of students are in attendance daily.
Robust Student Services: We believe in serving the whole child. For this reason, each of our campuses is equipped with at least one full-time licensed Social Worker and teams of College Counselors. Additionally, our students have access to a variety of enrichment and extended learning options such as night and summer school courses and internship opportunities.
Active Community Involvement: Through parent advisory councils, feedback workshops, advocacy support, college enrollment guidance, quarterly parent-teacher conferences, advisory, and other engagement opportunities we invest in every student and family to build lasting, meaningful relationships.
Accountability and Support: Expectations are consistent for every adult and student in the building, and we welcome the accountability necessary to achieve excellence. We are obsessed with following through on the basics and are committed to supporting, developing, and retaining high-performing educators.
A Range of Benefits: We strive to be the best place to work, and our employee benefits are thoughtfully designed to support us in this ambition.
Dean of Instruction – Humanities
The Dean of Instruction is responsible for leading the development of the instructional staff. They lay the vision of the pathway for student academic gains. This may include, but is not limited to, direct teacher coaching, curriculum oversight, course auditing, standardized test coordination, organizing on-site professional development, and researching off-campus development opportunities. The Dean of Instruction is also responsible for maintaining and building enduring relationships with staff members, as well as managing content department chairs and content specific department planning. The Dean of Instruction will communicate and collaborate with school leadership to ensure alignment of overall vision. Each Dean of Instruction will manage the logistics and day to day operations of a specific grade level. In this capacity, the Dean of Instruction will have the ability to shape the culture of the entire grade level team.
Roles and Responsibilities
- Coach caseload of teachers (10-15) toward meeting their goals in terms of GPA, P/SAT growth, attendance, and culture
- Plan for each teacher’s growth and support throughout the school year
- Observe teachers once per week for 20-30 minutes
- Share observation feedback within 24 hours using the Framework for Instructional Excellence
- Debrief with teachers once every 2 weeks for 30-45 minutes using progress towards goals, video/observation evidence, gradebook data, student work, etc.
- Serve as the first line of support for caseload of teachers
- Advocate for caseload of teachers within the school by-celebrating successes, sharing struggles, and promoting professional growth
- Analyze data and facilitate quarterly data conferences with coaching caseload
- Co-own and communicate academic vision, goals, and requirements with fellow Deans of Instruction and in consultation with Principal
- Refine and uphold academic vision documents (Framework for Instructional Excellence, Instructional Framework, and other policies) through staff meetings, smaller team meetings, weekly e-mail communication, etc.
- Track progress toward academic goals and intervene with specific teachers and teams as necessary
- Assign, inspect, and offer feedback on all academic deliverables (coaching reflections, planning documents, quarterly data analysis, etc.)
- Lead one Grade Level Team toward meeting their goals in terms of GPA, P/SAT growth, attendance, culture, community service, and enrichment
- Set and track team vision and own the Grade Level promotion and academic growth goals
- Plan and execute bi-weekly grade level meetings of 60-75 minutes to drive progress toward meeting and exceeding grade level goals
- Communicate with Principal, Assistant Principal, Dean of Students, and Dean of Discipline as needed to support teachers and students toward meeting grade level goals
- In partnership with the Dean of Students, oversee MTSS process for grade level team
- Plan and execute grade level celebrations (Town Hall, Big Group, incentives, etc.)
- Oversee any instructional projects as necessary
- Collaborate with IB coordinator around course offerings, vertical alignment, and student success
- Support with hiring process for new teachers
- Offer input and recommendations on teacher decisions regarding curriculum, text selection, content focus, etc.
- Support and develop teacher-leaders
- Observe teacher-leaders in meetings
- Provide feedback based on school core values to further develop mid-level leaders
- Serve as a thought partner in planning meetings
- Attend and assist with important school functions – testing, celebrations, open houses, etc.
Noble Quality Non-negotiables
- A belief that all students, regardless of background and current ability, can succeed in high school, college, and life
- A belief in executing Noble’s approach to high expectations
- An unwavering belief that all teachers want to and will do their best when supported and developed
- Ownership of results for both the students and teachers on the grade level you support An ability to flexibly respond to teacher and students needs based on results and feedback
- A record of pursuing and achieving ambitious academic results
- A record of coaching others to achieve ambitions academic results preferred
- A regular practice of reflection and desire to continuously improve
- A bachelor’s degree
- Eligibility to work in the United States on a full-time basis
What Noble has to Offer
A Focus on Learning: You are empowered to design your course in the way you think will best achieve results for students. Our campus leaders minimize disruptions and maximize time focused on student learning. All classes start on time and are never interrupted with announcements, copy rooms are stockpiled with paper, and over 95% of students are in attendance daily.
Robust Student Services: We believe in serving the whole child. For this reason, each of our campuses is equipped with at least one full-time licensed Social Worker and teams of College Counselors. Additionally, our students have access to a variety of enrichment and extended learning options such as night and summer school courses and internship opportunities.
Active Community Involvement: Through parent advisory councils, feedback workshops, advocacy support, college enrollment guidance, quarterly parent-teacher conferences, advisory, and other engagement opportunities we invest in every student and family to build lasting, meaningful relationships.
Accountability and Support: Expectations are consistent for every adult and student in the building, and we welcome the accountability necessary to achieve excellence. We are obsessed with following through on the basics and are committed to supporting, developing, and retaining high-performing educators.
A Range of Benefits:
We strive to be the best place to work, and our employee benefits are thoughtfully designed to support us in this ambition. Our robust and ever-evolving set of benefits includes:
- Health & Wellness:
- Competitive health benefits and paid parental leave
- Discounts to Noble Daycare, gym memberships, & bike-share services
- Free financial planning services
- Free 24/7 access to a licensed social worker and 3 in-person counseling services
- Professional Development and Recognition Opportunities:
- Leadership and career development programs including: Diverse Leaders Fellowship, Noble Fellowship, and Management Accelerator
- Distinguished Teacher, a program to recognize and reward excellence in the classroom
- Instructional development series aligned to The Noble Classroom framework, including Foundations and Rigor training
Principal – Butler College Prep
Founded in 2013, Butler College Prep serves over 600 high school students as a campus of the Noble Network of Charter Schools (Noble) in the Pullman neighborhood of Chicago. With a focus on arts and social justice alongside a college preparatory education, Butler College Prep has produced impressive student growth, a 100% college acceptance rate, and earned a level 1 SQRP rating. In addition to top-of-city results, Butler has led the way at Noble in creating a diverse teaching staff and building a joy and pride-filled student culture. Butler College Prep has grown to be a top high school choice for students on the far south side of Chicago.
This is a unique opportunity to lead one of the highest performing charter high schools in the country alongside an incredible staff of over 70 educators as the school continues to drive excellence in college preparatory education in Chicago. The new school leader would assume responsibility as principal in the 2019-20 school year with an opportunity to transition earlier to begin planning and development for the role.
About Noble
Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,400 employees currently serve over 12,300 students, 98% of whom are students of color, 89% low-income, and 83% first-generation college goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top fifteen public high schools in the city. We believe our people are the most valuable asset in preparing our students to be successful in college and lead exemplary lives.
Our Why: Mission
Noble is a catalyst for educational equity in Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives.
Our What: Results
Noble defines results as ensuring that our schools are the best in the country at preparing our students to be college ready, the best place for students to attend school, and the best place for our staff to work. We measure our success against this commitment to results by continuously looking at metrics within the following six dimensions:
- School Culture
- Academic Results
- Staff Engagement
- Student Retention
- Fiscal Integrity
- College Persistence
The strong supports and accountability to delivering on these outcomes is at the core of what is expected of a Noble principal and what has made Noble among the nation’s leaders in education.
Our How: Ideal Principal Competencies
Noble’s 18 principals are a cohesive and impressive community of leaders. The core competencies we are seeking in the next person to join this team include:
- Values: Principals exemplify Noble’s core values of results; respect; follow-through; diversity, equity, and inclusion; and humility and self-awareness.
- Performance: Principals inspire, protect, and deliver continuously improving excellence in Noble’s six core outcomes.
- Talent: Principals attract, hire, train, and develop a diverse and mission-driven team of people.
- Management: Principals create and uphold clear roles, responsibilities, and performance metrics for all team members in alignment to the campus vision.
- Prioritization: Principals select the right priorities and execute on them effectively.
Compensation
The role of a principal is arguably among the most challenging jobs in the country. We know that to deliver on our why, what, and how for families, students, and staff we must provide a highly competitive salary for principals. Total compensation, including base salary and bonus, is expected at $145,000.
In addition to salary, and a mission-driven high-performance culture, Noble is proud of the competitive health, financial, and wellness benefits provided all employees.
Illinois Teacher Leadership Coach
Overview of Teach Plus
The mission of Teach Plus is to empower excellent, experienced, and diverse teachers to take leadership over key policy and practice issues that affect their students’ success. The organization empowers expert teachers to advance policy changes and improve instructional leadership and teacher supports; trains and coaches teacher leaders to successfully mobilize and lead teacher teams; and empowers teacher leaders to be change agents among their peers and policy makers. Since 2009, Teach Plus has trained thousands of teacher leaders across the country who are driving policy changes and improving the instructional practices of teachers to create an education system driven by equity, access, and excellence for all students.
Position Summary
Reporting to the Illinois Senior Executive Director and the Illinois Teacher Engagement Manager, the Teacher Leadership Coach will have overall management responsibility for: running the Illinois Rural Teacher Leader Collaborative program which provides coaching to National Board Certified Teachers to lead changes in their buildings; providing support in running the Illinois Teaching Policy Fellowship, including providing policy and advocacy training to the Illinois Teacher of the Year finalists and supporting an expanded focus on CPS policy; and building partnerships and relationships in the education community and in the Capital focusing on both practice and policy. Currently we expect about 50% to focus on teacher leadership coaching, 50% of the time to focus on policy work, though that balance may shift over time.
Position Responsibilities
Teacher Leadership Coaching (50%)
The Teacher Leadership Coach will provide training and coaching for up to seven teacher leaders in the Rural Teacher Leader Collaborative, a program designed to support National Board Certified Teachers who are leading change efforts in their schools.
- Training
- Plan for and deliver, in collaboration with the National Instructional Leadership Team (NILT), the kickoff training, a two-day hands-on training for Teacher Leaders across the Rural Collaborative
- Plan for and deliver monthly professional development sessions (half in-person, half virtual) for Teacher Leaders across the Rural Collaborative.
- Coaching Ongoing In-School Support
- Provide one-on-one coaching (mostly virtually) to teacher leaders on a weekly or bi-weekly basis to help shape action plan, develop metrics to progress monitor change initiative, plan for upcoming team meetings, debrief previous meetings, troubleshoot barriers, and engage in leadership coaching and feedback.
- Ensure that teacher leader initiative work is based in evidence and achieves desired impact on instructional practice and student learning.
- In some engagements, foster high functioning, high impact Teacher Leader-led teams that improve teaching and learning for all students through use of calendared evidence-based inquiry cycles.
- When possible, observe and strategically contribute in Teacher Leader-led team meetings and professional development.
- Rural Collaborative Program Management
- Recruitment and Selection: The Teacher Leadership Coach will implement and manage the recruitment and selection process to ensure a high quality and diverse applicant pool.
- Create and disseminate recruiting materials, hold information sessions
- Schedule and conduct teacher and principal interviews
- Manage the selection process with support from the National Manager of Talent, Recruitment and the National Instructional Leadership Team
- Supervise, ensure, document and report on the high and consistent quality delivery and fidelity of the Rural Teacher Leader Collaborative.
- Collaborate with the National Instructional Leadership Team and the National Evaluation Team to communicate critical support, outcomes, metrics and resource needs.
- Be the primary external communicator about the Rural Teacher Leader Collaborative.
- Recruitment and Selection: The Teacher Leadership Coach will implement and manage the recruitment and selection process to ensure a high quality and diverse applicant pool.
Policy Fellowship (50%)
The Teacher Leadership Coach will support our policy program by taking charge of either the new partnership with the Illinois State Teachers of the Year or expanded CPS work, or both, and supporting in the running of our statewide policy fellows program.
- Teaching Policy Fellows Program Leadership
- In partnership with the Illinois Senior Executive Director, manage expansions of our Teaching Policy Program, including a partnership with the Illinois State Teacher of the Year Finalists and an expanded focus on CPS policy.
- Train and support teachers as they conduct advocacy efforts to enact policy change, including providing training and input to teachers as they write op-eds, meet with policymakers, testify and participate in community organizing efforts at the state and local level.
- Manage the ILSTOY Policy partnership, including coordinating a retreat and 4-5 virtual training sessions (including assigned readings, lectures, guest speakers, group discussions, and a working group).
- Support teacher-led advocacy projects by providing strategic policy advice, project management, editing documents, and research support as teachers author policy memos and briefs.
- Support the teachers to develop and disseminate their proposals for policy changes at the local, state and national levels.
- Identify opportunities for teachers to advocate for equity on behalf of their students, in CPS, and in the state Capital, and to be recognized for their excellence through awards and honors.
- Develop strong relationships with Teach Plus Policy Fellows.
- Represent Teach Plus on various coalitions, identifying opportunities to leverage teachers’ voices.
Policy Program Management
- Manage logistics for fellows events (both in-person and virtual events) including, but not limited to, site/vendor research, set up, ordering food and supplies, building and sharing surveys, and creation of materials.
- Conduct internal evaluations and surveys that track the progress and impact of our policy and practice programs.
- Maintain accurate and timely data and enter appropriate information into the Salesforce database for ongoing accountability reports.
Skills and Talents
The ideal candidate will have:
- 5+ years in the education field, teaching experience required
- A minimum of 2 years of coaching teachers and/or school leaders, preferred
- Experience with policy, advocacy, and/or community organizing
- A relentless focus on data, including analysis and using it to inform instruction and make decisions
- Dedication to equity for students, and a deep belief in the power of teachers to bring about positive change
- Excellent written and oral communication skills, relationship-building, and interpersonal skills
- Strong project management skills and the ability to complete projects independently
- Comfort working in a fast-paced, sometimes ambiguous, and highly entrepreneurial environment
Commitment to Diversity
In order to better-serve the teachers and students at the core of our mission, Teach Plus is committed to maximizing the diversity of our organization. We are an equal opportunity employer and encourage individuals of all ethnic and racial backgrounds and gender identities to apply to our positions.
Our Culture
At Teach Plus, we are driven by our mission and our core values are a driving force behind everything we do: Leadership, Diversity and Equity, Solutions-orientation, Joy, Integrity in Practice, and Collaboration. We love what we do and we work hard to make a difference for teachers and students. We are smart, passionate, and engaged with one another. We are thought partners, collaborators, and constant learners.
Compensation and Benefits
Salary is competitive and will be based on prior experience and qualifications. Full benefits package includes medical, dental, retirement, disability, life insurance, and generous paid time off benefits.
Term and Commitment
This is a full-time, one-year, with a tentative start date of early August or earlier based on candidate’s availability. This role may be renewed annually based on performance and funding.
Location and Travel
This position is open to candidates who live anywhere in Illinois, though we would prefer those within an hour of either Chicago or Springfield. Candidates must be willing to travel to southern IL (just south of Springfield) 6-8 times over the course of the year for 2-days each time for coaching, and willing to work occasional nights and weekends to support events.
Managing Editor for Style and Standards
Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a Managing Editor for Style and Standards to lead our editing team, oversee editorial operations, and boost our newsroom leadership.
The Managing Editor for Style and Standards will help elevate our overall story quality and improve our collective skills so that our journalism is the best it can possibly be. This person will supervise a team of four story editors, oversee style and voice guides, and manage onboarding and training programs for reporters and editors. The role will blend day-to-day guidance on story editing with strategic thinking on how the newsroom functions.
This position will report to the executive editor and sit on the network management team that helps guide organization-wide strategy and planning.
Who are you?
You know that good writing starts with good reporting, and that editing starts before any words hit the page. You recognize the value of context. You believe that style standards matter, and so does voice, both organizationally and individually. You’re committed to providing learning opportunities no matter how experienced the employee (all of us can always improve!), and you understand the importance of a new reporter’s first few months. You geek out on process (perhaps you even enjoy a good spreadsheet). You want to make a difference, and you see how impact-driven local journalism can do that. You’re not a pageview chaser — you believe in listening to audiences and forging lasting relationships. Whether or not you have experience covering education, you find the topic fascinating.
What background and skills do you have?
- 10+ years of work experience, with 5+ years of working in a digital environment
- Experience editing breaking news, daily, and/or enterprise stories
- Proven track record of team management with positive culture
- Experience managing copy and other workflows, with examples of improvements you’ve made
- Experience with onboarding and training programs, even informal ones, with examples of ones you’ve overseen
- Ability to work autonomously while sharing pertinent information up, down, and across
- Excellent news judgment
We know that many strong candidates will not have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!
What will you be responsible for?
- Supervising a team of four story editors, likely with more to come in the next year as Chalkbeat continues its growth trajectory, to create compelling, impactful journalism
- Managing and updating our style and voice guides
- Examining and optimizing our newsroom workflows and systems so that they better support our journalism
- Working with our Operations team to revise our current onboarding programs for reporters and editors
- Working with other team leads in Chalkbeat’s “networked model” to help guide newsroom decisions
- Representing local needs to network leadership, and organizational priorities to story editors and local teams
- Working with the Executive Editor and other leaders on organizational growth planning, with an eye toward future expansion
- Collaborating with the Director of Product on CMS improvements
Ideally, you’d be based in one of seven cities where Chalkbeat bureaus already exist: Chicago, Denver, Detroit, Indianapolis, Memphis, New York City or Newark. However, working remotely is a possibility for the right candidate.
This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 26-31.
About Chalkbeat:
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 are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.
PowerSchool Specialist
About Us:
21st Century Charter School at Gary is a free K-12 public charter school. We are building a team of excellence. We are the top performing charter school in Gary, Indiana. We are one of the few Indiana schools offering an early college program, which allows our qualifying high school students to take real college courses for real college credit, free of charge to our students and their families. Our curriculum and our teaching methods are designed using Core Knowledge in K-8, Project Lead the Way beginning in middle school, and a blended learning model in middle school through high school. We are a TAP school! Please join us if you are committed to excellence, mission-driven, and ready to take 21st Century Charter School @ Gary to uncommonly high levels of achievement! Our teachers cultivate in our students the critical thinking skills they will need to understand how the world around them works and to become leaders and agents of positive change in the world.
REPORTS TO/TERM:
Principal and Administrative Team
This is a full-time 12-month position.
Purpose Statement:
The job of PowerSchool Specialist is done for the purpose/s of managing the network for the computerized student administration system; registering and processing student records, and coordinating usage among all system users.
Essential Functions
- Assesses operation and malfunctions of hardware and/or software applications (e.g. initiate and review system rule
changes, review and adjust system data) for the purpose of determining appropriate actions to maintain computer and
network operations. - Enter and process student records into the system.
- Maintains a variety of files, documents, and student records (e.g. grades, transcripts, academic achievement records, etc.) for the purpose of documenting and/or providing reliable information relative to student records.
- Assists other personnel (Administrators, Teachers, Parents, Students, Department Staff) (e.g. troubleshooting program)
for the purpose of supporting them in the completion of their work activities.
- Collects and completes the required data for the state accounting reports for the purpose of meeting state requirements.
Coordinates the collection and processing of data for the state systems for the purpose of ensuring compliance with state
reporting requirements.
- Coordinates with other staff (e.g. master schedules, rollover procedures, lunch/bell schedules, school calendar) for the
purpose of completing projects/work orders efficiently.
- Designs reports options and/or database applications (e.g. report cards, registration forms, lunch program) for the
purpose of providing personnel with information customized to their specific needs.
- Instructs other personnel (e.g. provides in-service training, set-up individual accounts, issue passwords, and resolve lock
concerns) for the purpose of ensuring proper and efficient usage of the system and notifying users of system changes. - Maintains database program website (e.g. parental access) for the purpose of providing current electronic media to the
public. - Runs maintenance programs daily, weekly and monthly for the purpose of ensuring efficient program operations.
Other Functions - Attends a meeting as assigned for the purpose of conveying and/or gathering information required to perform functions.
Monitors and coordinates data entry of student attendance accounting system for the purpose of ensuring the accuracy of
data and instructing on proper methods of making corrections. - Prepares written materials (e.g. reports, memos, letters, etc.) for the purpose of documenting activities, providing written
reference and/or conveying information.
- Procures equipment, supplies, and materials for the purpose of maintaining the availability of required items and completing
jobs efficiently. - Responds to user requests for a variety of report options for the purpose of disseminating information to appropriate
parties.
Job Requirements: Minimum Qualifications
Skills, Knowledge, and Abilities
SKILLS are required to perform multiple, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skills required to satisfactorily perform the functions of the job include record keeping.
KNOWLEDGE is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and solve practical problems. Specific knowledge required to satisfactorily perform the functions of the job includes: standard office software working knowledge of the school system computer operation/skills.
ABILITY is required to schedule activities and/or meetings; gather, collate, and/or classify data; and use basic, job-related equipment. Flexibility is required to work with others; work with data utilizing defined but different processes, and operate equipment using defined methods. Ability is also required to work with a diversity of individuals; work with a variety of data; and utilize specific, job-related equipment. In working with others, Problem-solving with data requires independent interpretation of guidelines; and problem-solving with equipment is limited. Specific abilities required to satisfactorily perform the functions of the job include: maintaining confidentiality meeting deadlines and schedules working with detailed information/data.
High School Math Teacher
Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,300 employees currently serve over 12,300 students, 98% of whom are minority, 89% low-income, and 83% first-generation college goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top fifteen public high schools in the city. We believe our people are the most valuable asset in preparing our students to be successful in college and lead exemplary lives. For that reason, we are looking for the best talent in education.
Who We’re Seeking
Teaching at Noble is ideal for instructors motivated by the certainty that all of their students can and will succeed, eager for the autonomy to design the vision and content of their classrooms, and rooted in the desire to continuously improve their instruction through data. We are looking for mission-aligned Math teachers for the 2019-2020 academic year who will open the world of geometry, algebra, and problem solving to our students. Each Math teacher is responsible for cultivating a community of learners in which diversity of thought is celebrated and results are achieved. Noble Math teachers provide frequent opportunities for students to practice the skills and habits necessary to be successful in school and demonstrate number sense and an understanding of all math subjects.
Our Math teachers are expected to:
- design and implement long term, unit, and lesson plans aligned to the SAT domains and dimensions,
- hold self and all students accountable during class, transitions, and school events,
- utilize data from in class and Network-wide formative and summative assessments to drive instruction and intervention, and
- exemplify Noble’s Core Values in the work they do.
Above all else, Noble Math teachers must invest our students in the joy and benefits of manipulating numbers.
Noble Quality Non-negotiables
- A belief that all students, regardless of background and current ability, can succeed in high school, college, and life
- A belief in executing Noble’s approach to high expectations
- A record of pursuing and achieving ambitious results
- A regular practice of reflection and desire to continuously improve
- A bachelor’s degree
- Eligibility to work in the United States on a full-time basis
What Noble has to Offer
A Focus on Learning: You are empowered to design your course in the way you think will best achieve results for students. Our campus leaders minimize disruptions and maximize time focused on student learning. All classes start on time and are never interrupted with announcements, copy rooms are stockpiled with paper, and over 95% of students are in attendance daily.
Robust Student Services: We believe in serving the whole child. For this reason, each of our campuses is equipped with at least one full-time licensed Social Worker and teams of College Counselors. Additionally, our students have access to a variety of enrichment and extended learning options such as night and summer school courses and internship opportunities.
Active Community Involvement: Through parent advisory councils, feedback workshops, advocacy support, college enrollment guidance, quarterly parent-teacher conferences, advisory, and other engagement opportunities we invest in every student and family to build lasting, meaningful relationships.
Accountability and Support: Expectations are consistent for every adult and student in the building, and we welcome the accountability necessary to achieve excellence. We are obsessed with following through on the basics and are committed to supporting, developing, and retaining high-performing educators.
A Range of Benefits: We strive to be the best place to work, and our employee benefits are thoughtfully designed to support us in this ambition.
High School Special Education Teacher
Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,300 employees currently serve over 12,300 students, 98% of whom are minority, 89% low-income, and 83% first-generation college goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top fifteen public high schools in the city. 18% of our student body has an IEP, representing over 2,000 of our students, 78% of whom are admitted to four-year universities. We believe our people are the most valuable asset in preparing all our students, including our diverse learners, to be successful in college and lead exemplary lives. For that reason, we are looking for the best talent in education.
This application is for next school year (2019-2020).
Who We’re Seeking
Teaching at Noble is ideal for instructors motivated by the certainty that all of their diverse learners can and will succeed, eager for the autonomy to design the vision and content of their classrooms, and rooted in the desire to continuously improve their instruction through data. We are looking for mission-aligned Learning Specialists for the 2019-2020 academic year who will ensure that all of our students, regardless of ability or learning style, have success in academics and in life. Each Special Education teacher is responsible for cultivating a community of learners in which diversity of thought is celebrated and results are achieved across all ability levels. Noble Special Education teachers provide individualized opportunities for students to practice the skills and habits necessary to be successful in school. Learning Specialists will provide these supports in a variety of classroom models including self-contained, pull-out, push-in, and co-taught instruction.
Our Special Education teachers are expected to:
- develop IEP goals and objectives that address students of all ability levels,
- create, accommodate, and modify curriculum to align to IEP goals,
- design and implement behavior management plans,
- hold self and all students accountable during class, transitions, and school events,
- collaborate with parents/guardians, teachers, paraprofessionals, and other service personnel to ensure that the student’s needs are met,
- utilize data from in class and Network-wide formative and summative assessments to drive instruction and specialized intervention, and
- exemplify Noble’s Core Values in the work they do.
Above all else, Noble Learning Specialists must advocate for and champion our diverse learners and ensure their growth, preparing them for post-secondary success.
Noble Quality Non-negotiables
A belief that all students, regardless of background and current ability, can succeed in high school, college, and life
A belief in executing Noble’s approach to high expectations
A record of pursuing and achieving ambitious results
A regular practice of reflection and desire to continuously improve
A bachelor’s degree
LBS1 Certification
Eligibility to work in the United States on a full-time basis
Illinois Special Education License (LBS1) required – please still apply if you’re special education-certified in a different state and/or have a definitive timeline for your certification in Illinois. If you don’t currently have an LBS1 but would like to earn your certification, please consider applying for one of our two certification pathways – Noble-Relay Teaching Residency or the Special Education MAT Program! If you have any questions or would like to know more, please reach out to Hailey Ott at hott@nobleschools.org.
What You Can Expect from Noble
- Strong School Culture: We have structures in place that enable you to teach 99% of your class period. You have autonomy to teach what you want to teach. We trust you to do what is best for students. If you ask for support, you will receive it. The work is exceptionally challenging, but it is also the most rewarding.
- Meaningful Relationships: Our people genuinely care for and enjoy working with each other. We focus on building strong, meaningful relationships with every student and family. Everyone works with the shared mission of getting students ready for college.
- High Expectations: Expectations are consistent for every adult and student in the building. From ensuring we have working copiers to responding to all emails you send, we are obsessed with following through on the basics that every teacher deserves.
Be Noble.
Applicants must be currently authorized to work in the United States on a full-time basis.
The Noble Network of Charter Schools Is An Equal Opportunity Employer.
High School Principal / Charter School Chicago
About Noble: Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,400 employees currently serve over 12,300 students, 98% of whom are students of color, 89% low-income, and 83% first-generation college goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top fifteen public high schools in the city. We believe our people are the most valuable asset in preparing our students to be successful in college and lead exemplary lives.
Our Why: Mission
Noble is a catalyst for educational equity in Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives.
Our What: Results
Noble defines results as ensuring that our schools are the best in the country at preparing our students to be college ready, the best place for students to attend school, and the best place for our staff to work. We measure our success against this commitment to results by continuously looking at metrics within the following six dimensions:
- School Culture
- Academic Results
- Staff Engagement
- Student Retention
- Fiscal Integrity
- College Persistence
The strong supports and accountability to delivering on these outcomes is at the core of what is expected of a Noble principal and what has made Noble among the nation’s leaders in education.
Our How: Ideal Principal Competencies
Noble’s 18 principals are a cohesive and impressive community of leaders. The core competencies we are seeking in the next person to join this team include:
- Values: Principals exemplify Noble’s core values of results; respect; follow-through; diversity, equity, and inclusion; and humility and self-awareness.
- Performance: Principals inspire, protect, and deliver continuously improving excellence in Noble’s six core outcomes.
- Talent: Principals attract, hire, train, and develop a diverse and mission-driven team of people.
- Management: Principals create and uphold clear roles, responsibilities, and performance metrics for all team members in alignment to the campus vision.
- Prioritization: Principals select the right priorities and execute on them effectively.
Compensation
The role of a principal is arguably among the most challenging jobs in the country. We know that to deliver on our why, what, and how for families, students, and staff we must provide a highly competitive salary for principals. Total compensation, including base salary and bonus, is expected at $145,000.
In addition to salary, and a mission-driven high-performance culture, Noble is proud of the competitive health, financial, and wellness benefits provided all employees.
2019 Summer Internship
Chalkbeat, the growing nonprofit news organization telling the story of education in America, is seeking motivated undergraduate or graduate students to serve as summer reporting interns. Our reporting teams cover schools in seven places — Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, and New York City — and we have a national bureau covering education issues affecting schools across the country.
The 10-week paid internship from June to August 2019 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 work 40-hour weeks and will have the opportunity to undertake daily education news assignments, work on enterprise stories, and participate in the life of our reporting teams in every way.
Learn more about what it’s like to be an intern at Chalkbeat here.
Who are you?
You’re energized by our mission and excited to help us build a news organization that reimagines daily newsgathering while embracing traditional journalistic values. You have a passion for public policy and social issues journalism, strong reporting and writing skills, and comfort working in digital media. You’re an entrepreneurial, creative, energetic, and tenacious reporter.
What background and skills do you have?
- Clips that demonstrate strong reporting and writing skills
- Meaningful high school, college, or professional journalism experience
- Passion for and curiosity about education is a must; knowledge of education issues is a strong plus
- Ability to report in a language other than English is a plus
- Experience working with data, social media, and digital production is a plus
About Chalkbeat:
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 are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.
Digital Marketing Manager
Chalkbeat, the nonprofit news organization telling the story of education in America, seeks a digital marketing manager to help Chalkbeat grow into one of the largest nonprofit news sites in the country.
Chalkbeat’s digital marketing manager will drive key outcomes for both our revenue and editorial teams — increasing digital revenue, growing email subscribers, and piloting new audience growth initiatives. This is a highly interdisciplinary role, working in tandem with almost every team at Chalkbeat, from editorial, revenue, tech, analytics, etc. This position will report to the Head of Growth.
Who are you?
You are mission-driven, and you understand that the success of Chalkbeat means combining excellent journalism with a strong business model. You’re a self-starter who can both see the big picture and jump in to help execute important work. You’re comfortable wearing many hats and are highly collaborative, able to earn trust and drive outcomes along the way.
What background and skills do you have?
- 3+ years of work experience related to marketing or audience growth
- An entrepreneurial spirit, with stories to tell
- Proven track record of email-based conversion (either donations or e-commerce sales), and experience utilizing the capabilities of an email service provider
- Comfort with segmentation and data
- Strong writing and editing skills
- Organized, detail-oriented, and able to take initiative without heavy oversight
We know that many strong candidates will not have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!
What will you be responsible for?
- Membership: Driving growth in reader revenue, specifically the evolution and expansion of our brand new membership program.
- Email marketing: Creating a sustainable and scalable email experience across teams, especially as our reach continues to expand into new locales and topics within the education space.
- New initiatives and market research: Identifying, evaluating, and piloting promising initiatives that support Chalkbeat’s growth, from re-investing in existing products to incubating new high-potential opportunities.
Ideally, you’d be based in one of the cities where Chalkbeat already has a presence: Chicago, Denver, Detroit, Indianapolis, Memphis, New York City, or Washington, D.C. However, working remotely is a possibility for the right candidate.
This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 26-31.
About Chalkbeat
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 are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.
Designer/Developer
Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a designer/developer to join the product team.
Chalkbeat’s product team is predominantly responsible for our technology — the CMS, chalkbeat.org, analytics, and visual storytelling. But we’re also responsible for providing support for editorial and revenue initiatives that require product thinking, such as newsletters, investigative projects, and membership. That support comes in many forms and degrees, from envisioning strategy to tactical execution. As the designer/developer, you’ll have the opportunity to work on both large-scale product design — like our website and newsletters — and help us find innovative ways to create engaging storytelling. You will have a high degree of autonomy and trust in your expertise. This position will report to the Director of Product.
Who are you?
- You have a proven track record of solving complex design challenges, and have an online portfolio to demonstrate your experience with real work examples.
- You value user experience and have strong communication skills, deftly connecting design decisions to the organization’s goals.
- You are highly organized and enthusiastic about building systems that are easy to scale and adapt to new features.
- You are curious, seeking out new ideas and skills to continuously inform your work.
- You are passionate about supporting a new journalism model and contributing to sustainable local news coverage with a focus on education.
What background and skills do you have?
- A solid foundation in design thinking, user experience principles, and UI design
- A background in visual design with an appreciation for the finer arts of typography, layouts, and spacing
- 4+ years work experience, ideally in web design, UX/UI design, or frontend development
- Fluency in HTML and modern CSS (including SCSS/SASS), and a working knowledge of modern JavaScript
- An understanding of accessibility requirements and best practices
- Experience or interest working remotely or with remote team members
We don’t expect you to check all of these boxes, and we also know you’ll bring interesting skills and experiences that we haven’t thought of. Whether you identify as a designer or a developer — or both — we want to hear from you. Don’t hesitate to apply and tell us about yourself.
This position is remote and reports to a manager in Austin, Texas. If you prefer to work in an office, you’re welcome to join us in one of Chalkbeat’s bureaus in Chicago, Denver, Detroit, Indianapolis, Memphis, or New York City.
This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 26-31.
About Chalkbeat
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 are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.
Engagement Editor
Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks an engagement editor to grow our audience and deepen our relationship with readers.
Chalkbeat’s next engagement editor will help our network of local bureaus and national team better understand the news needs of our core audiences, elevate voices that are often ignored by mainstream media, build stronger relationships with communities that need critical information about schools, and expand our reach to inform as many people as possible about key developments in public education. This position will report to the Executive Editor.
Who are you?
You are committed to local journalism and understand that means putting the audience first. You want to make a difference, and you see how impact-driven journalism can do that. You’re not a pageview chaser — you believe in listening to communities and fostering lasting relationships. You’re a self-starter who can both see the big picture and jump in to help execute important work. You’re comfortable wearing many hats and moving in between the education policy world and journalism industry circles. You have experience in building and engaging audiences on social media, and growing newsletter subscribers. You think in headlines, tweets, and subject lines. You can strategize about in-person events, and you care deeply about the user experience online.
What background and skills do you have?
- 7+ years of work experience, with 5+ years of working on the digital side of media, journalism, or communications
- Experience reporting and writing news and/or feature stories
- Proven track record of growing a brand’s audience and boosting loyalty through email lists and social media
- Strong writing and editing skills
- Detail-oriented and able to work autonomously
- Proficiency with third-party email service providers
- Experience developing strategy informed by analytics
- Excellent news judgment
We know that many strong candidates will not have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!
What will you be responsible for?
- Develop social media strategy for the entire Chalkbeat network (seven local bureaus + national desk)
- Own newsletter strategy and help grow subscriber base
- Manage national and local news partners
- Support local bureaus with strategies for in-person events and engagement-driven reporting that brings in voices from the communities we serve
- Leverage analytics to develop best practices for growth and engagement
- Collaborate with Product, Analytics, and Revenue teams to identify and execute on optimization and growth opportunities
We’re building this team out, so you’ll also be hiring and overseeing another engagement team member, who will be responsible for supporting social and email strategy and execution.
Ideally, you’d be based in one of six cities where Chalkbeat bureaus already exist: Chicago, Denver, Detroit, Indianapolis, Memphis, or New York City. However, working remotely is a possibility for the right candidate.
This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 26-31.
About Chalkbeat:
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 are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.
Educational Consultant/National Training Instructor
GENERAL DESCRIPTION:
This hybrid position encompasses two functions within the Great Books Foundation. The employee manages his or her assigned sales territory by consulting with respective educational institutions or individuals. Furthermore, the employee sells Great Books Foundation products and services in order to meet or exceed an established revenue quota for the territory.
In addition, the employee acts as a trainer/liaison for teachers, administrators, schools, and districts by teaching introductory-level courses that train leaders to use the Foundation’s programs. He or she provides support for these programs through demonstrations and consultations at the school and district level.
The employee is expected to travel throughout the assigned territory approximately 25% of the time, with the majority of sales and training travel focused on New York. Travel varies on a seasonal basis, both during regular working hours and on weekends when necessary. When not traveling for sales meetings, conferences, or training, the employee is based out of the Foundation’s main office located in downtown Chicago.
DUTIES/RESPONSIBILITIES:
Educational Consultant (75%)
- Manages accounts of assigned territory in-house or in the field in order to meet or exceed revenue quota through outreach, calls, emails, follow-up, etc.
- Schedules and travels to field events (appointments, administrators’ briefings, principals’ meetings, state or national conferences) as needed
- Handles inbound calls regarding product information, schedules professional learning events, responds to customers’ questions, and provides customer support
- Assists in promoting, developing, and expanding Great Books programs, and builds and develops relationships with new and existing customers
- Makes outbound lead follow-up calls or emails to convert calls to sales
- Schedules and coordinates customer professional development learning events for schools, teachers, administrators, and trainers in the assigned territory
- Conducts data analysis related to sales territory and products in order to understand trends and opportunities
- Actively attains a firm knowledge of the Foundation’s products and consistently learns about new products and services, competitors’ products and services, and educational initiatives in the assigned territory
- Reacts to change productively and handles other essential tasks as assigned
National Training Instructor (25%)
- Trains educational leaders in Shared Inquiry™ method of inquiry-based discussion and supports them with Foundation programs
- Liaises with the sales and support team in preparation of scheduled trainings and events by utilizing Foundation CRM tool
- Completes summary reports and follows up as needed at the end of each training and event
- Seeks to obtain a current working knowledge of the Foundation’s products by attending meetings, sales events, and trainings to keep abreast of latest developments
- Learns about new educational initiatives, products, services, and competitors’ products and services, with a focus on their impacts on the New York City market
- Reacts to change proactively and productively and handles other essential tasks as assigned
QUALIFICATIONS:
- Bachelor’s and master’s degree required, preferably in liberal arts or education
- Two to five years of successful sales experience within the K–12 market; experience in working with schools in the New York City metropolitan area is a plus
- One to two years of formal teaching experience with adults and/or K–12 students is preferred
- Demonstrated ability to flexibly teach and present to multiple types of learners—for example, expertly training K–12 students, teachers, and volunteers in the same setting
- High level of effective written- and oral-communication skills with various audiences, including administrators, teachers, volunteers, and others
- Ability to communicate effectively via email and other web-based formats while remote
- Knowledge of how to use Foundation systems and tools, such as CRM, Intacct, and online course tools
- Pronounced ability to collaborate, communicate, and work in a team environment
- Ability to work autonomously, calling for support from peers or supervisors as needed
- Proven problem-solving savvy and ability to work toward customer satisfaction
- Timely follow-up and a high attention to detail
- Strong commitment to the Foundation’s mission, with a thorough understanding of the principles and practice of the Shared Inquiry method of inquiry-based discussion
Seeking School Leaders in Chicago
Overview
Chicago International Charter Schools’ (CICS) campuses are seeking accomplished, innovative, and energetic leaders to support a growing network of innovative schools. Leaders should exemplify the imperative to innovate, be entrepreneurial, and commit to Chicago’s students. These talented school leaders will join a team of determined optimists as they prepare students for success in college and life. Apply today!
Leaders at CICS’ campuses are empowered to grow and lead. Campuses give school leaders the opportunity to succeed individually while supporting teams of educators to improve student outcomes. CICS’ campuses attract bold, ambitious, outstanding, creative professionals who are willing to take risks and are committed to lifelong learning.
About the CICS Network
CICS is a pioneer—one of Illinois’ first charter networks to manage a portfolio of talented and autonomous school operators with a wide range of school models. This vibrant network of diverse Chicago charter schools enables students to thrive every day, puts them on a path to success in college and life, and empowers entrepreneurial educators to pursue excellence through innovation. There are currently 14 Chicago campuses in the CICS network.
CICS is entering an exciting time, embarking on the implementation of a new strategic plan. Joining a CICS campus at this critical point represents an exciting opportunity to be a part of shaping the new direction of the network. CICS strives to be a consistently high-performing network of academically rigorous, pedagogically diverse, forward-thinking schools that prepare every student for success in college or career. Learn more at www.chicagointl.org.
Key Competencies
* Reflective and introspective; committed to creating a culture of excellence, inclusion and academic achievement through their leadership style.
* Uses data to set academic strategy, identify trends, set goals, and monitor instruction and other streams of work.
* Leverages deep knowledge of curriculum, instruction, and assessment to improve student learning through their teachers and other instructional staff.
* Able to engage with diverse groups of stakeholders to galvanize the community around school goals and initiatives.
* Ensures the alignment of dashboards, systems and processes to establish effective operations that support student learning.
All campus school leaders must:
* Have an unwavering commitment to serving others – students, families, teammates, and our communities for the greater good.
* Give and receive feedback, and be open to coaching, mentoring, and partnerships.
* Embody a growth mindset.
* Be helpful, hard-working, self-motivated, and always willing to go the extra mile.
Job Qualifications
* At least 3 years of dynamic teaching experience.
* At least 5 years of leadership experience in a school-based leadership role (will need to demonstrate significant impact through leadership efforts).
* An advanced degree in education.
Salary and Benefits
CICS’ campuses offer a competitive salary and benefits.
How to Apply: https://app.jobvite.com/j?aj=oAkf7fw0&s=ChalkBeat
Chicago International Charter School campuses provide equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state and local laws.
Seeking Special Education Teachers in Chicago
Overview
Chicago International Charter Schools (CICS) campuses are hiring talented special education teachers to join their teams of determined optimists as they prepare students for success in college and life. Join a CICS school that is helping Chicago students thrive. Apply today!
About the CICS Network
CICS is a pioneer—one of Illinois’ first charter networks to manage a portfolio of talented and autonomous school operators with a wide range of school models. This vibrant network of diverse Chicago charter schools enables students to thrive every day, puts them on a path to success in college and life, and empowers entrepreneurial educators to pursue excellence through innovation. There are currently 14 Chicago campuses in the CICS network. Learn more at www.chicagointl.org.
Teaching at CICS’ Campuses
CICS is entering an exciting time, embarking on the implementation of a new strategic plan. Joining a CICS campus at this critical point represents an exciting opportunity to be a part of shaping the new direction of the network. CICS strives to be a consistently high-performing network of academically rigorous, pedagogically diverse, forward-thinking schools that prepare every student for success in college or career.
CICS’ campuses empower teachers to grow and lead. They give educators the opportunity to succeed individually while supporting better student outcomes. CICS’ campuses attract bold, ambitious, outstanding, creative professionals who are willing to take risks and are committed to lifelong learning.
Specific Responsibilities
In collaboration with the instructional team, the special education teacher will:
* Manage/teach a caseload of special education students.
* Collaborate with students, parents, teachers, staff, and consultants to develop Individual Education Plans (IEPs).
* Work cooperatively with classroom teachers to integrate accommodations and modifications into lesson plans and curricula.
* Work cooperatively with teachers of record to deploy a variety of instructional techniques and media to meet the needs and capabilities of assigned special needs students.
* Consult with classroom teachers regarding management of student behavior according to IEP.
* Participate in or lead IEP meetings as needed.
* Demonstrate knowledge of specialized methodology for teaching students with special needs.
* Organize and maintain accurate Special Education records and files.
* Conduct assessments as needed for Special Education eligibility.
* Assess, monitor and report progress toward IEP goals and objectives.
* Complete all activities required for compliance with Individuals with Disabilities Education Act (IDEA).
* Submit required reports and documentation to administration.
* Support students and parents with student placement, curriculum, and instructional issues.
* Keep detailed documentation from parent/student conferences.
Required Qualifications
* Bachelor’s Degree.
* Illinois Special Education Certification (LBS1).
* Working knowledge of federal and state special education laws and regulations.
Salary and Benefits
CICS teachers are highly valued. CICS’ campuses offers a competitive salary and benefits.
How to Apply: https://app.jobvite.com/j?aj=oAkf7fw0&s=ChalkBeat
Chicago International Charter School campuses provide equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state and local laws.
Director of Product
Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a director of product to lead our product and UX team.
Who are you?
You thrive in smaller organizations where you can make a huge impact, and you can draw clear lines from broad organizational goals to products that delight users and drive results. You translate strategy into execution and enjoy doing the work, not just calling the shots. You might be a news nerd or someone who loves reading policy papers, but you’re definitely inspired by our daily journalism and our mission of educational equity. You excel at communication and recognize the importance of conveying the why and how in addition to the what. You’re skilled at presenting data findings, knowing that product strategy is meaningless without the data to support it. You shine at problem-solving in highly collaborative environments and bring clarity to complex situations.
What background and skills do you have? (Not all are required, but we hope you’ll have several of these.)
- Significant product management experience, ideally at a news organization
- Background in UX and/or design and an innate sense for what looks good and works well
- Experience using data to influence product strategy and the ability to present data findings in an authoritative way
- Strong skills in data analysis and interpretation; experience with analytics platforms (e.g. Google Analytics) and A/B testing methodologies
- Strong technical background, including knowledge of frontend, backend, and infrastructure technologies, and experience managing developers
- Understanding of data visualization
- Proven record of successfully launching and scaling products while working with multiple inputs
- Outstanding communication: stellar listening skills, the ability to clearly capture other people’s viewpoints, and a knack for driving consensus and decision-making across the organization
- Past creator of roadmaps/project plans, style guides, user manuals, and other relevant process documentation
- Familiarity with best-in-class digital products across the journalism landscape and beyond, plus existing relationships with other news and/or product organizations
- Interest in education and passion for Chalkbeat’s equity mission
What will you do?
- Develop a product strategy that advances Chalkbeat’s mission, resonates with our audience, and drives toward our key performance indicators: readership, loyalty, and revenue
- Define and own the product roadmap and feature prioritization to build and improve the user experience and outcomes
- Establish ideal product development process and oversee product requirements and documentation
- Communicate evolving priorities across the company, respond to requests from the newsroom and business teams, and design effective tools to document processes and train people to follow them
- Use data to test assumptions, make recommendations, and drive actions
- Build use cases and user stories and communicate them effectively
- Serve as player-coach: You’re a manager, but you’re also a doer. You demonstrate capability to inspire a team while moving quickly to deliver on organizational objectives.
- Coach, mentor, and manage your direct reports, including a full-stack developer and digital producer, plus oversee relationships with outside web development and design consultants
This position is ideally based in New York City or one of Chalkbeat’s other locations: Chicago, Denver, Detroit, Indianapolis, or Memphis. We will also consider remote candidates. This position will report to Chalkbeat’s executive editor.
This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 26-31.
About Chalkbeat:
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 are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in five locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.
Chicago Reporter
Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking reporters to join our Chicago team.
Chicago is in the midst of sweeping changes with far-reaching consequences for students and families, educators, and communities. Poverty, violence, and deep segregation present steep challenges for students, their families, and their schools. After a last-minute budget deal, the city school district remains on the brink of financial disaster. At the same time, a respected former principal recently has been named the new chief of schools, and Chicago boasts one of the fastest-improving big city school systems in the nation, a conclusion so unexpected that a Stanford researcher double-checked his work before confirming it.
Amid these highs and lows, Chicago’s public schools face a slew of changes at every level. In the K-12 system, school closures and bureaucratic overhauls have made a complicated system more confusing for many families. Enrollment has dropped. City officials also want to lead the country by dramatically growing the number of children enrolled in public prekindergarten, and, controversially, by not allowing students to graduate unless they have a plan for what to do next.
Reporters who join our team will cover these dynamics at a pivotal moment. You won’t just be responsible for conceiving and executing daily news stories; you’ll be tasked with providing crucial context for what is happening, who is affected, and why. You’ll analyze public policy decisions at the district and state level and assess the impact on educators, families, and communities. You will scrutinize the people calling the shots.
You’ll also tell stories about Chicago’s students. You’ll examine early childhood education from all angles and find its opportunities and its gaps; spotlight the needs of English language learners, special education students and children who have experienced poverty and trauma; and use a combination of data and on-the-ground reporting to bring the schools’ struggles and triumphs to light. You’ll collaborate with the Chalkbeat team in both the Chicago bureau and nationwide to deliver content in innovative ways. Finally, you’ll communicate and build relationships with readers and key players in the local community through our weekday newsletters, social media and events.
Who are you?
You are committed to local journalism and respect the transformative power a good story can wield. You’re a self-starter who is hungry to break news, eager to understand and inform vital public policy debates, and enthusiastic about creating new models for sustainable journalism. You’re a strong beat reporter who can develop reliable sources and beat the competition. You’ve got the ability to write a range of stories, from breaking news, to enterprise and long-term investigative projects. Most important, you can serve as a guide for our readers — school personnel, education insiders, parents, students, and curious citizens — in explaining how the city works. And you’re not afraid to call its leaders to task when warranted.
What background and skills do you have?
- Substantial reporting experience, preferably in digital, with a focus on public policy issues. (We’re open to hiring veteran reporters and up-and-coming journalists alike.)
- Experience working in a CMS, preferably WordPress
- Background in data journalism and visual production is a plus
- Passion for education and the future of Chicago and its children is a must
- Knowledge about education issues and the city of Chicago are strong pluses, but not required
The positions will be based at our Chicago office.
They are full-time positions with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 26-31.
About Chalkbeat:
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 are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in five locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.
Story Editor (Part-Time)
Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a story editor with digital experience to make our news stories sing.
The story editor will be responsible for editing a mix of articles out of our seven local bureaus: Chicago, Colorado, Detroit, Indiana, Newark, New York, and Tennessee. Stories will vary among news pieces, step-back analyses, and longer enterprise work, and each day will be different. You will work with the managing editor, digital producer, and local reporters to ready stories for publication on our website, and coordinate with the growth editor for social promotion. You will also work with the managing editor to help connect the dots across bureaus and ensure that Chalkbeat is telling a cohesive overarching story.
The story editor will provide crucial perspective, adding regional or national context where needed and ensuring that stories read logically, adhere to Chalkbeat style, and are properly sourced. While each piece that comes across the transom is different, all of our stories taken together should add up to a coherent whole, and the story editor is essential to achieving that goal through a mix of line editing, copy editing, and pulled-back critical thinking.
Who are you?
You respect the power of the (virtual) red pen, craft grabby headlines, and geek out on style guides. Although this position does not manage writers directly, you possess a mentoring spirit that’s able to coax the best story possible from reporters both green and seasoned. You believe that it’s better to teach than to tell. You live by your gut instinct for a good story and whack your way through unnecessary words to sniff out the best angle. Nut graphs? You slay them.
What background and skills do you have?
- 5+ years’ experience in journalism and/or digital content creation
- Expertise in story shaping, line editing, and copy editing
- Experience working in a CMS, preferably WordPress
- Stellar news judgment
- Strong interpersonal skills with a knack for working with opinionated reporters and editors
- Passion for education is a must; knowledge of education is a strong plus, but not required
- Journalism experience in Chicago, Denver, Detroit, Indianapolis, Newark, New York, or Memphis is a plus
The ideal candidate is based in Chicago, Denver, Detroit, Indianapolis, Newark, New York, Memphis, or Washington, DC. Remote candidates will also be considered.
This is a part-time position (20 hours per week). Chalkbeat offers a competitive salary, commensurate with experience.
About Chalkbeat:
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 are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in five locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.
National Reporter
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. Read more about our mission and values.
We’re currently in six locations — Colorado, Detroit, Indiana, Newark, New York, and Tennessee — and we’re about to be in one more, Chicago. Now, we’re looking for an additional reporter to join our two-person national team to help cover the organizations and ideas that span the country and shape what happens locally.
You’ll be responsible for writing a range of stories at a fast clip. A typical week in your reporting life might include profiling a growing charter school network, breaking news about a national teachers union, and synthesizing local stories about challenges facing refugee students.
You’re a good fit for this position if most or all of these apply:
- You’re excited about holding powerful organizations accountable to the public.
- 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 believe high-quality journalism can make a difference to the lives of students, the work of policy makers, and the strength of our democracy.
The ideal candidate would be based in or willing to relocate to New York City, but we’re open to someone working elsewhere, especially from another Chalkbeat bureau.
This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 26-31.
Summer Teacher Coach
WHO WE ARE
Generation Teach is led by a national team of educators, driven by five core values – belonging, investment, initiative, growth, and excellence. We partner with communities to build local, diverse pipelines of exemplary educators who reflect the students and communities we serve. We recruit, train, and empower professional teachers to invest in their next generation of colleagues by coaching, mentoring, and supporting undergraduate and high-school students who are exploring careers in education as summer teaching fellows.
On average, our summer teaching fellows are:
- 75% people of color
- 60% Black and/or Latinx
- 75% local – they grew up or attend college in our communities
- 40% First Gen
We are committed to investing a new generation of prospective teachers in our most important profession. Every year, we learn with and from our fellows, professional teachers, and students. Learn and grow with us this summer!
WHO YOU ARE
- You are a professional teacher who shares our core values and our commitment to ending educational inequity.
- You value contributing to a diverse community of learners who challenge and support one another.
- You want to invest your summer in the success of others. As a GT Summer Teacher Coach, you will focus on your undergraduate and high-school summer teaching fellows – their experiences and their success.
- You are eager to receive feedback and coaching to develop the next generation of educators.
WHAT YOU WILL DO
You will complete two days of pre-summer training to learn about our program and protocols for lesson rehearsals, daily observations, growth conferences, and Teaching Fellow evaluation. You will participate in two weeks of pre-STEAM Academy training for Teaching Fellows and will lead practice sessions, model teach a lesson from our curriculum, and conduct lesson rehearsals. During our STEAM Academy, you will observe 4 Teaching Fellows each day, provide daily feedback, lead weekly rehearsals and data analysis sessions, and model teach complex concepts. The Teacher Coach position is a powerful opportunity to reflect and grow as a teacher and leader.
During the two weeks of Teaching Fellow training, the commitment is four hours a day, Monday – Friday (actual hours to be determined). During the STEAM Academy, the hours are Monday – Friday from 8:45 a.m. – noon. Teacher Coaches are welcome to arrive earlier or stay later to participate in other aspects of the STEAM Academy. If you are seeking a full-time role, please consider our Dean of Experiential Learning or Assistant Director role(s).
Responsibilities
- Complete pre-reading and two days of pre-summer training
- Develop a thorough understanding of the core curricula of the summer program to support and advise Teaching Fellows
- Facilitate lesson rehearsals
- Observe each Teaching Fellow every day and provide actionable feedback through a growth conference or feedback note
- Communicate and collaborate with the Director to ensure Teaching Fellow success inside and outside the classroom
- Work with Teaching Fellows to analyze student work and adjust instruction
- Confer with other Teacher Coaches to identify professional development needs and opportunities
- Complete pre-, mid-, and post-summer evaluations of Teaching Fellows
- Evaluate program and give actionable feedback for continued evolution of best practices
QUALIFICATIONS
Ideal candidates will meet or exceed the following qualifications:
- Model and embody GT core values
- Believe all students can and will achieve
- Build and value relationships
- Create communities where everyone grows as learners, collaborators, and teachers
- Seek and implement feedback
- Problem solve quickly while working strategically toward long-term results
- Show initiative to lead when appropriate
- Invest in the experience and success of others
- Have a Bachelor’s degree, at least two years of full-time teaching experience, and desire to grow while developing the next generation of urban educators
COMPENSATION AND COMMITMENT
The commitment is Monday through Friday, June 4, 2018 through July 20, 2018, 8:45 a.m. to noon. Compensation for the part-time coaching position is $2,100.
Associate Director, Curriculum
TITLE: Associate Director, Curriculum
DEPARTMENT: Programs, Education
LOCATION: Chicago (CSC)
REPORTS TO: Director of Curriculum
PRIMARY FUNCTION:
The Associate Director of Curriculum works closely with the National Director of Curriculum to design an e-learning Civics curriculum project for secondary-level students, ensuring that curricula and supporting tools, modules and other training resources are based on anti-bias pedagogy, sound instructional design and current learning standards, and utilize technologies responsive to the different learning styles of students. The Associate Director will collaborate with e-learning and resources platform development staff and/or consultants to ensure curriculum and subsequent training is fully operational on the online platform. Under the direction of the Director of Curriculum, the Associate Director will initiate connections with potential partners, collaborate on the training components and provide oversight in evaluation of the project.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
• Review existing ADL classroom online and print curricula to gain an understanding of the philosophy, principles and overall approach of anti-bias curriculum development.
• Become familiar with the proposed content of the Civics curriculum, and conduct research to gain familiarity with current and innovative strategies and approaches in civics education.
• Develop a project outline, work plan and timeline for developing the Civics curriculum.
• With the guidance and oversight of the Director of Curriculum, design and write modules for high school Civics lessons that are pertinent, intersecting civics and anti-bias content when appropriate.
• Provide recommendations for ways that the Civics curriculum can be presented in an online course.
• Recruit and conduct educator focus group(s) throughout the Midwest on classroom and online needs and to pilot and gain feedback on online Civics lesson content.
• Ensure curriculum assessment practices are varied and reflect current and sound educational pedagogy.
• Initiate and develop new web content including blogs, webinars, teacher strategies, parent/family resources and other resources in order to market and share information about the curriculum.
• Collaborate with the Director of Education Marketing in implementing marketing strategies including email campaigns, teacher surveys, social media contributions, partnership leveraging opportunities, etc.
• Collaborate with the Director of Training to develop the pilot teacher training, Train-the Trainer sessions and webinars.
• Oversee the evaluation design and implementation.
• Represent ADL at national education conferences, webinars and meetings, as assigned.
QUALIFICATIONS:
1. Skills
• Expertise in curriculum design and development
• Excellent organizational and project management skills, including organization of work plans, timelines and reports
• Experience in education marketing and promoting programs
• Excellent research, writing and editorial skills
• Knowledge, understanding and experience in social studies curriculum
• Knowledge and understanding of anti-bias education
• Ability to simultaneously handle multiple assignments, work in a fast-paced environment and meet deadlines
• Computer proficiency in Microsoft Office
• Classroom teaching experience preferred
2. Work Experience
• Minimum of three to five years of progressively responsible experience in the field of curriculum development, diversity training, project development/management, primary/secondary education, and/or school administration
3. Education
• BA in Curriculum Development, education or a related field, MA degree preferred.
The information in this job description indicates the general nature and level of work expected of employees in this classification. It is not designed to contain, or to be interpreted as, a comprehensive inventory of all duties, responsibilities, qualifications and objectives required of employees assigned to this job, nor is it to be interpreted as a contract for employment.
