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Business Development & Fundraising Manager

Posted by | October 20, 2021 |

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).

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Summer 2022 Reporting and Data Internships

Posted by | October 18, 2021 |

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. 

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.

 

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Elementary and Middle School Teaching Opportunities

Posted by | October 7, 2021 |

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.

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Special Education Teacher- Signing Bonus

Posted by | September 20, 2021 |

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.

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Partnerships & Communications Manager

Posted by | September 10, 2021 |

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. 
Comments Off on Senior Director of Secondary Partnerships-Program Design & Strategy, District Partnership Program (DPP)

Senior Director of Secondary Partnerships-Program Design & Strategy, District Partnership Program (DPP)

Posted by | September 3, 2021 |

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.

Comments Off on Senior Director of Secondary Partnerships- Program Implementation – District Partnership Program

Senior Director of Secondary Partnerships- Program Implementation – District Partnership Program

Posted by | September 3, 2021 |

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.

Comments Off on Postsecondary Leadership Coach, District Partnership Program (DPP)

Postsecondary Leadership Coach, District Partnership Program (DPP)

Posted by | September 3, 2021 |

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.

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Program Fellow (Temporary)

Posted by | August 30, 2021 |

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.

 

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Director of School and District Partnerships

Posted by | August 30, 2021 |

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.

 

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Chief of Staff to the President

Posted by | August 20, 2021 |

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.

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Special Education Teacher- $5,000 Signing Bonus

Posted by | July 23, 2021 |

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.

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Portfolio Manager

Posted by | July 9, 2021 |

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.

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ADMINISTRATIVE ASSISTANT

Posted by | July 7, 2021 |

 

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

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PROGRAM OFFICER, EDUCATION

Posted by | July 7, 2021 |

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
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Tech Support Specialist

Posted by | June 30, 2021 |

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.

 

 

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Financial Controller

Posted by | June 19, 2021 |

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.

Comments Off on Postsecondary Success Lead – College Access & Alumni Success Practice, Impact Team

Postsecondary Success Lead – College Access & Alumni Success Practice, Impact Team

Posted by | May 28, 2021 |

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:

  1. 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
  2. Invest early and scale new models that make Bachelor’s attainment faster and cheaper
  3. 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.

Comments Off on Grant Writer

Grant Writer

Posted by | May 20, 2021 |

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.

https://www.goldenapple.org/   

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.

Comments Off on Manager, Program & Investments

Manager, Program & Investments

Posted by | May 16, 2021 |

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
Comments Off on Social Studies Teacher

Social Studies Teacher

Posted by | May 14, 2021 |

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.

Comments Off on Chemistry/Physics Teacher for 21-22 – $2000 Signing Bonus

Chemistry/Physics Teacher for 21-22 – $2000 Signing Bonus

Posted by | April 30, 2021 |

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)
Comments Off on High School Math Teachers for 21-22 – $2000 Signing Bonus

High School Math Teachers for 21-22 – $2000 Signing Bonus

Posted by | April 30, 2021 |

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)
Comments Off on High School Spanish Teachers! $2,000 Signing Bonus!!

High School Spanish Teachers! $2,000 Signing Bonus!!

Posted by | April 30, 2021 |

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)
Comments Off on Chicago Reporter

Chicago Reporter

Posted by | April 30, 2021 |

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.

Comments Off on Special Education Teacher

Special Education Teacher

Posted by | April 28, 2021 |

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.

Comments Off on Director of Talent and Equity

Director of Talent and Equity

Posted by | March 8, 2021 |

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
      • 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
  • Talent Strategy
      • 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
  • Equity & Inclusion
      • 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
  • Human Resources
    • 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):
      • 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
  • Other things you might have accomplished (preferred) or would be excited to learn here:
      • 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
  • Skills you have developed and knowledge you have acquired:
      • 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
  • How you work and what you value:
    • 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 

 

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Manager, Partnerships

Posted by | February 15, 2021 |

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

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Chief of Staff to the CEO

Posted by | February 4, 2021 |

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.

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District Program Manager

Posted by | December 15, 2020 |

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.

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Newsroom Visuals Coordinator

Posted by | December 3, 2020 |

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.

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Bilingual Teacher

Posted by | October 26, 2020 |

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.

 

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Curriculum Developer (Part Time)

Posted by | August 20, 2020 |

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.

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Teacher Leadership Coach

Posted by | August 5, 2020 |

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

Comments Off on Learning Specialist (Humanities) – High School

Learning Specialist (Humanities) – High School

Posted by | June 30, 2020 |

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.

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Diverse Learning Teacher (STEM)

Posted by | June 15, 2020 |

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.

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Dean of College Counseling

Posted by | May 19, 2020 |

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. 

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High School Special Education Teacher

Posted by | May 6, 2020 |

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
Comments Off on Dean of Specialized Services/ Case Manager (High School)

Dean of Specialized Services/ Case Manager (High School)

Posted by | May 5, 2020 |

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.

Comments Off on Chief Schools Officer

Chief Schools Officer

Posted by | April 10, 2020 |

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.

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Associate General Counsel

Posted by | April 10, 2020 |

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.

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Dean of Specialized Services/ Case Manager (High School)

Posted by | March 26, 2020 |

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.

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President

Posted by | March 5, 2020 |

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.

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Story Editor

Posted by | February 6, 2020 |

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.

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High School Science Teacher

Posted by | November 22, 2019 |

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. 

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High School Math Teacher

Posted by | November 22, 2019 |

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. 

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School Social Worker (MSW & PEL required)

Posted by | November 18, 2019 |

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:


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!

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English Teacher

Posted by | November 11, 2019 |

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

 

 

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Head of Kindergarten, First and Second Grade Division

Posted by | November 9, 2019 |

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.

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Talent Acquisition Specialist

Posted by | November 6, 2019 |

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.

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Social Media Strategist

Posted by | October 18, 2019 |

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

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Early Childhood Education Policy Manager

Posted by | October 16, 2019 |

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

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Chalkbeat 2020 Reporting Internships

Posted by | October 8, 2019 |

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.

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Middle School ELA Teacher

Posted by | October 4, 2019 |

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
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Chicago Reporter

Posted by | September 24, 2019 |

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.

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Graphic Designer/Project Manager

Posted by | September 20, 2019 |

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.

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Chief College Officer

Posted by | September 12, 2019 |

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:

  1. 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
  2. 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
  3. 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)
  4. 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
  5. 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

  1. 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
  2. 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
  3. 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
  4. 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.

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Chief Data and Innovation Officer

Posted by | September 12, 2019 |

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:

  1. Student Information System (PowerSchool) used daily by school staff to run school operations like scheduling, attendance, and grades
  2. Tableau-based dashboard system used daily by leadership and school staff to track progress against a wide range of educational outcomes
  3. Salesforce – based systems for managing community contacts and relationships and for supporting and tracking alumni in college
  4. 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
  5. 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

  1. 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
  2. Analyzing trends in student assessments to predict growth and content areas requiring additional focus
  3. 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:

  1. Innovate quickly and share with users as soon as possible
  2. Prioritize accessibility and usage by accommodating as many requests as feasible
  3. Minimize technical debt and use industry standard software development practices
  4. 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.

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Chief Equity Officer

Posted by | September 4, 2019 |

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.

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Middle School ELA Teacher

Posted by | July 17, 2019 |

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
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Independent K-12 Sales Representative

Posted by | July 1, 2019 |

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

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Independent K-12 Sales Representative

Posted by | July 1, 2019 |

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

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High School Science Teacher

Posted by | June 26, 2019 |

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
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Digital Arts Teacher

Posted by | June 26, 2019 |

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
Comments Off on Independent K-12 Sales Representative

Independent K-12 Sales Representative

Posted by | June 26, 2019 |

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

Comments Off on Dean of Specialized Services – Hansberry College Prep

Dean of Specialized Services – Hansberry College Prep

Posted by | June 19, 2019 |

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.

Comments Off on High School Special Education Teacher

High School Special Education Teacher

Posted by | June 19, 2019 |

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.

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Dean of Instruction – Humanities

Posted by | June 19, 2019 |

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:
Comments Off on Principal – Butler College Prep

Principal – Butler College Prep

Posted by | June 19, 2019 |

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:

  1. School Culture
  2. Academic Results
  3. Staff Engagement
  4. Student Retention
  5. Fiscal Integrity
  6. 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 HowIdeal 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.

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Illinois Teacher Leadership Coach

Posted by | June 12, 2019 |

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.

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.

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Managing Editor for Style and Standards

Posted by | May 16, 2019 |

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.

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PowerSchool Specialist

Posted by | April 23, 2019 |

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.

 

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High School Math Teacher

Posted by | April 16, 2019 |

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.

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High School Special Education Teacher

Posted by | April 16, 2019 |

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.

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High School Principal / Charter School Chicago

Posted by | March 9, 2019 |

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:

  1. School Culture
  2. Academic Results
  3. Staff Engagement
  4. Student Retention
  5. Fiscal Integrity
  6. 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 HowIdeal 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.

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2019 Summer Internship

Posted by | October 16, 2018 |

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.

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Digital Marketing Manager

Posted by | September 7, 2018 |

Chalkbeatthe 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.

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Designer/Developer

Posted by | September 5, 2018 |

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.

Comments Off on Engagement Editor

Engagement Editor

Posted by | August 17, 2018 |

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.

Comments Off on Educational Consultant/National Training Instructor

Educational Consultant/National Training Instructor

Posted by | June 27, 2018 |

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
Comments Off on Seeking School Leaders in Chicago

Seeking School Leaders in Chicago

Posted by | April 26, 2018 |

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.

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Seeking Special Education Teachers in Chicago

Posted by | April 26, 2018 |

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.

Comments Off on Director of Product

Director of Product

Posted by | March 16, 2018 |

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.

Comments Off on Chicago Reporter

Chicago Reporter

Posted by | March 16, 2018 |

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.

Comments Off on Story Editor (Part-Time)

Story Editor (Part-Time)

Posted by | March 14, 2018 |

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.

Comments Off on National Reporter

National Reporter

Posted by | March 2, 2018 |

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.

Comments Off on Summer Teacher Coach

Summer Teacher Coach

Posted by | January 30, 2018 |

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.

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Associate Director, Curriculum

Posted by | January 29, 2018 |

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.