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Director of Special Education

Posted by | May 23, 2024 |

Position: Director of Special Education
Direct Supervisor: Executive Director of Academic Services
Location: Districtwide
Salary Schedule:  LicensedDirector  (range $107,769 – $135,523, based on the 23/24 salary schedules, experience and education)
Work Calendar: District Office – 252 days
Start Date: July 8, 2024

District Summary
Nestled within Colorado’s gorgeous Western Slope, the towns of Montrose and Olathe are surrounded by an endless variety of prospects for exploration and adventure (Black Canyon National Park, Telluride and the San Juan Mountains to the South, along with rivers, lakes and streams). MCSD is one of the largest rural school districts in Colorado, which means we are small enough to be neighborly, but still big enough to continue growing (with short commutes to
school and work).

Benefits
At MCSD, we care about our employees and their loved ones. Our benefits package consist of the following items: a variety of health insurance plans with employer contribution, including dental and vision insurance, Telehealth, a $50,000 life insurance policy with optional additional coverage, PERA retirement contribution, supplemental insurance options including pet insurance, no match tax shelter account options including 401K, 457(b), 403 (b) and Roth, before tax deductions and flexible spending options, paid leave options and holidays based upon the position, Employee Assistance Program (EAP).

Added perks: Great people to work with, professional development, advancement opportunities, and multiple wellness programs with incentives.

Definition
Under professional direction, the Director of Special Education will plan, organize, and coordinate special education and student service programs with a focus on innovative and inclusive practices. This role will oversee the implementation of co-teaching and co-planning strategies, as well as manage center-based programs such as Affective Needs (AN), Severe Significant Needs (SSN), Developmental Communication Classroom (DCC), Step Up, and transition programming. The Director will also be responsible for ensuring compliance with state and federal regulations, optimizing educational opportunities, and fostering a culture of continuous improvement and inclusivity.

Key Responsibilities

  1. Leadership and Organizational Development:
    • Spearhead strategic initiatives to foster a culture of continuous improvement within the organization.
    • Lead the development and implementation of inclusive practices, such as co-teaching and co-planning, across the district.
    • Forge collaborative partnerships with internal and external stakeholders to ensure the alignment of special education services with evolving educational standards and community needs.
    • Direct the design and implementation of innovative instructional approaches tailored to meet the diverse needs of students with disabilities.
  2. Personnel Management:
    • Assess and communicate the effectiveness of special education staff and provide targeted support for professional growth.
    • Employ strategic recruitment strategies to attract highly qualified candidates who embody the values of inclusivity and student-centered support.
    • Provide mentorship and guidance to district-level coordinators, fostering a cohesive and high-performing team environment.
    • Manage and direct the functions of a district-level Special Education Department including but not limited to services provided by related service providers.
    • Supervise the coordination of center-based programs including AN, SSN, DCC, Step Up, and transition programming by supervising district-level coordinators for such programming.
    • Guide and direct department-level staff in coordination of related services and the providers of such services
  1. Departmental Management:
    • Oversee the day-to-day operations of the Special Education Department, ensuring seamless service delivery and adherence to regulatory standards.
    • Continuously evaluate program effectiveness and efficiency, making data-driven decisions to optimize resource allocation and program outcomes.
    • Cultivate a culture of accountability and collaboration among team members, fostering a shared commitment to achieving excellence in special education provision.
    • Advise and assist members of district and special education advisory groups to ensure thorough communication regarding special education programs.
    • Monitor and review the performance of special education teachers and instructional aides, including overseeing professional development and training.
    • Manage special education complaints to ensure the provision of required services.
  2. Administrative Tasks:
    • Develop and implement robust information management systems to ensure accurate and timely reporting to regulatory authorities and funding agencies.
    • Exercise fiscal stewardship by developing and overseeing budgets for special education programs, maximizing the impact of available resources while ensuring compliance with financial regulations.
    • Foster strategic partnerships with external agencies and service providers, negotiating contracts and agreements to enhance the scope and quality of services available to students with disabilities.
    • Develop and maintain management information and records systems necessary for compliance with county, state, and federal reporting requirements.
  3. Quality Assurance:
    • Champion the principles of inclusive education, advocating for the integration of students with disabilities into mainstream educational settings whenever feasible and appropriate.
    • Work collaboratively with Operations to oversee the Medicaid Administrative Claiming process and direct billing for Medicaid-eligible special education services.
    • Implement robust mechanisms for addressing and resolving complaints related to special education services, ensuring prompt and equitable resolution for all stakeholders.
    • Ensure the alignment of special education programs with district goals and objectives, state and federal mandates, and legal guidelines.
    • Ensure compliance of all functions of the Special Education Department including IEP and 504 compliance and delivery of services.

** All other duties and responsibilities as assigned

Qualifications: 
Knowledge of: 

  • Principles, practices, trends, goals and objectives of public education.
  • Special education law and IDEA budgeting and related regulations.
  • Philosophical, educational, fiscal, and legal aspects of special education operations.
  • Organization, planning, and program evaluation strategies, techniques, and procedures.
  • Curriculum and instruction design and delivery systems specific to special education.
  • Research and development strategies, processes, and techniques.
  • Human relationships, conflict resolution strategies and procedures, and team building methods and techniques.

Ability to

  • Plan, organize and coordinate the district special education program.
  • Aide in the planning, development, and implementation of budget planning, and expenditure control processes and procedures.
  • Evaluate, analyze and communicate complex problems, issues, and concerns, as well as recommend appropriate alternative solutions.
  • Communicate effectively in oral and written form, utilizing a simplistic communication mode in ensuring understandable and thorough communication.
  • Establish and maintain cooperative organizational, public, and educational community relationships.

Experience and Certification:
An equivalent combination of education, training and experience will be considered.
Experience:

  • Minimum of two years full-time experience working with students with special needs.
  • Two years or more of full-time experience in a leadership position at the building or district-level including management of staff.
  • Preferred: Classroom teaching experience/General Education teaching experience.

Education:
Preferred/Required:

  • Hold Administrator Initial License
  • Master’s or higher degree in special education or post-graduate degree in school psychology.
  • Approved program verification form completed by your SpEd director program preparation program.
  • Passing score of the PRAXIS 6991 (162) and
  • Passing score of the PRAXIS 5354 (151) if you do not also hold a Colorado teacher license with a special education endorsement

Licensure note:
CDE Administrator or Principal license. Must be willing to enroll into a Director of Education program upon hire. TEE (Temporary Educator Eligibility) will be a condition of employment if CDE requirements are not met at time of hire.

Physical Requirements:
The physical requirements indicated below are examples of the physical aspects that this position classification must perform in carrying out essential job functions.  

  • Persons performing service in this position classification will exert 5 to 25 pounds of force frequently to lift, carry, push, pull, or otherwise move objects.
  • This type of work involves prolonged sitting, walking, and/or standing.
  • Perceiving the nature of sound, near and far vision, depth perception, providing oral information, the manual dexterity to operate business related equipment, and handle and work with various materials and objects are important aspects of this job.
  • Office environment: exposure to computer screens, use of computer keyboard.
  • Must be able to travel from site to site.

Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.
Additional Requirements:  The position classification performs decision analysis processes and makes decisions of considerable consequence, requiring the application and interpretation of data, facts, procedures, and policies. 

To learn more about working for Montrose County School District click on the link below

https://nicertube.com/keb89skm 

To learn more about living in Montrose county click on the link below

https://nicertube.com/zg25sa3b

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Middle School Humanities

Posted by | May 22, 2024 |

Summary:
Plan and deliver Social Studies and ELA instruction and assessments aligned to Colorado Academic Standards to students in 6th-8th grade.

Duties and Responsibilities
● Utilize effective teaching practices to teach the adopted curricula for assigned grades and
subjects so that students attain adopted grade/course expectations and standards. Modify
and tailor the curriculum as necessary to address individual student differences, learning
styles, and student abilities. Instruct with adopted materials and utilize supplemental
classroom materials, media, and teaching appropriate for assigned levels and subjects

● Utilize formative and summative assessments to assess the learning, achievement, and
performance of each student and report the results as required by school procedures.

● Model, promote, and as situations arise, take the opportunity to provide instruction related to character education including citizenship and responsible behavior (respect for self, other and property), bullying prevention, conflict resolution skills, and responsible work habits and ethics

● Maintain an orderly, positive learning environment free from disruptive behavior by
implementing proactive classroom management strategies and enforcing the Student Conduct
Code. Supervise students to minimize any possibility of violent behavior and to minimize
potential accidents.

● Be familiar with and abide by all applicable Federal and Colorado laws and regulations; Board of Education policies and District Regulations, as amended from time to time; school
procedures that relate to employment with the school.

Education and Licensure
Have a bachelor’s degree and/or teaching license in English/language arts, social studies, education,or a related field

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Kindergarten Teacher

Posted by | May 22, 2024 |

Summary: 

Plan and deliver instruction and assessments aligned to Colorado Academic Standards

Duties and Responsibilities

  • Utilize effective teaching practices to teach the adopted curricula for assigned grades and subjects so that students attain adopted grade/course expectations and standards. Modify and tailor the curriculum as necessary to address individual student differences, learning styles, and student abilities. Instruct with adopted materials and utilize supplemental classroom materials, media, and teaching appropriate for assigned levels and subjects
  • Utilize formative and summative assessments to assess the learning, achievement, and performance of each student and report the results as required by school procedures.
  • Model, promote, and as situations arise, take the opportunity to provide instruction related to character education including citizenship and responsible behavior (respect for self, other and property), bullying prevention, conflict resolution skills, and responsible work habits and ethics
  • Maintain an orderly, positive learning environment free from disruptive behavior by implementing proactive classroom management strategies and enforcing the Student Conduct Code. Supervise students to minimize any possibility of violent behavior and to minimize potential accidents.
  • Be familiar with and abide by all applicable Federal and Colorado laws and regulations; Board of Education policies and District Regulations, as amended from time to time; school procedures that relate to employment with the school.

Education and Licensure

Have a bachelor’s degree and/or teaching license in elementary education or related field

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Resident Teacher for Early Childhood

Posted by | May 20, 2024 |

Compositive Primary is a young school serving three-year-olds through 5th grade, located on the Fitzsimons and Anschutz Medical Campuses in Aurora, Colorado. We are seeking a positive, creative, flexible, and innovative resident teacher to serve as part of a collaborative team in our small, innovative school. 

Early Childhood Resident Teacher Responsibilities 

  • Assist Lead Teacher in all aspects of the classroom environment.
  • Contribute to a positive school culture through connections with students, faculty, and families. 
  • Collaborate with fellow teachers and administrators to develop inquiry-based curricula that develop in students the capacity to reflect and learn, recognize and act, care and connect, and engage and serve. 
  • Foster a positive learning environment in all areas, demonstrating dedication to instilling joy in learning for all students. 
  • Ensure that every child feels seen and heard and has a sense of belonging. 
  • Collaborate and communicate effectively with parents, colleagues, and all members of the school community. 
  • Serve as a steward for school support, managing classroom budgets and respecting resources. 
  • Approach each day with a sense of wonder and playfulness. 
  • Participate in and attend the following:
  1. Regular faculty and staff meetings after school hours (from 3:45-4:45pm twice per month)
  2. One afternoon per week of Afternoon Arc coverage from 3:30-6:00pm (extra hourly pay will be compensated)
  3. All aspects of school programming and activities (including school events and festivals that take place outside of the regular work week)
  • Work to uphold the mission, vision, and goals of the school. 
  • Other duties as assigned.

Additional Resident Teacher Responsibilities 

  • Lead the ECE classroom when the Lead Teacher is absent

Qualifications for All Teachers 

  • An unyielding commitment to upholding our guiding principles and a firm belief in our school’s vision and mission. 
  • Bachelor’s degree required. Colorado Shines Credential 3.0 Level 2 or higher required (or in process)
  • Bachelor’s degree required. 
  • Background in inquiry-based curriculum preferred. 

Compensation 

  • All teachers receive: health, life, dental, and vision insurance, a flexible health spending account, paid time off, and 403(b). 
  • All teachers participate in regular in-house and outside professional development opportunities. 
  • Resident Teacher salary range: $35k-$45k 

 

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Glenwood Springs High School Assistant Principal

Posted by | May 20, 2024 |

Glenwood Springs High School serves 1000 students in grades 9 to 12 in a small Rocky Mountain resort town of outstanding natural beauty.

 

According to Jay Mathews of the Washington Post, Glenwood Springs High School is ranked ‘in the top 3 or 4 percent (of high schools) nationally’. Mathews’ Challenge Index is the country’s oldest high school ranking system and recognizes schools with high achievement despite significant socio-economic challenges. The US News and World Report ranks the school as #563 out of 22,000 for college readiness. The school has twice won the Colorado Governor’s Distinguished Improvement Award. Our successes have only increased our appetite for further raising student achievement.

 

Do you have what it takes to lead this school, committed as it is to changing students’ real-life chances?

 

We seek an inspiring assistant principal with the skills, knowledge, and experience to contribute to a committed, enthusiastic, established senior management team. The successful candidate will be capable of taking a vital role in the continuous work of school improvement, which means raising academic achievement and developing a culture where all students can thrive.

 

We are disciples of Ron Edmonds, who said in the mid-1970s: “We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do this. Whether we do it or not must finally depend on how we feel about the fact that we have not done it so far.”

 

DEFINITION 

 

To fulfill responsibilities assigned by the principal and assist the principal in developing and continuously operating the school, ensuring that every student develops the enduring knowledge, skills, and character to thrive in a changing world.

 

SUPERVISION RECEIVED AND EXERCISED 

 

Receives direct supervision from the principal. Is expected to act as an executive in their own right, exercising considerable delegated powers.

 

Supervises licensed staff and non-licensed staff.

 

PRIMARY DUTIES 

 

The following are examples of primary duties assigned to the Assistant Principal, but other related primary duties and responsibilities may be assigned.

 

  • Strategic Leadership: Work in partnership with the principal to develop the school’s vision, mission, values, expectations, and goals; provide for data-based progress monitoring; collaborate with staff and the school community to implement strategies to move those goals forward.

  • Instructional Leadership: Create processes and schedules that maximize student success and instructional time; Support teachers through ongoing, actionable feedback and needs-based professional development; Hold all staff accountable for setting and achieving rigorous performance goals for all students; and empower staff to achieve these goals across content areas.

  • School Cultural and Equity Leadership: Articulate, model, and positively reinforce a clear vision and values of the school’s culture, and involve students, families, and staff in creating an inclusive and welcoming climate that supports it.

  • Human Resource Leadership: Establish and effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing staff.

  • Managerial Leadership: Establish systems to improve student learning and overall healthy development for all students; Proactively manage interactions and relationships, including those among and between parents/guardians, students, and staff; Ensure that the school provides a supportive environment that fosters a climate of safety, respect, and well-being; Provide supervision of the school campus during school hours and at extracurricular activities sponsored by the school.

  • External Leadership: Design and/or utilize structures and processes that result in family and community engagement, support, and ownership for the school; develop systems and relationships to leverage the school district and community resources available to them both within and outside of the school to maximize the school’s ability to serve the best interests of students and families.

 

QUALIFICATIONS 

 

Knowledge of:

 

  • Educational needs of high school students

  • Curriculum development and effective instructional practices

  • Using data to promote student achievement

  • Positive discipline and classroom management techniques

  • Effective public speaking and presentation techniques

  • Principles of supervision, training, and performance evaluation

  • Pertinent Federal, State, and local laws, codes, and regulation

  • English usage, spelling, grammar, and punctuation

  • Extensive knowledge of office and educational software programs

  • Principles of business and letter writing and essential report preparation

 

Ability to:

 

  • Supervise, plan, and direct standards-based instructional practices, curriculum development, and assessment

  • Implement school and district programs

  • Oversee, direct, and coordinate the work of staff, projects, and teams

  • Recruit, select, supervise, develop, and evaluate staff

  • Analyze situations and generate effective strategies

  • Develop goals and implement plans, systems, and procedures to achieve them

  • Attend professional development, conferences, and meetings (including evenings and weekends)

  • Attend and supervise student and community activities (including evenings, weekends, and holidays)

  • Make presentations as required; create excitement for learning

  • Be reflective on performance and have a continuous improvement mindset

  • Communicate clearly and concisely, both orally and in writing

  • Establish and maintain effective working relationships with those contacted in the course of work

  • Motivate staff and students to achieve high levels of engagement and performance

 

Principal/director candidates are assessed using the following Roaring Fork Schools Leadership Competencies

  • Ability to execute a strategic vision

  • Team oriented: effective as a team leader and team member; works with staff to create conditions for collective efficacy

  • Inclusive: values diversity, supports all students, foregrounds equity, welcoming to all

  • Drives for results

  • Ability to influence

  • Problem-solving ability

  • Showing confidence to lead: presents with confidence, puts oneself in challenging situations, takes personal responsibility for mistakes

  • Persistence

  • Planning: plans, organizes and manages responsibilities effectively

  • Cognitive complexity: analytical, conceptual, multidimensional

  • Awareness of emotions in self and others

  • Trustworthy: follows through on commitments, treats others with respect, builds relationships

  • Ability to work with and respond to the community

  • Student-centered, with a genuine enjoyment working with high school students and an ability to listen and understand

  • Relationship builder

  • Dispositions: good sense of humor, kind, compassionate, positive, calm, patient

 

 

EXPERIENCE & TRAINING GUIDELINES 

Experience: A minimum of five years teaching experience, including high school, and experience in school administration through having played an extensive role as a building leader are required. Deep knowledge of curriculum is required, and district leadership experience managing complex projects is highly desirable. The ability to speak Spanish would be an asset.

Training: Equivalent to the completion of a Master’s degree from an accredited college in education or a related field.

License or Certificate: Possession of or enrollment in a program to obtain a Principal’s license through the Colorado Department of Education. Possession of or the ability to obtain and maintain an appropriate valid Colorado driver’s license.

 

WORKING CONDITIONS 

Office environment; exposure to computer screens; travel from site to site. Primary functions may require maintaining the physical condition necessary for sitting for prolonged periods, using the computer keyboard; light lifting, and carrying.

 

SALARY RANGE AND DAYS WORKED

Starting salary range: $91,396 – $109,276  depending on qualified years of experience.
Wages will be earned during the school calendar at the number of days required below, but they will be paid over the twelve-month contract period.

 

Benefits: The Roaring Fork School District offers full district-paid employee health benefits as well as voluntary vision, dental, and dependent coverage. Other benefits include: paid personal and sick leave, paid parental leave for mothers and fathers, a robust retirement plan under Colorado PERA with a district contribution of over 20% of an employee’s wages each month, Employee Assistance programs, a district wellness program, and access to discounted ski passes and other community benefits.

 

Days worked: this is an exempt position, scheduled for 206 days/year.

This posting will remain open until filled.

 

ABOUT THE ROARING FORK SCHOOL DISTRICT

 

With 14 schools and 5,600 students, the Roaring Fork School District is located in the culturally vibrant and naturally stunning Roaring Fork Valley serving the communities of Glenwood Springs, Carbondale, and Basalt. The Roaring Fork Schools believe that teachers are our most important asset, and our teachers enjoy a true teacher voice in decision-making; clear and collaborative leadership; a highly competitive and progressive salary schedule; access to our affordable housing program; and a culture of self-care and well-being. We believe diversity is a strength, and our staff makes a real difference for our students who come from different ethnicities, cultures, and socio-economic backgrounds.

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Elementary Assistant Principal – 3rd-5th Grade – Fletcher Campus

Posted by | May 18, 2024 |

About Rocky Mountain Prep

Rocky Mountain Prep is a growing network of innovative public charter schools, serving students in pre-kindergarten through 12th Grade in the Greater Denver Area. Rocky Mountain Prep (RMP) opened its first school in 2012 with 130 students and has grown to four schools, working with over 1,800 scholars across two districts. Grounded in our culture of rigor and love, our schools consistently outperform local districts academically, while also ensuring our scholars are developing in our PEAK values of perseverance, excellence, adventure, and kindness.  In the school year 2023-2024, we will grow to 12 schools serving over 5,000 students in grades PK-12th.

Who We Seek:

We seek teachers and staff who are interested in developing students into outstanding human beings in their academic and personal lives by role-modeling our culture of Rigor and Love.  Work collaboratively with their teammates and seek feedback, coaching, and mentorship from their admin team and school community.  Implement our data-driven curriculum with the tools they’ve gained from experience while they adapt to the needs of their students.

If you are mission-driven, humble in your reflections about your practice, smart in the ways you approach data, and results-oriented, we’d love to see you apply.

During the 2023-2024 school year, RMP is driving after five big goals:

  1. Going Green on the Colorado School Performance Framework
  2. 90% Student Persistence
  3. 95% Average Daily Attendance
  4. Fully Enrolled by October Count
  5. Academics:
    1. PreK Students demonstrate one year of growth
    2. Kinder through 2nd Grade Students grow 1.25 years in ELA and Math
    3. 40% of 3rd through 5th-grade students meet their Millionaire Goal (one million words read)
    4. 40% of 6th through 8th grade students meet their millionaire goal (two million words read)
    5. High school: 100% College Acceptance

Each member of the organization plays a part in achieving these goals. School-based staff members will work towards 2 or 3 metrics that are aligned to both their roles AND the Big 5. These metrics vary by position and are subject to change.

As an Assistant Principal of Instruction, you will be held accountable for two academic goals and one operational goal (ie attendance or persistence).

Role Mission:  Assistant Principals of Instruction (APIs) are instructional leaders who manage, coach, and develop the teachers at their school.  APIs will monitor academic progress to ensure students are accessing appropriate grade-level content and provide teachers with the proper support and professional development they need to become strong educators.

 

In this role, you will:

  • Lead instructional staff to achieve measurable and ambitious results that improve their teaching quickly and measurably by conducting daily observations, real-time coaching, data analysis, and mid-year and end-of-year effective evaluations.
  • Supervise the implementation of RMP curricula and assessments to meet our “Big Five” academic goals.
  • Build and maintain a cooperative working relationship with students and families built on trust, understanding, and respect for the communities in which they identify.
  • Support a school-wide culture that fosters a productive and enthusiastic learning environment.
  • Participate in weekly manager check-ins, grade level meetings, before and after school duties, and school-wide meetings and functions.
  • Participate in summer and year-long school-based professional development sessions.
  • Perform other duties, as required.

 

Qualifications

Required

  • Bachelor’s degree required
  • At least 3 years of full-time teaching experience
  • At least 2 years of full-time teacher leadership or administrative experience
  • Proven track record of achieving success in the K-12 setting
  • Be able to provide an official transcript demonstrating graduation from an undergraduate institution
  • Pass a background check
  • Demonstrate eligibility to work in the United States
Preferred
  • Master’s degree
  • Experience managing/coaching others

 

Salary

  • The salary range for this position is from $85,000 to $120,000 and is commensurate with skills and experience.
  • This role is also eligible for a performance bonus of up to 10% based on individual and organizational performance and goal attainment.

 

Benefits

  • Health Insurance (medical, dental, vision)
  • Disability Insurance
  • Life Insurance
  • Retirement through PERA
  • Paid-Time-Off

 

Closing

Want more information?

 

Demonstrate eligibility to work in the United States

In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the United States and to complete the required employment eligibility verification form upon hire.   Rocky Mountain Prep does not sponsor visas at this time.

RMP is an equal opportunity employer. We seek applicants of diverse backgrounds and hire without regard to color, gender, religion, national origin, citizenship, disability, age, sexual orientation, or any other characteristic protected by law.

We appreciate your interest in Rocky Mountain Prep and look forward to getting to know you!

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Chief Financial Officer, Roaring Fork School District

Posted by | May 17, 2024 |

The Chief Financial Officer, a key leader on the district’s executive team, is responsible for providing leadership in aligning district financial priorities in support of the district’s strategic plan and mission to ensure that every student develops the enduring knowledge, skills and character to thrive in a changing world. This position oversees the effective and efficient delivery of financial services across all district departments including the administration of and compliance with all related district policies and state and federal laws, as well as short and long range financial planning.

 

SUPERVISION RECEIVED AND EXERCISED 

Receives direct supervision from the Superintendent.

Provides direct supervision to the Financial Controller and Payroll Manager.,

PRIMARY DUTIES 

1. Financial leadership

  • Serve as advisor to the Board of Education and superintendent regarding financial matters of the district.

  • Attend school board and district leadership council meetings to ensure a broad understanding of the role of district finance in addressing instructional and operational issues facing the district.

  • Act as spokesperson regarding district financial matters including, but not limited to, staff and community education regarding Colorado school finance, the district budget, and the financial impact of ballot initiatives.

 

2. Financial planning and budgeting

  • Manage and participate in the development and implementation of the goals and objectives of the strategic plan ensuring alignment of the annual budget to the priorities of the plan.

  • Oversee the annual budget development process ensuring the involvement of appropriate stakeholder groups.

  • Provide annual budget allocations to all schools and departments including parameters for budget development and a timeline for submitting required budget documents.

  • Serve as advisor to school and department leaders in the development of their budgets.

  • Provide training and coaching to school and department leaders regarding district financial policies and procedures.

 

3.  Financial reporting and audits

  • Provide periodic monitoring reports to the Board of Education, community, schools, and other district departments regarding the status of the budget.

  • Provide financial reports as required by laws, rules and regulations including, but not limited to, those required by grants and by the Colorado Department of Education.

  • Coordinate the annual audits including those completed by the Colorado Department of Education, independent third party auditors, and workers’ compensation.

 

4.  Enrollment projections

  • Coordinate periodic enrollment projections with an external party taking into account birth rates, local development projections and other factors to be utilized in long-term capital planning and forecasting.

 

5. Policies, procedures and internal controls

  • Implement a strong system of internal controls including policies, procedures, communication, training for staff, and periodic monitoring to ensure compliance.

  • Ensure policies are updated periodically to comply with all requirements for the receipt of federal funds including, but not limited to, the federal free and reduced lunch program and consolidate federal grant.

  • Interpret policies and procedures and make recommendations for revisions to existing policies and addition of new policies. Present policy recommendations to the Board of Education.

  • Ensure compliance with existing policies through training and  periodic monitoring.

 

6. Risk Management

  • Work with the district’s chief operating officer and property/liability insurance carrier to ensure risk management activities are adequately addressed in the district’s budget and that policy limits are appropriate.

 

7.  Payroll and benefits management

  • Oversee the payroll services departments and implement effective controls to ensure accuracy in salary payments.

  • Ensure compliance with all federal, state, and Colorado PERA payroll reporting requirements.

  • Work with the director of human resources to estimate costs for district benefits programs including, but not limited to, health insurance, PERA, and retiree payouts.

 

8.  Capital planning

  • Work with the Director of Facilities to develop and update a five-year capital improvement plan that identifies items scheduled for acquisition and replacement and provide recommendations for financing the short-term plan.

  • Work with the Chief Operating Officer to develop and update the ten-year facility master plan for the construction and modernization of school plants to meet district needs ensuring involvement from stakeholder groups including the community, staff, administration and students, and provide recommendations for financing the long-term plan.

 

9.  Elections

  • Provide financial estimates/projections as necessary for the development of ballot language for both bond issues and mill levy overrides

  • Utilize third party experts in the preparation and/or verification of bond program cost estimates.

  • Ensure compliance with all laws and regulations regarding the issuance of tax-exempt bonds and related expenditures including periodic arbitrage compliance reporting.

 

10.  Student activity funds

  • Develop, implement, and monitor accounting procedures and controls for school activity funds

  • Guide school finance secretaries and school administrators in regulatory and procedural responsibilities relative to correct management of activity funds.

  • Assist high school athletic directors in budgeting and planning for athletic programs

 

11.  Personnel management

  • Select, train, coach and evaluate personnel including payroll and finance departments

  • Provide training for finance secretaries and provide input to principals and other department heads regarding their performance

  • Plan, coordinate, and direct assignments of personnel

 

12. Interest-based bargaining

  • Participate in the district’s Interest Based Bargaining process with all certified, classified, and administrative employee groups for development of and revisions to employee wages and benefits.

  • Ensure that the interest-based bargaining process includes a review of current budgetary information.

  • Support committees of the interest-based bargaining process in presenting and analyzing budget information, as well as preparing cost estimates for evaluating the sustainability of initiatives proposed during the interest-based bargaining process

13. Other duties as assigned.

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Chief District Operations Officer

Posted by | May 16, 2024 |

Are you an experienced district operations and school finance professional ready to leverage that expertise statewide? If so, CDE is hiring for a new Chief District Operations Officer (CDOO). As a member of the Commissioner’s Leadership Team, the CDOO will provide strategic leadership to the Colorado Department of Education’s District Operations Unit. The division includes the Capital Construction, Grants Program Administration, School Finance, School Fiscal Supports, School Nutrition, and Transportation. In addition, this role will serve, support, and provide guidance to the finance and operations teams across Colorado’s 178 school districts and BOCES to help them meet the needs of our state’s 883,000+ students. The CDOO leads the implementation and rulemaking of all policy and statutes related to school finance and district operations and supports the Commissioner of Education to establish and lead vision and strategic direction for the District Operation Unit’s work with the field.

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7th Grade Language Arts Teacher

Posted by | May 14, 2024 |

Are you a dynamic and passionate educator with a burning desire to ignite young minds? Do you possess the brilliance, enthusiasm, and innovation to transform education into a thrilling adventure that is both fun and challenging for students? Are you passionate about communication and literacy?   If so, we want to meet you! Aspen Academy has an amazing opportunity for a 7th grade Communication and Literacy Teacher.  The position entails teaching three blocks / day, only one prep and one advisory. Classes up to 18 students.  

About Aspen Academy:

Located in the southern metro area of beautiful Denver, Colorado, at Aspen Academy, we’re not just a school; we’re a community committed to shaping the leaders of tomorrow. Our dedication to Next Generation education sets us apart, as we equip students with the enduring life skills they need for future success. We look at learning as a way to ignite the personal passions and interests of each and every student. Our unique leadership, finance, and entrepreneurial development (LiFE) program prepares students for life. Students thrive as they build lasting relationships with peers and teachers through small class sizes and a community focus. 

Diversity and inclusion are foundational at Aspen Academy. We are passionate about cultivating a diverse and inclusive working and learning environment, celebrating and supporting differences. 

We embody and promote the community’s values in our thoughts, words, and actions, serving as committed and supportive co-leaders in realizing Aspen Academy’s vision and mission:

  • Our values: Be Kind. Do Good. Work Hard. Make the World Better.
  • Our mission: We edify and inspire students and educators to grow, learn and lead.
  • Our vision: We are a national leader in innovative and transformative education.

Does this inspire you?  Then please read on.

  • You cultivate students’ curiosity, engagement, growth and performance in academic, intellectual, social and emotional domains. 
  • You set empathetic limits with students, encourage natural consequences, and foster responsible decision-making in a supportive environment.
  • You are a competent, compassionate, creative, dedicated and enthusiastic professional. You are committed to your own growth and improvement. 
  • You possess strong instructional pedagogy, in addition to curiosity and expertise in the content to be taught. 
  • You are an excellent communicator, both written and verbal. 
  • You consistently exhibit strengths in time management and organization, as well as social and emotional intelligence and cultural competency.

If this describes you, please apply to join our team.

Our Teachers’ Responsibilities:

  • Classroom Strategies and Behaviors: Communicating learning goals and feedback, establishing rules and procedures; helping students interact, practice and deepen new knowledge, and generate and test hypotheses; engaging students; recognizing adherence to norms and procedures; establishing and maintaining effective relationships with students; communicating high expectations for all students. Creating and maintaining a classroom environment aligned with “Love and Logic” Principles.
  • Serving as Leadership, Finance, Entrepreneurship (LiFE) Coach:  Executing engaging lessons daily, evaluating lesson efficacy, integrating LiFE themes into the core curriculum, and leading impactful programs to develop strong Leadership, Finance, and Entrepreneurship skills in students. Ensuring effective scaffolding of learning, practice, and mastery of these skills in themselves and their students.
  • Planning and Preparing: Planning and preparing for lessons and units, resources and technology, needs of neurodiverse learners and differentiated learning styles, implementation of culturally responsive classrooms.
  • Developing and Maintaining Strong, Positive and Productive Partnerships: Communicating proactively, positively and consistently with students, parents, teammates, and our community, fostering a collaborative and supportive community.  
  • Reflecting on Teaching: Evaluating personal performance as well as developing and implementing a professional growth plan.
  • Collegiality and Professionalism: Champion a positive environment; promoting an exchange of ideas and strategies;promoting our school and its community’s development. 

Qualifications:  

  • Required: Bachelor’s degree. Master’s degree preferred. 
  • Preferred: Teaching certification.  
  • 3-5 years classroom experience.
  • Evidence of content mastery. 
  • A passion for Next Generation learning.
  • Exceptional communication and interpersonal skills.
  • A commitment to igniting curiosity, and making learning fun and challenging.
  • Proficient use of computer software, Google and learning management systems (Blackbaud preferred). 
  • Grant permission for a criminal background check upon hire. 
  • Meet physical demands to perform essential functions of the role.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions: Ability to work full-time, including occasional evenings and weekends; work in person/in the school building; speak for long periods of time. Regularly required to stand; walk; use hands; reach with hands and arms; and stoop, kneel, or crouch.  Frequently lift and/or move up to 25 pounds; occasionally life up to 50 pounds. 

Aspen Academy is proud to be an equal opportunity workplace committed to providing an environment of mutual respect, where equal employment opportunities are available to all applicants and teammates without regard to race, color, religion, sex, pregnancy, national origin, age, physical and mental disability, marital status, sexual orientation, gender identity, gender expression, and military and veteran status. 

Compensation Package:

Health, dental, vision, employer-paid telehealth, a holistic EAP, 403(b) with matching and more. Aspen Academy offers an excellent compensation package including wide-ranging opportunities for professional development with a generous annual stipend, and a talented and dedicated staff of teaching professionals and supportive administrators.

Salary Range: Starting annual salary $54,137-$81,932 (based on education & experience step and ladder, max 9 years teaching experience credit) 

Comments Off on 1st & 2nd Grade Teacher (English)

1st & 2nd Grade Teacher (English)

Posted by | May 13, 2024 |

Job Description

Working at Escuela de Guadalupe includes many different responsibilities to make a small, non-tuition driven school run effectively.  As a close-knit community, we all pitch in to make this a great place to work and learn.  Therefore, this description is not intended to be all- inclusive. Specific areas of responsibilities include but are not limited to the following:

Responsibilities

  • Fully implement the components of dual-language instruction and create thematic units guided by an essential question for all content areas
  • Teaching will be in English)
  • Define enduring concepts, knowledge, and measurable outcomes for each  unit that are shared in a syllabus with families and students at the beginning of the unit and evaluated at the end of the unit
  • Use instructional strategies that identify student learning objectives for each lesson and actively incorporate learning strategy, modeling, and instruction in every lesson
  • Respect classroom-specific language model
  • Carefully plan and deliver lessons that incorporate diverse perspectives, history and literature from around the world.
  • Actively support the evaluation plan across all academic areas, including formative and summative evaluation to assure maximum student progress.
  • Extend classroom learning to well designed daily homework which is actively applied to the classroom learning the following day.
  • Collaborate and plan with a teammate, teaching assistant, fellow teachers, principal, assistant principal
  • Carefully plan units and daily instruction to maximize instructional time during the day
  • Create a positive classroom environment built on intellectual rigor, accountability, success and high expectations for student achievement, risk-taking, goal-setting, actions and responsibility.
  • Maintain close communication with families
  • Faculty are expected to abide by the school calendar, arrive by 7:45 and work until 4:30, with a break for lunch and planning
  • Support the cultural, spiritual and academic goals of the school by modeling compassion, love and care for the children at all times.
  • Have the patience and positive attitude to be sure that every student has an academically rich experience and fully develops their cognitive and language abilities.
  • Contribute to an environment of enthusiasm and dedication.
  • Truly believe that every child, without exception, can excel.

Duties: supervision and attendance

  • Morning and Afternoon Supervision
  • Attend weekly PLC meetings
  • Attend all Professional Development days on the school calendar
  • Participate in the school Open House, conferences, and other school events

Expectations

  • Carry out the mission and goals of the school
  • Build positive compassionate professional relationships and communication with other employees, students, and families in the school
  • Support the events that build community
  • Actively participate in ongoing dialogue about liberating education that works to change the status quo of the larger community
  • Incorporate themes of social justice within the classroom instruction and how groups of people working together can create positive social change
  • Empower students with a strong knowledge base and language skills to debate and challenge social injustices and current events
  • Uses excellent communication and interpersonal skills
  • Approaches responsibilities and challenges with a creative and energetic attitude
  • Possesses strong moral values and internal discipline

Embrace Dual Language model

  • Model language acquisition, language nuances, vocabulary usage, and grammatical fluency for students.
  • Value the integrity of both Spanish and English as tools for reasoning, problem-solving, communication and intellect.
  • Model a respect for cultural and linguistic diversity
  • Respect that all employees, students and families are at different levels of language learning

Embrace and Teach Catholic Religion

  • Apply knowledge of the Catholic faith to guide students in their study of Catholic religion and how they apply their faith to their decisions and actions in school and in the community.
  • Teach and model how Catholic virtues play a role in bringing peace and justice to ourselves and others.
  • Incorporate the study of Catholic religion, liturgy, prayer, and song in daily rituals and religious education
  • Prepare the students for weekly mass according to the mass calendar
  • Prepare students for the sacrament of Reconciliation
  • Be willing to take classes/trainings provided by the Archdiocese to be able to teach religion

Compensation

Financial and Benefits

  • Competitive pay scale and benefits compensation commensurate with education and experience.
  • Professional development including staff development, conferences, specialized training and education
  • Tuition remittance for teacher’s children enrolled at Escuela de Guadalupe ($1,000 annual tuition)
  • Medical and Dental benefits
  • Retirement plan – 403b (once plan requirements have been met)

Work Environment and Community

  • Small staff and tight knit community
  • Direct contact with supervisors and families regularly
  • Community that respects both English and Spanish and the different levels of proficiency each employee, family member, or student may have
  • Opportunity for adults to enhance our own second language skills within a dual language environment
  • Environment in which one can live and continue to enhance their faith
  • Small class size and low student to teacher ratio

To apply or for more information please go to www.escuelaguadalupe.org/join-our-team

Requirements

 

Skills and Qualifications

Required Qualifications:

  • Teaching experience and a degree in Education or related field.
  • Excellent language skills in the specific component in which he/she will be teaching English
  • Working knowledge of second language acquisition, bilingual and dual-language education, as well as the methodology of sheltered language instructional strategies.
  • Authentic support of culturally rich and linguistically diverse learning communities.
  • Open to working in a Catholic environment and respecting the Catholic faith.
  • Practicing Catholic Faith and being able to teach religion.
    • Be willing to take classes/trainings provided by the Archdiocese to be able to teach religion
  • Working knowledge of technology and educational platforms used for teaching and learning.
  • Willingness to learn new curriculums, technology systems, and software practices for dual-language acquisition and linguistically diverse learners and the motivation to implement this learning to make a difference in the classroom.
  • Proven ability to work in a team environment and develop effective interpersonal relationships
  • Ability to manage multiple tasks simultaneously, adapt to changing priorities, manage time and meet deadlines.
  • Successful completion of CBI and FBI background check.

Preferred Qualifications:

  • 3 years+ teaching experience in subject or related field
  • Experience teaching in the subject or grade level of this position
  • Experience teaching in a dual-language environment
  • Knowledge of a variety of curriculums and assessment types, as well as current educational philosophies
  • Working knowledge of computer hardware like computers, tablets, projectors and smartboards
  • Degree, certification, or training in dual-language or linguistically diverse education
Salary Description
$49,430-$81,096 based on education and experience
Comments Off on 6th-8th Grade Math, Math Intervention, & Technology Teacher (English)

6th-8th Grade Math, Math Intervention, & Technology Teacher (English)

Posted by | May 13, 2024 |

Job Description

Working at Escuela de Guadalupe includes many different responsibilities to make a small, non-tuition driven school run effectively.  As a close-knit community, we all pitch in to make this a great place to work and learn.  Therefore, this description is not intended to be all- inclusive. Specific areas of responsibilities include but are not limited to the following:

Responsibilities

  • Fully implement the components of dual-language instruction and create thematic units guided by an essential question for Math and Technology
  • Teaching will be in English)
  • Middle School Math instruction (6th-7th, 8th subgroup):
    • Plan and implement thematic units for Math (in English) for daily classes based off of the curriculum
      • Whole group instruction for 6th-7th grade
      • Subgroup instruction for 8th grade: the 8th grade class will be split in half for more directed instruction between our two Math teachers
  • Middle School Technology instruction (6th-8th):
    • Collaborate with the Educational Technologist to create, plan, and implement thematic units for Technology for class once per week, per grade
      • Plan projects for students to be able to demonstrate their technology skills
      • Support or collaborate with other classroom teachers to create and implement co-curricular projects that require students to apply their technology learning
  • Math Intervention (6th-8th):
    • Support small groups and facilitate learning to support math development during or outside of class time, supported by intentional planning with the classroom teacher. The teacher and tutor are expected to plan and discuss student progress frequently with data and evidence.
    • Support communication with parents to include parent-teacher conferences, emails, phone calls and personal conversations during their work hours. (Tutors are required to attend parent-teacher conferences)
  • For all the responsibilities above, it is expected that the following will be accomplished in each area:
    • Define enduring concepts, knowledge, and measurable outcomes for each  unit that are shared in a syllabus with families and students at the beginning of the unit and evaluated at the end of the unit
    • Use instructional strategies that identify student learning objectives for each lesson and actively incorporate learning strategy, modeling, and instruction in every lesson
    • Respect classroom-specific language model
    • Actively support the evaluation plan across all academic areas, including formative and summative evaluation to assure maximum student progress.
    • Extend classroom learning to well designed daily homework which is actively applied to the classroom learning the following day.
    • Collaborate and plan with a teammate, teaching assistant, fellow teachers, principal, assistant principal
    • Carefully plan units and daily instruction to maximize instructional time during the day
    • Create a positive classroom environment built on intellectual rigor, accountability, success and high expectations for student achievement, risk-taking, goal-setting, actions and responsibility.
    • Maintain close communication with families
    • Faculty are expected to abide by the school calendar, arrive by 7:45 and work until 4:30, with a break for lunch and planning
    • Support the cultural, spiritual and academic goals of the school by modeling compassion, love and care for the children at all times.
    • Have the patience and positive attitude to be sure that every student has an academically rich experience and fully develops their cognitive and language abilities.
    • Contribute to an environment of enthusiasm and dedication.
    • Truly believe that every child, without exception, can excel.

Duties: supervision and attendance

  • Morning and Afternoon Supervision
  • Lunch and Recess Supervision
  • Attend weekly PLC meetings
  • Attend all Professional Development days on the school calendar
  • Participate in the school Open House, parent conferences and other school events

Expectations

  • Carry out the mission and goals of the school
  • Build positive compassionate professional relationships and communication with other employees, students, and families in the school
  • Support the events that build community
  • Actively participate in ongoing dialogue about liberating education that works to change the status quo of the larger community
  • Incorporate themes of social justice within the classroom instruction and how groups of people working together can create positive social change
  • Empower students with a strong knowledge base and language skills to debate and challenge social injustices and current events
  • Uses excellent communication and interpersonal skills
  • Approaches responsibilities and challenges with a creative and energetic attitude
  • Possesses strong moral values and internal discipline

Embrace Dual Language model

  • Model language acquisition, language nuances, vocabulary usage, and grammatical fluency for students.
  • Value the integrity of both Spanish and English as tools for reasoning, problem-solving, communication and intellect.
  • Model a respect for cultural and linguistic diversity
  • Respect that all employees, students and families are at different levels of language learning

Respect Catholic Religion

  • Respect the Catholic faith and the religious practices that happen daily and weekly
  • Prepare the students for assigned dates of masses

Compensation

Financial and Benefits

  • Competitive pay scale and benefits compensation commensurate with education and experience.
  • Professional development including staff development, conferences, specialized training and education
  • Tuition remittance for teacher’s children enrolled at Escuela de Guadalupe ($1,000 annual tuition)
  • Medical and Dental benefits
  • Retirement plan – 403b (once plan requirements have been met)

Work Environment and Community

  • Small staff and tight knit community
  • Direct contact with supervisors and families regularly
  • Community that respects both English and Spanish and the different levels of proficiency each employee, family member, or student may have
  • Opportunity for adults to enhance our own second language skills within a dual language environment
  • Environment in which one can live and continue to enhance their faith
  • Small class size and low student to teacher ratio

To apply or for more information please go to www.escuelaguadalupe.org/join-our-team

Requirements

 

Skills and Qualifications

Required Qualifications:

  • Teaching experience and a degree in Education or related field.
  • Excellent language skills in the specific component in which he/she will be teaching English
  • Working knowledge of second language acquisition, bilingual and dual-language education, as well as the methodology of sheltered language instructional strategies.
  • Authentic support of culturally rich and linguistically diverse learning communities.
  • Open to working in a Catholic environment and respecting the Catholic faith.
  • Working knowledge of technology and educational platforms used for teaching and learning.
  • Willingness to learn new curriculums, technology systems, and software practices for dual-language acquisition and linguistically diverse learners and the motivation to implement this learning to make a difference in the classroom.
  • Proven ability to work in a team environment and develop effective interpersonal relationships
  • Ability to manage multiple tasks simultaneously, adapt to changing priorities, manage time and meet deadlines.
  • Successful completion of CBI and FBI background check.

Preferred Qualifications:

  • 3 years+ teaching experience in subject or related field
  • Experience teaching in the subject or grade level of this position
  • Experience teaching in a dual-language environment
  • Knowledge of a variety of curriculums and assessment types, as well as current educational philosophies
  • Working knowledge of computer hardware like computers, tablets, projectors and smartboards
  • Degree, certification, or training in dual-language or linguistically diverse education
Salary Description
$49,430-$81,096 based on education and experience
Comments Off on Assistant Director of Integrated Services (Special Education) – Poudre School District

Assistant Director of Integrated Services (Special Education) – Poudre School District

Posted by | May 13, 2024 |

SUMMARY: Provide direct support to special education and general education teachers and paraprofessionals to maximize special education students’ potential. Provide knowledge, guidance and support to building level administrators in the area of professional development, programming, and service delivery to increase student achievement. Make appropriate accommodations, address standards and support the overall learning environment. Oversee specific programming such as ESY, Summer Assessment, Transitions, etc.

1. Serve as a liaison from the Integrated Services Department to schools. Collaborate with, coach, and educate special education teams in developing appropriate opportunities for students with disabilities. Provide Early Childhood, Elementary and Secondary program support.

2. Ensure quality transition programing for students by reviewing and evaluating documents, Individual Education Plans and behavior plans in accordance with district procedures, state rules and federal regulations.

3. Serve as a liaison to parents of students in special education programs.

4. Assist in supervision of coaches and other Intergrated Services staff; Assist Director in personnel matters.

5. Oversee all out of District placements working directly with facilities that support Special Education students.

6. Conduct evaluations for select Integrated Services staff; provide input, support and assistance to school administrators on other Integrated Services staff evaluations.

7. Assist in student counts, program accountability, and data collection and analysis.

8. Conduct manifestation determinations.

9. Assist in the management of some budget areas including grant oversight and assist with staffing process related to out of district students with disabilities.

10. Work collaboratively with outside agencies.

11. Perform other duties as assigned.

EDUCATION AND RELATED WORK EXPERIENCE: • Master’s Degree in special education with successful completion of an administrator license program required. • Five years of special education-related experience required. • Equivalent combination of education and experience acceptable.

LICENSES, REGISTRATIONS or CERTIFICATIONS: • Criminal background check required for hire. • Colorado Director of Special Education License preferred. • Valid Colorado driver’s license.

——

Information specific to this position: Assistant Director Special Education/Integrated Services. This position will have an estimated start date of August 1, 2024.

 

Pay Range: $88,371-$113,557 annually based on qualifications and experience*

 

Percentage: 100%

 

Work calendar days: 260

 

Duration of position: Ongoing

 

Benefits include: Health insurance, dental insurance, life insurance, PERA retirement, paid time off, short and long term disability, as well as other optional benefit elections.

Pay range listed above is for employees newly hired to PSD (existing employees please refer to the pay range on the appropriate salary schedule). PSD engages in a salary placement process vs. a salary negotiation process. This information is provided in compliance with the Colorado Equal Pay for Equal Work Act and is the company’s good faith and reasonable estimate of the compensation range and benefits offered for this position. The compensation offered to the successful applicant may vary based on factors including experience, skills, education, location, and other job-related reasons. All salaries are set by Human Resources based on a review of qualifications compared to the requirements on the job description; therefore listing all related education and experience on your application is recommended.

 

Poudre School District is dedicated to affirming respect, compassion, and acceptance for all, and we celebrate diversity with regard to all backgrounds and identities. We believe that equity, diversity, and inclusion drive our success, and we encourage candidates from all identities, backgrounds, and abilities to apply. We are an equal opportunity employer committed to building inclusive work environments with employees who reflect our students and enthusiastically serve them. Therefore, in all aspects of the employment process, we provide employment opportunities to all qualified applicants without regard to race, color, religion, sex, disability, age, sexual orientation, gender identity or expression, pregnancy, medical condition related to pregnancy, creed, ancestry, national origin, marital status, genetic information, or military status, or any other protected status in accordance with applicable law. PSD is committed to finding the best candidate for the job, and that candidate may be one who comes from a less traditional background. We encourage you to apply!

 

If you have a mental or physical impairment which limits one of your major life activities (e.g. walking, hearing, seeing, speaking, breathing, or learning) and require special accommodations during any portion of the application process, including testing and/or interviews, please contact us at ADA@psdschools.org. If requesting testing and/or interview accommodations, you must contact us at least three (3) working days before the interview or test date.

Comments Off on Lead Early Childhood Teacher (3 & 4 yos)

Lead Early Childhood Teacher (3 & 4 yos)

Posted by | May 9, 2024 |

Compositive Primary is a young school serving three-year-olds through 5th grade, located on the Fitzsimons and Anschutz Medical Campuses in Aurora, Colorado. We are seeking a positive, creative, flexible, and innovative lead ECE teacher to serve as part of a collaborative team in our small, innovative school. 

 

Teacher Responsibilities

  • Contribute to a positive school culture through connections with students, faculty, and families.
  • Collaborate with fellow teachers and administrators to develop inquiry-based curricula that develop in students the capacity to reflect and learn, recognize and act, care and connect, and engage and serve.
  • Foster a positive learning environment in all areas, demonstrating dedication to instilling joy in learning for all students.
  • Ensure that every child feels seen and heard and has a sense of belonging.
  • Collaborate and communicate effectively with parents, colleagues, and all members of the school community.
  • Serve as a steward for school support, managing classroom budgets and respecting resources.
  • Document each student’s growth and help them set goals for their learning.
  • Approach each day with a sense of wonder and playfulness.
  • Participate in all aspects of school programming and activities.
  • Work to uphold the mission, vision, and goals of the school.
  • Other duties as assigned.
  • Actively monitor, record, and communicate individual progress made by every child.
  • Guide and mentor a resident teacher in a collaborative teaching model.

Qualifications 

  • An unyielding commitment to upholding our guiding principles and a firm belief in our school’s vision and mission.
  • Colorado Shines Early Childhood Credential Level 3 or higher required for Early Childhood classrooms.
  • Bachelor’s degree required.
  • Background in inquiry-based curriculum preferred.
  • One to three years of teaching experience. 

Compensation

  • All teachers receive: health, life, dental, and vision insurance, a flexible health spending account, paid time off, and 403(b). 
  • All teachers participate in regular in-house and outside professional development opportunities.
  • Lead Teacher salary range: $50k-$60k

 

Comments Off on CRBOCES CTE “EPIC” Pathways Coach

CRBOCES CTE “EPIC” Pathways Coach

Posted by | May 9, 2024 |

CRBOCES CTE “EPIC” Pathways Coach

Engaging and FUN opportunity to collaborate with an innovative EPIC team of experienced and dedicated educators who are creating the future of CTE opportunities for students who will contribute to the next generation workforce.

Job Duties

Acronyms Defined:

CRBOCES:  Colorado River Board Of Cooperative Educational Services

EPIC: Educational Pathways to Innovative Careers

CTE: Career Technical Education

Logistics:

  • Posted now and open until filled
  • Start date: August, 2024
  • CTE “EPIC” Pathways Coach 
  • Supervisor: CRBOCES CTE “EPIC” Director 
  • Salary part-time and full-time options: Part time (25k to 35K), Full time (55K to 65K) plus benefits
  • School Year Contract, est. 10 months (Aug-May), salary & benefit distribution over 12 months
  • Grant funded: year to year

Job Title: Career & Technical Education (CTE) “EPIC” Pathways Coach

The Colorado River BOCES is seeking a highly motivated and dedicated CTE Pathways Coach to lead and support the development, implementation, and coordination of the CRBOCES’ Career Technical Education (CTE) “EPIC” programs. The Pathways Coach will work closely with the CRBOCES EPIC Director and Coordinator and will be responsible for establishing a strong CTE student and staff culture, providing leadership for all programmatic and curricular decisions regarding CTE programs, and serving as an industry liaison for related industry fields. The position is funded annually based upon the Garfield County Commissioners’ Budget approval.  Preference is given to candidates eligible to obtain a CO Teacher’s License with a CTE endorsement or a Master’s degree in Education and CTE experience.

Primary Responsibilities:

  • Collaboration with partnering school districts and their CTE “point people” to enhance and improve CTE opportunities for students and teachers.
  • Supporting Perkins and CTA (Career and Technical Act) reporting
  • Provides leadership in the development, implementation, and coordination of the school’s and CRBOCES CTE Pathways Programs.
  • Responsible for establishing a strong CTE student and staff culture.
  • Provides instructional coaching for students in the CTE program.
  • Supports work-based learning (WBL) on a day-to-day basis.
  • Supports professional development of school staff and site visits.
  • Studies, evaluates, and, as appropriate, recommends to the school and district leadership the adoption of new instructional offerings within related industry fields.
  • Provides assistance as requested in district and grant reporting on CTE student outcomes.
  • Fosters relationships with industry and higher education experts in order to revise and evaluate current programmatic offerings.
  • Coordinates activities of School Advisory Partners.
  • Supports the creation and coordination of school-based Career and Technical Student Organizations (CTSOs).
  • Develops and oversees industry relationships to facilitate placement of students into internships, job shadows, and mentorships.
  • Assists with development and integration of concurrent enrollment options into CTE pathways.
  • Plans and executes parent and community information events for CTE Pathways.
  • Accountability for program expenditures, supplies, and equipment.
  • Ensures student and staff safety in the program.
  • Supports advertising, public relations, and marketing of CTE programs.
  • Performs other related duties, including special projects, as assigned.

The CTE Pathways Coach will also create and expand current and new internships and work-based learning opportunities; lead and support students with the communication and connections required to successfully provide work-based learning opportunities; identify and modify current work-based learning policies between the schools, their districts, and CRBOCES; and identify and clarify high school credits associated with work-based learning including crosswalks between core subjects and CTE pathways.

The successful candidate will have experience in high school teaching, CTE, and work-based learning. Additionally, the CTE Pathways Coach must have excellent communication skills and the ability to build student awareness and engagement with EPIC pathways, support staff, and parent awareness of these opportunities for their students.

For more information about this position, EPIC and the CRBOCES click on these links:

https://pathwaycenter.org/

https://www.crboces.org/

Or contact Dr. Scott Cooper, EPIC Director at scooper@crboces.org 

Complete your application and submit documents here:  https://www.crboces.org/employment

Thank you for your interest in supporting EPIC opportunities for students!

 

Key Words:

Superintendent

Principal

Teacher

Coach

CTE

PERA

Comments Off on Montessori Lower Elementary Guide (1st – 3rd)

Montessori Lower Elementary Guide (1st – 3rd)

Posted by | May 8, 2024 |

 

 

Lincoln Elementary, a small public Montessori school in Denver, seeks a Montessori credentialed Lower Elementary guide (1st – 3rd) beginning in the 2024-25 school year. 

Who We Are

Located in Denver’s historic West Washington Park neighborhood, Lincoln Elementary is a diverse neighborhood school of 320 students ranging from preschool through sixth grade. Our community is defined by strong relationships and shared values that prioritize the highest good for our students, educators, and families. As one of only four public Montessori schools in Denver, our unique model houses both a Montessori and a Traditional program under the same administration. Our diverse and talented staff works alongside families to cultivate a nurturing environment for exploration, learning and play.

Lincoln Elementary School has recently been recognized for exceptional academic achievement and student growth, receiving:

  • The John Irwin Award for exceptional achievement over time.
  • The Governor’s Distinguished Improvement Award for exceptional student growth
  • Exceeding Expectations on the Department of Education’s rating for academic   achievement.

 

Who You Are:

As a guide, you will be responsible for creating a nurturing and stimulating environment that fosters the holistic development of children aged 6 to 9 years old. The ideal candidate will: 

  • Cultivate a safe, inclusive, joyful, and enriching learning environment
  • Demonstrate a comprehensive understanding of Montessori principles and methodologies
  • Utilize the Montessori curriculum to encourage independence, critical thinking, and a passion for learning, while ensuring compliance with public school growth and achievement standards
  • Contribute to ongoing efforts to enhance Lincoln’s commitment to equitable education and disciplinary practices. Lincoln has been a national leader for expanding public access to Montessori education, with our staff members regularly presenting at conferences, hosting study tours and teaching at Montessori-accredited training centers
  • Build strong connections with students, families and colleagues, encouraging open dialogue and collaboration

 

What You’ll Need:

  • Colorado teacher certification from the Colorado Department of Education
  • An AMS, AMI, or Diploma in Elementary I or Elementary education from a MACTE-recognized or affiliate Teacher Education Program, preferred
  • Bachelor’s degree from an accredited college or university 
  • A minimum of 3 years teaching experience, Montessori classroom environment     preferred
  • A commitment to equity and inclusion is required

Salary:  Click here for more information on compensation for this role. Please note: You must submit all relevant documentation via onboarding before the deadline (15 days after receiving your offer letter) for salary setting purposes. The salary range designated in this Chalkbeat listing is a required placeholder and does not reflect actual salary.

Comments Off on Dean of Culture

Dean of Culture

Posted by | May 7, 2024 |

About the Dean of Culture Role: As an Dean of Culture, your primary role is to build systems and structures that create the conditions and campus community to drive exceptional student experience and academic outcomes that equip all students with the skills and confidence to pursue the paths they choose —college, career, and beyond—so they can lead fulfilling lives and build a more just world. APs of Culture are expected to lead and manage the proactive, positive systems that create joyful, rigorous, identity-affirming schools (for example, whole school Positive Behavior Intervention and Supports) and coordinate responsive systems aligned with our values. They partner with the principal to lead behavior and culture, and they are expected to cultivate a participatory, achievement-focused, and outcomes-driven school culture that honors the multi-faceted identities of our students. In support of the mission, vision, values, and strategic plan of KIPP Colorado, the Dean of Culture is responsible for leading and building capacity of all teachers and teacher leaders (especially Grade Level Chairs) to implement and continuously develop excellent classroom communities, a strong focus on learning and continuous improvement, and a culture of consistent and high expectations with a focus on restorative practices. The Dean of Culture partners with Deans of Instruction, the Principal, and the leadership team to develop teacher skills in best practices for classroom management and to implement school-wide expectations. They create and oversee co curricular activities that bridge culture, community, and academics and foster caregiver and community engagement. This is a full-time administrative exempt position reporting to the Assistant Principal of Culture (APC). 

About KIPP: Together with families and communities, KIPP creates joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. KIPP is a national network of tuition-free, public charter schools open to all students. There are 255 college-preparatory KIPP schools in 20 states and the District of Columbia, serving more than 100,000 students. Nationally, KIPP students are graduating four-year colleges at three times the national average for low-income students. 

Who we are: KIPP Colorado Public Schools is a network of six free college-preparatory public charter schools open to all students. Our 350-person staff educates 2,600 students from ECE to 12th grade. At KIPP Colorado, we partner with our KIPPsters, educators, families and communities to ensure that we are all united around the goal of a choice-filled future for our KIPPsters. Our KIPP Forward Team supports our 1,000+ high school Alumni as they create their own paths. Our core values of excellence, belonging, belief, advocacy and courage are central to who we are and how we operate at all levels of our organization.

What we do: We believe in the unique gifts and brilliance of every student. We believe in setting a high bar for joy and academic excellence to ensure the infinite possibilities our students have before them become a reality. We aspire to create and reinforce a culture of achievement, belonging and support. We know that every student is different and we personalize learning based on a student’s needs, skills, and interests.

Professional Responsibilities 

  • Believe deeply in the mission, values, and Race, Inclusion, Diversity, and Equity (RIDE) commitments of KIPP Colorado Schools and that all children can and will learn 
  • Assume personal responsibility for student achievement 
  • Read, internalize, and adhere to the KIPP Colorado Policies and Procedures manual and guidelines
  • Provide an active presence, strategic supervision, and intentional monitoring to ensure student safety and engagement in rigorous learning (regardless of my role and its proximity to students)
  • Take ownership for the development of your craft (meet 1x/1-2 weeks with a manager, implement feedback, engage in active practice, etc.)
  • Commit to being prepared. Such as: internalizing and preparing for lessons; preparing for O3s/coaching, preparing for meetings, coaching, PD, etc. 
  • Meet professional obligations including and not limited to meeting deadlines and honoring schedules 
  • Consistently leverage existing professional tools, including but not limited to Google Suite (google documents, etc.) and Microsoft Suite (including but not limited to your KIPP Colorado email, Teams chat / meetings, Teams phone, and Microsoft outlook) 
  • Maintain strong attendance each day and be on time to all responsibilities
  • Collaborate with colleagues and seek feedback in the spirit of continuous improvement 
  • Reflect on professional practices to meet individual professional development goals 
  • Actively participate in professional development, grade level, and department meetings
  • Actively engage and implement in all school-wide and Org wide professional development
  • Serve as a positive, contributing member of a grade team or functional team, collaborating with colleagues to tackle common challenges and implement org and grade-wide initiatives
  • Share candid, solutions-oriented feedback with peers and leadership on a regular basis, assuring that feedback is shared directly with the intended recipient. Ensure that feedback is focused on improving outcomes and experiences for students
  • Assist with both student and staff recruitment and engagement- including events, home visits, calls home, and other determined and related requirements
  • Know that you role, professional development, org wide meetings, etc. may require you to travel around Denver to other KIPP Campuses, our Home Office, or other KIPP or PD events 
  • Assist with other duties as assigned (such as but not limited to, lunch duty, arrival/dismissal duty, bathroom duty, school support duties, etc.) 

Campus Community and Culture Leadership

  • Partner with the APO to support the development of processes and protocols for enhancing school culture 
  • For supported grade levels, partner with APC to determine when and how to modify rituals, systems and practices for the overall betterment of the school
  • Where applicable, manage, evaluate, develop, and coach Restorative Practices Coordinators or Behavior Specialists / Interventions (or equivalent) 
  • Manage and oversee Grade Level Chairs; support them in school-wide systems alignment, MTSS implementation, development, data analysis, and planning and running team meetings
  • Partner with APC to ensure accountable implementation of school-wide systems, including duties, PBIS, MTSS, and classroom behavior systems 
  • Evaluate whole school performance data to make holistic as well as individual recommendations for improving school-wide cultural practices, with specific attention to supporting Multilingual Learners and Students with Disabilities (especially those with Behavior Intervention Plans) 
  • Partner with AP of Instruction, AP of Culture, and Deans of Instruction to ensure consistent implementation of whole-school systems and coaching / support for staff 
  • Consistently implement and uphold all campus and regional cultural expectations 
  • Manage Grade Level Chairs’ implementation of grade level and school-wide culture plans
  • Develop teachers’ capacity with classroom management and student culture knowledge, skills, and mindsets
  • Support teachers with student accountability and discipline matters, including coordinating and facilitating student-teacher interventions and parent-teacher-student interventions.
  • Co-manage and co-lead the school’s summer orientation sessions
  • Manage responses to parent concerns not resolved at the teacher or Grade Level Chair Level, especially associated with concerns about behavior, classroom culture, or discipline policies in the grade levels directly supported

School Operations

  • Manage academic and cultural programming in all designated grade levels
  • Coordinate all logistics and planning for end-of-year trips and quarterly team and family trips, including planning and implementing trip preparations throughout the year
  • Co-manage Summer School (if applicable)
  • Co-plan and lead all Data Days
  • Co-manage Detention (or equivalent) with the Leadership Team
  • Co-manage duties (arrival, dismissal, hallway transitions, lunch, recess) Lunch Duty with the Leadership Team
  • Co-lead Saturday School with the Leadership Team (if applicable)

Family Engagement

  • Works with Family Engagement Coordinator (FEC) or campus equivalent on events to include, educate, and build relationships with families and students
  • Works with Family Engagement Coordinator (FEC) or campus equivalent to oversee family classes
  • Supports teachers with student of concern parent meetings
  • Attends all parent/family engagement meetings (such as Cafecito or CSC)
  • Implement systems to monitor and respond to family communication in IC behavior and conference tab usage by teachers

Student Identity Development & Culturally Responsive Teaching

  • Collaborate with Principal, APC, and Instructional Leaders to create, design, and execute e professional development to teachers on culturally sustaining and culturally responsive teaching
  • Supports the creation and planning of events to celebrate and promote diversity, including but not limited to cultural celebrations (AAPI Month, Women’s History Month, Hispanic Heritage Month, Black History Month)
  • Work with Principal, APC, and APO on ensuring visual culture reflects culture priorities, student and family identities, and strategic plan

Student Culture

  • Coaches classroom teachers in strong behavior and culture practices to enable rigorous and engaging academic instruction to thrive
  • Work with student leaders and staff to ensure a school culture where we are recognizing and celebrating excellence 
  • Partners with Assistant Principal of Culture to develop, implement, and maintain school-wide culture systems
  • Co-leads and participates in monthly culture walkthroughs with leadership team 
  • Assist with student behavior infractions when they occur, and lead the school in setting up and maintaining system for implementing effective restorative practices work with the Assistant Principal of Operations to plan and execute student opportunities, including: field trips, student conferences, student leadership opportunities, and summer programs for students (in collaboration with KIPP Forward staff)
  • Set goals and progress monitors teacher effectiveness with upholding consistent culture and systems through quarterly culture walkthroughs
  • Implement PBIS, restorative justice and discipline programming and data monitoring
  • Implement whole school culture plan

Student Leadership Development

  • Implement and partner with APC to refine the plan for developmentally appropriate and values-aligned student voice and leadership 
  • Work with student leaders to create systems and structures that promote student voice, agency, and leadership opportunities
  • Work with staff and students to ensure our students are gaining the professional skills and knowledge to be successful at any college and in any career
  • Coordinate and progress monitor non-academic activities such as overseeing after-school clubs and co-curricular opportunities
  • In collaboration with KIPP Forward, build partnerships with external entities that will provide growth and leadership opportunities for our students
  • Work with students, families, and teachers to help students successfully apply to external opportunities

Restorative Practices

  • Partner with APC to ensure effective delivery of restorative practices, anchored in Positive Behavior Interventions and Supports
  • Ensures restorative practices are utilized with fidelity, including providing development and coaching for all campus-based staff 
  • Ensures constant oversight of the schools climate in regards to the of the use of restorative practices

Student Discipline Policies and Practices 

  • Oversees planning and execution of parent meetings addressing behavioral concerns and disciplinary incidents
  • Oversees and reviews all threat assessments conducted in response to major behavior events
  • Creates and oversees implementation of Safety Plans written for students as a result of major behavior events
  • Oversees Title IX’s and incidents of harassment
  • Oversees ISS/OSS discipline practices and data collection

Advisory Coordination

  • Support implementation and strong execution of plan for advisory instruction in collaboration with grade level chairs
  • Work with APC, teachers and school leaders to develop a scope and sequence for advisory curriculum
  • Work with APC and grade level leads and appropriate Home Office Team Members to create an advisory curriculum and resources

Supporting All Learners 

  • Partner with AP of Special Services to ensure effective, equitable, and excellent implementation of all Behavior Intervention Plans and behavior MTSS systems 
  • Support and coordinate MTSS implementation at grade levels MTSS Chair with fidelity checks, progress checks, support in interventions, identifying gaps

Additional Responsibilities

  • Participate in active presence and strategic supervision and monitoring to ensure student safety and engagement in rigorous learning
  • Partner with the Dean of Special Services and Special Education Teachers to ensure proper implementation of 504s, BIPs, IEPs, safety plans, accommodations, modification, and language support for students
  • Enforce positive behavior systems and monitor behavior data 
  • Attend designated school functions outside of school hours (Back to School Night, Report Card Conferences, Community Events, etc.)
  • Perform necessary support duties including (but not limited to) bus, lunch, and dismissal duties,chaperone field trips. Participate in parent meetings, conferences, and periodic evening events
  • Develop strong relationships with the families of students through home visits, participation in school events and phone calls home
  • Communicate regularly with families about academic progress and behavior
  • Participate in daily duties (i.e. breakfast, lunch, dismissal) to support school operations
  • Maintain accurate records and student data tracking systems
  • Assist with both student and staff recruitment
  • Other duties as assigned

About the skills and qualifications you will bring to this role: 

  • Bachelor’s degree (required)
  • Spanish bilingual (preferred)
  • At least 2 years of relevant and aligned experience in the area of school culture management as a grade level chair, on a culture working group, or in a school culture role (required)
  • At least 2 years of K-12 teaching experience and a strong record of helping underserved students achieve academic success (required) 
  • Past experience leading adults in a school environment (preferred) 
  • A full understanding and Commitment to an Exceptional Student Experience (more about that HERE) (required) Outstanding organizational skills and high attention to detail; outstanding written and oral communication skills
  • Ability to manage the ambiguity and multiple priorities inherent in an entrepreneurial environment
  • Proactive problem solver who demonstrates initiative and teamwork
  • Strong work ethic coupled with an enthusiastic and passionate approach to one’s work
  • Multi-faceted, multi-skilled, resourceful and willing to do whatever it takes to help the school reach a level of academic excellence
  • High level of detail orientation and sound excellent organizational skills
  • Strong communication, feedback and facilitation skills
  • Strong analytical and problem-solving skills
  • Articulate, professional demeanor with strong self-confidence and initiative
  • Entrepreneurial mindset, with the creativity and versatility to work productively in a fast-paced environment
  • Demonstrated ability to work in a fast-paced, high-energy environment with a proven ability to meet and complete multiple deadlines and tasks with meticulous attention to detail
  • Strong interpersonal skills, with the ability to develop productive working relationships with stakeholders across functional and organizational lines
  • Passionate commitment to KIPP Colorado mission and to high standards of excellence

Compensation and Benefits: Employee retention and satisfaction is imperative for KIPP Colorado. We seek to provide competitive compensation and benefits including the following:

  • Competitive Market Salary: Starting salary for this role begins at $73,440 and is commensurate with experience
    • Please submit a comprehensive resume to assure all your experience is accounted for! Tip: We don’t care if your resume is more than one page, we are eager to see and compensate you for all of your experience and accomplishments
  • Excellent Healthcare Plan: 100% of employee-only monthly premium paid by KIPP Colorado and options for family enrollment and coverage, through United Healthcare 
  • Time Off !!!: More than 6 weeks of annual vacation and Paid Time Off (PTO) 
    • Based on hire date, employees are eligible for up to 8 days of Paid Time Off (PTO) 
    • All employees receive summer break through an organization-wide closure, based on work location and position
    • Access to parental and medical leave: includes 6 weeks paid and 6 weeks unpaid for a total of 12 weeks (after your first year)
  • Career Trajectory: Access to opportunity to to move up, across schools, and grow your career during weekly coaching sessions to refine your craft
  • Mental Health Care: Immediate and ongoing access to mental health support through our Employee Assistance Program
  • Technology & Access: Equipment provided: laptop & phone 
  • Retirement Planning: Participation in the Colorado PERA retirement program, including a PERA 401k option
  • Move to Join Us: Relocation reimbursement (when applicable)
  • Additional Pay: Most schools offer various stipend opportunities
  • Other Insurance Options: 
    • Wellness reimbursement
    • Voluntary employee, spousal, and child life insurance
    • Voluntary long term disability insurance
    • Voluntary short term disability insurance
    • Optional Basic Life and AD&D Insurance
  • Additional Information: For more information, you can view our benefits FAQ here

 
KIPP Colorado Schools is dedicated to equal employment opportunities and fair labor practices. KIPP Colorado Schools, KIPP Denver Collegiate High School, KIPP Northeast Denver Middle School, KIPP Northeast Elementary, KIPP Northeast Denver Leadership Academy, KIPP Sunshine Peak Academy and KIPP Sunshine Peak Elementary provide equal employment opportunities to all individuals based on job-related qualifications, and the ability to perform a job without regard to race, color, gender, gender identity, gender expression, religious creed, marital status, age, national origin, ancestry, genetic information, legally protected medical condition, veteran status, sexual orientation, or on any other basis made unlawful by federal, state or local laws. It is our policy to maintain a non-discriminatory environment free from intimidation, harassment or bias based upon these grounds.

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Lower Elementary Teacher

Posted by | May 6, 2024 |

Steamboat Montessori

Lower Elementary Lead Teacher (1st-3rd Grade)

Steamboat Montessori is a free public charter school striving to nurture each student’s intellectual curiosity through a prepared and peaceful Montessori environment. Our culture is rooted in kindness, belonging, and relentlessly pursuing learning and growing together as global citizens.  WE SEEK TEACHERS WITH TRADITIONAL EXPERIENCE AND MONTESSORI EXPERIENCE.

 

We seek team members who are empathetic, collaborative, and passionate about ensuring student success. Steamboat Montessori offers a comprehensive benefits package including PERA, opportunities for professional development, and a vibrant, community-centered environment. 

 

ELEMENTARY LEAD RESPONSIBILITIES

  • Develop and implement curriculum according to curriculum guidelines of the Montessori method, Steamboat Montessori, and the Colorado Academic Standards.
  • Engage in the teaching and learning cycle to adapt and meet the individual needs of students.
  • Demonstrate understanding of and ability to implement Montessori teaching strategies plus a broad repertoire of teaching strategies that honor varied needs of children.
  • Assess student performance frequently and objectively and implement an effective record keeping system of student progress in line with Montessori best practices and school-wide policies.
  • Prepare an environment in which materials are complete and correspond to the needs of the group; for maintaining a clear, orderly, and attractive Montessori environment, including the care and maintenance of classroom materials and equipment, and maintaining inventory of classroom materials.
  • Create an environment that demonstrates rapport with and respect and kindness for all students, as well as between students. The teacher will model and teach conflict resolution and problem-solving strategies in the classroom.
  • Facilitates resolution of problems that might arise with students and parents  
  • Accept responsibility for the safety of the children left in their charge until dismissed to a responsible adult.
  • The teacher will participate in a regular evaluation process including classroom observations, feedback conferences, and an annual self-evaluation toward goals set by the teacher and / or in conjunction with the Head of School
  • Participate in professional development activities (both within the school community and via attendance at conferences, workshops, etc.)
  • Establish relationships and regularly communicates with parents of students and maintains regular communication with parents regarding their child’s progress
  • Provide for parent conferences, meetings and communication throughout the school year in accordance with school policy and procedures.
  • Participating in community outreach activities

What we offer:

  • Base salary: $40,000- $60,000 DOE and certification
  • Ongoing professional development
  • A network of supportive peers and mentors who regularly share best practices
  • Comprehensive benefits package including PERA
  • The opportunity to contribute to a high-quality educational program that serves the individual needs of each child
  • Prioritization of staff wellness and satisfaction
  • Contract Days (178)

We’d Love to Talk To You If You Possess:

  • Experience and/or interest in a Montessori environment and with the Montessori philosophy
  • A Bachelor’s degree from a four year college or university
  • Strength in science, mathematics and reading instruction
  • Strong organization skills
  • Ability to work independently and with a team
  • Excellent verbal and written communication skills
  • Excellent computer skills
  • Strong self-starter; able to work both with and without supervision
  • Ability to develop a strong connection with children and families
  • Effective time management and organizational skill

Steamboat Montessori actively seeks to build a diverse and experienced team of educators.  We do not discriminate on the basis of race, color, gender, handicap, age, religion, sexual orientation, or national or ethnic origin.  We are an equal opportunity employer.

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Assistant Principal

Posted by | May 6, 2024 |

Glenwood Springs High School serves 1000 students in grades 9 to 12 in a small Rocky Mountain resort town of outstanding natural beauty.

According to Jay Mathews of the Washington Post, Glenwood Springs High School is ranked ‘in the top 3 or 4 percent (of high schools) nationally’. Mathews’ Challenge Index is the country’s oldest high school ranking system and recognizes schools with high achievement despite significant socio-economic challenges. The US News and World Report ranks the school as #563 out of 22,000 for college readiness. The school has twice won the Colorado Governor’s Distinguished Improvement Award. Our successes have only increased our appetite for further raising student achievement.

Do you have what it takes to lead this school, committed as it is to changing students’ real-life chances?

We seek an inspiring assistant principal with the skills, knowledge, and experience to contribute to a committed, enthusiastic, established senior management team. The successful candidate will be capable of taking a vital role in the continuous work of school improvement, which means raising academic achievement and developing a culture where all students can thrive.

We are disciples of Ron Edmonds, who said in the mid-1970s: “We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do this. Whether we do it or not must finally depend on how we feel about the fact that we have not done it so far.”

DEFINITION 

To fulfill responsibilities assigned by the principal and assist the principal in developing and continuously operating the school, ensuring that every student develops the enduring knowledge, skills, and character to thrive in a changing world.

SUPERVISION RECEIVED AND EXERCISED 

Receives direct supervision from the principal. Is expected to act as an executive in their own right, exercising considerable delegated powers.

Supervises licensed staff and non-licensed staff.

PRIMARY DUTIES 

The following are examples of primary duties assigned to the Assistant Principal, but other related primary duties and responsibilities may be assigned.

  • Strategic Leadership: Work in partnership with the principal to develop the school’s vision, mission, values, expectations, and goals; provide for data-based progress monitoring; collaborate with staff and the school community to implement strategies to move those goals forward.
  • Instructional Leadership: Create processes and schedules that maximize student success and instructional time; Support teachers through ongoing, actionable feedback and needs-based professional development; Hold all staff accountable for setting and achieving rigorous performance goals for all students; and empower staff to achieve these goals across content areas.

  • School Cultural and Equity Leadership: Articulate, model, and positively reinforce a clear vision and values of the school’s culture, and involve students, families, and staff in creating an inclusive and welcoming climate that supports it.

  • Human Resource Leadership: Establish and effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing staff.

  • Managerial Leadership: Establish systems to improve student learning and overall healthy development for all students; Proactively manage interactions and relationships, including those among and between parents/guardians, students, and staff; Ensure that the school provides a supportive environment that fosters a climate of safety, respect, and well-being; Provide supervision of the school campus during school hours and at extracurricular activities sponsored by the school.

  • External Leadership: Design and/or utilize structures and processes that result in family and community engagement, support, and ownership for the school; develop systems and relationships to leverage the school district and community resources available to them both within and outside of the school to maximize the school’s ability to serve the best interests of students and families.

 

QUALIFICATIONS 

Knowledge of:

  • Educational needs of high school students

  • Curriculum development and effective instructional practices

  • Using data to promote student achievement

  • Positive discipline and classroom management techniques

  • Effective public speaking and presentation techniques

  • Principles of supervision, training, and performance evaluation

  • Pertinent Federal, State, and local laws, codes, and regulation

  • English usage, spelling, grammar, and punctuation

  • Extensive knowledge of office and educational software programs

  • Principles of business and letter writing and essential report preparation

 

Ability to:

  • Supervise, plan, and direct standards-based instructional practices, curriculum development, and assessment

  • Implement school and district programs

  • Oversee, direct, and coordinate the work of staff, projects, and teams

  • Recruit, select, supervise, develop, and evaluate staff

  • Analyze situations and generate effective strategies

  • Develop goals and implement plans, systems, and procedures to achieve them

  • Attend professional development, conferences, and meetings (including evenings and weekends)

  • Attend and supervise student and community activities (including evenings, weekends, and holidays)

  • Make presentations as required; create excitement for learning

  • Be reflective on performance and have a continuous improvement mindset

  • Communicate clearly and concisely, both orally and in writing

  • Establish and maintain effective working relationships with those contacted in the course of work

  • Motivate staff and students to achieve high levels of engagement and performance

 

Principal/director candidates are assessed using the following Roaring Fork Schools Leadership Competencies

  • Ability to execute a strategic vision

  • Team oriented: effective as a team leader and team member; works with staff to create conditions for collective efficacy

  • Inclusive: values diversity, supports all students, foregrounds equity, welcoming to all

  • Drives for results

  • Ability to influence

  • Problem-solving ability

  • Showing confidence to lead: presents with confidence, puts oneself in challenging situations, takes personal responsibility for mistakes

  • Persistence

  • Planning: plans, organizes and manages responsibilities effectively

  • Cognitive complexity: analytical, conceptual, multidimensional

  • Awareness of emotions in self and others

  • Trustworthy: follows through on commitments, treats others with respect, builds relationships

  • Ability to work with and respond to the community

  • Student-centered, with a genuine enjoyment working with high school students and an ability to listen and understand

  • Relationship builder

  • Dispositions: good sense of humor, kind, compassionate, positive, calm, patient

 

EXPERIENCE & TRAINING GUIDELINES 

Experience: A minimum of five years teaching experience, including high school, and experience in school administration through having played an extensive role as a building leader are required. Deep knowledge of curriculum is required, and district leadership experience managing complex projects is highly desirable. The ability to speak Spanish would be an asset.

Training: Equivalent to the completion of a Master’s degree from an accredited college in education or a related field.

License or Certificate: Possession of or enrollment in a program to obtain a Principal’s license through the Colorado Department of Education. Possession of or the ability to obtain and maintain an appropriate valid Colorado driver’s license.

 

WORKING CONDITIONS 

Office environment; exposure to computer screens; travel from site to site. Primary functions may require maintaining the physical condition necessary for sitting for prolonged periods, using the computer keyboard; light lifting, and carrying.

 

SALARY RANGE AND DAYS WORKED

Starting salary range: $91,396 – $109,276  depending on qualified years of experience.
Wages will be earned during the school calendar at the number of days required below, but they will be paid over the twelve-month contract period.

Benefits: The Roaring Fork School District offers full district-paid employee health benefits as well as voluntary vision, dental, and dependent coverage. Other benefits include: paid personal and sick leave, paid parental leave for mothers and fathers, a robust retirement plan under Colorado PERA with a district contribution of over 20% of an employee’s wages each month, Employee Assistance programs, a district wellness program, and access to discounted ski passes and other community benefits.

Days worked: this is an exempt position, scheduled for 206 days/year.

ABOUT THE ROARING FORK SCHOOL DISTRICT

With 14 schools and 5,600 students, the Roaring Fork School District is located in the culturally vibrant and naturally stunning Roaring Fork Valley serving the communities of Glenwood Springs, Carbondale, and Basalt. The Roaring Fork Schools believe that teachers are our most important asset, and our teachers enjoy a true teacher voice in decision-making; clear and collaborative leadership; a highly competitive and progressive salary schedule; access to our affordable housing program; and a culture of self-care and well-being. We believe diversity is a strength, and our staff makes a real difference for our students who come from different ethnicities, cultures, and socio-economic backgrounds.

Why Work for Roaring Fork Schools? Mary says it all! Check us out at: https://youtu.be/nYEsuFVucJ8

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Special Education Lead Guide

Posted by | May 3, 2024 |

St. Vrain Community Montessori School Seeks Special Education Lead Guide for the 2024-25 School Year.

About Us

St. Vrain Community Montessori School is a fifteen-year-old PK-8 charter school offering a high-fidelity Montessori education in a public, charter school environment.  Currently, we serve over 260 students in 9 classrooms.  We are the only public Montessori school in the St. Vrain Valley School District.  Our school embraces the Montessori values of respect for self, others and the environment.  We seek to attract faculty and staff who share these values and model them for our students and our community.

Our school is located in Longmont, CO.  Within northern Boulder County, Longmont has over 300 days of sunshine and spectacular views of the Rocky Mountains. Longmont is perfect for outdoor enthusiasts, located 37 miles from Denver and 16 miles from Boulder.

Candidate Educational Requirements

BA or BS required.

Colorado Teaching license with appropriate special education endorsements to support the position required.

2+ Years of working with students in a school setting required. May require experience with working with students with various learning and physical disabilities.

Familiarity with Montessori method of education preferred.

A commitment to Spiritual Preparation of the adult is essential. 

Skills and Experience

-classroom experience in a Montessori environment desired but not required.

-a true desire for collaboration with peers

-a commitment to professionalism, as well as open, honest communication in the spirit of continuous improvement

Compensation: Please click here for current salary schedule.

Please click here for job description.

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Elementary Principal

Posted by | May 2, 2024 |

Moffat County School District, headquartered in Craig, serves a county built on coal and sustained on culture. Four elementary schools—three of them in Craig—feed into one middle and one high school.

Moffat County School District (MCSD) serves about 2,000 students a year with roughly 500 of those students at the high school. We work hard to permeate our schools with a culture of growth and systems that strengthen and empower teachers to teach and learners to learn. At MCSD, we believe every student can learn, and we work to ensure their social-emotional and educational needs are met to give them the best opportunity to do so.

We’d love to have you join us in our unique corner of Colorado. An hour from world-class skiing, even closer to world-famous hunting, numerous rivers for fishing and rafting and surrounded by the best country you’ll find anywhere, it’s an outdoor lover’s dream.

Meet our people, learn why we love them, and consider what life might be like beside the steady, tranquil Yampa River. It’s kinder, it’s more peaceful, and it might be what you’ve been searching for all this time.

We are looking for motivated, caring, and enthusiastic person to fill a Principal position at one of our elementary schools.

*Salary:  $90,370 – $110,302 on the K-5 Principal of Administrators Salary Schedule, dependent upon experience. *Moffat County School District is currently conducting a salary survey so compensation may increase as of July 1, 2024.

Moffat County School District is seeking an Elementary Principal for Sandrock Elementary school in Moffat County.  Sandrock Elementary is one of three elementary schools in the district, houses an average of 280 students with an average of 42 staff members in the building. 

 As the Principal and an instructional leader this person will work in a supportive position with the teachers and support staff to increase student achievement in a safe, pleasant and effective educational environment while following the Strategic Plan and guidelines set by the Moffat County School District Board of Education . Along with student achievement the principal will support professional staff development, sustain a positive school culture, and maintain positive and productive relations with parents and the community. 

 Required Qualifications:

  • Currently hold a valid Colorado Principal License or be eligible to obtain a valid Colorado Principal License prior to beginning of employment contract

 The successful candidate must demonstrate a strong commitment to academic excellence and personal growth of every student.  This person will have proven success and understanding in the following areas:

  1. Productive classroom management and instructional practices.
  2. Strong written and verbal communication skills.
  3. Student data analysis and utilization of that data to improve student growth and success.
  4. Development and implementation of curriculum that supports students of all levels academically and socially.  
  5. Promotion of positive student behavior programs and effective implementation of student disciplinary actions.
  6. Effective budget creation and management.
  7. Supervision and performance evaluation of certified and classified staff.
  8. Interviewing, hiring, and training of staff.
  9. Promotion and coordination of staff development and professional growth.

Supervisory Responsibilities:  Is responsible for the overall direction, coordination, and evaluation of this unit.  Carries out supervisory responsibilities in accordance with the organization’s policies and applicable laws.  Responsibilities include, interviewing, hiring, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees and students; addressing complaints and resolving problems. 

Qualifications Requirements:  To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

Language Skills:  Ability to read and analyze and interpret general business periodicals, professional journals, technical procedures, or governmental regulations.  Ability to write reports, business correspondence, and procedure manuals.  Ability to effectively present information and respond to questions from groups of administrators, staff and the general public.

Mathematical Skills:  Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.  Ability to apply concepts of basic algebra and geometry.

Reasoning Ability:  Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.  Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. 

Other Skills and Abilities:    Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written or oral communication.

Physical DemandsThe physical demands described here are representative 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. While performing the duties of this job, the employee is regularly required to sit, stand, walk and talk or hear.  The employee is occasionally required to run; stoop and kneel.  The employee must occasionally lift and/or move up to 50lbs.  The employee must occasionally push items of 75lbs. or more, such as pushing children on a bike or moving/rearranging furniture.  Specific vision abilities required include close vision, distance vision, and depth perception. 

 Work Environment:  The work environment characteristics described below are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  The noise level in the work environment is usually moderate to loud and is a standard acceptable level for this environment.  

 Benefits include: PERA retirement, health insurance, paid time off, short and long term disability, other optional benefit elections.

*Additional information: *Salary/pay rate is determined based on position classification and employee’s qualifications and experience relevant to the job description requirements. Full pay range may be found on the appropriate salary schedule. Salary schedule link below.  Employees hired new into a position are rarely qualified to receive the maximum of the pay range shown on the salary schedule.  MCSDSalarySchedule

Comments Off on Lead Teacher: Atelierista- Music, Movement, and Drama

Lead Teacher: Atelierista- Music, Movement, and Drama

Posted by | April 30, 2024 |

Compositive Primary is a young school serving three-year-olds through 5th grade, located on the Fitzsimons and Anschutz Medical Campuses in Aurora, Colorado. We are seeking a positive, creative, flexible, and innovative lead teacher to serve as part of a collaborative team in our small, innovative school. 

Teacher Responsibilities 

  • Design music, movement, and drama activities adaptable to early childhood through fifth grade students 
  • Foster and develop a love of music and enjoyment of movement and drama 
  • Plan for regular classroom and schoolwide showcases 
  • Contribute to a positive school culture through connections with students, faculty, and families 
  • Collaborate with fellow teachers and administrators to develop inquiry-based curricula that develop in students the capacity to reflect and learn, recognize and act, care and connect, and engage and serve 
  • Foster a positive learning environment in all areas, demonstrating dedication to instilling joy in learning for all students 
  • Ensure that every child feels seen and heard and has a sense of belonging 
  • Actively document, support, and communicate individual progress made by every child in their Personal Excellence Portfolio 
  • Collaborate and communicate effectively with parents, colleagues, and all members of the school community 
  • Serve as a steward for school support, managing classroom budgets and respecting resources
  • Participate in all aspects of school programming and activities 
  • Work to uphold the mission, vision, and goals of the school 
  • Participate in other duties as assigned

 

Qualifications 

  • An unyielding commitment to upholding our guiding principles and a firm belief in our school’s vision and mission 
  • Bachelor’s degree required. Colorado Shines Credential 3.0 Level 2 or higher required (or in process)
  • Background in inquiry-based curriculum preferred 
  • One to three years of teaching experience 

 

Compensation 

  • All teachers receive: health, life, dental, and vision insurance, a flexible health spending account, paid time off, and access to a 403(b) 
  • All teachers participate in regular in-house and outside professional development opportunities 
  • Lead Teacher salary range: $50k-$60k 

 

Comments Off on Occupational Therapist or Physical Therapist

Occupational Therapist or Physical Therapist

Posted by | April 29, 2024 |

  •  Licensed Support Services/Therapist – Motor Services Provider
  • Date Posted:
    4/15/2024
  • Location:
    District Wide
  • Date Available:
    August 2024
  • Closing Date:
    04/26/2024


Position Title:  Motor Therapist, OT/PT
Exempt
Direct Supervisor: Director of Special Education
Location: Districtwide
Salary Schedule: Related Service Provider (range $53,331 – $75,296 based on education and experience)
Work Calendar: Related Service Provider 182 day
Start Date: TBD for 2024-2025 School Year

MCSD Summary:
Nestled within Colorado’s gorgeous Western Slope, the towns of Montrose and Olathe are surrounded by an endless variety of prospects for exploration and adventure (Black Canyon National Park, Telluride and the San Juan Mountains to the South, along with rivers, lakes and streams). MCSD is one of the largest rural school districts in Colorado with a great focus on STEM including the arts.  Which means we are small enough to be neighborly, but still big enough to continue growing (with short commutes to school and work).

MCSD Benefits:
At MCSD, we care about our employees and their loved ones. Our benefits package consist of the following items: a variety of health insurance plans with employer contribution, including dental and vision insurance, Telehealth, a $50,000 life insurance policy with optional additional coverage, PERA retirement contribution, supplemental insurance options, no match tax shelter account options including 401K, 457(b), 403 (b) and Roth, before tax deductions and flexible spending options, paid leave options and holidays based upon the position, Employee Assistance Program (EAP).

Added perks: Great people to work with, professional development and advancement opportunities, and multiple wellness programs and incentives.

Summary of Position:
The Occupational Therapist is responsible for implementing intervention and therapy regarding students’ fine and gross motor skills and functional abilities (e.g. perceptual-motor, hand functions, motor coordination, sensory development, muscle strength, etc.) under the direction of the Special Education Director.

Essential Duties and Responsibilities:

  • To provide leadership for the Occupational/Physical Therapy program in alignment with department, division and district goals.
  • Attend and participate in departmental meetings.
  • Management of therapy supply stock and equipment, including maintenance of large equipment, equipment database and maintaining constant inventory stock of day-to-day supplies.
  • Work collaboratively with principals, Student Services’ departments and staff, school staff, other district divisions and staff, as well as community groups and organizations.
  • Utilize IEP Programs, Infinite Campus, and other District Programs as they relate to OT and PT services.
  • Engages in professional development to stay current on research-based instructional strategies.
  • Observe and follow all Montrose County School District policies and procedures; maintain high levels of professionalism and commitment through punctuality and attendance.
  • All other duties as assigned.

 Education/Certification:

  • Bachelor’s or higher degree from a regionally accredited institution in Occupational Therapy or Physical Therapy.
  • Current Special Services Provider License from the Colorado Department of Education, with an endorsement in Occupational or Physical Therapy.
  • Current appropriate DORA Licensure.

Experience:

  • A minimum of 1 years of experience as a school-based occupational or physical therapist.
  • Experience with diverse populations, Multi-Tiered System of Supports (MTSS), and OT and PT interventions that align with educational performance.


Knowledge of and Abilities:
Knowledge of:

  • Principles of the organization.
  • Principles, procedures, methods, techniques, strategies and understanding the importance relative to the OT/PT Teacher and serving as a role model and advocate for all students.
  • The practice standards and ethical guidelines applicable to the position as outlined by professional organizations and/or federal, state and local laws, rules and regulations.
  • Extensive knowledge and expertise in programming and intervention for students with disabilities that have education-based motor development concerns, as well as from culturally and linguistically diverse populations.

Ability to:

  • Effectively communicate both orally and in writing.
  • Maintain complete and accurate records.
  • Develop meaningful reports based upon data and use data analysis to make appropriate recommendations from them, when appropriate.


Physical Demands:
The physical requirements indicated below are examples of the physical aspects that this position classification must perform in carrying out essential job functions.
Person performing service in this position classification will exert 5 to 50 pounds of force frequently to lift, carry, push, pull, or otherwise move objects. This type of work involves sitting but will involve walking or standing for brief periods.  Perceiving the nature of sound, near and far vision, depth perception, providing oral information, the manual dexterity to operate business related equipment, and handle and work with various materials and objects are important aspects of this job.

Must have valid driver’s license and be able to travel from site to site.

This job description in no way states or implies that these are the only duties to be performed by this employee. He or she will be required to follow any other instructions and to perform any other duties requested by his or her supervisor.

Comments Off on BILINGUAL (SPANISH) SPECIALS TEACHER – STETSON ELEMENTARY SCHOOL

BILINGUAL (SPANISH) SPECIALS TEACHER – STETSON ELEMENTARY SCHOOL

Posted by | April 29, 2024 |

The BILINGUAL (SPANISH) SPECIALS TEACHER – STETSON ELEMENTARY SCHOOL will create a flexible elementary specialty program and a class environment favorable to learning and personal growth; establish effective rapport with students; motivate students to develop skills, attitudes and knowledge needed to provide a good foundation for preparation for college, vocational school or acquiring employment, in accordance with each student’s ability; and establish good relationships with parents and with other staff members.

Stetson Elementary School, located in Sand Creek Zone at 4910 Jedediah Smith Road, opened in 1987. It’s known as a high-achieving, traditional, neighborhood school with a warm, friendly and safe atmosphere. The school’s main objective is to support students toward their highest learning potential by offering various opportunities that produce well-rounded individuals who are prepared academically, socially and emotionally for life. The school aims to instill the love of learning in students. A highly-experienced faculty communicates regularly with parents, partnering in support for students.

District 49 spans 133 square miles of urban and rural areas in Colorado, covering northeast Colorado Springs and the Falcon area of El Paso County. .  The district’s central office is located at 10850 E. Woodmen Road in Peyton, CO.  As the fastest growing school district in the Pikes Peak region, it’s currently serving more than 25,000 students within its portfolio of schools.  The district offers school of choice options. 

For more information and to submit an application, please go to d49.org/careers.

Comments Off on BILINGUAL 2ND GRADE TEACHER – SPANISH DUAL LANGUAGE IMMERSION PROGRAM

BILINGUAL 2ND GRADE TEACHER – SPANISH DUAL LANGUAGE IMMERSION PROGRAM

Posted by | April 29, 2024 |

The Bilingual Elementary Teacher at Stetson Elementary School creates a flexible elementary grade program and a class environment favorable to learning and personal growth; establishes effective rapport with students; motivates students to develop skills, attitudes and knowledge needed to provide a good foundation for preparation for college, vocational school or acquiring employment, in accordance with each student’s ability; and establishes effective relationships with parents and with other staff members.

Stetson Elementary School, located in Sand Creek Zone at 4910 Jedediah Smith Road, opened in 1987. It’s known as a high-achieving, traditional, neighborhood school with a warm, friendly and safe atmosphere. The school’s main objective is to support students toward their highest learning potential by offering various opportunities that produce well-rounded individuals who are prepared academically, socially and emotionally for life. The school aims to instill the love of learning in students. A highly-experienced faculty communicates regularly with parents, partnering in support for students.

District 49 spans 133 square miles of urban and rural areas in Colorado, covering northeast Colorado Springs and the Falcon area of El Paso County. .  The district’s central office is located at 10850 E. Woodmen Road in Peyton, CO.  As the fastest growing school district in the Pikes Peak region, it’s currently serving more than 25,000 students within its portfolio of schools.  The district offers school of choice options. 

For more information and to submit an application, please go to d49.org/careers.

 

 

 

Comments Off on Science Teacher

Science Teacher

Posted by | April 29, 2024 |

Moffat County School District, headquartered in Craig, serves a county built on coal and sustained on culture. Four elementary schools—three of them in Craig—feed into one middle and one high school.

Moffat County School District (MCSD) serves about 2,000 students a year with roughly 500 of those students at the high school. We work hard to permeate our schools with a culture of growth and systems that strengthen and empower teachers to teach and learners to learn. At MCSD, we believe every student can learn, and we work to ensure their social-emotional and educational needs are met to give them the best opportunity to do so.

We’d love to have you join us in our unique corner of Colorado. An hour from world-class skiing, even closer to world-famous hunting, numerous rivers for fishing and rafting and surrounded by the best country you’ll find anywhere, it’s an outdoor lover’s dream.

Meet our people, learn why we love them, and consider what life might be like beside the steady, tranquil Yampa River. It’s kinder, it’s more peaceful, and it might be what you’ve been searching for all this time.

We are looking for motivated and enthusiastic team players to fill High School Science teaching positions at Moffat County High School.

*Salary:  Teacher salary is commensurate with education and teaching experience.  $42,600 – $65,113/year

Education and/or Experience:  Minimum requirement – Bachelor’s degree(B.A.) from a four year college or university. Works well with a team, good communication skills, dependable.

Certificates, Licenses, Registrations:  Eligible or already in possession of a Colorado Teaching License/certificate endorsed in the area of assignment.

Qualification Requirements:  To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Essential Duties and Responsibilities:  Other duties may be assigned.

  • Plans a program of study that, as much as possible, meets the needs, interests, and abilities of students.
  • Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of students.
  • Guides the learning process toward the achievement of curriculum goals—established clear objectives for all lessons, units, projects, and the like to communicate these objectives to students.
  • Employs instructional methods and materials (including field trips) that are most appropriate for meeting stated objectives.
  • Assesses the accomplishments of students on a regular basis and provides progress reports as required.
  • Diagnose the learning disabilities of students on a regular basis, seeking the assistance of district specialists as required.
  • Counsels with colleagues, students, and/or parents on a regular basis.
  • Assists the administration implementing all policies and/or rules governing student life and conduct, and for the classroom, develops reasonable rules of classroom behavior and procedure; maintains order in the classroom in a fair and just manner.
  • Plans and supervises purposeful assignment of teacher aides and/or volunteers, and cooperatively with the principal evaluates their job performance.
  • Strives to maintain and improve professional competence.
  • Attends staff meetings and in-service training programs and serves on staff committees as required.
  • Maintains records and makes such reports as required and directed by the administration.

Supervisory Responsibilities:  The employee supervises students in the class, parents and volunteers.

Benefits include: PERA retirement, health insurance, paid time off, short and long term disability, other optional benefit elections.

Additional information: *Salary/pay rate is determined based on qualifications and experience relevant to the job description requirements. Full pay range may be found on the appropriate salary schedule. Salary schedule link below.  Employees hired new into a position are rarely qualified to receive the maximum of the pay range shown on the salary schedule.

MCSDSalarySchedule

Comments Off on 8th Grade English Language Arts / Social Studies Teacher

8th Grade English Language Arts / Social Studies Teacher

Posted by | April 26, 2024 |

Moffat County School District, headquartered in Craig, serves a county built on coal and sustained on culture. Four elementary schools—three of them in Craig—feed into one middle and one high school.

Moffat County School District (MCSD) serves about 2,000 students a year with roughly 500 of those students at the high school. We work hard to permeate our schools with a culture of growth and systems that strengthen and empower teachers to teach and learners to learn. At MCSD, we believe every student can learn, and we work to ensure their social-emotional and educational needs are met to give them the best opportunity to do so.

We’d love to have you join us in our unique corner of Colorado. An hour from world-class skiing, even closer to world-famous hunting, numerous rivers for fishing and rafting and surrounded by the best country you’ll find anywhere, it’s an outdoor lover’s dream.

Meet our people, learn why we love them, and consider what life might be like beside the steady, tranquil Yampa River. It’s kinder, it’s more peaceful, and it might be what you’ve been searching for all this time.

We are looking for motivated, caring, and enthusiastic teachers to fill 8th Grade English Language Arts / Social Studies positions at our middle school.

*Salary:  Teacher salary is commensurate with education and teaching experience.  $42,600 – $65,113/year

Education and/or Experience:  Minimum requirement – Bachelor’s degree(B.A.) from a four year college or university. Works well with a team, good communication skills, dependable.

Certificates, Licenses, Registrations:  Eligible or already in possession of a Colorado Teaching License/certificate endorsed in the area of assignment.

Qualification Requirements:  To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Essential Duties and Responsibilities:  Other duties may be assigned.

  • Plans a program of study that, as much as possible, meets the needs, interests, and abilities of students.
  • Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of students.
  • Guides the learning process toward the achievement of curriculum goals—established clear objectives for all lessons, units, projects, and the like to communicate these objectives to students.
  • Employs instructional methods and materials (including field trips) that are most appropriate for meeting stated objectives.
  • Assesses the accomplishments of students on a regular basis and provides progress reports as required.
  • Diagnose the learning disabilities of students on a regular basis, seeking the assistance of district specialists as required.
  • Counsels with colleagues, students, and/or parents on a regular basis.
  • Assists the administration implementing all policies and/or rules governing student life and conduct, and for the classroom, develops reasonable rules of classroom behavior and procedure; maintains order in the classroom in a fair and just manner.
  • Plans and supervises purposeful assignment of teacher aides and/or volunteers, and cooperatively with the principal evaluates their job performance.
  • Strives to maintain and improve professional competence.
  • Attends staff meetings and in-service training programs and serves on staff committees as required.
  • Maintains records and makes such reports as required and directed by the administration.

Supervisory Responsibilities:  The employee supervises students in the class, parents and volunteers.

Benefits include: PERA retirement, health insurance, paid time off, short and long term disability, other optional benefit elections.

Additional information: *Salary/pay rate is determined based on qualifications and experience relevant to the job description requirements. Full pay range may be found on the appropriate salary schedule. Salary schedule link below.  Employees hired new into a position are rarely qualified to receive the maximum of the pay range shown on the salary schedule.

MCSDSalarySchedule

Comments Off on Counselor

Counselor

Posted by | April 26, 2024 |

Moffat County School District, headquartered in Craig, serves a county built on coal and sustained on culture. Four elementary schools—three of them in Craig—feed into one middle and one high school.

Moffat County School District (MCSD) serves about 2,000 students a year with roughly 500 of those students at the high school. We work hard to permeate our schools with a culture of growth and systems that strengthen and empower teachers to teach and learners to learn. At MCSD, we believe every student can learn, and we work to ensure their social-emotional and educational needs are met to give them the best opportunity to do so.

We’d love to have you join us in our unique corner of Colorado. An hour from world-class skiing, even closer to world-famous hunting, numerous rivers for fishing and rafting and surrounded by the best country you’ll find anywhere, it’s an outdoor lover’s dream.

Meet our people, learn why we love them, and consider what life might be like beside the steady, tranquil Yampa River. It’s kinder, it’s more peaceful, and it might be what you’ve been searching for all this time.

We are looking for motivated, caring, and enthusiastic teachers to fill Counseling positions at our schools.

*Salary:  Counselor salary is commensurate with education and teaching experience.  $42,600 – $65,113/year

Summary:  The goal of the High School Counselor is to help students succeed in school and in life.  The job of the High School counselor is to help provide an environment for each student that is conducive to success, and to help students deal with whatever might be getting in the way of their success.

Education and/or Experience:  Master of Arts degree in Counseling.  Preferred two years of successful full-time teaching experience. Minimum requirement – Bachelor’s degree(B.A.) from a four year college or university.  Flexible, works well with a team, dependable, loves kids, good classroom management, good people skills and communication.

Certificates, Licenses, Registrations:  Eligible or already in possession of a Colorado Special Service Provider License for School Counselor issued by the Colorado Department of Education.

Qualification Requirements:  To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Essential Duties and Responsibilities:  Other duties may be assigned.

  1. Counsel groups or individual students who are referred by teachers, parents, administrators or community agencies.
  2. Talks to students who express academic or personal concerns.
  3. Serves as a member of the District Crisis Team and helps students in crisis situations.
  4. Provides conflict resolution.
  5. Consults with teachers, staff, and parents, and various community agencies regarding meeting the needs of students.
  6. Helps to identify students who are having difficulties or are at-risk students.
  7. Monitors student academic progress and attendance.
  8. Maintains student records.
  9. Works to prevent at-risk behaviors by coordinating various activities as well as providing appropriate guidance materials.
  10. Provides a positive learning environment through various reward programs.
  11. Represents school as a member of appropriate community organizations.

Benefits include: PERA retirement, health insurance, paid time off, short and long term disability, other optional benefit elections.

Additional information: *Salary/pay rate is determined based on qualifications and experience relevant to the job description requirements. Full pay range may be found on the appropriate salary schedule. Salary schedule link below.  Employees hired new into a position are rarely qualified to receive the maximum of the pay range shown on the salary schedule.

MCSDSalarySchedule

Comments Off on High School Math Teacher

High School Math Teacher

Posted by | April 25, 2024 |

  •   Teaching – High School/Mathematics
  • Date Posted:
    3/21/2024
  • Location:
    Montrose High School
  • Date Available:
    08/08/2024
  • Closing Date:
    Until Filled

 

Position Title:  Teacher – Secondary Math (9th – 12th Grade)
Exempt
Site:  Montrose High School
Direct Supervisor: Building Principal
Contracted Length TermTeacher – 178 Days
Salary Schedule:  Teacher (Range $43,000- $68,243 based on 23/24 salary schedule, education and experience)
Start Date August 8, 2024

Montrose High School Summary
Montrose High School is the largest school in the district, yet we strive to create a warm and supportive community that values balance in all aspects of life.  We prioritize building relationships with our students and staff, and we believe that celebrating successes and fostering growth is critical to student success.

To ensure that all students are well-equipped for their future, we are constantly refining our instructional framework to include collaboration, standards-based learning, and common and formative assessments.  We believe that by working together and focusing on growth, we can help our students achieve their fullest potential, both academically and personally.

In addition to our focus on academic achievement, we offer a myriad of clubs and extracurricular activities that allow students to explore their interests and develop important life skills.  Whether it’s through our sports teams, music programs, or 29 student organizations, we encourage students and staff to find their passions and get involved as we embrace the Red Hawk spirit.

Wherever our students’ future paths take them, we are committed to nurturing their success.

Benefits
At MCSD, we care about our employees and their loved ones. Our benefits package consist of the following items: a variety of health insurance plans with employer contribution, including dental and vision insurance, Telehealth, a $50,000 life insurance policy with optional additional coverage, PERA retirement contribution, supplemental insurance options including pet insurance, no match tax shelter account options including 401K, 457(b), 403 (b) and Roth, before tax deductions and flexible spending options, paid leave options and holidays based upon the position, Employee Assistance Program (EAP).

Added perks: Great people to work with, professional development and advancement opportunities, and multiple wellness programs and incentives.

Summary of Position:
Responsible for planning, organizing and implementing an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. Plan, prepare and deliver instructional activities that facilitate active learning experiences and establish and communicate clear objectives for all learning activities. Responsible for working effectively with a team of paraprofessionals, teachers, administrators, parents and District office staff with the purpose of providing quality educational services for each and every student, each and every day, without exception.

Essential Duties and Responsibilities:

  • Teach and instruct in secondary Math program.
  • Utilize an adopted course of study, instructional program guidelines, and other materials in planning and developing lesson plans and teaching outlines.
  • Pursue a variety of methodology in teaching and instructing pupils, including lectures, demonstrations, discussions, lectures, and laboratory experiences.
  • Conduct teaching and instructional activi­ties, using educational equipment, materials, books, and other learning aids.
  • Provides instruction in citizenship and other subject matter specified by legal mandate, District policy, and administrative regulations.
  • Plan, develop, and utilize a variety of instructional materials and aids appropriate to the intellectual and instructional level of pupils from varied socio-economic and cultural backgrounds, and who possess a range of mental and emotional maturity.
  • Review, analyze and evaluate the history, background, and assessment of pupils in designing instructional programs to meet individual educational needs.
  • Individualize and adapt educational processes and procedures to enhance pupil educational opportunities.
  • Provide group and individual instruction to motivate pupils, and effectively utilize the time available for instructional activities.
  • Maintain appropriate standards of pupil behavior, using behavioral management strategies and techniques, including positive reinforcement and behavior shaping procedures.
  • Review, analyze, evaluate, and report pupil academic, social, and emotional growth.
  • Prepare, administer, score, record, and report the results of criterion referenced tests, and administers, scores, records, and reports the results of group standardized tests in evaluating pupil growth and progress.
  • Counsel, confer with and communicate with parents, school, and District personnel regard­ing pupil progress, and in the interpretation of the educational program.
  • Cooperatively pursue alternative solutions to ameliorate pupil learning problems, and to enhance expanded academic, social, and emotional growth opportunities.
  • Maintain an effective learning environment through the proper control of heating, lighting, and ventilation, and the utilization of exhibits, displays, and independent study centers.
  • Select and requisition appropriate educational supplies, materials, books, equipment, and learning aids.
  • Perform a variety of non-instructional duties, including curriculum and instructional development activities, student supervision, and consultation activities.
  • All other duties as assigned.

Education/Certification:
Bachelor’s Degree AND; Must possess a current State of Colorado Teachers License or ability to obtain within first year of employment. Subject area endorsement in particular teaching area preferred.

Experience:
Successful completion of student teaching at a recognized college or university, or two years of regular full time secondary level teaching experience.

Knowledge of and Abilities:
Knowledge of:

  • Principles, theories, methods, techniques, and strategies pertaining to teaching and instruction of secondary level pupils.
  • Academic, social, and behavioral characteristics of secondary level pupils.
  • Educational curriculum and instructional goals and objectives, and educational trends and research findings pertaining to comprehensive secondary programming.
  • Behavior management and behavior shaping strategies, techniques and methods, and conflict resolution procedures.
  • Socio-economic and cultural background differences of the school population.

Ability to:

  • Plan, organize, develop, and conduct a comprehensive teaching and instruction program for pupils at the secondary level.
  • Provide appropriate and effective learning experiences for pupils from a wide range of socio-economic levels and cultural backgrounds.
  • Effectively assess the instructional and educational needs of pupils, and design, develop, and implement sound instructional and educational programs.
  • Provide a motivating and stimulating learning environment.
  • Perform research and development activities pertaining to curriculum and instruction­al programs and innovative and creative pilot projects designed to enhance pupil educational opportunities and experiences.

Physical Requirements:
The physical requirements indicated below are examples of the physical aspects that this position classification must perform in carrying out essential job functions:

  • Work is performed in a standard classroom setting with some work being performed at various District properties and off-site locations.
  • Heavy lifting, bending, stooping, sitting, standing for long periods of time may be required.
  • Persons performing service in this position classification will exert 5 to 25 pounds of force frequently to lift, carry, push, pull, or otherwise move objects.
  • Exposure to hot, cold, wet, humid, or windy conditions caused by weather may occasionally be experienced.
  • Perceiving the nature of sound, near and far vision, depth perception, providing oral information, the manual dexterity to operate business related equipment, and handling and working with various materials and objects are important aspects of this job.

Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.

To learn more about Montrose County click on the link below
To learn about working in Montrose County School district click on the link below
Comments Off on Facilitator – Contract for Summer 2024

Facilitator – Contract for Summer 2024

Posted by | April 23, 2024 |

Who We Are: 

CareerWise is a nationally-recognized nonprofit organization that creates life-changing opportunities for the youngest generation of America’s workforce. We build industry-led, student-centered, modern youth apprenticeships through classroom and on-the-job learning providing flexible, alternative pathways to economic mobility. We have hundreds of CareerWise apprentices in the workplace, charting new paths to academic and career success. In addition, workforce and education leaders from across the country have visited CareerWise to learn about our youth apprenticeship model. As a result, our programs have launched in multiple states, leveraging our institutional knowledge, technology, and infrastructure.

Who We’re Looking For:

We seek experienced and dynamic educators to join our team as Summer Contract Facilitators for our Business Essentials course. In this role, you will deliver engaging and informative instructional sessions to equip apprentices with essential business skills and knowledge. This is a temporary position with a total commitment of 55 hours of teaching over the summer period. There may be opportunities to continue facilitating throughout the year as well.

What You’ll Be Doing:

  • Course Delivery: Deliver high-quality instruction in Business Essentials topics, including but not limited to business communication, self-advocacy, professional etiquette, and time management.
  • Curriculum Implementation: Implement pre-designed curriculum materials effectively, ensuring alignment with learning objectives and apprenticeship program requirements.
  • Engagement and Interaction: Foster an inclusive and interactive learning environment conducive to student engagement, participation, and skill development.
  • Assessment and Feedback: Evaluate student progress through various assessment methods and provide constructive feedback to support continuous improvement.
  • Adaptability: Modify teaching strategies and materials as needed to accommodate the apprentice cohort’s diverse learning styles and abilities.
  • Collaboration: Collaborate with program coordinators and fellow facilitators to enhance course delivery and contribute to the overall success of the apprenticeship program.
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Special Education Teacher

Posted by | April 23, 2024 |

Position Title: Special Education Teacher – Mild to Moderate (MM)-elementary and positions available

Exempt
Direct Supervisor: Building Principal
Contracted Length Term: 178 Days
Salary Schedule:  Teacher (Range $43,000- $68,243 based on 23/24 salary schedule, education and experience)
Start Date: August 8, 2024

Come join the largest employer in Montrose County and work in an area where you can enjoy scenic drives, wilderness treks, a round of golf, and visits to our many local restaurants or brewpubs. Montrose and Olathe offer a little something for everyone – shopping, fishing, biking, photography, camping, snowshoeing, skiing, swimming, motor-sports – you name it!

We hope you can join us at MCSD.

To see more of the Montrose community click on the link below

https://nicertube.com/zg25sa3b

Mild/Moderate
If a student can be part of the general education classroom, their disability can range from mild to moderate. Students with more mild or moderate disabilities range from specific learning disabilities, like struggling in reading or math, to speech impairment where the student needs speech therapy for pronunciation issues. These students can normally function within a general classroom setting with accommodations or an inclusion teacher. Even a physical disability, such as a hearing impairment or health impairment, can be mild. A student with a hearing impairment might just need a hearing device to hear in the classroom but may not need any other accommodations to succeed. Typically, a general education teacher will have students who fall in the mild/moderate special education disability category. Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken, or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.  Specific learning disability does not include learning problems that are primarily the result of: visual, hearing, or motor disabilities; intellectual disability; serious emotional disability; cultural factors; environmental or economic disadvantage; or limited English proficiency.

Essential Duties and Responsibilities:

  • Teach and instruct special needs pupils in subject matter areas such as reading, language arts, social studies, mathematics, science, health, art, physical education and music.
  • Adapt an adopted course of study, program instruction guidelines, and instructional materials in meeting the educational needs of special needs pupils.
  • Co-Teach and Co-plan with Core teachers to support special needs pupils as needed.
  • Utilize a variety of methodology in teaching and instructing pupils, including remedial instruction, demonstration, and activity participation.
  • Instruct students in citizenship and in the development of social skills.
  • Prepare, develop, and utilize a variety of instructional materials and aids appropriate to the instructional level of pupils with a wide range of mental, physical, and emotional maturity.
  • Review, analyze, and evaluate the history, background, and assessment of pupils in designing an educational program to meet individual educational needs.
  • Individualize instructional processes and adapts program activities to enhance pupil educational opportunities.
  • Provide individual and group instruction in order to properly motivate pupils, and to effectively utilize the time available for instruction.
  • Establish and maintain standards of student behavior utilizing behavior management strategies and techniques, including behavior modification, reinforcement, and other positive behavior shaping processes.
  • Review, analyze, and evaluate pupil academic and social growth.
  • Record and report appropriate analyses and perceptions of pupil progress.
  • Administer, score, and record the results of criterion referenced, group standardized and specialized tests in evaluating pupil growth and progress.
  • Counsel, confer, and communicate with parents, school and District personnel regarding pupil progress, and in the interpretation of the educational program.
  • Work cooperatively with the IEP Team in assessing pupil needs and learning deficiencies and develop alternative solutions to remediate pupil learning problems.
  • Plan, create, and maintain an effective learning environment through the utilization of functional and aesthetically conceived displays, exhibits, bulletin boards, interest, learning and activity centers.
  • Select and requisition appropriate educational supplies, materials, books, equipment, and learning aids.
  • Establish and maintain a suitable room environment through the proper control of heating, lighting, and ventilation.
  • Perform a variety of non-instructional duties, including curriculum and instructional development activities, student supervision, and advisory and consultation activities.

Education/Certification:
Education:
Possession of an earned Baccalaureate or higher degree from an accredited college or university with emphasis in special education, instructional technology, a subject matter field commonly taught in the elementary grades, or closely related field.

Certification Requirement:
Possession of a licensure from the Colorado Department of Education authorizing service as a teacher of special needs pupils.

Experience:
Any combination of experience and training that would likely provide the required knowledge and skill is qualifying. A typical way to obtain the required knowledge and skill would be:
Experience: Successful completion of student teaching at a recognized college or university or two years of full-time classroom teaching experience with the special needs child.

Knowledge of and Abilities:
Knowledge of:

  • Principles, theories, methods, techniques, and strategies pertaining to teaching and instruction of special needs pupils.
  • Child growth and development and behavior characteristics of children experiencing educational and social dysfunctions.
  • Educational curriculum and instructional goals and objectives, and the educational trends and research findings pertaining to the special needs child.
    Behavior management and behavior shaping strategies, techniques and methods, and conflict resolution procedures.
  • Socio-economic and cultural background differences of the school population.

Ability to:

  • Plan, organize, develop, and conduct a comprehensive teaching and instruction program for special needs pupils.
  • Provide effective learning experiences for pupils from a wide range of socio-economic and cultural backgrounds and with varying mental, social and emotional levels.
  • Effectively assist in the assessment of the educational needs of educational special needs pupils, and the design, development, and implementation of individualized educational plans.
  • Provide an attractive, inviting, and stimulating learning environment.
  • Perform research and development activities pertaining to curriculum and instruction programs, pilot projects, and innovative programs designed to enhance pupil educational opportunities and experiences for special needs pupils.

Physical Requirements:
The physical requirements indicated below are examples of the physical aspects that this position classification must perform in carrying out essential job functions.

  • Persons performing service in this position classification will exert 5 to 50  pounds of force frequently to lift, carry, push, pull, or otherwise move objects.
  • This type of work involves sitting, walking, and/or standing.
  • Exposure to hot, cold, wet, humid, or windy conditions caused by weather may occasionally be experienced.
  • Perceiving the nature of sound, near and far vision, depth perception, providing oral information, the manual dexterity to operate business related equipment, and handle and work with various materials and objects are important aspects of this job.
  • CBI/FBI background clearance and a clean driving record.

 

Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.

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Special Education Teacher

Posted by | April 22, 2024 |

Moffat County School District, headquartered in Craig, serves a county built on coal and sustained on culture. Four elementary schools—three of them in Craig—feed into one middle and one high school.

Moffat County School District (MCSD) serves about 2,000 students a year with roughly 500 of those students at the high school. We work hard to permeate our schools with a culture of growth and systems that strengthen and empower teachers to teach and learners to learn. At MCSD, we believe every student can learn, and we work to ensure their social-emotional and educational needs are met to give them the best opportunity to do so.

We’d love to have you join us in our unique corner of Colorado. An hour from world-class skiing, even closer to world-famous hunting, numerous rivers for fishing and rafting and surrounded by the best country you’ll find anywhere, it’s an outdoor lover’s dream.

Meet our people, learn why we love them, and consider what life might be like beside the steady, tranquil Yampa River. It’s kinder, it’s more peaceful, and it might be what you’ve been searching for all this time.

We are looking for motivated, caring, and enthusiastic teachers to fill Special Education Teacher positions at our schools.

*Salary:  Teacher salary is commensurate with education and teaching experience.  $42,600 – $65,113/year

Education and/or Experience:  Minimum requirement – Bachelor’s degree (B.A.) from a four year college or university.  Flexible, works well with a team, dependable, loves kids, good classroom management, good people skills and communication. Should be familiar with working with at risk populations and associated interventions.  Familiar with State and Federal IEP reporting requirements.  Good understanding of collaborative processes and data dialogues.

Certificates, Licenses, Registrations:  Eligible or already in possession of a Colorado Teaching License/certificate endorsed in Special Education.

Qualification Requirements:  To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Essential Duties and Responsibilities: Other duties as assigned

  1. Along with parents and classroom teachers the Special Education teacher will assess students’ skills to determine their needs and develop and implement Individualized Education Programs for each student based on their specific needs and abilities.  Monitor the progress of these programs and update them as needed.
  2. Teach and mentor students one on one, in small groups, or as a class.
  3. Organize and assign activities to students based on their individual needs and learning abilities.
  4. Supervise and mentor paraprofessionals and staff who work with individuals with disabilities.
  5. Develop clear success criteria that is used as an instructional tool for students.
  6. Communicate clearly with students, parents, administration, and colleagues.
  7. Strives to maintain and improve professional competence.
  8. Attends staff meetings and in-service training programs and serves on staff committees as required.
  9. Maintains records and makes such reports as required and directed by the administration.

Benefits include: PERA retirement, health insurance, paid time off, short and long term disability and other optional benefit elections.

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Elementary School Principal In Leadville!

Posted by | April 22, 2024 |

Job Title: Lake County Elementary School PK-2 Principal

Salary Range: $77,500 – $92,500; FLSA: Exempt  EXCELLENT benefits including PTO, health, dental, vision and PERA!

Reports To:  Superintendent of Schools

Work Year: 195 Days; generally follows LCSD Calendar with additional principal days. 

Start date: approx. July 29, 2024

Description: Lake County Elementary School serves the PreK-2nd grade students of Leadville and the surrounding areas within Lake County. With effective leadership skills in setting high expectations for educational programming, the principal will build a caring, collaborative community that will engage students in a dynamic, rigorous and inspiring learning environment. The principal will set the vision and mission of the school as it aligns with the district vision, mission and strategic plan and will direct the educational programming, personnel and community relations accordingly. 

ESSENTIAL DUTIES & RESPONSIBILITIES:

The Lake County Elementary Principal will work with the superintendent, district staff, teachers, building staff, students, families and the community to pursue excellence in the following ways:

INSTRUCTIONAL & SCHOOL LEADERSHIP

  • Set the vision and mission of the school as it aligns with the district strategic plan.
  • Provide exemplary leadership to all members of the school community to achieve outstanding performance through setting high standards, creating high quality learning experiences and ensuring comprehensive instructional programming.
  • Use data-driven practices to inform decision making to improve plan, design, develop, implement and evaluate practices.
  • Effectively supervise faculty and staff with ethical, lawful and culturally considerate practices.
  • Manage financial resources in a fiscally responsible manner to maximize the impact to achievement of the school and district strategic plan.
  • Monitor and maintain positive behavior management systems and practices.
  • Ensure provision and compliance of supports for learning needs of students including special education, 504, counseling and other identified needs.
  • Prove successful mastery and skills in the fulfillment of the Colorado Principal evaluation system, as outlined in the State model evaluation rubric for principals.
  • Oversee faculty and staff of the school, including recruitment, selection, evaluation, supervision, retention, and dismissal.
  • Ensure safety of students and staff.
  • Maintain communication and relations with the families of the school.
  •  Perform other duties assigned.

QUALIFICATIONS:

  Required knowledge, skills & abilities:

  • Demonstrated leadership ability
  • Strong organizational skills; extremely careful attention to detail and follow-through
  • Strong analytical and problem-solving skills
  • Strong communication skills
  • Ability to work well in a team
  • Exceptional ability to bridge and enhance cooperative working relationships
  • Ability to create, monitor, and maintain systems that enhance organizational efficiency
  • Committed to equity and access for all students
  • Bilingual skills in Spanish preferred

Minimum educational level:

  • Master’s Degree in related field
  • Principal license or hold qualifications for alternative licensure pathway

Experience required:

  • 5 years teaching and working in classrooms, preferably in diverse schools and/or communities 
  • Experience as a principal, dean or instructional leadership role highly preferred
  • Experience serving at-risk students and/or Hispanic/Latino population preferred. 

SKILLS & KNOWLEDGE 

Demonstrated leadership abilities and experience in establishing a vision and mission; strategic planning; collaborative decision making; leading change and managing transitions; data driven decision making; experience establishing, supervising and leading employees and committees. Commitment to the education of students as the primary responsibility of the district. Demonstrated ability and commitment in staff and community relations, supporting and developing/promoting a positive district/school climate, shared decision-making, personnel management that support the district goals. Federal, state and local knowledge of legislation, policies and practices related to public education and educational operations. Knowledge of recruiting, hiring, and retaining personnel practices from diverse backgrounds, cultures, and experiences Exceptional oral and written communication skills with individuals and groups. Ability to recognize the importance of safety in the workplace. Ability to maintain confidentiality of information. Computer and technology skills required. Experience working with diverse populations. Such alternatives to the above qualifications as the Board may find appropriate and acceptable. 

This Job Description is not intended to be an all-inclusive list of duties, responsibilities or qualifications associated with the job. Specific duties may vary based on the needs of the District at the time.

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Chief Operations and Chief Financial Officer

Posted by | April 22, 2024 |

Salary Range: $85,000-$100,000, Dependent on qualifications and experience for 240 day contract. Excellent benefit package! FLSA: Exempt  

Work Year: 240 Days; generally follows LCSD Calendar with additional administration days. 

Start date: approx. July 1, 2024

The Chief Financial Officer/Chief Operating Officer in Lake County School District is a significant leadership position that is responsible for the success of multiple district functions.  The CFO/COO is responsible for leading a team of managers and directors to oversee the District’s financial and business affairs, human resources, building operations, information technology and systems, transportation, and a variety of student activities and services. The CFO/COO works closely with the superintendent to ensure that schools and the community are being adequately served by the departments under her or his purview.   The CFO/COO will work closely with the superintendent to develop a plan for managing and monitoring the health and success of each of the departments that he or she oversees.

Responsibilities: 

  • Fundamental responsibility for overseeing and ensuring the success of the following support departments and district functions: 
    • Budget/accounting/grants fiscal
    • Respond to various reporting requirements including the Consolidated Application
    • Human resources/payroll & benefits 
    • Student information management
    • Information technology
    • Facilities, operations & maintenance 
    • Food service
    • Transportation
    • Other areas as needed and determined in cooperation with the superintendent
    • Data analysis as appropriate
  • Directly lead, supervise and evaluate the following employees:
    • Director of Maintenance
    • Human Resources Director
    • Accounting Manager
    • IT Managers
    • Food Service Director
    • Transportation Director
    • Custodial Director
    • Financial/Payroll manager
  • Lead budget creation & monitoring 
  • Lead and implement building facility needs and projects (including BEST grants and possible Bond initiatives)
  • Manage assets of the District, including land and other assets
  • Lead long-term capital planning with Superintendent
  • Lead & coordinate grant writing, monitoring & reporting (entitlement and competitive) 
  • Write grants (entitlement and competitive)
  • Lead annual financial audit, with Accounting Manager
  • Lead CDE finance reporting & relationships 
  • Lead finance compliance & finance policy development 
  • Oversee federal programs in cooperation with superintendent/Title I Director
  • Oversee emergency communications systems
  • Lead capital project/maintenance planning
  • Lead technology business planning
  • Oversee contracts and insurance
  • Co-lead employee association relationships and negotiations with Superintendent
  • Work cooperatively with other district leaders
  • Perform other duties as assigned

Qualifications:

  • Bachelor’s degree in business or related field required; MBA or similar degree preferred
  • Minimum of three years of experience in business services, related fields or education required
  • A commitment to equity and increasing access for all students and employees
  • Demonstrated skills and knowledge in budgeting, grant writing, communications
  • Demonstrated skills in dealing with a variety of people in complex situations
  • Effective verbal and written communication skills
  • Ability to work in a collaborative manner with supervisors, administrators and staff
  • Demonstrated effectiveness as a leader
  • Understanding of employee relations 
  • Ability to work effectively with culturally diverse populations
  • Possess current knowledge/training in the areas of budgeting and communications

 

Requirements: 

  • Commitment to the education of students as the primary responsibility of the district
  • Integrity and reliability in establishing and maintaining effective working relationships with district personnel and members of the public
  • Exceptional oral and written communication skills with individuals and groups
  • Demonstrated skills and initiative in planning, program development and evaluation
  • Knowledge of all levels of administrative functions
  • Knowledge of current practices and trends in business and operations services
  • Ability to recognize the importance of safety in the workplace
  • Ability to maintain confidentiality of information
  • Ability to pass all fingerprinting required for school district

This Job Description is not intended to be an all-inclusive list of duties, responsibilities or qualifications associated with the job. Specific duties may vary based on the needs of the District at the time.

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STEAM K-8 Teacher

Posted by | April 19, 2024 |

Aspen Academy, a PK-8 independent school in Greenwood Village, has an amazing position available for a skilled and inspiring K-8 STEAM Teacher.  If you thrive with teaching different age groups in the same day, planning and pivoting to meet the needs of various learners, creating project-based learning experiences, collaborating with a talented team of educators, and being that rare teacher that knows almost every student in a school, we want to meet you.

About Aspen Academy:

Located in the southern metro area of beautiful Denver, Colorado, at Aspen Academy, we’re not just a school; we’re a community committed to shaping the leaders of tomorrow. Our dedication to Next Generation education sets us apart, as we equip students with the enduring life skills they need for future success. We look at learning as a way to ignite the personal passions and interests of each and every student. Our unique leadership, finance, and entrepreneurial development (LiFE) program prepares students for life. Students thrive as they build lasting relationships with peers and teachers through small class sizes and a community focus. 

Diversity and inclusion are foundational at Aspen Academy. We are passionate about cultivating a diverse and inclusive working and learning environment, celebrating and supporting differences. 

We embody and promote the community’s values in our thoughts, words, and actions, serving as committed and supportive co-leaders in realizing Aspen Academy’s vision and mission:

  • Our values: Be Kind. Do Good. Work Hard. Make the World Better.
  • Our mission: We edify and inspire students and educators to grow, learn and lead.
  • Our vision: We are a national leader in innovative and transformative education.

Does this inspire you?  Then please read on.

  • You cultivate students’ curiosity, engagement, growth and performance in academic, intellectual, social and emotional domains. 
  • You set empathetic limits with students, encourage natural consequences, and foster responsible decision-making in a supportive environment.
  • You are a competent, compassionate, creative, dedicated and enthusiastic professional. You are committed to your own growth and improvement. 
  • You possess strong instructional pedagogy, in addition to curiosity and expertise in the content to be taught. 
  • You are an excellent communicator, both written and verbal. 
  • You consistently exhibit strengths in time management and organization, as well as social and emotional intelligence and cultural competency.

If this describes you, please apply to join our team.

Our Teachers’ Responsibilities:

  • Classroom Strategies and Behaviors: Communicating learning goals and feedback, establishing rules and procedures; helping students interact, practice and deepen new knowledge, and generate and test hypotheses; engaging students; recognizing adherence to norms and procedures; establishing and maintaining effective relationships with students; communicating high expectations for all students. Creating and maintaining a classroom environment aligned with “Love and Logic” Principles.
  • Planning and Preparing: Planning and preparing for STEAM-related and technology lessons and units, resources and technology, meet the needs of neurodiverse learners and differentiated learning styles, and implementation of culturally responsive classrooms. Collaborate to integrate with curriculum in math, science, social studies, language arts and art.
  • Developing and Maintaining Strong, Positive and Productive Partnerships: Communicating proactively, positively and consistently with students, parents, teammates, and our community, fostering a collaborative and supportive community.  
  • Reflecting on Teaching: Evaluating personal performance as well as developing and implementing a professional growth plan.
  • Collegiality and Professionalism: Champion a positive environment; promoting an exchange of ideas and strategies;promoting our school and its community’s development. 

Qualifications:  

  • Required: Bachelor’s degree. Master’s degree preferred. 
  • Preferred: Teaching certification
  • 3-5 years classroom experience.
  • Evidence of content mastery. 
  • A passion for Next Generation learning.
  • Exceptional communication and interpersonal skills.
  • A commitment to igniting curiosity, and making learning fun and challenging.
  • Proficient use of computer software, Google and learning management systems (Blackbaud preferred). 
  • Grant permission for a criminal background check upon hire. 
  • Meet physical demands to perform essential functions of the role.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions: Ability to work full-time, including occasional evenings and weekends; work in person/in the school building; speak for long periods of time. Regularly required to stand; walk; use hands; reach with hands and arms; and stoop, kneel, or crouch.  Frequently lift and/or move up to 25 pounds; occasionally life up to 50 pounds. 

Compensation Package:

Health, dental, vision, employer-paid telehealth, a holistic EAP, 403(b) with matching and more. Aspen Academy offers an excellent compensation package including wide-ranging opportunities for professional development with a generous annual stipend, and a talented and dedicated staff of teaching professionals and supportive administrators.

Salary Range: Starting annual salary $54,137 to $81,932 (based on education & experience step and ladder, max 9 years teaching experience credit) 

Aspen Academy is proud to be an equal opportunity workplace committed to providing an environment of mutual respect, where equal employment opportunities are available to all applicants and teammates without regard to race, color, religion, sex, pregnancy, national origin, age, physical and mental disability, marital status, sexual orientation, gender identity, gender expression, and military and veteran status.

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Meeker Elementary Classroom Teacher

Posted by | April 18, 2024 |

Meeker Elementary School is seeking highly qualified classroom teachers, with the ability to teach any grade level K-5th. The District prefers a person with strong knowledge and understanding of standards-based education, with a willingness to work, or successful experience in a collaborative culture dedicated to using data to drive instruction, differentiation, and student learning.

Meeker School District has an approximate enrollment of 720 students in grades Pre-K through Twelve. The Elementary School has approximately 340 students prek-5th. We are seeking an individual who has the understanding of the intellectual, social, and emotional needs of the elementary school student. Professional involvement beyond the local level and successful teaching experience are desirable. The Meeker Re-1 School District is seeking an enthusiastic person who wants to join a staff committed to “Excellence in all we do”.

Salary Scale: $43,015 – $92,482 annual. All years teaching experience will be honored for veteran teachers.

Date Available: Position begins August 1, 2024

Positions: Grade level will be determined based on the applicants experience and qualifications.

Job Functions/Qualifications:

  • Models ethical standards, continual growth, collaborative work, and care and concern for students, materials, and facilities.
  • The Classroom teacher demonstrates effective classroom management strategies.
  • The classroom teacher will use state and district standards to drive the design of standards-based assessment, planning and instruction.
  • The classroom teacher demonstrates effective and appropriate communication skills.
  • The teacher must be appropriately certified and/or licensed as a teacher in the State of Colorado as provided by law.
  • Licensed staff must be qualified for the area or grade level in which they perform, meeting Colorado Department of Education accreditation standards.
  • Demonstrate effective problem solving skills.
  • Knowledge of curriculum, assessment, models of instruction.
  • Other job duties as assigned. To view the full Job Description, click HERE.
  • The District is willing to consider candidates for an Alternative Licensure Program.

The alternative teacher pathway allows districts to hire candidates with specific content knowledge and who hold an undergraduate or higher degree from a regionally accredited institution of higher education to teach while completing the necessary teacher training based on the Colorado Teacher Quality Standards. Alternative teacher preparation programs vary in length from 1 year to 2 years (though special education generalist candidates may take a third year, if necessary). While serving as a teacher, alternative candidates put what they learn into practice immediately. Anyone who meets this criteria and is interested in teaching should contact the school district.

Comments Off on Third, Fourth & Fifth Grade Long Term Substitute Learning Specialist

Third, Fourth & Fifth Grade Long Term Substitute Learning Specialist

Posted by | April 17, 2024 |

Long-Term Substitute Classroom Teaching Opportunity at the Stanley British Primary School

 

Opening:   Third, Fourth & Fifth Grade Long Term Substitute Learning Specialist 

 

Full-time position from August-December 2024

 

Overview 

Stanley British Primary School, located in Denver’s Lowry neighborhood, is a progressive independent school serving 470 children from transitional kindergarten through 8th grade.  For 50 years, Stanley classrooms have been filled with engaged learners guided by inspired teachers. At Stanley, a child’s education goes well beyond academics – our teachers and our instruction principles give children the opportunity to reach their full potential academically, creatively, socially, emotionally and physically. We asked parents, teachers, staff and students to reflect on why they chose Stanley BPS. The answers we heard reflect a place and a philosophy unlike any other in the Denver independent school landscape. Teaching and learning at Stanley goes beyond a simple education. Students here have a chance to play, to choose, to interact and to own and embrace their own learning. 

 

We value:

  • An inclusive and diverse community 
  • Joyfulness 
  • Lifelong learning 
  • Positive and constructive communication 
  • Creativity, flexibility, and resourcefulness 
  • An understanding of children and childhood 
  • Commitment to making a positive difference in the world 

 

Responsibilities Include:

  • Leading two fourth grade math groups each day
  • Supporting children in accessing the general curriculum (ie: supporting their use of technology, text-to-speech, audio books, etc)
  • Helping classroom teachers administer and track assessments
  • Working in the classroom and as part of a team to support children’s needs
  • Inspiring and educating children to develop to their full potential – socially, emotionally, intellectually, physically, and creatively
  • Creating a safe, supportive, mutually respectful classroom community that values the distinct contributions and abilities of each child
  • Creating opportunities for students to know themselves, to make good choices, and take responsibility for their learning and actions
  • Communicating and collaborating positively and professionally with the Stanley staff and community
  • Collaborating with co-teachers to develop curriculum, support children, communicate with families, and create an inclusive learning environment

 

Desired Qualifications  and Background Experience:

  • Experience providing learning support to 3rd, 4th, and 5th grade students
  • A commitment to diversity, equity, and inclusion as a core value in the classroom and within the school community
  • Commitment to social-emotional learning, inquiry-based learning, and a student-centered classroom
  • Prior experience working in an independent school with a progressive educational philosophy is a significant plus.

 

Compensation:

Substitutes receive $150/full day.  A long-term sub assignment is defined as requiring 60+ days and then the pay rates increase to $170/day. 

 

Equal Opportunity Employer:

Stanley BPS is committed to a policy of nondiscrimination and equal opportunity for all persons regardless of race, ethnicity, color, religion, sex, gender identity or expression, sexual orientation, national origin, age, disability, or veteran status. This policy covers all programs, services, policies, and procedures of Stanley BPS, including admissions, employment, and access to services and programs.

 

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Director of Accounting

Posted by | April 17, 2024 |

Director of Accounting, Colorado League of Charter Schools
We’re hiring an Accounting Director to join our Finance Team. The Director will have the unique opportunity to leverage their accounting skills while contributing to a nonprofit mission that serves 135,000 students and families across Colorado. Are you looking to make an impact in Colorado while supporting a statewide movement that honors and promotes educational choice, quality, and equity?

Our team is great, and our culture is one of our most treasured attributes. You might be a good fit with us if you are mission-driven, open to feedback, and looking for respectful communication, trust, and a high sense of purpose. We’re a small team of 16 people working to improve this space for everyone who joins it.  Check out the job description to get the email to send us your letter of interest and resume.

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Director of School Quality

Posted by | April 17, 2024 |

Director of School Quality at the Colorado League of Charter Schools. Are you looking for a dynamic non-profit dedicated to a mission of serving public education students across the state of Colorado? We’re looking for a high-energy, quality-focused, mid-level professional with the chops to simultaneously work with new school leaders and seasoned veterans. The work is spread across the state and large and small charter schools, focusing on bringing the best in coaching, consulting, teamwork, and critical thinking to help 261 charter schools and networks and their leadership improve. Focused on student achievement, our organization is tight-knit, community-driven, and results-focused. We are proud of our dedication to our principles, our members, and the values of quality, choice, and equity. If you are a seasoned educational leader who makes a huge difference in student outcomes, check out this job description to email your interest.

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Barone Middle School Counselor

Posted by | April 16, 2024 |

Meeker School District Re-1 is seeking qualified individuals to fill the open Middle School Counselor position who assists students in their personal development to support the learning process.

Meeker School District has an approximate enrollment of 720 students in grades Pre-K through Twelve. Barone Middle School has approximately 175 students 6th-8th. We are seeking an individual who has the understanding of the intellectual, social, and emotional needs of school aged students. The Meeker Re-1 School District is seeking an enthusiastic person who wants to join a staff committed to “Excellence in all we do”.

Job Functions/Qualifications:

  • It is imperative that the person employed in this position display, at all times,acceptable professional and ethical standards. These expectations are as

    follows, but are not limited to: confidentiality, courtesy, cooperation and positive

    attitude, reliability/punctuality, timeliness in respect to deadlines, respectfulness

    toward others

  • Works with students on an individual basis to help solve personal problemsrelated to home and family relationships, peer relationships, health and emotional

    adjustments.

  • Works with students in small groups to help solve personal problems related tohome and family relations, peer relationships, health and emotional adjustments.
  • Works with students in need of de-escalation and conflict resolution
  • Confers with parents whenever necessary.
  • Advises administrators and faculty on matters of student discipline.
  • Assists in RTI/MTSS meetings.
  • Works to discover and develop special abilities of students as well as helpingstudents resolve educational handicaps.
  • Takes an active role in interpreting the school’s objectives to students, parentsand the community.
  • Assists in writing and implementation of 504 plans, ICAP, and other studentspecific plans as needed
  • At least three years of successful teaching experience
  • A valid license as a school counselor, school psychologist, or working toward avalid license
  • A master’s degree, or equivalent, representing intensive coursework in theprinciples and practices of educational guidance, testing and measurement,

    counseling, administration of guidance services and the psychology of learning.

  • Such alternatives to the above qualifications as district administration and theschool board may find appropriate and acceptable
  • Other job duties as assigned. To view the full Job Description, click HERE.

Compensation and Benefits

  • Salary negotiable based upon qualifications and experience
  • Current salary schedule can be found here: MSD 24/25 Salary Schedule
  • Fully paid health, dental and life insurance for employee and $119 towards dependent health coverage.
  • Colorado Public Employee Retirement Association (PERA) member account with employer contribution of 21.4%.
  • 11 personal/sick days
  • Probationary Contract for 3 years
  • Coaching opportunities at the Middle and High School.
  • Reimbursement of moving expenses; up to $1,000 for in-state moves, and up to $2,000 for out-of-state moves.
Comments Off on SY24-25 Elementary School Teacher – Lower Elementary (K-2nd)

SY24-25 Elementary School Teacher – Lower Elementary (K-2nd)

Posted by | April 15, 2024 |

Salary Update

For the 20245/2025 school year, Rocky Mountain Prep has updated its salary range to be $60,000 to $94,800

About Rocky Mountain Prep

Rocky Mountain Prep is a growing network of innovative public charter schools, serving students and families in the Greater Denver Area. Rocky Mountain Prep (RMP) opened its first school in 2012 with 130 students and has grown to twelve schools, working with over 5,000 scholars in PreK through 12th grade across two districts. Grounded in our culture of rigor and love, our schools consistently outperform local districts academically, while also ensuring our scholars are developing in our PEAK values of perseverance, excellence, adventure, and kindness.

Who We Seek:

We seek teachers and staff who are interested in developing students into outstanding human beings in their academic and personal lives by role-modeling our culture of Rigor and Love.  Work collaboratively with their teammates and seek feedback, coaching, and mentorship from their admin team and school community.  Implement our data-driven curriculum with the tools they’ve gained from experience while they adapt to the needs of their students.

If you are mission-driven, humble in your reflections about your practice, smart in the ways you approach data, and results-oriented, we’d love to see you apply.

During the 2023-2024 school year, RMP is driving after five big goals:

  1. Going Green on the Colorado School Performance Framework
  2. 90% Student Persistence
  3. 95% Average Daily Attendance
  4. Fully Enrolled by October Count
  5. Academics:
    • PreK Students demonstrate one year of growth
    • Kinder through 2nd Grade Students grow 1.25 years in ELA and Math
    • 40% of 3rd through 5th-grade students meet their Millionaire Goal (one million words read)
    • 40% of 6th through 8th grade students meet their millionaire goal (two million words read)
    • High school: 100% College Acceptance

Each member of the organization plays a part in achieving these goals. School-based staff members will work towards 2 or 3 metrics that are aligned to both their roles AND the Big 5. These metrics vary by position and are subject to change for the 2022-2023 school year.   As a Lead Teacher, you will be held accountable for some of these goals.

Role Mission

To ensure all students and schools meet our Big 5 goals, RMP teachers role model a culture of Rigor and Love by using data-driven methods to promote student learning and develop meaningful relationships in the classroom. Through teamwork, collaboration, and feedback, teachers at RMP provide students with a culturally competent classroom setting that leads to more than a year’s worth of growth while maintaining an average daily attendance of 96% and driving student retention each school year. RMP provides teachers with an effective curriculum, which they’re able to implement with the unique tools they’ve gained throughout their careers.

 In this role,  you will…

  • Use our high-quality curriculum and data systems to drive outstanding scholar growth and proficiency while proactively collecting data on student performance
  • Consistently collect, enter, and analyze academic data to provide targeted instruction and interventions that promote a culture of learning
  • Build a strong classroom culture where scholars can learn, grow, and thrive through predictable routines, structures, proactive and restorative practices
  • Cultivate a strong, healthy working environment for co-workers that is focused on kids first
  • Work collaboratively and communicate regularly with teammates, parents, and administrators
  • Regularly attend professional development sessions meant to provide direct feedback and coaching to help grow you in your instructional practice
  • Thoroughly plan, prep, and internalize lessons to maximize class time and student learning
  • Model our PEAK values of Perseverance, Excellence, Adventure, and Kindness
  • Demonstrate a hungry, humble, smart, and results-oriented mindset and a “by any means necessary” spirit when it comes to driving our big five goals
  • Assist with arrival and dismissal duties, and other school community tasks
  • Work and collaborate with Special Education teachers and other school support staff to ensure all students are receiving grade-level appropriate content and academic support

 

Required Qualifications

Education Requirements:

  • Bachelor’s and/or master’s degree (any subject)
  • Completion of CDE READ Act training and/or CDE Culturally and Linguistically Diverse (CLD) 45 contact hours
  • Pass a background check
  • Demonstrate eligibility to work in the United States

Must possess one or more of the following:

  • Current Colorado teaching license with elementary education endorsement
  • Passing scores on the elementary PRAXIS test
  • An official transcript demonstrating a degree (graduate or undergraduate) in elementary education
  • 36 credit hours in elementary education coursework

 

Preferred Qualifications:

  • Minimum two years of lead teaching experience.  (We define lead teachers as the primary teachers in the classroom who is responsible for all academic content.)
  • Experience with progress monitoring, data collection, and analysis

Salary 

This is a full-time, benefits-eligible position with a salary range of $60,000 to $94,800 depending on experience and level of education.

Benefits

  • Health Insurance (medical, dental, vision)
  • Disability Insurance
  • Life Insurance
  • Retirement through PERA
  • Paid-Time-Off

 

Closing

Want more information

Demonstrate eligibility to work in the United States

In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the United States and to complete the required employment eligibility verification form upon hire.   Rocky Mountain Prep does not sponsor visas at this time.

RMP is an equal opportunity employer. We seek applicants of diverse backgrounds and hire without regard to color, gender, religion, national origin, citizenship, disability, age, sexual orientation, or any other characteristic protected by law.

Comments Off on SY24-25 Elementary School Teacher – Upper Elementary(3rd-5th)

SY24-25 Elementary School Teacher – Upper Elementary(3rd-5th)

Posted by | April 15, 2024 |

Salary Update

For the 20245/2025 school year, Rocky Mountain Prep has updated its salary range to be $60,000 to $94,800

About Rocky Mountain Prep

Rocky Mountain Prep is a growing network of innovative public charter schools, serving students and families in the Greater Denver Area. Rocky Mountain Prep (RMP) opened its first school in 2012 with 130 students and has grown to twelve schools, working with over 5,000 scholars in PreK through 12th grade across two districts. Grounded in our culture of rigor and love, our schools consistently outperform local districts academically, while also ensuring our scholars are developing in our PEAK values of perseverance, excellence, adventure, and kindness.

Who We Seek:

We seek teachers and staff who are interested in developing students into outstanding human beings in their academic and personal lives by role-modeling our culture of Rigor and Love.  Work collaboratively with their teammates and seek feedback, coaching, and mentorship from their admin team and school community.  Implement our data-driven curriculum with the tools they’ve gained from experience while they adapt to the needs of their students.

If you are mission-driven, humble in your reflections about your practice, smart in the ways you approach data, and results-oriented, we’d love to see you apply.

During the 2023-2024 school year, RMP is driving after five big goals:

  1. Going Green on the Colorado School Performance Framework
  2. 90% Student Persistence
  3. 95% Average Daily Attendance
  4. Fully Enrolled by October Count
  5. Academics:
    • PreK Students demonstrate one year of growth
    • Kinder through 2nd Grade Students grow 1.25 years in ELA and Math
    • 40% of 3rd through 5th-grade students meet their Millionaire Goal (one million words read)
    • 40% of 6th through 8th grade students meet their millionaire goal (two million words read)
    • High school: 100% College Acceptance

Each member of the organization plays a part in achieving these goals. School-based staff members will work towards 2 or 3 metrics that are aligned to both their roles AND the Big 5. These metrics vary by position and are subject to change for the 2022-2023 school year.   As a Lead Teacher, you will be held accountable for some of these goals.

Role Mission

To ensure all students and schools meet our Big 5 goals, RMP teachers role model a culture of Rigor and Love by using data-driven methods to promote student learning and develop meaningful relationships in the classroom. Through teamwork, collaboration, and feedback, teachers at RMP provide students with a culturally competent classroom setting that leads to more than a year’s worth of growth while maintaining an average daily attendance of 96% and driving student retention each school year. RMP provides teachers with an effective curriculum, which they’re able to implement with the unique tools they’ve gained throughout their careers.

 In this role,  you will…

  • Use our high-quality curriculum and data systems to drive outstanding scholar growth and proficiency while proactively collecting data on student performance
  • Consistently collect, enter, and analyze academic data to provide targeted instruction and interventions that promote a culture of learning
  • Build a strong classroom culture where scholars can learn, grow, and thrive through predictable routines, structures, proactive and restorative practices
  • Cultivate a strong, healthy working environment for co-workers that is focused on kids first
  • Work collaboratively and communicate regularly with teammates, parents, and administrators
  • Regularly attend professional development sessions meant to provide direct feedback and coaching to help grow you in your instructional practice
  • Thoroughly plan, prep, and internalize lessons to maximize class time and student learning
  • Model our PEAK values of Perseverance, Excellence, Adventure, and Kindness
  • Demonstrate a hungry, humble, smart, and results-oriented mindset and a “by any means necessary” spirit when it comes to driving our big five goals
  • Assist with arrival and dismissal duties, and other school community tasks
  • Work and collaborate with Special Education teachers and other school support staff to ensure all students are receiving grade-level appropriate content and academic support

 

Required Qualifications

Education Requirements:

  • Bachelor’s and/or master’s degree (any subject)
  • Completion of CDE READ Act training and/or CDE Culturally and Linguistically Diverse (CLD) 45 contact hours
  • Pass a background check
  • Demonstrate eligibility to work in the United States

Must possess one or more of the following:

  • Current Colorado teaching license with elementary education endorsement
  • Passing scores on the elementary PRAXIS test
  • An official transcript demonstrating a degree (graduate or undergraduate) in elementary education
  • 36 credit hours in elementary education coursework

 

Preferred Qualifications:

  • Minimum two years of lead teaching experience.  (We define lead teachers as the primary teachers in the classroom who is responsible for all academic content.)
  • Experience with progress monitoring, data collection, and analysis

Salary 

This is a full-time, benefits-eligible position with a salary range of $60,000 to $94,800 depending on experience and level of education.

Benefits

  • Health Insurance (medical, dental, vision)
  • Disability Insurance
  • Life Insurance
  • Retirement through PERA
  • Paid-Time-Off

 

Closing

Want more information

Demonstrate eligibility to work in the United States

In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the United States and to complete the required employment eligibility verification form upon hire.   Rocky Mountain Prep does not sponsor visas at this time.

RMP is an equal opportunity employer. We seek applicants of diverse backgrounds and hire without regard to color, gender, religion, national origin, citizenship, disability, age, sexual orientation, or any other characteristic protected by law.

Comments Off on Primary Classroom Teacher

Primary Classroom Teacher

Posted by | April 12, 2024 |

2nd grade and a K/1 Mixed classroom (separate opening)

Salary: $45,000-$65,000 plus full benefits (health, PERA, PTO, etc)

Summary: 

Plan and deliver instruction and assessments aligned to Colorado Academic Standards

Duties and Responsibilities

  • Utilize effective teaching practices to teach the adopted curricula for assigned grades and subjects so that students attain adopted grade/course expectations and standards. Modify and tailor the curriculum as necessary to address individual student differences, learning styles, and student abilities. Instruct with adopted materials and utilize supplemental classroom materials, media, and teaching appropriate for assigned levels and subjects
  • Utilize formative and summative assessments to assess the learning, achievement, and performance of each student and report the results as required by school procedures.
  • Model, promote, and as situations arise, take the opportunity to provide instruction related to character education including citizenship and responsible behavior (respect for self, other and property), bullying prevention, conflict resolution skills, and responsible work habits and ethics
  • Maintain an orderly, positive learning environment free from disruptive behavior by implementing proactive classroom management strategies and enforcing the Student Conduct Code. Supervise students to minimize any possibility of violent behavior and to minimize potential accidents.
  • Be familiar with and abide by all applicable Federal and Colorado laws and regulations; Board of Education policies and District Regulations, as amended from time to time; school procedures that relate to employment with the school.
Comments Off on Culturally and Linguistically Diverse Education (CLDE) Instructional Facilitator

Culturally and Linguistically Diverse Education (CLDE) Instructional Facilitator

Posted by | April 12, 2024 |

PRIMARY DUTIES – The following are examples of primary duties assigned to the position.   Other related primary duties and responsibilities may be assigned.

 

 

  1. Ensures alignment, consistency, and continuous improvement in all aspects of programming for emerging bilingual students.
  2. Ensures emerging bilingual students are making adequate growth in English Language Development (ELD)  and in academic area
  3. Models best practice instruction, designs and delivers professional development which develops educator effectiveness.
  4. Provides constructive feedback and ongoing assistance to new and existing teachers during informal observations and walk-throughs.
  5. Works collaboratively with teachers, administrators and other instructional facilitators to identify instructional areas needing improvement/intervention; attends team meetings when necessary and leadership team meetings.
  6. Develops, coordinates and facilitates new teacher orientation for new CLDE Team members, ELD Teachers, Spanish Literacy/Language Arts Teachers
  7. Assists in determining the effectiveness of the district’s curriculum and instructional practices in meeting the needs of emerging bilingual students; assists the Director of CLDE with curricular initiatives or adoption.
  8. Supports the development, implementation and evaluation of common formative language assessments.
  9. Supports teachers and administrators in establishing results teams and data cycles, analyzing data and using data to inform decisions at the classroom and school level.
  10. Partners with principals in supporting teachers and holding them accountable for program implementation and student achievement and growth.
  11. Assists in the coordination and implementation of the Colorado Academic Standards.
  12. Assists in the coordination and implementation of school and district goals as defined in the annual Culturally and LInguistically Diverse Education Program Reviews.
  13. Mentors, coaches and provides professional development for teachers.
  14. Keeps current regarding developments in bilingual education, English Language Development, the Translanguaging Pedagogy, curriculum, instruction and assessment and provides leadership and training to all staff.
  15. Ensures the school adheres to policies and procedures for determining CLDE program eligibility, re-designation, monitoring and exiting.
  16. Collaborates with the school CLDE teams in making scheduling decisions.
  17. Works with problem solving teams to help determine the root cause and make appropriate placements into CLDE Instructional settings and/or Literacy Interventions for emerging bilingual students.
  18. Assists schools in implementation of the Deliberation Process and helps teams distinguish student concerns as stemming from language difference or a learning disability.
  19. Assists in supporting CLDE Coaches with regularly scheduled professional development sessions to enhance coaching skills, ensure alignment with the schools’ and District’s CLDE goals, and to continuously improve practices.
  20. Takes on several roles:  resource provider, data coach, emerging bilingual education specialist, mentor, facilitator, leader and catalyst for change.
  21. Provides responsible staff assistance to the Director of CLDE; performs other duties as assigned.

 

Comments Off on Director of Curriculum & Instruction

Director of Curriculum & Instruction

Posted by | April 12, 2024 |

Join Poudre School District’s team in beautiful Fort Collins, CO as the Director of Curriculum and Instruction. This crucial role will provide district vision and administrative leadership in curriculum and instruction to support attainment of the PSD Vision, Mission, Ends, Strategic Plan priorities, and the Standards-Based Teaching and Learning Framework competencies. Responsible for organizing, coordinating, implementing, and evaluating the total curriculum with particular emphasis on the articulation of the program between elementary schools and secondary schools. Work with the Superintendent’s Cabinet, Leadership Teams, Principals, and Curriculum Facilitators to further develop, refine and communicate the vision and district model for Pre-K-12 curriculum. Work collaboratively with the assessment team to develop and select appropriate assessment instruments to meet a variety of school and classroom needs. Establish and communicate procedures, processes and policies for curriculum selection and
implementation. In collaboration with multiple department leadership teams, implement effective Multi-Tiered System of Supports (MTSS) processes systemwide.

Description of Job Tasks
1. Provide vision and administrative leadership regarding curriculum and instruction that supports attaining optimal student
outcomes.

2. Research and implement current instructional practices to support curriculum.

3. Coordinate development of new and revised curriculum for the district. Organize and review the results of curriculum committees, ensuring results are consistent with district objectives.

4. Oversee facilitation of all textbook adoption processes.

5. Monitor textbook and supplementary materials selection used in educational programs in the district.

6. Direct the creation of and edit for publication all curriculum guides and materials prepared by and to be distributed among the instructional staff.

7. Work with staff, parents, and community groups to solve curriculum issues, needs, and build knowledge base.

8. Work collaboratively with IT in the use and distribution of instructional equipment and materials for the district.

9. Administer post-secondary options through ongoing work with counselors, parents, students, and colleges and/or universities.

10. Keep abreast of all new instructional materials and evaluate these materials in terms of their effectiveness as teaching aids in the educational program.

11. Hire, supervise, and evaluate licensed and classified staff.

12. Prepare and submit reports to the Chief Institutional Effectiveness Officer, Superintendent, and the Board of Education relating to the impact of curriculum implementation.

13. Oversee curriculum department budget.

14. Work collaboratively with Assistant Superintendents and district level leadership teams in addressing district curriculum needs.

15. Collaborate with Integrated Services and other departments to develop, implement, and provide educator support associated with an effective Multi-Tiered System of Supports (MTSS).

16. Provide vision and administrative oversight of district and school libraries and media centers.

17. Collaborate with Information Technology leadership teams in guiding vision and administration of Education Technology to support student learning.

EDUCATION AND RELATED WORK EXPERIENCE:
• Master’s degree in Educational Administration or Curriculum Development required, Ed.D. or Ph.D. preferred
• A minimum of five years of building administration required
• Equivalent combination of education and experience acceptable

LICENSES, REGISTRATIONS, or CERTIFICATIONS:
• Criminal background check required for hire
• Colorado Principal or Administrator’s License
• Valid Colorado driver’s license

——-

This is a full-time, year-round position (260 days) and pays $96,569 – $124,091 annually based on qualifications and experience* 

Benefits include: Health insurance, dental insurance, life insurance, PERA retirement, paid time off, short and long term disability, access to employee walk in clinic, as well as other optional benefit elections.

Questions about this role? Reach out to Deborah Meyer, Director of Talent Acquisition & Retention, at demeyer@psdschools.org

Comments Off on School Psychologist

School Psychologist

Posted by | April 11, 2024 |

Position Overview

The school psychologist at Prospect Academy is part of the school’s exceptional student services team. The psychologist may teach or supervise one or two social skills classes per day and have a caseload of students who have mental health services and goals. The psychologist will meet with these students according to schedules and Prospect’s vision for social emotional support.  The school psychologist’s remaining time is spent assisting with MTSS, conducting assessments, being a part of the IEP team, and providing classroom push-in support when needed. 

 

Who We Seek

If you are a self-reflective, motivated person who loves to learn and believes that the way we teach our most vulnerable learners can be more effective, then this is the place for you.  We believe in empowering our students and families and we want to equip our teachers with the strongest skills possible so that they can grow and achieve what they want to, personally and professionally. We seek founding staff members who want to be a part of building something new and who will be flexible and comfortable with the ambiguity and challenges that are typical of a startup environment.  

School Psychologist Responsibilities

  • Serve as advocate and advisor for that small group of students and teach them to advocate for themselves.
  • Serve as a staff point-person for parents of those students, including sending home positive updates on student progress 1-2 times per month and reaching out to parents when concerns arise.
  • Teach one to two social skills classes per day to a small group of students or supervise classes being taught. 
  • Conduct various assessments in compliance with student IEPs and as needed by the school. 
  • Provide consistent one-on-one counseling support for students whose IEPs require social-emotional minutes 
  • Provide push-in classroom support as needed for students who need support with generalization of skills
  • Give and score various social emotional, cognitive, and academic assessments 
  • Support our MTSS process with behavioral/mental health screening and participating on the MTSS team  
  • Participate in mental health meetings 
  • Support general education teachers in meeting students’ social-emotional needs in the classroom.
  • Teach and mentor students in social-emotional concepts using research-based curricula
  • Learn and engage in professional development to strengthen your own practice. 
  • Make data-based decisions and teach students how to do the same. 
  • Attend weekly coaching meetings. 
  • Consistently document your work with students.
  • Collaborate and work with other teachers, coaches, and administrators. 
  • Other duties as assigned or needed.  

 

QUALIFICATIONS

Required: 

  • Current Colorado Department of Education School Psychologist License or eligible for a Temporary License (TEE).  
  • Knowledge of best practices in school psychology.
  • Experience administering a variety of assessments typically used in special education.  
  • Growth mindset, humility, and coachability; commitment to continuous learning and professional and personal growth. 
  • Ability to build rapport with students.
  • Excellent written and verbal communication skills.
  • Commitment to restorative practices as an alternative to exclusionary disciplinary practices.
  • Strong organizational skills.

 

 

Salary: Salary range for this position is $55,000 to $95,000 plus benefits, based on experience and education. Will consider a schedule from 0.6 FTE to 1.0 FTE.  

 

Comments Off on Middle School English Language Arts Teacher

Middle School English Language Arts Teacher

Posted by | April 11, 2024 |

Position Overview

The middle school English language arts teacher at Prospect Academy will teach three – four classes of middle school language arts (class sizes of approximately 10 – 20 students each) and potentially one elective of choice. The majority of students will have IEPs or 504 plans so the middle school language arts teacher will be supported by a team of paraprofessionals and special education staff who provide push-in support. 

 

Who We Seek

If you are a self-reflective, motivated person who loves to learn and believes that the way we teach our most vulnerable learners can be more effective, then this is the place for you.  We believe in empowering our students and families and we want to equip our teachers with the strongest skills possible so that they can grow and achieve what they want to, personally and professionally. We seek staff members who want to be a part of building something new and who will be flexible and comfortable with the ambiguity and challenges that are typical of working in a startup environment. 

Teacher Responsibilities

  • Teach three – four language arts classes, likely at two different levels using research-based English language arts and reading curricula. 
  • Learn how to modify curriculum / instructional approach in-the-moment based on student needs.
  • Teach and mentor students in social-emotional concepts. 
  • Learn and engage in professional development to strengthen your own practice, including the opportunity to gain additional certifications (including Special Education teacher certification) if desired. 
  • Make data-based decisions and teach students how to do the same. 
  • Attend weekly coaching meetings. 
  • Make appropriate modifications and accommodations as needed and document your work.
  • Collaborate and work with other teachers and coaches, especially around the IEP/504 process
  • Other duties as assigned or needed. 

 

QUALIFICATIONS

Required: 

  • Meet the requirements of an “in field” middle school Language Arts teacher by having a secondary Language Arts teacher license, a college degree in English, at least 36 credit hours in English, or a passing score on the relevant Praxis exam (Prospect can pay for an exam if needed).
  • Growth mindset, humility, and coachability; commitment to continuous learning and professional and personal growth. 
  • Strong classroom management skills.
  • Ability to build relationships and rapport with students.
  • Excellent written and verbal communication skills.
  • Commitment to restorative practices as an alternative to exclusionary disciplinary practices.
  • Strong organizational skills.

Salary: Salary range for this position is $45,000 to $70,000 based on experience and education plus benefits. 

 

Comments Off on Middle School Math Teacher

Middle School Math Teacher

Posted by | April 11, 2024 |

Position Overview

The middle school Math teacher at Prospect Academy will teach three – four classes of middle school Math (class sizes of approximately 10 – 20 students each) and potentially one elective of choice. The majority of students will have IEPs or 504 plans so the middle school Math teacher will be supported by a team of paraprofessionals and special education staff who provide push-in support. 

 

Who We Seek

If you are a self-reflective, motivated person who loves to learn and believes that the way we teach our most vulnerable learners can be more effective, then this is the place for you.  We believe in empowering our students and families and we want to equip our teachers with the strongest skills possible so that they can grow and achieve what they want to, personally and professionally. We seek staff members who want to be a part of building something new and who will be flexible and comfortable with the ambiguity and challenges that are typical of working in a startup environment. 

Teacher Responsibilities

  • Teach three – four math classes, likely at two different levels using research-based math curricula. 
  • Learn how to modify curriculum / instructional approach in-the-moment based on student needs.
  • Teach and mentor students in social-emotional concepts. 
  • Learn and engage in professional development to strengthen your own practice, including the opportunity to gain additional certifications (including Special Education teacher certification) if desired. 
  • Make data-based decisions and teach students how to do the same. 
  • Attend weekly coaching meetings. 
  • Make appropriate modifications and accommodations as needed and document your work.
  • Collaborate and work with other teachers and coaches, especially around the IEP/504 process
  • Other duties as assigned or needed. 

 

QUALIFICATIONS

Required: 

  • Meet the requirements of an “in field” middle school Math teacher by having a secondary Math teacher license, a college degree in Math, at least 36 credit hours in Math, or a passing score on the relevant Praxis exam (Prospect can pay for an exam if needed).
  • Growth mindset, humility, and coachability; commitment to continuous learning and professional and personal growth. 
  • Strong classroom management skills.
  • Ability to build relationships and rapport with students.
  • Excellent written and verbal communication skills.
  • Commitment to restorative practices as an alternative to exclusionary disciplinary practices.
  • Strong organizational skills.

 

Salary: Salary range for this position is $45,000 to $70,000 based on experience and education plus benefits. 

Comments Off on Elementary Education Teacher

Elementary Education Teacher

Posted by | April 11, 2024 |

Position Overview
The elementary education teacher at Prospect Academy will teach three – four
classes of language arts (class sizes of approximately 10 – 20 students each) and
potentially one elective of choice to 4th and 5th grade students. The majority of
students will have IEPs or 504 plans so the middle school language arts teacher will
be supported by a team of paraprofessionals and special education staff who
provide push-in support.

Who We Seek
If you are a self-reflective, motivated person who loves to learn and believes that
the way we teach our most vulnerable learners can be more effective, then this is
the place for you. We believe in empowering our students and families and we
want to equip our teachers with the strongest skills possible so that they can grow and achieve what they want to, personally and professionally. We seek staff
members who want to be a part of building something new and who will be flexible
and comfortable with the ambiguity and challenges that are typical of working in a
startup environment.

Teacher Responsibilities
● Teach three – four language arts classes, likely at two different levels using
research-based English language arts and reading curricula.
● Learn how to modify curriculum / instructional approach in-the-moment based
on student needs.
● Teach and mentor students in social-emotional concepts.
● Learn and engage in professional development to strengthen your own practice,
including the opportunity to gain additional certifications (including Special
Education teacher certification) if desired.
● Make data-based decisions and teach students how to do the same.
● Attend weekly coaching meetings.
● Make appropriate modifications and accommodations as needed and document
your work.
● Collaborate and work with other teachers and coaches, especially around the
IEP/504 process
● Other duties as assigned or needed.
QUALIFICATIONS
Required:
● Meet the requirements of an “in field” Elementary teacher or Language Arts
teacher by having a secondary Language Arts teacher license, a college degree
in English, at least 36 credit hours in English, or a passing score on the relevant
Praxis exam (Prospect can pay for an exam if needed).
● Growth mindset, humility, and coachability; commitment to continuous learning
and professional and personal growth.
● Strong classroom management skills.
● Ability to build relationships and rapport with students.
● Excellent written and verbal communication skills.
● Commitment to restorative practices as an alternative to exclusionary
disciplinary practices.
● Strong organizational skills.
Preferred:

3

● Teaching experience
● Current license to teach Language Arts at the secondary level issued by the
Colorado Department of Education.
● Previous experience making data-based decisions, or taking data on different
behaviors.
● Previous experience working with students with different diagnoses including
autism, learning differences, dyslexia, and ADHD.
● Experience with Precision Teaching. If no experience with Precision Teaching, a
willingness to learn this foundational approach.
Physical Requirements and Work Environment
The physical demands described here are representative of those that must be met
by an employee to successfully perform the essential functions of this position.
Reasonable accommodations may be made.
● Specific vision abilities required by this job include close vision, color vision,
and ability to adjust focus.
● Frequently required to sit; occasionally required to stand and walk
● Occasionally required to reach with hands and arms
● Frequently required to talk or hear
● Occasionally required to bend, twist, or climb.
● Moderate concentration/intensity, which includes prolonged mental effort
with limited opportunity for breaks.
● Average memory, taking into consideration the amount and type of
information.
● Moderate level of complexity for decision making. Average time pressure of
decision making.
● The noise level in the work environment is usually moderate
Other Information:
● The work environment is in a building about 30,000 sq feet with multiple
classrooms, offices, and a multi-purpose room.
● The school year runs from August 2024- May 31, 2025. There will be
mandatory, compensated teacher training for 2 weeks before school starts.
● All teachers receive ample time for planning and grading during the school
day.
● This position reports to the school principal and is exempt.
● All staff must pass a background check run through the Colorado Bureau of
Investigation.

Salary: Salary range for this position is $45,000 to $70,000 based on experience
and education plus benefits.

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SPED Teacher

Posted by | April 11, 2024 |

We are seeking a dedicated and passionate Middle School Special Education Teacher to join our team. The ideal candidate will possess a strong commitment to providing inclusive and individualized education to students with diverse learning needs. As a Middle School Special Education Teacher, you will collaborate with colleagues, support staff, and parents to create a positive and effective learning environment that fosters the academic, social, and emotional growth of each student.

 

Responsibilities: 

  • Individualized and Group Instruction:
    • Develop and implement personalized learning plans for students with special needs, tailoring instruction to meet their unique learning styles, abilities, and challenges.
    • Utilize a variety of teaching methods, adaptive materials, and assistive technologies to enhance student engagement and comprehension.
    • Plan daily group instruction in either ELA or Math to target specific skills, using a variety of different curricula and supports 

 

  • Collaboration & Compliance:
    • Work closely with general education teachers, support staff, and administrators to create an inclusive classroom environment that supports the success of all students.
    • Attend and actively participate in Individualized Education Program (IEP) meetings for a caseload of 10 students, collaborating with parents, special education team members, and other stakeholders to address students’ academic and behavioral needs.

  • Assessment and Progress Monitoring:
    • Conduct ongoing assessments and analyze data to identify students’ strengths and areas of growth.
    • Monitor and track student progress, adjusting instructional strategies as needed to ensure continuous improvement.

  • Behavioral and Emotional Support:
    • Implement positive behavior support strategies to create a supportive and inclusive classroom environment.
    • Provide social-emotional learning (SEL) guidance and support to help students develop essential life skills and cope with challenges.

  • Professional Development:
    • Stay informed about current trends, research, and best practices in special education.
    • Participate in professional development opportunities to enhance teaching skills and knowledge in the field.

 

Desired Qualifications:

  • Bachelor’s degree in Special Education or a related content field (Master’s degree preferred).
  • Valid state teaching certification in Special Education (preferred) or desire to obtain certification (we can help you!) 
  • Experience working with middle school students with a range of disabilities.

 

  • Strong understanding of IEP development and implementation.
  • Excellent communication and collaboration skills.
  • Patience, empathy, and a genuine passion for supporting students with special needs.

Salary Range: $45,000.00- $65,173.4

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Principal for Lincoln Elementary and Montessori School

Posted by | April 4, 2024 |

Lincoln Elementary, a small, public, dual-track Montessori school in Denver, seeks an experienced and dynamic Principal/Director to begin in the 2024/2025 school year.

Who We Are

Located in Denver’s historic West Washington Park neighborhood, Lincoln Elementary is a diverse neighborhood school of 320 students ranging from preschool through sixth grade. Our community is defined by strong relationships and shared values that prioritize the highest good for our students, educators, and families. As one of only four public Montessori schools in Denver, our unique model houses both a Montessori and a Traditional program under the same administration. Families at Lincoln have the liberty to choose the program that best fits the needs, abilities, and learning styles of their children. Our diverse and talented staff works alongside families to cultivate a nurturing environment for exploration, learning and play.

Lincoln Elementary School has recently been recognized for exceptional academic achievement and student growth, receiving:

  • The John Irwin Award for exceptional achievement over time.
  • The Governor’s Distinguished Improvement Award for exceptional student growth.
  • Exceeding Expectations on the Department of Education’s rating for academic achievement.

As school Principal, you will receive job-embedded professional development and operational support from departments across Denver Public Schools. At Lincoln, you will lead a staff of strong educators with support from a seasoned leadership and administrative team consisting of a Social Emotional Coordinator/Dean; Full Time School Psychologist; Two Senior Team Coaches (one specialized Montessori, the other Traditional); and a veteran school Secretary.

Lincoln’s website: https://lincoln.dpsk12.org/

Lincoln PTA’s website: https://www.mylincolnptsa.org/

Who You Are:

We are seeking an experienced, pragmatic leader who will build upon our tradition of excellence and lead Lincoln’s students and staff to further achievement within the public school system alongside a deeply supportive and engaged community. The next leader of Lincoln will be proficient in the following areas:

  • Educational Leadership: Provide visionary leadership for both the Montessori and Traditional programs, ensuring alignment with Montessori principles, best practices, State standards, and District policies.
  • Program Administration: Manage day-to-day operations of both programs, including budgeting, scheduling, enrollment, staffing and compliance with state regulations and accreditation standards while maneuvering as a small school in a large District.
  • Staff Development: Stay current with research and best practices in both Montessori and Traditional education; provide opportunities for ongoing professional development and training for all staff to support District requirements; support and mentor teachers and staff, fostering their professional growth and development through coaching, feedback, and opportunities.
  • Student Support: Foster a safe, inclusive, joyful, and enriching learning environment where each student is valued, respected, and encouraged to reach their full potential while ensuring continuous improvement of academic and performance standards guided by concrete data.
  • Commitment to Equity: Support ongoing work to make Lincoln a more equitable school in terms of educational access and discipline.   Lincoln has been a national leader in developing a model to expand public access to Montessori; our staff members have presented at national conferences and hosted study tours for outside educators.
  • Curriculum Development: Assisted by two academic coaches, oversee the development and implementation of both a Montessori and Traditional curriculum that promotes student engagement, inquiry-based learning, and individualized instruction.
  • Parent and Community Engagement: Cultivate strong partnerships with parents, families, and the community, promoting open communication, collaboration, and involvement in our beloved neighborhood school.
  • Advocacy and Accountability: Strive for effectiveness and accountability in all aspects—ie. student and staff performance, financial management, supervision, instructional management, data analysis, recruitment/retention, etc. — to meet organizational needs and adapt to ever-evolving circumstances in public education.

What You’ll Need:

  • Hold a Master’s Degree in Elementary/Secondary Education, Administration, Curriculum, Instruction or Guidance, preferred.
  • While in the position, hold a valid Colorado Department of Education Principal License and live and work in Colorado
  • Demonstrated effective and diplomatic oral and written communication and leadership skills.
  • Commitment to lead for racial and educational excellence and work to dismantle systems of oppression and inequity in our community; believe in and support all students.
  • Five or more years of experience in education.
  • Have the ability, with or without accommodations, to meet the physical demands
    of the position.

 

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Elementary Principal

Posted by | April 3, 2024 |

Prospect Ridge Academy

 

Creating Academic, Social, and Ethical Leaders

 

Opening is for the 24/25 School Year.

 

Elementary School Principal Job Description

 

The School Principal is responsible for planning improvements that directly address the school’s accountability. These improvements include but are not limited to, student performance, instructional processes, financial management, and community support. The School Principal is also responsible for developing and implementing a plan for recruitment of new students and retaining those students who are already enrolled. The School Principal will be responsible for assisting with leadership, instructional management, staff and student supervision, daily operations, staff development, accountability, evaluation, and data analysis.

 

Duties and Responsibilities 

 

      Academic Leadership

 

  • Serves as an academic leader for the Elementary school community
  • Develop and implement the Elementary school curriculum, instruction, and assessment in a manner consistent with PRA’s vision and mission
  • Provide leadership in the formulation and annual adjustment, leadership, direction, and support of the school’s instructional and program plans
  • Provide instructional leadership in advancing proven teaching and learning practices and implementing the Core Knowledge sequence
  • Develop a professional development program, in conjunction with the other Principals, to meet the needs of all staff.  Set standards for student achievement, observe instruction regularly, monitor student growth and achievement
  • Supervise and evaluate staff, not only for the Elementary school level but also shared staff, to ensure quality instruction and student achievement
  • Ensure that continuous improvement is guided by student academic standards; school performance standards; and concrete data from school, state, and local assessments
  • Ensure a safe and orderly environment

 

     Culture & Climate Leadership

 

  • Establish a positive school culture and climate at the Elementary school focused on student engagement, with embedded support structures that are successful and sustainable over time.
  • Develop and maintain a school safety and crisis plan in coordination with the other Principals, ED, School leadership team, and Mental Health Staff.
  • Work with the other Principals to ensure consistent discipline policies and character education throughout the school.
  • Implement a K-12 character education program

 

   Community Leadership

 

  • Provide leadership, direction, and support with excellent customer service to the PRA families and potential PRA families.
  • Serve as a spokesperson for the school in the community and elsewhere
  • Ensure compliance with policies established by the Prospect Ridge Academy Board of Directors, Adams 12 School District, and Colorado State-mandated school guidelines, except where PRA has received waivers
  • Contribute to the development of the K-12 school calendar & events
  • Serve as the hiring manager of search committee(s)
  • Manage student recruitment and enrollment process

 

     K-12 Campus Development

 

  • Communicate pertinent information regarding campus development with the internal and external community.
  • Participate in the strategic planning process and K-12 visioning to plan for future needs.
  • Participate in developing the school budget alongside the other Principals, Finance & Business Director, and ED to ensure the needs of the whole school are being met.
  • Establish and maintain a close working relationship with the PRA Board of Directors.
  • Establish and maintain a close working relationship with the Executive Director and other Principals.
  • Work with the ED and other Principals and School Accountability Committee to complete and present the annual school’s progress report to staff, students, families, board, and community.

 

   Professional Responsibilities

 

  • Seeks professional development opportunities; feedback on administrative and management strategies
  • Promotes a collegial and collaborative environment by sharing resources and contributing to the school community; supporting PRA’s mission and vision
  • Actively supports the school’s character and equity efforts by intentionally integrating into daily practice the universal core values
  • Exhibits professional attitudes toward students, other educators, parents, and community members; projects professional image in communication and appearance
  • Seeks out assistance before experiencing a crisis; balance in workload; establishes appropriate boundaries.

 

  • Other duties as necessary.

 

Education and Related Work Experience

 

  • Master’s Degree in Education required.
  • Certified or Eligible for Principal License.
  • Five (5) years of appropriate teaching and/or administrative experience.
  • Demonstrated leadership experience in a school setting.
  • Demonstrated experience in the instruction of students with varied learning styles and levels of mastery.
  • Expert-level written and oral communication skills.
  • Excellent interpersonal skills, conflict management skills, problem-solving skills, and demonstrated leadership abilities.
  • Ability to work collaboratively and to apply superb judgment.
  • Prior experience with Core Knowledge is preferred.
  • Prior experience in charter school preferred.

 

Skills and Abilities

 

  • Read, write and interpret documents such as rules, policy and expectation, agreements, rubrics, scope and sequence documents, and assessments.
  • Ability to speak effectively before groups of staff, students, Board of Directors, Administrators, and parents.
  • Ability to understand and carry out instructions given in written, oral, or diagram form.
  • Ability to apply an entrepreneurial outlook and a charter school commitment.
  • Ability to deal with problems involving several variables.
  • Strong organizational skills and the ability to coordinate different tasks.
  • Ability to work with limited supervision and to be self-motivated.

 

 Physical Requirements and Working Conditions

 

  • The employee is required to talk, walk, stand, hear, sit, crouch and reach.
  • The employee must occasionally lift and/or move up to 25 pounds.
  • Vision abilities required include close vision, distance, color vision, peripheral vision, depth perception, and ability to adjust focus.
  • Work is occasionally performed outside with exposure to extreme temperatures and loud noises.
  • Work hours may occasionally be extended.
  • Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this job.

 

 Reporting Relationship

 

  • This position reports to the Executive Director.
  • Direct Reports: The Elementary Assistant Principal, assigned certified and classified staff members.

Benefits  

Prospect Ridge Academy also offers  a total compensation package including:

 

  • MEDICAL: There are three options for Medical coverage provided by United Healthcare.
  • DENTAL: Dental insurance is provided by Delta Dental of Colorado.
  • VISION: Vision insurance is provided by VSP.
  • FLEXIBLE SPENDING: There are two different options for flexible spending provided by Discovery Benefits.
  • LIFE/AD&D: You are provided 1x your annual salary (up to $100,000) as group term life insurance through Lincoln Financial Group.
  • STD/LTD: PRA pays the entire cost of both short and long-term disability benefits.
  • PERA: Administered by Colorado PERA, this is a tax deferred retirement account to which you contribute 11% of your monthly earnings.  Additionally, PRA contributes 21.4% to the PERA pension trust fund on your behalf.
  • EAP: Employee Assistance Program is provided by Lincoln Financial.
  • PAL: Paid Annual Leave beginning immediately following the first day of work (FTE 1.0 = 10 days/ 0.8 = 8 days/ 0.5 = 5 days, etc.)
  • Paid Holidays that include 11 paid holidays for 10 month Employees (refer to the Employee Handbook for the 11 days) and 15 paid Holidays for 12 month Employees (refer to the Employee Handbook for these 15 days).

Hiring Range: $100,000 – $112,500

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School Psychologist (PK-12)

Posted by | April 3, 2024 |

The Rio Blanco BOCES is currently seeking a School Psychologist to work in the Meeker School District for the 2024-25 school year. 

Qualifications Required

Education: Ed.S. School Psychology

Licensure: Colorado Department of Education Special Services License: School Psychologist

Candidates wishing to complete a School Psychologist Internship through a college or university will be considered.

Requirements

Job Description: School Psychologist

Compensation/Benefits

Pay range: $58,114 – $104,221

Rio Blanco BOCES SSP Salary Schedule – 2024-25 

Salary placement will depend on the degree of education/experience.  Experience in the field of education will be considered.  

Benefits: Health insurance, PERA retirement, personal leave 

Contract: 165 days, four-day work week

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Safety Coordinator

Posted by | April 1, 2024 |

ORGANIZATION OVERVIEW

The Colorado Charter School Institute (CSI) is a statewide charter school authorizer whose mission is to foster high-quality public-school choices offered through charter schools, particularly schools that are focused on closing the achievement gap for at-risk students. Governed by a board of nine members appointed by the Governor and Commissioner of Education, CSI currently serves a diverse portfolio of 40+ schools across the state of Colorado serving over 20,000 students. CSI is uniquely positioned to serve and promote charter school innovation in communities throughout Colorado and to be a leader in improvements in authorizer practices. CSI aspires to continue growing the quality and quantity of its portfolio of schools in Colorado in response to the need for high quality, innovative charter school options. Our organization is at an extraordinary point of opportunity and is poised to make additional systemic changes that will yield improvements within the portfolio’s overall student achievement.

Please note: Applications will be reviewed as they are received. This position is non-classified and is not subject to appeal rights.

JOB TYPE

Full Time. 2-Year Grant Funded Position, with potential extension

CLOSING

Open Until Filled. Start Date: Flexible/ No later than July 1st, 2024

POSITION SUMMARY

The School Safety Coordinator is responsible for developing, implementing, and overseeing a comprehensive school safety approach for CSI schools. This position will work collaboratively with school administrators, CSI staff, local law enforcement and safety agencies, and community partners to ensure a safe and secure learning environment for all.

The overall objectives of this position include:

  • Enhance Safety and Security: Improve the overall safety and security of the entire portfolio of 43 CSI schools, benefiting over 23,000 students and 2,930 staff members across the state of Colorado.
  • Standardize Practices: Establish consistent protocols and practices for providing support, guidance, and oversight to CSI’s diverse portfolio of schools in the area of school safety.
  • Provide Effective Training: Provide both proactive (training, communication, relationships) and ad hoc (emergency notifications, crisis response) training to address safety concerns comprehensively.
  • Build Relationships: Facilitate the development of relationships between CSI schools and local safety agencies, enhancing collaboration and crisis response effectiveness.
  • Improve Resource Allocation: Allocate resources efficiently to ensure that safety initiatives are sustainable and responsive to the unique needs of CSI and its schools by following a tiered approach to supports.

This is a 2-year Grant Funded Position, with potential extension.

Please see below for a complete position description:

ESSENTIAL DUTIES: ROLE-SPECIFIC RESPONSIBILITIES (75%)

Essential duties of this position include the following. Employees in this position perform some or all of the following tasks. Other duties may be assigned.

Complete Comprehensive Portfolio-wide Needs Assessment

  • Review CSI school Emergency Operations Plans (EOPs), CSI Mental Health and School Safety data, and conduct site visit walkthroughs, listening sessions and community meetings to identify gaps that exist between EOPs and full implementation.
  • Develop and/or improve upon existing policies and protocols for school safety incident response.

Develop and Implement Centralized School Safety Approach at CSI

  • Use results of the comprehensive needs assessment to inform both system-wide, regional, and school-specific interventions, and to develop a structured training program and school safety resource library for CSI schools.
  • Develop tiered approach to oversight and support for CSI schools in the area of school safety.
  • Provide regional training opportunities in key areas of school safety. This may include (but is not limited to) threat assessment training, tabletop crisis drills, reunification drills, etc.

Develop Regional Safety Collaboratives

  • Identify key local partners and develop formal relationships to respond to school safety concerns for each region of the state in which CSI schools are located.
  • Create frameworks and standard operating procedures to support the implementation of regional CSI school safety collaboratives.

Develop and Utilize Program Evaluation Metrics for Key Indicators of School Safety

  • Use a variety of metrics to monitor efficacy of implementation and progress towards goals aligned with areas outlined above.

ESSENTIAL DUTIES: DEPARTMENT RESPONSIBILITIES (25)%

  • Approach work with a focus on equity, access, and continuous improvement to support schools in closing outcome gaps.
  • Stay up to date on current research and topics related to assigned program areas.
  • Ensure that all training, technical assistance, and compliance monitoring includes tiered processes and actions based on school performance.
  • Participate in the review of charter applications and school operational plans in support of CSI’s role as a school authorizer.
  • Ensure quality and availability of data for inclusion in the CSI Annual Review of Schools and other CSI initiatives
  • Review proposed and existing legislation for possible impact related to specialty area.
  • Provide operational support for the Senior Director of School Programs.
  • Establish and maintain practices that advance departmental and organizational knowledge management efforts.

BENEFITS

As a valued member of the Colorado Charter School Institute team, you’ll enjoy an array of benefits designed to enhance your well-being and professional growth. These include comprehensive medical, dental, and vision insurance, paid holidays, generous paid leave, flexible schedule options, a supportive work-life balance ethos, complimentary life, and disability insurance (with opportunities for enhanced coverage), options for Flexible Spending and Health Savings Accounts, access to professional development programs, wellness initiatives, performance-based bonuses, and membership in the Colorado Public Employees’ Retirement Association (PERA).

CSI INCLUSION STATEMENT

CSI recognizes that autonomy and diversity can drive innovation and improved outcomes, both in our schools and in our organization. We are committed to a diverse and culturally inclusive workplace as we believe that differences in perspective and experiences broaden our awareness, enrich our daily experiences, and contribute to our collective strength.

As a charter school authorizer with schools that serve a wide range of communities across the state, we prioritize recruiting a staff that shares the diversity of the students and communities our schools serve. CSI is proud to be an equal opportunity employer and does not discriminate based on gender, race, color, religion or belief, national origin, age, sexual orientation, marital status, disability, or any other protected class.

WHAT WE ARE LOOKING FOR:

At a minimum, we are looking for the following:

  • Minimum of 5 years of experience in a school, district, or law enforcement setting, with a focus on safety and security.
  • Bachelor’s degree in education, criminal justice, public administration, or a related field.
  • Knowledge of relevant state and federal laws, regulations, and best practices related to school safety.
  • All final candidates must successfully pass a thorough criminal background check.

Ideal candidates will have some, or all, of the following education, skills, and abilities:

  • Excellent communication, interpersonal, and leadership skills, with the ability to build and maintain collaborative relationships with diverse stakeholders.
  • Familiarity with emergency management principles, crisis response strategies, and incident command systems.
  • Ability to work independently and manage multiple projects and deadlines effectively.
  • Understanding of and/or experience with trauma-informed safety procedures and practices

LOCATION & TRAVEL

Must be a resident of Colorado. Some within-state travel is required. Telecommute Flexibility is available.

PHYSICAL DEMANDS
The physical demands described here are representative 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. While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to stand, walk; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel, crouch or crawl. Specific vision abilities required by this job include close vision.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The work environment includes a standard office setting. The noise level in the work environment is usually low to moderate.

NOTE

This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. CSI may add to, modify or delete any aspect of this job (or the position itself) at any time as it deems advisable.

Job Type: Full-time

Salary: $6,250.00 – $7,500.00 per month

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Principal – Middle School/High School

Posted by | April 1, 2024 |

Job Title: Middle School/High School Principal

Salary Grade: $102,320 – $131,258

Work Year: 183 Days

Status: Exempt

School: Clear Creek Middle School/High School

Reports To: Superintendent

Job Status: Ongoing

Start Date: July 16, 2024

OUR DISTRICT: Clear Creek School District (CCSD) is located in Clear Creek County, Colorado, a short drive west of Denver and area suburbs. Clear Creek serves the mountain communities of Idaho Springs, Georgetown, Empire, Dumont, Silver Plume, and parts of Evergreen. Our county is well-suited for the outdoor enthusiast, with beautiful mountain trails for hiking and biking, rivers for rafting, and ski areas that serve both nordic and alpine. Our historic downtowns offer some of the best places to explore and discover.

Our community places a high value on supporting students and schools, which has resulted in recent increases to compensation and facility improvements. We believe that students are more than test scores, and learning experiences are opportunities for messy, creative thinking.

Clear Creek School District is dedicated to attracting and retaining high-quality educators. This means you’ll be warmly welcomed into our team of professionals, provided opportunities to learn and grow with us, and be challenged to be your very best for students.

OUR SCHOOL: Clear Creek High School & Middle School is located on Floyd Hill in Evergreen, situated on a beautiful mountain campus.  The high school has just over 200 students and the middle school just under 100 students. Class sizes are small and our students flourish in a positive student culture. We have numerous clubs, activities, and teams for students, and greatly value our strong community support.

YOU: We are seeking an enthusiastic, growth-mindset leader who has a passion for engaging, authentic learning experiences and is strong in instructional practices.

PRE-EMPLOYMENT REQUIREMENT: The successful candidate will be required to complete fingerprinting through an approved fingerprinting vendor and the Colorado Bureau of Investigation, within 48 hours of offer acceptance.

POSITION SUMMARY:  The principal is responsible for the academic success and personal growth of every student, through leadership in our middle school/high school.  Manages school operations, personnel and facilities to maintain a safe and high quality learning environment.  Establishes effective relationships with the community and stakeholders.

ESSENTIAL DUTIES AND  RESPONSIBILITIES include the following:

Demonstrated ability as a successful instructional leader at a school, including experience with work-based learning or pathway development.

Ability to lead a redesigned instructional model that focuses on Relevance, Customization, Connection/Community, and Active Self-Direction.

Help teachers to incorporate ?Project Based Learning, career exploration and development of student portfolios in order to support the redesign characteristics listed above.

Collaborate with fellow administrators, teachers, the School Resource Officer and the Sheriff’s Office to provide a safe and secure learning environment for students.

Facilitate the implementation of grants in collaboration with district leadership and building staff.

Collaborate with district leadership to plan and carry out capital improvement/bond projects on the campus.

Knowledge of continuous improvement practices, balanced assessment, & strategic planning.

Evidence of improving student achievement and growth.

Evidence of fostering a strong student culture? that includes engagement, student empowerment & voice, connection to staff & peers, and a solid footing in our Learner Profile aspects (Leadership, Collaboration, Communication, Character, Critical Thinking, Adaptability).

Evidence of fostering a strong, collaborative staff culture; willingness to support a culture that includes a focus on student connection, empowerment, passion and perseverance.

Collaborative approach to working with families, community, and staff.

Strong skills in professionally growing those in your care, including through feedback, evaluation, and professional learning.

Ability to inspire and engage a community in support of student learning, but also to provide for the welfare of students.

Articulate and reflective communicator.

Work with staff members to develop a master schedule that integrates middle and high school teachers, as well as shared staff.

Oversee the building budget.

Oversee Assistant Principal, Athletics Director and Activities; collaborate to provide supervision of events.

Other duties as assigned.

EDUCATION AND TRAINING:   Bachelor’s degree required, Masters degree preferred.

 

EXPERIENCE:Two years of leadership experience at the school level.

 

KNOWLEDGE, EXPERIENCE AND OTHER QUALIFICATIONS: Successful teaching experience.

 

EXPECTATIONS:

Is flexible.

Has the ability to work cooperatively with supervisors and co-workers.

Has the ability to understand and follow complex oral and written instructions.

Has the ability to perform responsibilities without the necessity of close supervision.

Has the ability to effectively communicate with the school and school District community as well as the public at large.

Has the ability to meet attendance standards and work the hours necessary to perform the essential functions of the job.

Maintains a generally positive attitude.

Observes all District policies and procedures.

 

CERTIFICATES, LICENSES AND REGISTRATIONS: Colorado Principal License or eligible to obtain one. Valid Colorado driver’s license.

 

WORK ENVIRONMENT: The noise level is typical of a school district.

 

PHYSICAL REQUIREMENTS:  Frequent sitting, bending, reaching;  stooping, squatting. Occasional lifting five (5) to twenty five (25) pounds.

Clear Creek School District RE1, does not unlawfully discriminate on the basis of race, color, creed, sex, sexual orientation, religion, national origin, ancestry, age, genetic information, marital status, or disability in admission or access to, or treatment or employment in, its educational programs or activities.

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Principal

Posted by | March 31, 2024 |

Principal – Carbondale Community School  

Carbondale, Colorado

 

The Carbondale Community School (CCS) is seeking applications for an experienced and innovative leader to serve as the School Principal for the upcoming school year. Candidates should have experience as an educator and leader in an elementary/secondary school setting.

The Carbondale Community School is a public charter school in Carbondale, Colorado serving 140 students. Our highly respected school provides a balanced curriculum incorporating intentional community values, individual character development, and strong academic skills woven into project-based learning opportunities and intentional field experiences. Carbondale Community School is one of two K-8  public charter schools of Compass sharing the Mission of fostering lifelong learning and empowering individuals to take responsibility for themselves, their learning, and their community (www.discovercompass.org). 

The ideal candidate will work with the community to promote the mission of Compass and collaboratively develop the vision and strategic initiatives to support a coherent culture of lifelong learners.  The candidate will share the following cornerstones with our community.  

Community-focused

Ability to lead by example, empower, and inspire others to surpass expectations.  

Skilled in sustaining and enhancing a cohesive community culture of learning.  

Skilled in the use of group facilitation as a leadership strategy.

Ability to lead an organization through change.  

Ability to work with parents and students in solving issues that arise.  

Ability to effectively monitor and provide feedback to teachers to assure accountability of mutually shared values, practices, and decisions 

 

Lifelong Learning

Ability to work with students and teachers to set and achieve learning goals. 

Able to frame neutral questions in the problem-solving process with community members 

Ability to effectively monitor and provide feedback to peers and teachers to assure accountability of mutually shared values, practices, and decisions. 

Well-organized and effective task management skills that enable the majority of work time to be applied to community and instructional leadership.  

 

Innovation

Ability to translate education research into actionable strategies for the community.  

Able to design, facilitate, and support effective professional development.

Ability to lead by example and inspire others to surpass their own expectations

Able to synthesize and use data in the decision-making process

Able to create and support effective systems and structures in support of strategic objectives for learning 

 

Shared Leadership

Skilled at recognizing, supporting, and promoting student and teacher leadership.

Ability to problem-solve complex issues within and among teams.

Skilled in the use of group facilitation as a leadership strategy. 

Ability to effectively monitor peers and teachers to assure accountability of mutually shared values, practices, and decisions. 

Ability to navigate and monitor current data and curriculum management systems.

Well-organized and effective task management skills that enable the majority of work time to be applied to instructional leadership and evaluation

 Start Date:  August 1, 2024

 

Salary:  89,900-103,000 based on experience

 

This position is open until filled and requires the ability to obtain and maintain an appropriate license through the Colorado Department of Education for the position of School Principal.

Compass For Lifelong Discovery does not unlawfully discriminate on the basis of race, color, sex, religion, national origin, ancestry, creed, age, marital status, sexual orientation, gender identity or expression (including transgender), genetic information, conditions related to pregnancy or childbirth, disability or need for special education services in admissions, access to, treatment, or employment, or any other reason prohibited by law in educational programs or activities which it operates.

 

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Meeker High School Science Teacher

Posted by | March 27, 2024 |

Meeker High School is seeking individuals who are highly qualified in Science, with the ability to teach all levels of High School Science, which may include college level and AP courses. The District prefers a person with strong knowledge and understanding of standards-based education, with a willingness to work, or successful experience in a collaborative culture dedicated to using data to drive instruction, differentiation, and student learning.

Meeker School District has an approximate enrollment of 750 students in grades Pre-K through Twelve. The High School has approximately 225 students 9-12. We are seeking an individual who has the understanding of the intellectual, social, and emotional needs of the high school student. Professional involvement beyond the local level and successful teaching experience are desirable. The Meeker Re-1 School District is seeking an enthusiastic person who wants to join a staff committed to “Excellence in all we do”.

Salary Scale: $43,015 – $92,482 annual. All years teaching experience will be honored for veteran teachers.

Date Available: Position begins August 1, 2024

Job Functions/Qualifications:

  • Models ethical standards, continual growth, collaborative work, and care and concern for students, materials, and facilities.
  • The Classroom teacher demonstrates effective classroom management strategies.
  • The classroom teacher will use state and district standards to drive the design of standards-based assessment, planning and instruction.
  • The classroom teacher demonstrates effective and appropriate communication skills.
  • The teacher must be appropriately certified and/or licensed as a teacher in the State of Colorado as provided by law.
  • Licensed staff must be qualified for the area or grade level in which they perform, meeting Colorado Department of Education accreditation standards.
  • Demonstrate effective problem solving skills.
  • Knowledge of curriculum, assessment, models of instruction.
  • Other job duties as assigned. To view the full Job Description, click HERE.

The alternative teacher pathway allows districts to hire candidates with specific content knowledge and who hold an undergraduate or higher degree from a regionally accredited institution of higher education to teach while completing the necessary teacher training based on the Colorado Teacher Quality Standards. Alternative teacher preparation programs vary in length from 1 year to 2 years (though special education generalist candidates may take a third year, if necessary). While serving as a teacher, alternative candidates put what they learn into practice immediately. Anyone who meets this criteria and is interested in teaching should contact the school district.

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Executive Director

Posted by | March 22, 2024 |

OUR ORGANIZATION 

Vanguard Classical School (VCS) is a tuition-free, public, charter school with two campuses in Denver and Aurora serving 1,200 students in grades K-12. VCS is a pioneer in the 4-day model of instruction in the Aurora/Denver Metro Area. VCS develops well-rounded world citizens of exceptional character who are academically prepared to contribute to and improve their communities.

 

THE VANGUARD PHILOSOPHY 

The Vanguard Philosophy emphasizes the importance of providing every child with the opportunity to learn through a broad, rigorous, content-based curriculum. We prioritize creating an inclusive environment that values all students’ abilities and integrates character development throughout the curriculum. We recognize the critical role of active family involvement and hold our education team accountable for each student’s achievement. At Vanguard, we believe that English literacy is fundamental to success in all subjects and that student success is achieved through hard work, perseverance, determination, and commitment. Our defined curriculum ensures clear expectations for student progression, with promotion earned based on demonstrated proficiency. Upholding a consistent and equitable Code of Conduct is central to maintaining a structured and safe learning environment for all students.

 

THE OPPORTUNITY 

VCS seeks an Executive Director to provide on-site leadership for the school campuses, implement and manage all aspects of a welcoming and engaging school culture, and ensure each student the safety and security needed to thrive and engage in an outstanding educational environment. Additionally, the Executive Director will oversee the academic vision and curriculum content, development, and evaluation, as well as personnel management, facilities maintenance, fiscal oversight, and the strong operational outcomes of each campus.

Critical Responsibilities of the Executive Director 

  • Develop and implement a strategic vision that extends beyond immediate objectives, thinking several steps ahead to anticipate future challenges and opportunities.
  • Define high-level goals aimed at achieving excellence in academic growth and outcomes.
  • Create and facilitate extensive opportunities for student enrichment and engagement, fostering an environment to support their holistic development.
  • Oversee facilities management, enrollment strategies, and authorizer compliance processes (including charter renewal)to ensure organizational continuity and growth.
  • Maintain financial stability and management of the school’s operating budget.
  • Lead stakeholder engagement efforts, fostering a positive organizational culture and building strong relationships with staff, parents, students, and community partners.
  • Position the organization as a leader in the charter sector by building strategic alliances with relevant entities and leveraging Vanguard’s potential to play a significant role in shaping the sector’s future.

 

Outcome for the Executive Director

In the short term (3-6 months), the Executive Director will focus on solidifying school staffing structures, spearhead the charter renewal process, and establish annual goals  and create a 3-year strategic plan in collaboration with the board. Relationship building with key stakeholders, such as the authorizer, Aurora Public School Board, staff members, direct reports, and leaders in the charter sector, will also be a priority.

 

Looking ahead (1-2 years), defining an instructional vision for both campuses to drive academic outcomes, fostering a strong culture, improving retention rates, and establishing a diverse pipeline of educators representative of the student population will be key goals.

 

WHO WE ARE LOOKING FOR 

Qualified candidates should demonstrate a passion for classical education and a dedication to serving diverse student populations. They should have a proven track record of effectively managing and leading educational programs, ideally with experience in implementing CORE Knowledge curriculum and practices. Additionally, candidates should possess at least 5 years of experience in successfully managing and leading high-performing teams, whether within schools, school districts, private schools, or non-education organizations, with a focus on strategic development and operations.

 

Required Knowledge and Skills 

  • Ability to build strong, mutually supportive relationships across lines of difference, including identity, power, and position.
  • Demonstrated ability to lead and manage direct reports and their teams in a culturally responsive, effective manner to achieve goals .
  • Commitment to disrupting systemic inequities and foundational knowledge and skills in working across lines of difference and creating and sustaining culturally responsive and equitable practices, systems, and environments.
  • Capacity to work well with people at all levels within the organization and at key external agencies and organizations.
  • Excellent business skills including financial management, personnel administration, vendor relations, and regulatory compliance.

Preferred Experience 

  • Teaching and leadership experience in Classical-based learning environments.
  • Demonstrated success in raising funds and managing large budgets.

 

OUR COMMITMENT TO THE ED

Vanguard Classical School provides a positive work environment that supports our staff in delivering instruction that facilitates individual academic achievement and character development through a safe, equitable, global content-rich learning environment. VCS’s vision is to develop well-rounded world citizens of exceptional character who are academically prepared to contribute to and improve their communities.

Our team and school community are diverse and we embrace that diversity as an encouraging, friendly, open, and supportive team and school. We invest in our team members by providing a balanced, growth-oriented, and supportive work environment, while helping you achieve your career goals within and beyond Vanguard. Additionally, we offer a comprehensive benefits package that includes:

 

  • A competitive annual starting salary range of $140,000-$160,000 commensurate with experience.
  • Medical, dental, vision, basic life insurance and AD&D plans
  • Participation in the Colorado Public Schools Retirement System PERA
  • PERA 401K, 457B, and Roth IRA retirement options
  • Health Savings Accounts (HSA)
  • Voluntary life insurance for employees and dependents
  • Short and Long Term Disability
  • AFLAC add-ons to include accident, critical illness, and hospital plans
  • Employee Assistance Program
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Executive Director

Posted by | March 22, 2024 |

The Odyssey School of Denver is seeking an Executive Director beginning on July 1, 2024, with a base salary range expected to be $125,000 to $140,000 (Final offer amounts are determined by multiple factors, including but not limited to experience, skills, expertise, etc); other benefits include medical, PERA retirement benefits, and professional development with EL Education and other partners.

We are an equal opportunity employer. We do not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, marital status, age, disability, national or ethnic origin, military status, citizenship, or other protected characteristic.

POSITION OVERVIEW
This is an amazing opportunity for a dynamic, high-energy, hard-working leader. Odyssey is seeking a leader who can immediately manage all aspects of the current school’s operations, finances, and academic program. The Executive Director must demonstrate a blend of inspirational leadership and management skills with a strong passion for Expeditionary Learning, the backbone of the school’s academic program. The Executive Director will bring extensive past experience and a proven leadership style that authentically and empathetically engages a broad spectrum of stakeholders – teachers, staff, students, parents/caregivers, the board, etc. to collaboratively, yet, decisively, make and implement decisions.

The Executive Director will also demonstrate a deep capacity with their organizational and management skills; effective communication and conflict management skills; and strong setting of priorities combined with the use of implementation metrics. The Executive Director will also be a highly visible leader both internally with staff, students, and families, and externally with DPS and the EL community.

See full job responsibilities here.

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School Psychologist

Posted by | March 20, 2024 |

Duties and responsibilities:

● Provide psycho-educational and special educational services in multiple buildings to a population aged birth to 21 in an Administrative Unit (Gunnison and Hinsdale school districts) of approximately 2,200 students.
● Will be able to assess and identify cognitive, academic, social, emotional, behavioral, and
adaptive abilities of students.
● Will be familiar with various assessment instruments and researched based interventions.
● Will be familiar with Functional Behavior Assessments and able to help develop Behavior
Intervention Plans.
● Work collaboratively with other school personnel, teachers, counselors, psychologists, and administration.
● Will be able to consult with various grade level teams in the problem solving process and
Response to Intervention process.
● Potentially provide counseling services and group work with students.
● Work along with community agencies in a collaborative effort to meet the needs of all families in the administrative unit.

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Principal

Posted by | March 19, 2024 |

Who We Are

Founded in 2010, SOAR is a Kindergarten-5th grade Denver Public Schools charter school serving approximately 490 students in Denver’s Far Northeast neighborhood. 

The Vision of SOAR is for students to create full and meaningful lives, enrich our democracy, and create a more just society. At SOAR:

  • We believe students learn best when learning is purposeful, relevant, active, and joyful.
  • We believe that diversity of culture, thought, experience, and perspective is reflected in our work.
  • We believe that community is built through authentic, respectful, collaborative, and meaningful relationships.
  • We believe in cultivating and celebrating creative and critical thinking.
  • We believe in and build upon every child’s strengths, talents, and potential.
  • We believe in the integration of academic and social-emotional learning.
  • We believe in individual and collective responsibility for the success of all students.  

Our school offers a holistic approach to education that combines rigorous academic instruction with social-emotional learning and character-building so that our students develop the skills they need to thrive as learners and leaders. 

We are seeking an inspiring leader who can focus on student achievement gains and lead SOAR’s students, staff, and community to the next level of academic, personal, and community excellence. Currently SOAR has a yellow rating on the Colorado Department of Education’s School Performance Framework.  SOAR’s Principal reports directly to our five-person Board of Directors and leads a talented team of over 50 leaders, teachers and support staff.

Who You Are

You are a school leader who has demonstrated the ability to integrate the high level technical and adaptive skills of school leadership with the emotional intelligence needed to build an inclusive community characterized by psychological safety, belonging and highly effective teamwork and collaboration.

More specifically,

  1. You are an open, warm, and results-oriented instructional leader who has a track record of leading others toward excellent academic outcomes. 
  2. You hold an unwavering belief that all students can achieve at high-levels if given access to rigorous, culturally relevant content and instructional practices, as well as the right support to access it. 
  3. You deeply value partnerships with families and have experience proactively engaging them to create a school community where students thrive and achieve academic success. 
  4. You have experience with distributed leadership models and are eager to use that experience to create an organizational structure and culture that empowers staff and supports learning and growth at all levels from students to staff, including school leadership.  
  5. You are a visible, hands-on leader who values and encourages diversity of culture, thought, experience, and perspective.
  6. You have a demonstrated ability to build trusting and productive relationships with students, staff, and families.
  7. You are self-reflective, an attentive listener, and a strong communicator who is comfortable giving and receiving feedback and taking responsibility for individual and collective successes and challenges. You are willing to take responsibility when your impact is different from your intentions.
  8. You use (and support others in using) data to help guide decisions about school priorities. 
  9. You have the organizational skills and management savvy to turn abstract ideas into concrete plans.
  10. You model SOAR’s habits of respect, compassion, perseverance, responsibility, and integrity, and you have a deep commitment to SOAR’s vision and beliefs.
  11. You have experience delivering significant student achievement gains in a Title I, charter or turnaround school setting and have a State of Colorado Principal License in place by the time the position starts.

Essential Responsibilities 

In this role you will…

  • Design and lead a comprehensive instructional strategy that ensures standards-aligned, rigorous, culturally relevant instruction is delivered to every student, every day.
  • Be the leader of the leadership team.  You will design and cultivate a distributed leadership structure (coaching, professional learning, teacher leader pathways) that ensures staff have the skills, support, and accountability mechanisms they need to maintain a relentless focus on mission-critical priorities.
  • Regularly visit classrooms to support and monitor instruction and provide consistent feedback to teachers and school administrators on progress toward instructional goals.
  • Develop and maintain school wide and leadership team norms and structures for collaboration, data analysis, and professional learning.
  • Create a safe, welcoming, and collaborative school culture that attends to the diverse needs of SOAR students, staff and families.
  • Co-create plans to achieve SOAR’s vision and culture, and regularly assess and report out progress toward goals using evidence.
  • Use data to inform decisions about resource allocation, instruction, professional learning, talent management, and student learning.
  • Act as standard bearer for the school’s vision, including reinforcing high expectations for SOAR students and staff, and acting professionally and ethically always.
  • Cultivate strong relationships with SOAR students, staff, families and board including actively participating in family and community engagement activities both during and outside of regular school hours.
  • Oversee special education services, including an Autism center-based program,  to ensure students are receiving high-quality services in compliance with local, state, and federal guidelines.
  • Oversee charter renewal process and liaise with Denver Public Schools staff to ensure all state and district requirements are met.
  • Perform other duties as required to ensure SOAR is a healthy, happy, and high performing school community. 

Experience & Qualifications

Required 

  • Experience as a Principal, Assistant Principal (or equivalent) or a similar leadership position in an elementary school setting delivering significant student achievement gains.  
  • Demonstrated experience designing and leading through distributed leadership models.
  • Bachelor’s Degree and a current, valid State of Colorado Principal License in place by the time the position starts. 
  • Success in working with a diverse student population and multilingual learners.
  • Demonstrated experience coaching and developing other adults.

Strongly Preferred 

  • Master’s Degree
  • Bilingual skills in Spanish. 

Compensation

The salary range for this position is $115,000 – $160,000, depending on years of experience.

This role qualifies for PERA contributions and benefits. 

What We Offer

SOAR is an equal opportunity employer (EEO).  We offer:

  • An annual $5,000 Title 1 bonus for the principal role
  • Performance incentives
  • $1,000 Health & wellness yearly incentive 
  • 401(k)
  • Health Insurance
  • Dental Insurance
  • Vision insurance
  • Employee Assistance Program
  • Life insurance
  • Retirement plan
  • Paid time off
  • Parental leave
  • Professional Development 
  • Tuition reimbursement
  • Relocation assistance
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Executive Director for Learning Services (High School)

Posted by | March 19, 2024 |

The Executive Director for Learning Services (High School) assists the Assistant Superintendent for Learning Services with dynamic educational leadership in the Learning Services Department and within all D20 schools; provides leadership, guidance, and support for high school programming; ensures standards-based instruction and assessment; and, supervises assigned principals and directors.

 

Salary Placement: Based on job relevant experience only

Compensation Range: $133,300-$143,300

 

Timeline:

Posting Date: Tuesday, February 27

Closing Date: Monday, April 1 at Noon

Preliminary Interviews: Friday, April 5

Final Interviews: Monday, April 15

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Pine Creek High School Principal

Posted by | March 19, 2024 |

Provides dynamic leadership in the school by creating educational options which lead to academic growth and achievement for all students through a thorough knowledge of curriculum, instruction, assessment, supervision and evaluation, staff professional learning, community engagement, and positive school culture; implements a student-focused vision and collaborative leadership style to meet the academic, social, and emotional needs of all students.

Salary Placement: Based on job relevant experience only

Compensation Range: $126,515-$136,515

 

Timeline:

Posting Date: Friday, March 8

Closing Date: Wednesday, April 3 at Noon

Preliminary Interviews: Friday, April 19

Final Interviews: Wednesday, April 24

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Business Teacher & LiFE Program Manager

Posted by | March 18, 2024 |

Aspen Academy, a PK-8 independent school in Greenwood Village, has an amazing year-round opportunity for an individual who has demonstrated success in program or organizational leadership and management, is passionate about the domain of leadership and possesses entrepreneurial experience and financial acumen. Under the direction of the LiFE Program Director, the Program Manager will lead and manage Aspen Academy’s LiFE (Leadership, Finance and Entrepreneurship) Program, the nation’s only sequenced curriculum to directly teach Leadership, Finance and Entrepreneurship to students and effective life habits as well as a compilation of a myriad of authentic leadership opportunities for each one of our students. In this year-round position, this role is responsible for the successful engagement, growth, performance and satisfaction of students, families, and team members as well as the growth and performance of the LiFE program and the school overall. With your leadership and management, these and other programs will flourish and create an ever-evolving national model program that will influence and inspire schools around the country.  Preferred start date is June 2024.

Interested? Please read on!

About Aspen Academy:

Located in the southern metro area of beautiful Denver, Colorado, at Aspen Academy, we’re not just a school; we’re a community committed to shaping the leaders of tomorrow. Our dedication to Next Generation education sets us apart, as we equip students with the enduring life skills they need for future success. We look at learning as a way to ignite the personal passions and interests of each and every student. Our unique leadership, finance, and entrepreneurial development (LiFE) program prepares students for life. Students thrive as they build lasting relationships with peers and teachers through small class sizes and a community focus. 

Diversity and inclusion are foundational at Aspen Academy. We are passionate about cultivating a diverse and inclusive working and learning environment, celebrating and supporting differences. 

We embody and promote the community’s values in our thoughts, words, and actions, serving as committed and supportive co-leaders in realizing Aspen Academy’s vision and mission:

  • Our values: Be Kind. Do Good. Work Hard. Make the World Better.
  • Our mission: We edify and inspire students and educators to grow, learn and lead.
  • Our vision: We are a national leader in innovative and transformative education.

Does this inspire you?  Then please read on.

  • Others describe you as a strategic, innovative, collaborative, charismatic and highly likeable leader.
  • You have had demonstrated success in operations, people and financial management with a palpable commitment to clients.
  • Beyond a passion and excitement for leadership development, finance and entrepreneurship, you have depth of learning, experience and application in the principles of these domains.
  • You consistently demonstrate strong cultural competency (the ability to understand, communicate with and effectively interact with people across cultures.), commitment to inclusion and a palpable continued growth in the habits, skill, and craft of leadership acumen. 
  • You are committed to every student’s success.
  • You are known for building and developing close, positive relationships with students, faculty and parents. The result of these relationships: others are inspired to initiate or adopt leadership practices, roles, and responsibilities, and each team member is lifted from where they are at, inspiring them to reach towards their full potential in these categories in their own life. 
  • You have a relentless drive to grow in and out of the workplace and are hungry for feedback. 
  • Your strengths include time, organization and project management; interpersonal, written and verbal skills; and you demonstrate strong social and emotional intelligence.

Essential Functions Summary

Teaching

  • Exhibit mastery and enthusiasm for the LiFE curriculum subject matter and classes.
  • Teach assigned middle school classes.
  • Plan and implement an appropriately focused and balanced curriculum for each student which adheres to the school’s curriculum and standards.
  • To prepare and develop activities, materials and lessons to meet the learning objectives (skills and content) of the curriculum and standards.
  • To develop and maintain a well-managed classroom where 100% of the students are engaged, consistently challenged, and supported. Classroom policies should be consistent with school policies. Exemplifies and promotes Aspen Academy’s Values, Mission, and Vision

Program Management

  • Effectively manage LiFE program vision, growth and performance and its impact on students, teachers, parents, the community.
  • Works to ensure the successful engagement, growth, performance and satisfaction of students, families, and team members as well as the growth and performance of the LiFE program and the school overall. 
  • Continued development, innovation, research and promotion of curriculum and programs to teach and develop the LiFE Program. This includes social emotional learning, intra and interpersonal relationships, civic engagement and leadership, community service, personal finance, organizational leadership, entrepreneurial mindset and execution to K-8th grade students, parents, colleagues and strategic community partners. 
  • Develop and implement Student and Faculty growth and performance assessments and program impact measurement.
  • Develop and deliver Faculty and Parent learning / training opportunities on LiFE topics, focused on understanding and application. 
  • Work with and partner with Faculty to deliver leadership retreats, daily LiFE block, and the integration of the domain’s concepts into the core and essentials curriculum; observe and coach Faculty in the instruction and personal integration of these domains, enabling them to be excellent LiFE Facilitators; and provide continuous feedback on how students are grasping and applying the content. 
  • Lead, manage and provide accountability measures on all ancillary and co-curricular leadership programs: Student Government, Mentor-Mentee Programs, 8th Grade Mentorship and Shark Tank, Bear’s Student Enterprises, Post Grad Student Internships and other programs that fall under the LiFE umbrella. 
  • Collaborate with the Associate Head of School, LiFE Program Director and Middle and Lower School Directors to develop, track, and achieve the program’s annual goals, quarterly objectives and KPI’s. 
  • Budget management and fundraising.
  • Coordinate activities across Aspen Academy to build key partnerships and relationships in the youth leadership and entrepreneurial development community.

Education, Experience, and Qualities:

  • Required: Bachelor’s Degree.  Master’s degree preferred.
  • Preferred: teaching credential or license.
  • 3-5 years middle school classroom experience.
  • K-8th grade education or youth organization experience. 
  • Evidence of content mastery, such as completed degree or course of study in a field (e.g. MBA), related to the domain of business.
  • Demonstrated success in program or organizational leadership and management.
  • Strong financial acumen and entrepreneurial experience is a plus. 
  • Grant permission for a criminal background check upon hire. 
  • Meet physical demands to perform essential functions of the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions: Ability to work full-time, including some evenings and weekends; work in person/in the school building; speak for long periods of time. Regularly required to stand; walk; use hands; reach with hands and arms; and stoop, kneel, or crouch. Frequently lift and/or move up to 25 pounds; occasionally life up to 50 pounds. 

Aspen Academy is proud to be an equal opportunity workplace committed to providing an environment of mutual respect, where equal employment opportunities are available to all applicants and teammates without regard to race, color, religion, sex, pregnancy, national origin, age, physical and mental disability, marital status, sexual orientation, gender identity, gender expression, and military and veteran status. 

Compensation Package:

Health, dental, vision, employer-paid telehealth, a holistic EAP, 403(b) with matching and more. Aspen Academy offers an excellent compensation package including wide-ranging opportunities for professional development with a generous annual stipend, and a talented and dedicated staff of teaching professionals and supportive administrators.

Salary Range: Starting annual salary $54,137-$81,932 (based on education & experience step and ladder, max 9 years teaching experience credit) 

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Director, School Quality

Posted by | March 13, 2024 |

About RootED Denver

We’ve set an audacious goal: All Denver Public Schools students will attend a high-performing school that prepares them for what’s next—success in college, in careers, and in life.

At RootED, we believe students, schools, and communities thrive when they have the access, tools, and resources to drive change. That’s why we provide funding and strategic support to schools and organizations that authentically engage their communities to create world-class public schools for every student in Denver.

Reaching our goal requires a departure from the status quo. The lack of access to a quality education disproportionately affects students of color, low-income students, and students with disabilities. Many of these children, their families, educators, and surrounding communities are left out of efforts to improve their schools.

So, we’re investing in partners that ensure those voices are at the center of decision-making. Specifically, our funding priorities include:

  • Empowering students, families, and educators by providing access, tools, and resources for traditionally underrepresented stakeholders to advocate for better educational outcomes
  • Expanding high-quality schools—specifically those that successfully serve students who are low-income, students of color, and/or students with disabilities
  • Recruiting, developing, and retaining strong teachers and leaders who reflect the diversity of the students they serve

About the Role:

As the Director, School Quality you will play a pivotal role in overseeing the effective prioritization, execution, and resource allocation for various initiatives in support quality schools in Denver with a focus on closing the persistent racial equity gaps and supporting the Denver charter sector. Your responsibilities include leading initiatives and projects related to overall school quality and charter sector work related to collaboration, advocacy, growth and district relations with Denver Public Schools. 

This position requires a detail-oriented, collaborative, and proactive individual with excellent organizational and communication skills. 

Key responsibilities include, but are not limited to:

  • Develop tools to monitor school quality in Denver with focus on addressing the persistent equity gaps among disadvantaged student populations.
  • Lead strategy and advocacy for policies to improve school quality and minimize racial equity gaps across DPS.
  • Manage support for the Denver charter leaders, Collaborative Council and various consultants to ensure effective collaboration, prioritization and execution of charter sector initiatives.
  • Monitor, evaluate and support charter sector quality to improve student outcomes and improve racial equity gaps.
  • Engage and support charter leaders (new and existing) to support enrollment growth.
  • Manage RootED grantmaking initiatives to the Denver charter sector related to new school development, enrollment support, advocacy and quality improvement.
  • Facilitate strong relationships with charter school leadership in order to support expansion and tailor support provided by RootED and other key partners.
  • Lead efforts to engage with charter board members including building a pipeline of potential charter board members, supporting understanding of charter sector initiatives, strong governance, collaboration and advocacy.
  • Maintain relationships with key Denver Public School staff related to school quality, charter school matters and authorizing.
  • Engage extensively across the organization to rapidly connect information and individuals, driving projects, programs, and initiatives on an organization-wide scale.
  • Lead and orchestrate the planning and development of key events and meetings, ensuring they align with desired outcomes.
  • Collaborate with diverse community partners to conceptualize, define, and enhance innovative ideas in alignment with organizational priorities.
  • Anticipate the needs of the ecosystem and respond promptly.
  • Collaborate with all RootED staff to generate regular reports on program metrics and outcomes for both internal and external stakeholders.
  • Assist in the preparation of grant impact reports and other documentation for RootED funders and stakeholders.
  • Identify opportunities for process improvement and efficiency in program implementation.

This position will be employed within RootED and will report to the Managing Partner. 

Key Qualifications:

Strong candidates will have the following skills and experiences:

  • A minimum of 5-10 years professional experience working in a public charter school context with a track record executing on strategies and delivering results to improve quality and expand access.. 
  • Knowledge and expertise related to charter school governance and the policy context that charter schools operate under in Denver and the State of Colorado.
  • Ability to foster collaboration across a diverse set of stakeholders and operators.
  • Experience driving school quality and growth initiatives.
  • Strong understanding of the Denver education sector and the relation to the broader Colorado education ecosystem.
  • An unwavering commitment to community-driven change, educational quality  and advancing racial equity in Denver.
  • An ability to build trusted relationships and effectively communicate needs across lines of difference.
  • Confidence in developing and communicating program strategy to senior stakeholders and system leaders.
  • Strong organizational, coordination and project management experience.
  • Connection and/or proximity with the Denver communities most impacted by educational inequities and an appreciation of the nuance of Metro Denver neighborhoods (we encourage DPS alumni to apply).

Team Orientation:

  • Collaborative: Oriented toward flat team hierarchies and highly collaborative decision making that frequently requires working through varying points of view to reach consensus.
  • Adaptable: Skilled at pivoting approaches based on changing needs and contexts.
  • Action-oriented: able and willing to jump into a wide variety of tasks that advance the team’s mission, including tasks beyond their official job duties and tasks they haven’t done before. 
  • Responsive: Able to make themselves available and accountable to stakeholders and to the RootED team (including on evenings and weekends as needed).
  • No Ego: Oriented toward supporting and empowering senior civic leaders and communities to lead.
  • Growth Mindset: Comfortable regularly giving and receiving feedback and making changes based on feedback to support the collective growth of the team.

Compensation and Benefits

The salary for this position is $90,000-$125,000 per year depending on experience. RootED also offers a comprehensive benefits package including medical, dental, vision insurance, 401(k), plus other benefits.

RootED is an Equal Employment Opportunity employer. We celebrate diversity and do not discriminate based on race, religion, color, national origin, sex, sexual orientation, age, veteran status, disability status, or any other applicable characteristics protected by law.

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Secondary (7-12) School Counselor

Posted by | March 13, 2024 |

Position Purpose
Under the general Supervision of the Principal, School counselors are educators uniquely trained in child development, learning strategies, self- management and social skills, who understand and promote success for today’s diverse students. They implement a school counseling program to support students through this important developmental period.

American School Counselor Association
https://www.schoolcounselor.org

Skills
Knowledge of basic counseling skills, management, and leadership; ability to work with individuals, small groups, classroom groups, and collaboratively with stakeholders; ability to communicate effectively; demonstrated skills in oral and written communication; demonstrated skills in organization and problem solving; ability to analyze existing processes and identify areas for improvement; and ability to act as a representative of Kiowa Schools.

Primary Responsibility
Provide support and leadership in the implementation of a comprehensive, data-driven school counseling program aligned with the Kiowa School District’s mission and vision to promote academic, social-emotional, and college/career development, while ensuring equity and access for all students.

Essential Functions

  • Provide relevant student learning experiences supporting academic achievement, postsecondary readiness and social emotional growth.
    • Demonstrate an understanding of the comprehensive counseling program components in accordance with the district’s 21st century comprehensive counseling framework.
    • Utilize the district’s standards and competencies in comprehensive school counseling program planning that support student mindsets and behaviors.
    • Creates annual, data driven goals that advance student outcomes in areas of academic achievement, postsecondary readiness, and social emotional development.
  • Demonstrates the ability to design, implement, analyze and document outcomes of a comprehensive school counseling program aligned to district, state and national standards.
    • Delivers responsive services such as crisis response as needed.
    • Coordinate with school staff to provide supportive instructional classroom activities that relate to student academic achievement, postsecondary goals and social emotional needs.
    • Conduct individual and group counseling with students to support their academic, postsecondary readiness, and social emotional needs.
    • Design and implement a data driven school counseling program for all students to address student learning barriers and close the achievement/opportunity gap.
  • Demonstrate a commitment to school counseling, professional ethics and professional growth opportunities.
    • Maintains appropriate confidentiality of student information and records.
    • Adhere to legal and ethical guidelines and professional standards of the school counseling profession.
    • Attend and participate in faculty and district level meetings and other staff development, in addition to professional growth activities as needed and/or supported by the principal.
    • Apply newly acquired knowledge and skills in the planning and implementation of a comprehensive school counseling program.
  • Communicate effectively with students, parents/guardians, district, school personnel, and other stakeholders.
    • Model correct use of oral and written language.
    • Interact in a professional manner with students, parents, and staff.
    • Demonstrate punctuality, maintain regular attendance, and make necessary arrangements for absences.
    • Create a climate of accessibility for parents and students by demonstrating a collaborative and approachable style.
  • Promote a safe, positive learning environment, which is inclusive of all students.
    • Demonstrate belief in the capacity of all students to be successful.
    • Facilitates access to appropriate educational learning experiences for all students to reach their educational goals.
  • Fosters school and family collaboration to support positive student outcomes.
    • Perform other duties as assigned.

Additional Duties
Performs other related tasks as assigned by the Principal.

 Note:  The above description is illustrative of tasks and responsibilities.  It is not meant to be all inclusive of every task or responsibility.

Equipment
Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.

Travel Requirements
Travels to school district buildings and professional meetings as required.

Physical and Mental Demands, Work Hazards
Works in standard office and school building environments.

Fringe Benefits (Reference School Board policy GCBD/GDBD)

  • Eight (8) Discretionary Days renewing annually July 1.
  • Discretionary not used by June 30th will be moved to sick bank days up to a total of 40 days. Once 40 days have been accumulated additional days will be paid out in August at a rate of half the daily rate of a certified substitute.
  • One (1) weeks paid vacation will be granted after one year of service.
  • Two (2) weeks paid vacation will be granted after two years of service.
  • Vacation may be accumulated up to 16 days, any days not used over 16 days will not be paid out or banked.
  • Eligible for School District’s benefits plans.
Comments Off on North Arvada Middle School Principal

North Arvada Middle School Principal

Posted by | March 5, 2024 |

North Arvada is a neighborhood school that also serves as a Gifted and Talented center program for grades 6, 7, and 8. We serve a great community of students with diverse backgrounds, we embrace our diversity and encourage students to own their learning in a variety of ways.

Our students engage with innovative, personalized learning experiences using a number of tools and a diverse electives selection. We emphasize a culture of enriched learning tailored to every student’s needs.

At North Arvada Middle School we grow our students through a foundation of research based practices, whole child support, and a strong community. Students and staff live by our Knights’ PRIDE: Personal responsibility, Respect, Integrity, Determination, and Empathy. We have a strong focus on educating the whole child and we provide social and emotional support through our wellness room, restorative practices, Sources of Strength program, 6th grade mentoring program, counselors, and progressive classroom management and instruction. Students also have access to numerous clubs, activities, and enrichment opportunities. We intentionally seek ways to partner with our community and believe we are all better together!

RESPONSIBILITIES

As outlined in the Jefferson County Public Schools’ School Leadership profile, an individual in this position serves as the school leader by providing leadership, community building, instructional leadership, and human and financial resources management.

REQUIREMENTS

  • 3+ years licensed experience in public or nonpublic K-12 schools, with 2+ years in educational administration or similar leadership roles.
  • Bachelor’s degree plus additional coursework for certification.
  • Colorado Principal License or in progress.
  • Skills in conflict management, problem solving, resource allocation, data analysis, and communication, including tech proficiency.
  • Ability to manage staffing, budgets, and crises, ensuring student safety and discipline.
  • Regular interaction with parents, students, law enforcement, vendors, media, and government agencies.
  • Direct supervision of various school staff, adhering to organizational policies and laws.
  • Support instructional programs, evaluate teachers, and lead curriculum development and implementation.
  • Analytical thinking, independent judgment, and quick decision-making in complex situations.
  • Strong understanding of student behavior, district policies, and community impact.
  • Physical demands include standing, walking, reaching, and occasional lifting.
  • Mental functions involve analysis, communication, evaluation, and interpersonal skills.
  • Occasional exposure to outside weather conditions, moderate noise level.

BENEFITS

Jeffco Benefits for this role include medical, vision, dental health coverage as well as a generous time off and a 21.4% PERA retirement plan match… as well as the benefit of having a positive impact on the leaders of tomorrow!

Jeffco Public Schools is a Single-State Employer. All candidates hired by Jeffco Public Schools must reside within the state of Colorado.

PRE-EMPLOYMENT REQUIREMENT

The successful new hire or rehire candidate will be responsible to complete and incur the fingerprinting and processing fee of $54.50 through an appropriate fingerprinting vendor and the Colorado Bureau of Investigation, within 48 hours of offer acceptance.

 

EQUAL EMPLOYMENT OPPORTUNITY

The Jefferson County School District does not discriminate on the basis of disability, race, color, creed, religion, national origin, age, sexual orientation, marital status, political affiliation, pregnancy, or gender.

Comments Off on Principal: ALLIES

Principal: ALLIES

Posted by | March 4, 2024 |

ABOUT ALLES AND THE POWER ZONE
District 49 and the POWER Zone seek an experienced, collaborative leader with the energy, integrity, and commitment that this outstanding community deserves.  ALLIES Dragons are 2nd-5th grade students with a profile of dyslexia, who are expertly and passionately served at our unique, non-traditional school.  Our students, staff, and families seek a leader who has proven knowledge and skills, the desire to learn and grow, and is driven to support students who experience unique challenges and gifts.  The ALLIES staff is a small, but powerful team who function with expertise and thrive in a collaborative culture where every team member has value.

We invite you to learn more about ALLIES through the provided links:
https://pztech.wixsite.com/powerzonechoice/copy-of-elementary-scho

 https://www.edweek.org/teaching-learning/video-how-this-public-school-meets-the-needs-of-students-with-dyslexia/2023/06

https://youtu.be/XpzeyURPce4?si=0F6xJ9rNDso20XoN

https://gazette.com/news/allies-program-in-d49-providing-intervention-for-children-with-characteristics-of-dyslexia/article_871d6e40-efa4-52db-9cf0-6af95349559a.html

ALLIES is part of the POWER Zone.  The POWER Zone is comprised of six unique and excellent schools across the northwest portion of District 49: Vista Ridge High School, Skyview Middle School, Inspiration View Elementary School, Ridgeview Elementary School, ALLIES, and Odyssey Elementary School.  Although POWER Zone schools are unique, we are guided by shared priorities that are built upon our long-standing values.
What makes the POWER Zone the BEST choice to learn, work, and lead?
We create POWERful People & Pathways through our priorities:

          People First – safety and support for students, staff, and families
          Opportunities – effective instruction and curriculum; pathways for every learner
          Whole Person – growth and achievement in academics, character, and passions
          Engaged Stakeholders – voice and choice for students, staff, and families
          Respectful Environments – collaborative and reflective culture

POWER Zone leaders, teachers, and support staff function to ensure a safe and collaborative culture, effective teaching in every classroom, and a guaranteed and viable curriculum.  Research-based resources are utilized in this work.  The Capturing Kids’ Heart process provides an inspiring relational framework that is used across all six campuses.  Marzano’s High Reliability Schools framework, Marzano’s the New Art & Science of Teaching instructional framework, and Seidlitz’s 7 Steps to a Language-Rich Interactive Classroom provide processes, elements, and strategies that promise a strong focus on teaching and learning and an excellent educational experience for every student.

Comments Off on Principal: ALLIES

Principal: ALLIES

Posted by | March 4, 2024 |

ABOUT ALLES AND THE POWER ZONE
District 49 and the POWER Zone seek an experienced, collaborative leader with the energy, integrity, and commitment that this outstanding community deserves.  ALLIES Dragons are 2nd-5th grade students with a profile of dyslexia, who are expertly and passionately served at our unique, non-traditional school.  Our students, staff, and families seek a leader who has proven knowledge and skills, the desire to learn and grow, and is driven to support students who experience unique challenges and gifts.  The ALLIES staff is a small, but powerful team who function with expertise and thrive in a collaborative culture where every team member has value.

We invite you to learn more about ALLIES through the provided links:
https://pztech.wixsite.com/powerzonechoice/copy-of-elementary-scho

 https://www.edweek.org/teaching-learning/video-how-this-public-school-meets-the-needs-of-students-with-dyslexia/2023/06

https://youtu.be/XpzeyURPce4?si=0F6xJ9rNDso20XoN

https://gazette.com/news/allies-program-in-d49-providing-intervention-for-children-with-characteristics-of-dyslexia/article_871d6e40-efa4-52db-9cf0-6af95349559a.html

ALLIES is part of the POWER Zone.  The POWER Zone is comprised of six unique and excellent schools across the northwest portion of District 49: Vista Ridge High School, Skyview Middle School, Inspiration View Elementary School, Ridgeview Elementary School, ALLIES, and Odyssey Elementary School.  Although POWER Zone schools are unique, we are guided by shared priorities that are built upon our long-standing values.
What makes the POWER Zone the BEST choice to learn, work, and lead?
We create POWERful People & Pathways through our priorities:

          People First – safety and support for students, staff, and families
          Opportunities – effective instruction and curriculum; pathways for every learner
          Whole Person – growth and achievement in academics, character, and passions
          Engaged Stakeholders – voice and choice for students, staff, and families
          Respectful Environments – collaborative and reflective culture

POWER Zone leaders, teachers, and support staff function to ensure a safe and collaborative culture, effective teaching in every classroom, and a guaranteed and viable curriculum.  Research-based resources are utilized in this work.  The Capturing Kids’ Heart process provides an inspiring relational framework that is used across all six campuses.  Marzano’s High Reliability Schools framework, Marzano’s the New Art & Science of Teaching instructional framework, and Seidlitz’s 7 Steps to a Language-Rich Interactive Classroom provide processes, elements, and strategies that promise a strong focus on teaching and learning and an excellent educational experience for every student.

ABOUT DISTRICT 49
District 49 is a progressive, rapidly growing district in eastern Colorado Springs. Home to more than 25,000 students and 2,000 staff members, District 49 aims to be the best district to learn, work and lead. As one of Colorado’s only two recognized Districts of Innovation, District 49 is a challenging and stimulating place to lead. As part of our commitment to innovate, we host a robust portfolio of conventional, charter, online, and blended schools, including homeschool support as well as career and technical education.

Comments Off on Principal: ALLIES

Principal: ALLIES

Posted by | March 4, 2024 |

ABOUT ALLES AND THE POWER ZONE
District 49 and the POWER Zone seek an experienced, collaborative leader with the energy, integrity, and commitment that this outstanding community deserves.  ALLIES Dragons are 2nd-5th grade students with a profile of dyslexia, who are expertly and passionately served at our unique, non-traditional school.  Our students, staff, and families seek a leader who has proven knowledge and skills, the desire to learn and grow, and is driven to support students who experience unique challenges and gifts.  The ALLIES staff is a small, but powerful team who function with expertise and thrive in a collaborative culture where every team member has value.

We invite you to learn more about ALLIES through the provided links:
https://pztech.wixsite.com/powerzonechoice/copy-of-elementary-scho

 https://www.edweek.org/teaching-learning/video-how-this-public-school-meets-the-needs-of-students-with-dyslexia/2023/06

https://youtu.be/XpzeyURPce4?si=0F6xJ9rNDso20XoN

https://gazette.com/news/allies-program-in-d49-providing-intervention-for-children-with-characteristics-of-dyslexia/article_871d6e40-efa4-52db-9cf0-6af95349559a.html

ALLIES is part of the POWER Zone.  The POWER Zone is comprised of six unique and excellent schools across the northwest portion of District 49: Vista Ridge High School, Skyview Middle School, Inspiration View Elementary School, Ridgeview Elementary School, ALLIES, and Odyssey Elementary School.  Although POWER Zone schools are unique, we are guided by shared priorities that are built upon our long-standing values.
What makes the POWER Zone the BEST choice to learn, work, and lead?
We create POWERful People & Pathways through our priorities:

          People First – safety and support for students, staff, and families
          Opportunities – effective instruction and curriculum; pathways for every learner
          Whole Person – growth and achievement in academics, character, and passions
          Engaged Stakeholders – voice and choice for students, staff, and families
          Respectful Environments – collaborative and reflective culture

POWER Zone leaders, teachers, and support staff function to ensure a safe and collaborative culture, effective teaching in every classroom, and a guaranteed and viable curriculum.  Research-based resources are utilized in this work.  The Capturing Kids’ Heart process provides an inspiring relational framework that is used across all six campuses.  Marzano’s High Reliability Schools framework, Marzano’s the New Art & Science of Teaching instructional framework, and Seidlitz’s 7 Steps to a Language-Rich Interactive Classroom provide processes, elements, and strategies that promise a strong focus on teaching and learning and an excellent educational experience for every student.

ABOUT DISTRICT 49
District 49 is a progressive, rapidly growing district in eastern Colorado Springs. Home to more than 25,000 students and 2,000 staff members, District 49 aims to be the best district to learn, work and lead. As one of Colorado’s only two recognized Districts of Innovation, District 49 is a challenging and stimulating place to lead. As part of our commitment to innovate, we host a robust portfolio of conventional, charter, online, and blended schools, including homeschool support as well as career and technical education.

Comments Off on Middle School Learning Specialist

Middle School Learning Specialist

Posted by | March 4, 2024 |

Position:

Middle School Learning Specialist 

 

The position will begin in August 2024 for the 2024-2025 school year. This position reports to the Head of Middle School and provides our kids with joyful, interactive learning experiences that give our kids choice and voice in their learning. We are looking for candidates who love supporting diverse learners and have a strong desire to teach middle school children.

 

About Stanley BPS: 

Stanley British Primary School, located in Denver’s Lowry neighborhood, is a progressive independent school serving 470 children from transitional kindergarten through 8th grade. For 50 years, Stanley classrooms have been filled with engaged learners guided by inspired teachers. At Stanley, a child’s education goes well beyond academics – our teachers and our instruction principles give children the opportunity to reach their full potential academically, creatively, socially, emotionally and physically. We asked parents, teachers, staff and students to reflect on why they chose Stanley BPS. The answers we heard reflect a place and a philosophy unlike any other in the Denver independent school landscape. Teaching and learning at Stanley goes beyond a simple education. Students here have a chance to play, to choose, to interact and to own and embrace their own learning. SBPS is committed to maintaining a diverse and inclusive school community. Candidates from diverse backgrounds are encouraged to apply.

We value:

  • An inclusive and diverse community 
  • Joyfulness 
  • Lifelong learning 
  • Positive and constructive communication 
  • Creativity, flexibility, and resourcefulness 
  • An understanding of children and childhood 
  • Commitment to making a positive difference in the world

Essential Duties and Responsibilities Include:

  • Inspire and educate kids to develop to their full potential.
  • Create a safe, supportive, mutually respectful classroom community that values the distinct contributions and abilities of each student. 
  • Commit to embodying inclusiveness as a core value in the classroom and within the school community and emphasizing the importance of diversity, equity, and inclusion within the curriculum and in all spaces.
  • Implement strategies and plans that are focused on meeting the needs of diverse learners and are consistent with current evidence-based educational practices.
  • Advocate for our kids with learning differences as the primary learning resource teacher, who partners with families from all middle school grades to support our students. 
  • Meet with parents as needed to reflect on their child’s progress and make necessary changes to goals and plans.
  • Create learning support plans for our kids with learning differences.
  • Plan weekly with grade-level teachers to talk about differentiation techniques and best practices, discuss kids with learning differences and all students in the class, and continue working toward creating an even more inclusive classroom experience.
  • Co-teach with grade-level colleagues to help implement differentiation techniques and best practices for our kids inside the classroom. 
  • Work as part of a grade-level team to support our kids’ needs. 
  • Lead utilizing our academic data systems and support the in-class interventions and strategies.
  • Participate and engage in professional activities and gatherings at team, departmental, divisional, and school-wide levels.
  • Engage in student-life activities including school assemblies, dances, clubs, electives, student grade-level meetings, and traveling on middle school overnight trips.
  • Assist with duties as needed, such as carpool, recess, lunch, and other duties as assigned.

 

Desired Qualifications and Background Experience: 

  • An appreciation for and understanding of Stanley British Primary’s philosophy of education, including the 7 goals for learners of self-awareness, collaboration, respect, curiosity, perseverance, academic resourcefulness, and joyful, lifelong learning. 
  • A deep enjoyment of working with middle school kids and getting to know them as individual people, honoring and valuing each unique child.
  • A commitment to, enjoyment of, and appreciation of the development needs of middle school students. 
  • A commitment to improving one’s craft and growing professionally, modeling the joyful, lifelong learning we seek to impart on our students. 
  • A background in special education, ideally a bachelor’s or master’s degree in special education, educational intervention, or a related field.
  • Experience working in a diverse environment. 
  • Highly organized and attentive to detail, able to keep track of a wide variety of dates, deadlines, and logistics. 
  • A willingness to pitch in and help out wherever needed.
  • A self-starter who is attentive to the needs of individual kids.
  • Strong oral and written communication skills. 
  • Excellent collaboration skills that support students and colleagues.
  • Flexible and able to manage details and follow-through.
  • Familiarity and comfort with a range of technology, including the Google platform, and Microsoft suite software.

 

Salary and Benefits:

Salary range is $54,000 – $75,000 based on experience and education 

 

The salary range listed is just one component of Stanley’s total compensation for employees. Stanley offers wide-ranging opportunities to supplement individual salary with stipends. Stanley provides excellent benefits including medical, dental, life and disability insurance, retirement, paid time off in addition to paid fall, holiday and spring breaks, tuition remission and professional development.   

 

Equal Opportunity Employer 

Stanley BPS is committed to a policy of nondiscrimination and equal opportunity for all persons regardless of race, ethnicity, color, religion, sex, gender identity or expression, sexual orientation, national origin, age, disability, or veteran status. This policy covers all programs, services, policies, and procedures of Stanley BPS, including admissions, employment and access to services and programs. 

Comments Off on Middle School Social Studies Teacher

Middle School Social Studies Teacher

Posted by | March 4, 2024 |

Position:

Middle School Social Studies Teacher 

 

The position will begin in August 2024 for the 2024-2025 school year. This position reports to the Head of Middle School and provides our kids with joyful, interactive learning experiences that give our kids choice and voice in their learning. We are looking for candidates who love social studies and the study of societies and people and have a strong desire to teach middle school children.

 

About Stanley BPS: 

Stanley British Primary School, located in Denver’s Lowry neighborhood, is a progressive independent school serving 470 children from transitional kindergarten through 8th grade. For 50 years, Stanley classrooms have been filled with engaged learners guided by inspired teachers. At Stanley, a child’s education goes well beyond academics – our teachers and our instruction principles give children the opportunity to reach their full potential academically, creatively, socially, emotionally and physically. We asked parents, teachers, staff and students to reflect on why they chose Stanley BPS. The answers we heard reflect a place and a philosophy unlike any other in the Denver independent school landscape. Teaching and learning at Stanley goes beyond a simple education. Students here have a chance to play, to choose, to interact and to own and embrace their own learning. SBPS is committed to maintaining a diverse and inclusive school community. Candidates from diverse backgrounds are encouraged to apply.

We value:

  • An inclusive and diverse community 
  • Joyfulness 
  • Lifelong learning 
  • Positive and constructive communication 
  • Creativity, flexibility, and resourcefulness 
  • An understanding of children and childhood 
  • Commitment to making a positive difference in the world

 

Essential Duties and Responsibilities: 

  • Inspire and educate kids to develop to their full potential.
  • Create a safe, supportive, mutually respectful classroom community that values the distinct contributions and abilities of each student.
  • Teach three sections of middle school social studies classes per trimester. 
  • Commit to embodying inclusiveness as a core value in the classroom and within the school community and emphasizing the importance of diversity, equity, and inclusion within the curriculum and in all spaces.
  • Work within a team-based, collaborative environment to support students of varied levels and abilities. 
  • Develop curricula that builds on the scope and sequence of the middle school social studies curriculum. 
  • Collaborate with colleagues to provide interdisciplinary learning opportunities for students across class. 
  • Team teach homeroom with multi-aged kids with colleagues.
  • Advise middle school kids.
  • Participate and engage in professional activities and gatherings at team, departmental, divisional, and school-wide levels.
  • Engage in student-life activities including school assemblies, dances, clubs, electives, student grade-level meetings, and traveling on middle school overnight trips, such as homeroom camping trip, the 6th-grade trip, 7th-grade Moab trip, and the 8th-grade England trip. 
  • Assist with duties as needed, such as carpool, recess, lunch, and other duties as assigned.

 

Desired Qualifications and Background Experience: 

  • An appreciation for and understanding of Stanley British Primary’s philosophy of education, including the 7 goals for learners of self-awareness, collaboration, respect, curiosity, perseverance, academic resourcefulness, and joyful, lifelong learning. 
  • A deep enjoyment of working with middle school kids and getting to know them as individual people, honoring and valuing each unique child.
  • A commitment to, enjoyment of, and appreciation of the development needs of middle school students. 
  • A commitment to improving one’s craft and growing professionally, modeling the joyful, lifelong learning we seek to impart on our students. 
  • A bachelor’s degree is required. 
  • Experience working in a diverse environment. 
  • Highly organized and attentive to detail, able to keep track of a wide variety of dates, deadlines, and logistics. 
  • A willingness to pitch in and help out wherever needed.
  • A self-starter who is attentive to the needs of individual kids.
  • Strong oral and written communication skills. 
  • Excellent collaboration skills that support students and colleagues.
  • Flexible and able to manage details and follow-through.
  • Familiarity and comfort with a range of technology, including the Google platform, and Microsoft suite software.

 

Salary and Benefits:

Salary range is $54,000-$80,000 based on experience and education. 

The salary range listed is just one component of Stanley’s total compensation for employees. Stanley offers wide-ranging opportunities to supplement individual salary with stipends. Stanley provides excellent benefits including medical, dental, life and disability insurance, retirement, paid time off in addition to paid fall, holiday and spring breaks, tuition remission and professional development.   

 

Equal Opportunity Employer 

Stanley BPS is committed to a policy of nondiscrimination and equal opportunity for all persons regardless of race, ethnicity, color, religion, sex, gender identity or expression, sexual orientation, national origin, age, disability, or veteran status. This policy covers all programs, services, policies, and procedures of Stanley BPS, including admissions, employment and access to services and programs. 

Comments Off on Substitute Teacher, ECE, Sped, K-12

Substitute Teacher, ECE, Sped, K-12

Posted by | March 1, 2024 |

This is a substitute teacher role, pay is based on days worked, experience and credentials.

Get hands-on teaching experience on your own schedule. We offer the highest pay rates among substitute providers, with up to $189 for day-to-day assignments and more for long-term assignments.

We care about our educators and want to give you the tools to excel in the classroom. We listen to your preferences, provide you with a consultant who helps develop your skills and pay excellent rates.

We support you by:

  • Doing 1:1 check-ins and discussing school feedback with you
  • Listening to your needs and preferences before matching you with assignments
  • Being just a call away for any concerns or questions
  • Offering free, online training that covers trauma-informed teaching, classroom management, and more
  • Designating a Scoot consultant to support your subbing journey – Most of our consultants used to be teachers so they can share teaching advice.

Additional Benefits:

  • Get paid weekly
  • Earn up to $189 for day-to-day assignments and more for long-term. While pay varies based on credentials, the school, and the assignment, we strive to pay the highest rates among substitute providers.
  • Be a W-2 employee so no fussing with taxes
  • We reimburse you for expenses related to state background checks
  • Refer friends to sub with Scoot – after they work 10 shifts, you both earn $100 gift cards

In Demand: Bilingual (Spanish), K-12, Special Education, and Pre-K School Teachers. All positions are looking for day-to-day and long-term substitutes

You’ll need:

  • High School Diploma or Bachelor’s degree
  • Three professional references with one by a previous direct supervisor
  • CO Substitute Teacher Authorization (either have or be in the process of obtaining)
  • Background check (we’ll cover the cost of the one you do with Scoot!)
  • A passion for education and putting students first
  • An empathetic nature, a growth mindset, and a drive to be the best you can be

 

This is a substitute teacher role, pay is based on days worked, experience and credentials.

 

About Scoot Education: Scoot Education is an educational staffing company that bridges the gap between schools in need and stellar educators to ensure that students don’t lose valuable learning. We are tech-driven, but human-enabled, and come with 5+ years across America on top of 15+ years of global expertise. We are dedicated to helping create exceptional experiences in education, and care about developing meaningful relationships with our substitutes and school communities. We strive to make all decisions based on our “BE GREAT” values: Belief, Equity, Growth, Relationships, Empower, Attitude, and Team.

Comments Off on Chief Communication Officer

Chief Communication Officer

Posted by | March 1, 2024 |

Comments Off on Principal (PreK-12)

Principal (PreK-12)

Posted by | February 28, 2024 |

Position available

Principal, Pre K-12

Open until filled

 

Starting salary: $70,000 (Negotiable depending on experience)

 

Description of Position/Program

Peetz School is looking for their next building-level leader who is willing to continue the traditions and progressiveness of Peetz School in its mission of academic excellence, career-connected learning, and college readiness for all of its students.  Peetz School is entering its second phase of a construction project that will create a new school.  The Principal will play a pivotal role in developing procedures and processes within the new facility.  As the school leader, the principal is surrounded by a dedicated staff, outstanding students, and a supportive community.  Additional information about Peetz School can be found at www.peetzschool.org.

Duties/ Responsibilities

The PK-12 Principal is accountable for the curriculum, instruction and learning in the building.  She/he is responsible for the following:

  • Development and implementation of curriculum in all grade levels and content areas that are aligned to the Colorado Academic Standards.
  • Supervision of classroom instruction
  • Faculty evaluations
  • Student discipline
  • Faculty professional development
  • Parent communication
  • Extra-curricular activity supervision
  • Staff meetings
  • All other duties as assigned by the Superintendent

 

Required Qualifications

  • M.Ed. in Educational Leadership or similar degree
    • Candidates in route to completion of required qualifications will be considered
  • Colorado Principal Certification
  • Classroom teaching experience
  • Strong knowledge of effective instructional practices
  • Demonstrated conflict resolution and communication skills
  • Ability to be fair, consistent and reasonable in student discipline
  • Positive attitude with friendly and open disposition

 

 

 

Desired Qualifications

  • Successful school leadership experience in rural schools
  • Experience with special needs students
  • Classroom experience in both elementary and secondary environments
  • Experience in curriculum development
  • Love of and desire to live in a rural setting

Plateau School District RE-5 does not unlawfully discriminate on the basis of race, color, nationality, sex, age, marital status, sexual orientation, or disability in admission or access to, or treatment or employment in its educational programs or activities.

Comments Off on Director of (Learner-Centered) Curriculum and Instruction

Director of (Learner-Centered) Curriculum and Instruction

Posted by | February 28, 2024 |

Job Type: Full-time, Exempt

Location: Denver, Colorado

Works closely with: Head of School of Embark Education, Embark Education leadership team, Core Educators, Enterprise Team

Salary Range and Benefits: $85,000 – $117,000

Unlimited PTO Policy, Medical, Dental, Vision Insurance, STD, LTD, Life Insurance, Wellness Stipend, 401k participation with up to 6% match, annual professional development opportunities 

Application Deadline:  March 18, 2024

 

We believe that traditional hiring practices have historically and systemically marginalized entire groups of people — including people of color, people from working class backgrounds, women, and people in the LGBTQIA+ community to name a few. We believe that we are better as an organization when we work to deconstruct the barriers intrinsic in that system so that our team has authentic representation from diverse communities, backgrounds and beliefs. Hence, we strongly encourage people with these identities or who are members of other marginalized communities to apply for roles within our team.

 

Overview
This is not an ordinary leadership role, and this is not an ordinary school. Embark Education is a micro-school embedded in a small business in North Denver that supports learners to courageously inquire, engage, and discover a sense of self. Our vision is for all community members (adults too) to learn courageously. Embark is built on three design pillars: Embedded, Integrated, and Learner-Centered. 

Our mission, vision, and design pillars come to life at Embark through our learning hub–Pinwheel Coffee–with the greater Denver area as our classroom. Our curriculum is integrated into the shop operations and grounded in our competencies. Learning is rigorous and relevant to the work in the shop and the world around us. Learners at Embark never ask, “Why am I learning this?” 

Position Description
The Director of Curriculum and Instruction will partner with the Head of School and our strong team of educators and enterprise team as a strategic thought partner and capacity builder. They will also lead professional learning internally for our educators seeking to grow in their learner-centered practice. Additionally, this role will include roughly 25% of direction instruction leading/co-leading instructions.  Maintaining a solid connection for instruction is pivotal in leading instructional practice.

The education team comprises dynamic individuals steeped in understanding youth development, passionate about respecting and working with and alongside adolescents, and able to give s real leadership while still being accountable for measurable academics.

We know it’s a big ask and a non-traditional environment, but it will be the most fulfilling, inspiring, and impactful leadership role for the right candidate.  Simply put, we are looking for a change agent who has a deep passion and understanding of adolescents.

Responsibilities in this role will include:

  • Learner-Centered Curriculum and Instruction
    • Support and coach educators and enterprise teams to strengthen the learning process through a learner-centered lens
    • Development, codification, and support of embedded curriculum, both solo and in conjunction with educators and enterprise team
    • Analyze academic and growth and oversee internal and external assessments( work samples, interim assessments, and performance-based assessments) to determine how to develop materials better and provide targeted high-quality teacher support.
    • Build community partnerships to support across all content areas
    • Identify current Embark practices for transferable learner-centered content and, where necessary, compose the tools to capture those practices
    • Other duties as assigned.
  • Program Development
  • Desire and ability to grow and develop the skill set to present at conferences, write articles, and be a leader in the educational community
  • Work with our marketing team and consultants to share our work and maintain and raise our reputation
  • Have a command of the entirety of the Embark curriculum and the ability to communicate educational philosophy to parents and the education community locally, regionally, and nationally
  • Develop and support professional learning opportunities both for the Embark education team but also identifies opportunities for practices at Embark to be developed into opportunities for external audiences
  • Have an understanding of adult learning theories and can nimbly code-switch between students, educators, and community
  • Support the school’s impact evaluation work
  • Other duties as assigned
  • Embark Culture
    • Be an active member of the Embark community daily
    • Leadership role in cultivating community partnerships, connecting students with outside experts, coordinating Discovery Days, etc.
    • Step in as the primary point of learning for educators as needed, anticipated approximately  25% of your time  
    • Actively be a partner participant in developing culture (run Morning Meeting, restorative circles, be an Advisor)
    • Assist in  marketing, recruitment, admissions, and enrollment
    • Demonstrate ability to manage conflict in the workplace and school setting by effectively applying conflict resolution strategies and confronting issues as they arise
    • Other duties as assigned

As the ideal candidate, you bring experience or willingness to embrace the following:

  • Equity, anti-bias, and anti-racism: Work with the team and learners to understand and act to address the impacts of racism and systems of oppression in our community and society.
  • Learner-centered: Hold a mindset of starting first with learners and their needs to inform curriculum and instruction decisions, as well as school systems and structures.  Universally, our learners and community ranked being aware and connecting with learners as their top priority.
  • Collaboration: You build trusting and positive relationships with colleagues and partners through a 2-way thought partnership. You recognize and engage the skills, expertise, methods, and resources of others in shared work

 

  • Implement:  You effectively manage and implement programs. Underlying skills include: 
    • Organizing and coordinating  ideas, tasks, and people 
    • Awareness of and ability to live in the details and logistics
    • Communicate effectively  internally and externally

 

  • Integrated: Join an interdisciplinary (all core content areas), cross-grade level (6-8) team. Working in a deeply collaborative way with core educators and shop staff to design and implement learning experiences. 
  • Competency-based design and feedback: Use our competencies as the foundation of learner learning experiences.  Competencies, not content, are what we teach and assess.
  • Embedded: Design and facilitate learning experiences directly connected to the shop’s work or use the shop as a lens to develop a greater understanding of the world. 

Minimum Qualifications

  • 3+ years in instructional, programmatic or school leadership
  • Bachelor’s degree + coursework or other training in school leadership (could be Master’s degree, principal licensure, etc)

 

Preferred Qualifications

These preferred qualifications would be nice to have in our community but not required to fill the position. If this position speaks to you, please don’t be dissuaded from applying by anything on this list. 

  • Current Colorado teaching license
  • Experience crafting and executing the strategic plan
  • Background leading support (MTSS/RTI etc.) a plus
  • Background in project-based learning a plus
Comments Off on Learner-Centered, Middle Grades Educator

Learner-Centered, Middle Grades Educator

Posted by | February 28, 2024 |

Job Type: Full-time, Exempt

Location: Denver, Colorado

Salary Range and Benefits: $70,000 – $85,000

Unlimited PTO Policy, Medical, Dental, Vision Insurance, STD, LTD, Life Insurance, Wellness Stipend, 401k participation with up to 6% match, annual professional development opportunities 

Application Deadline:  March 18, 2024

 

We believe that traditional hiring practices have historically and systemically marginalized entire groups of people — including people of color, people from working class backgrounds, women and people in the LGBTQIA+ community to name a few. We believe that we are better as an organization when we work to deconstruct the barriers intrinsic in that system so that our team has authentic representation from diverse communities, backgrounds and beliefs. Hence, we strongly encourage people with these identities or who are members of other marginalized communities to apply for roles within our team.

Overview

This is not an ordinary “teacher” role, and this is not an ordinary school. Embark Education is a micro-school embedded in a small business in North Denver that supports learners to courageously inquire, engage, and discover a sense of self. Our vision is for all community members (adults too) to learn courageously. Embark is built on three design pillars: Embedded, Integrated, and Learner-Centered. 

Our mission, vision, and design pillars come to life at Embark through our learning hub–Pinwheel Coffee–with the greater Denver area as our classroom. Our curriculum is integrated into the shop operations and grounded in our competencies. Learning is rigorous and relevant to the work in the shop and the world around us. Learners at Embark never ask, “Why am I learning this?” 

For example, when Pinwheel lost one of its coffee roasters, learners were challenged to find a new partner whose values aligned with the business and their own. They engaged in an extensive process to evaluate a series of potential roasters putting their inquiry, evaluation, and communication skills into action. This very real shop need created the opportunity for educators, including the Pinwheel team, to intentionally teach and give feedback on the Embark competencies while knowing key content–math, writing, and research–were also addressed. 

This is not a traditional teacher’s role, and using the title “Educator” is only relevant if you go to the Latin root “Educo,” meaning to draw out from what is already inside. The role of the adults at Embark is to cultivate an environment and create the conditions where deep learning and exploration can occur. 

Position Description
This learner-centered middle school educator position for 2024/25 will build on our first five years of learning in developing a middle school for middle schoolers. You will be joining a small, dedicated team of innovative educators who work collaboratively together and with our shop staff to design meaningful learning experiences for our learners with high intentionality. You should be willing to work in a collaborative interdisciplinary way and transcend traditional content areas. You should be passionate about learners, families, and educational change. You hold relationships at the center while embodying an entrepreneurial spirit of a founding educator. This position is a unique opportunity for an innovative educator to grow and thrive. 

As the ideal candidate, you bring experience or willingness to embrace the following:

  • Equity, anti-bias, and anti-racism: Work with the team and learners to understand and act to address the impacts of racism and systems of oppression in our community and society.
  • Learner-centered: Hold a mindset of starting first with learners and their needs to inform curriculum and instruction decisions, as well as school systems and structures.  Universally, our learners and community ranked being aware and connecting with learners as their top priority.
  • Integrated: Join an interdisciplinary (all core content areas), cross-grade level (6-8) team. Working in a deeply collaborative way with two other educators and shop staff to design and implement learning experiences. 
  • Competency-based design and feedback: Use our competencies as the foundation of learner learning experiences.  Competencies, not content, are what we teach and assess.
  • Embedded: Design and facilitate learning experiences directly connected to the shop’s work or use the shop as a lens to develop a greater understanding of the world. 
  • Content: Possess a strong background in a content area AND the curiosity and desire to push beyond it. We recognize that you likely have a background in traditional content areas such as Math, Science, English, or Social Studies.  These are critical, and we value someone with a deep understanding of one or more of them so they can nimbly use them as the vehicle for meaningful learning rather than the destination. 
  • Revolutionary: Be ready to share your learning and journey with the broader educational community at a local and national level. Embark exists to be more than a cool school in the back of a coffee shop. Educators challenge the status quo and advocate fiercely for a shift in the paradigm toward learner-centeredness. We do this through our daily decisions in teaching and through sharing our work. 

Minimum Qualifications

  • 3+ years leading a classroom
  • Bachelor’s degree
Comments Off on Roaring Fork High School Principal

Roaring Fork High School Principal

Posted by | February 19, 2024 |

Responsible for the collective success of a school, including the learning, growth and achievement of both students and staff. As the schools’ primary instructional leader, they will enable critical discourse and data-driven reflection about curriculum, assessment, instruction, and student progress, and create structures to facilitate improvement.  They will create systems that maximize the utilization of resources and human capital, foster collaboration, and facilitate constructive change. By creating a common vision and articulating shared values, they will lead and manage their schools in a manner that supports schools’ ability to promote equity and to continually improve their positive impact on students and families.

 

SUPERVISION RECEIVED AND EXERCISED 

 

Receives direct supervision from the Superintendent and/or Chief Academic Officer.

 

Supervises building licensed staff and non licensed staff.

 

 

PRIMARY DUTIES

 

The following are examples of primary duties assigned to the Principal. Other related primary duties and responsibilities may be assigned.

 

  • Strategic Leadership: Collaboratively develop the vision, mission, values, expectations and goals of the school; Provide for data-based progress monitoring; Collaborate with staff and school community to implement strategies to move those goals forward.
  • Instructional Leadership: Promote school-wide efforts to establish, implement; and refine appropriate expectations for curriculum, instructional practices, assessment and use of data on student learning that result in student academic achievement; Support teachers through ongoing, actionable feedback and needs-based professional development; Hold all staff accountable for setting and achieving rigorous performance goals for all students, and empower staff to achieve these goals across content areas.
  • School Cultural and Equity Leadership: Articulate, model and positively reinforce a clear vision and values of the school’s culture, and involve students, families and staff in creating an inclusive and welcoming climate that supports it.
  • Human Resource Leadership: Establish and effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing staff; Ensure that the school is a professional learning community; Participate in job fairs, screen applications and interview candidates for certified and classified positions; supervise the Athletic Director; hire, train and supervise athletic coaches and club sponsors; schedule and coordinate games or events; attend athletic games or events and provide supervision when necessary.
  • Managerial Leadership: Establish systems to improve student learning and overall healthy development for all students; Proactively manage interactions and relationships, including those among and between parents/guardians, students and staff; Ensure that the school provides a supportive environment that fosters a climate of safety, respect, and well-being; Provide supervision of the school campus during school hours and at extracurricular activities sponsored by the school; Supervise student discipline to promote a positive school climate.
  • External Leadership: Design and/or utilize structures and processes, which result in family and community engagement, support and ownership for the school; Develop systems and relationships to leverage the school district and community resources available to them both within and outside of the school in order to maximize the school’s ability to serve the best interest of students and families.

 

 

QUALIFICATIONS 

 

Knowledge of: 

 

  • Educational needs of high school students
  • Knowledge of curriculum development and effective instructional practices
  • Knowledge of using data to promote student achievement
  • Positive discipline and classroom management techniques
  • Effective public speaking and presentation techniques
  • Principles of supervision, training and performance evaluation
  • Pertinent Federal, State and local laws, codes and regulation
  • English usage, spelling, grammar and punctuation
  • Modern office procedures and methods
  • Principles of business and letter writing and basic report preparation

 

 

Ability to: 

 

 

  • Supervise, plan and direct standards based education practices and curriculum development
  • Implement district programs
  • Oversee, direct and coordinate the work of staff
  • Recruit, select, supervise, develop and evaluate staff
  • Analyze situations and generate effective strategies
  • Develop goals and implement plans, systems and procedures to achieve them
  • Attend professional development, conferences and meetings (including evenings and weekends)
  • Attend and supervise student and community activities (including evenings, weekends and holidays)
  • Make presentations as required; create excitement for learning
  • Be reflective on performance and have a continuous improvement mindset
  • Communicate clearly and concisely, both orally and in writing
  • Establish and maintain effective working relationships with those contacted in the course of work
  • Motivate staff and students to achieve high levels of engagement and performance

 

Principal/director candidates are assessed using the following Roaring Fork Schools Leadership Competencies (derived from research about effective school leadership and from feedback from the School community):

 

  • Experience with Special Education, culturally and linguistically diverse students, and MTSS systems
  • Ability to build strong relationships with students, staff, and community members; relatable and engaging
  • Visible in the school; involved, hands-on leadership
  • High school teaching and leadership experience
  • Approachable, accessible, and empathetic
  • Has high expectations for self and others, with consistent follow-through
  • Experience and success with shared decision-making and collaboration
  • Bilingual leader preferred
  • Inclusive: values diversity, supports all students, leads with equity, is welcoming to all
  • Experience with working in communities with similar demographic and size

 

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Elementary School Counselor

Posted by | February 19, 2024 |

Job Description Elementary (K-6) School Counselor
Elementary (K-6) School Counselor Page 1 of 2
Job Title:
Counselor
Salary Range:
$45,000 – $50,000
Job Family:
Certified
FLSA Status:
Exempt
Work Year:
10 Month
# of Work Days
167
Position Purpose Under the general Supervision of the Principal, School counselors are educators uniquely trained in child development, learning strategies, self- management and social skills, who understand and promote success for today’s diverse students. They implement a school counseling program to support students through this important developmental period.
American School Counselor Association
https://www.schoolcounselor.org Skills
Knowledge of basic counseling skills, management, and leadership; ability to work with individuals, small groups, classroom groups, and collaboratively with stakeholders; ability to communicate effectively; demonstrated skills in oral and written communication; demonstrated skills in organization and problem solving; ability to analyze existing processes and identify areas for improvement; and ability to act as a representative of Kiowa Schools.
Primary Responsibility
Provide support and leadership in the implementation of a comprehensive, data-driven school counseling program aligned with the Kiowa School District’s mission and vision to promote academic, social-emotional, and college/career development, while ensuring equity and access for all students.
Essential Functions
• Provide relevant student learning experiences supporting academic achievement, college and career readiness and social emotional growth.
o Demonstrate an understanding of the comprehensive counseling program components in accordance with the district’s 21st century comprehensive counseling framework.
o Utilize the district’s standards and competencies in comprehensive school counseling program planning that support student mindsets and behaviors.
o Creates annual, data driven goals that advance student outcomes in areas of academic achievement, career/college readiness, and social emotional development.
• Demonstrates the ability to design, implement, analyze and document outcomes of a comprehensive school counseling program aligned to district, state and national standards.
o Delivers responsive services such as crisis response as needed.
o Coordinate with school staff to provide supportive instructional classroom activities that relate to student academic achievement, college and career goals and social emotional needs.
o Conduct individual and group counseling with students to support their academic, college and career readiness, and social emotional needs.
o Design and implement a data driven school counseling program for all students to address student learning barriers and close the achievement/opportunity gap.
• Demonstrate a commitment to school counseling, professional ethics and professional growth opportunities.
o Maintains appropriate confidentiality of student information and records.
o Adhere to legal and ethical guidelines and professional standards of the school counseling profession.
o Attend and participate in faculty and district level meetings and other staff development, in addition to professional growth activities as needed and/or supported by the principal.
Job Description Elementary (K-6) School Counselor
Elementary (K-6) School Counselor Page 2 of 2
o Apply newly acquired knowledge and skills in the planning and implementation of a comprehensive school counseling program.
• Communicate effectively with students, parents/guardians, district, school personnel, and other stakeholders.
o Model correct use of oral and written language.
o Interact in a professional manner with students, parents, and staff.
o Demonstrate punctuality, maintain regular attendance, and make necessary arrangements for absences.
o Create a climate of accessibility for parents and students by demonstrating a collaborative and approachable style.
• Promote a safe, positive learning environment, which is inclusive of all students.
o Demonstrate belief in the capacity of all students to be successful.
o Facilitates access to appropriate educational learning experiences for all students to reach their educational goals.
• Fosters school and family collaboration to support positive student outcomes.
o Perform other duties as assigned.
Additional Duties
Performs other related tasks as assigned by the Principal
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.
Equipment
Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone
Travel Requirements
Travels to school district buildings and professional meetings as required
Physical and Mental Demands, Work Hazards
Works in standard office and school building environments
Fringe Benefits (Reference School Board policy GCBD/GDBD)
• Eight (8) Discretionary Days renewing annually July 1.
• Discretionary not used by June 30th will be moved to sick bank days up to a total of 40 days. Once 40 days have been accumulated additional days will be paid out in August at a rate of half the daily rate of a certified substitute.
• One (1) weeks paid vacation will be granted after one year of service.
• Two (2) weeks paid vacation will be granted after two years of service.
• Vacation may be accumulated up to 16 days, any days not used over 16 days will not be paid out or banked.
• Eligible for School District’s benefits plans.

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Principal-Cottonwood Elementary

Posted by | February 17, 2024 |

 

Position Title:  Elementary Principal
Exempt
Site:
 Cottonwood Elementary School
Direct Supervisor: Superintendent
Contracted Length Term10-month position
Salary: A competitive salary commensurate with education and experience: Elementary Principal Salary Schedule (starting at $89,932 based on 23/24 salary schedule, experience and education)
Work Schedule: 198 days (late July – mid June)
Interview schedule: Notification of selection by March 15th.  Interviews tentatively scheduled for March 22nd. All dates are subject to change.District Summary
Nestled within Colorado’s gorgeous Western Slope, the towns of Montrose and Olathe are surrounded by an endless variety of prospects for exploration and adventure (Black Canyon National Park, Telluride and the San Juan Mountains to the South, along with rivers, lakes and streams). MCSD is one of the largest rural school districts in Colorado with a great focus on STEM including the arts.  Which means we are small enough to be neighborly, but still big enough to continue growing (with short commutes to school and work).

Cottonwood Elementary School Overview
Cottonwood Elementary is a Capturing Kids’ Hearts Showcase school who’s mission is to come Together to Inspire, Learn and Grow.   We work to infuse these core values into all of our work. Cottonwood has 40 staff members that serve 415 students in a K-5 setting.  We believe at Cottonwood that each member of our community matters. We strive to make every student, employee, family member, or community member welcome at our school. We believe that each of us is responsible for growing and changing our practices to be the best version of ourselves.

Benefits
At MCSD, we care about our employees and their loved ones. Our benefits package consist of the following items: a variety of health insurance plans with employer contribution, including dental and vision insurance, Telehealth, a $50,000 life insurance policy with optional additional coverage, PERA retirement contribution, supplemental insurance options including pet insurance, no match tax shelter account options including 401K, 457(b), 403 (b) and Roth, before tax deductions and flexible spending options, paid leave options and holidays based upon the position, Employee Assistance Program (EAP) and a Wellness program.

Added perks: Great people to work with, professional development and advancement opportunities, and multiple wellness programs and incentives.

Summary of Position
Montrose County School District RE-1J is looking for a motivated, collaborative elementary principal.  We are looking for a principal to lead us to that next level through innovation, systems improvement, and high expectations for all. This leader should be able to communicate to the community and the school district, as well as to partner with other district schools. The ideal principal candidate is able to collect and analyze data and make action plans based on that data. The candidate will be able to implement practices that supports improvement plans and require all staff to maintain those changes as well. Additionally, the leader will be expected to communicate a positive vision, and address critics early in the process.

Essential Duties and Responsibilities

  • Planning, development, organization, coordination, and super­vision of instructional programs and activities, which includes curriculum development, program and activity development, and design and delivery processes, and in the development of implementation strategies.
  • Work with the community, parents, and students in many activities, including volunteer involved parents and an active Parent Advisory Committee.
  • Perform need assessments, feasibility planning, and a variety of other research and development functions and activities as assigned.
  • Advise, counsel, and assist instructional, support, and ancillary personnel in problem solving activities pertaining to student behavior management, shaping, and control problems, and in the determination of alternative problem solutions.
  • Review, inspect, audit, and evaluate student attendance processes and procedures, and as necessary recommends revisions to the process to ensure an effective and efficient operational mode.
  • May register and place students in classes in accordance with individual student instructional needs.
  • May perform a variety of guidance related activities, including educational and social counseling and the conduct of standard and criterion referenced placement aptitude tests.
  • May assist in the planning, organization, and coordination of an instructional support program, including pupil services, instructional materials develop­ment, storage, and retrieval systems.
  • Assist in the planning, organization, and conduct of student govern­ment activity programs.
  • Serve as a liaison to safety and youth service agencies in resolving student management and control problems and student attendance and welfare problems.
  • Review, audit, and evaluate instructional and non-instructional personnel performance and provides technical performance evaluation input.
  • May assist in the planning, development, and organization of District and site advisory committees and groups.
  • Assist in development and implementation of staff motivational strategies.
  • All other duties as assigned.

Qualifications:
Education/Certification:

  • Education must commensurate CDE’s licensure requirements.
  • Hold a valid Colorado Principal’s license or the equivalent from another state, upon hire.
  • Possession of a valid Motor Vehicle Operator’s License.

Experience:

  • Three years of successful principal experience strongly preferred.
  • Experience with diverse student populations.

Language skills:

  • Excellent written and oral skills.

Physical Requirements:
The physical requirements indicated below are examples of the physical aspects that this position classification must perform in carrying out essential job functions.

  • Persons performing service in this position classification will exert 5 to 50 pounds of force frequently to lift, carry, push, pull, or otherwise move objects.
  • This type of work involves operating a vehicle, sitting, walking, and/or standing.
  • Exposure to hot, cold, wet, humid, or windy conditions caused by weather may occasionally be experienced.
  • Perceiving the nature of sound, near and far vision, depth perception, providing oral information, the manual dexterity to operate business related equipment, and handle and work with various materials and objects are important aspects of this job.
  • CBI/FBI background clearance and a clean driving record.

Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.

Condition of Employment: Insurability by the District’s liability insurance carrier.

To learn about living in Montrose County click on the link below
Comments Off on Superintendent – Lewis-Palmer School District 38, CO

Superintendent – Lewis-Palmer School District 38, CO

Posted by | February 16, 2024 |

Superintendent Search

 

Lewis-Palmer School District 38

Monument, Colorado

 

Apply to www.macnjake.com  

 

The Lewis-Palmer School District 38 Board of Education in Monument, Colorado, is seeking a highly qualified Superintendent.  The Board wishes to have the successful candidate assume the responsibilities of the position no later than July 1, 2024.

 

McPherson & Jacobson, L.L.C., Executive Recruitment and Development has been engaged as the consultant in a search for outstanding candidates. They will assist the governing board in identifying and screening the candidates.

 

Enrollment: 6,500

 

Location: Monument, Colorado

 

The Qualifications

 

The candidate must have the background, skills, and abilities essential for leading a high-performing school district. The board recognizes that selecting a superintendent is one of the most important decisions it will make.

 

The Board of Education seeks an inspirational leader who demonstrates:

  • An ability to earn trust with staff members, parents, and the community at large
  • Integrity, a tireless work ethic, strong emotional intelligence, and power and quality listening skills
  • A willingness to honor the successes and traditions of D-38 while looking forward as a data-informed, strategic innovator
  • Commitment to high standards, continuous improvement, and accountability for all
  • Advocacy for local control, and the ability to view the greater educational landscape as it impacts D-38
  • The capacity to embrace disruption as an opportunity and separate urgent from important
  • A regular presence in schools and genuine advocacy for students and staff
  • Balanced academic and business acumen, experience effectively managing human capital, a record of fiscal responsibility, and demonstrated consistent leadership over time

 

Additional Requirements:

  • Selected candidate must possess or qualify for required Colorado licensure

 

Total Compensation:  $190,000 – $225,000 subject to negotiation

 

Search Timeline:

  • Closing date for applications: March 8, 2024 (11:59 p.m. central time)
  • Selection of Finalists: March 22, 2024
  • Public Forum with Finalists: April 4, 2024
  • Finalists Interviews with the Board of Education: April 5, 2024
  • Selection of new Superintendent: TBD

 

Comments Off on Coordinator, Early Childhood Education

Coordinator, Early Childhood Education

Posted by | February 14, 2024 |

Comments Off on Early Childhood Special Education Teacher

Early Childhood Special Education Teacher

Posted by | February 13, 2024 |

Meeker School District is seeking highly qualified individuals to fill the full time position of Early Childhood Special Education Teacher.  The District prefers a person with a strong knowledge of special education methodologies and working with educationally disabled children, preferably at the early childhood level ages 0-8.

Meeker School District has an approximate enrollment of 750 students in grades Pre-K through Twelve.  The Elementary School has approximately 340 students prek-5th.  We are seeking individuals who have the understanding of the intellectual, social, and emotional needs of a pre-k through 2nd grade student. The Meeker Re-1 School District is seeking an enthusiastic person who wants to join a staff committed to “Excellence in all we do”.

Salary Scale: $43,015 – $92,482 annual. All years teaching experience will be honored for veteran teachers.

Date Available: Position begins August 1, 2024

Job Functions/Qualifications:

  • Provide case management (oversees special education process)
    • Assure and verify that Individual Education Plan (IEP) services are implemented in compliance with federal, state, and district regulations
    • Assure compliance with special education procedural requirements
    • Communicate and coordinate among home, school, and other agencies, and regular and special education programs
    • Facilitate placement
    • Train classroom staff
    •   Schedule team meetings
  • Develop and implement IEPs
  • Assist with developing and implementing Behavior Intervention Plans
  • Provide direct instructional services
  • Develop and modify curriculum
  • Develop accommodations
  • Coordinate appropriate services
  • Monitor assessments and progress
  • Liaison and consult with teachers, providers, administrators, parents, service agencies, and community
  • Delegate related services (OT, speech, vision, hearing)
  • Schedule and provide in-class support
  • Other duties as assigned
  • The District is willing to consider candidates for an Alternative Licensure Program.

The alternative teacher pathway allows districts to hire candidates with specific content knowledge and who hold an undergraduate or higher degree from a regionally accredited institution of higher education to teach while completing the necessary teacher training based on the Colorado Teacher Quality Standards. Alternative teacher preparation programs vary in length from 1 year to 2 years (though special education generalist candidates may take a third year, if necessary). While serving as a teacher, alternative candidates put what they learn into practice immediately. Anyone who meets this criteria and is interested in teaching should contact the school district.

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Barone Middle School Mathematics Teacher

Posted by | February 13, 2024 |

Barone Middle School is seeking individuals with the ability to teach 6th, 7th and 8th grades. The District prefers a person with strong knowledge and understanding of standards-based education, with a willingness to work, or successful experience in a collaborative culture dedicated to using data to drive instruction, differentiation, and student learning.

Meeker School District has an approximate enrollment of 720 students in grades Pre-K through Twelve. The Middle School has approximately 170 students grades 6-8. We are seeking an individual who has the understanding of the intellectual, social, and emotional needs of the middle school student. Professional involvement beyond the local level and successful teaching experience are desirable. The Meeker Re-1 School District is seeking an enthusiastic person who wants to join a staff committed to “Excellence in all we do”.

Salary Scale: $43,015 – $92,482 annual. All years teaching experience will be honored for veteran teachers.

Date Available: Position begins August 1, 2024

Job Functions/Qualifications:

  • Models ethical standards, continual growth, collaborative work, and care and concern for students, materials, and facilities.
  • The Classroom teacher demonstrates effective classroom management strategies.
  • The classroom teacher will use state and district standards to drive the design of standards-based assessment, planning and instruction.
  • The classroom teacher demonstrates effective and appropriate communication skills.
  • The teacher must be appropriately certified and/or licensed as a teacher in the State of Colorado as provided by law.
  • Licensed staff must be qualified for the area or grade level in which they perform, meeting Colorado Department of Education accreditation standards.
  • Demonstrate effective problem solving skills.
  • Knowledge of curriculum, assessment, models of instruction.
  • Other job duties as assigned. To view the full Job Description, click HERE.
  • The District is willing to consider candidates for an Alternative Licensure Program.

The alternative teacher pathway allows districts to hire candidates with specific content knowledge and who hold an undergraduate or higher degree from a regionally accredited institution of higher education to teach while completing the necessary teacher training based on the Colorado Teacher Quality Standards. Alternative teacher preparation programs vary in length from 1 year to 2 years (though special education generalist candidates may take a third year, if necessary). While serving as a teacher, alternative candidates put what they learn into practice immediately. Anyone who meets this criteria and is interested in teaching should contact the school district.

Comments Off on 5th Grade Language Arts Teacher 2024-2025

5th Grade Language Arts Teacher 2024-2025

Posted by | February 11, 2024 |

Are you a dynamic and passionate educator with a burning desire to ignite young minds? Do you possess the brilliance, enthusiasm, and innovation to transform education into a thrilling adventure that is both fun and challenging for students? Are you passionate about communication and literacy?   If so, we want to meet you! Aspen Academy has an amazing opportunity for a 5th grade Communication and Literacy Teacher.  The position entails teaching three blocks / day, only one prep and one advisory. Classes up to 18 students.  

About Aspen Academy:

Located in the southern metro area of beautiful Denver, Colorado, at Aspen Academy, we’re not just a school; we’re a community committed to shaping the leaders of tomorrow. Our dedication to Next Generation education sets us apart, as we equip students with the enduring life skills they need for future success. We look at learning as a way to ignite the personal passions and interests of each and every student. Our unique leadership, finance, and entrepreneurial development (LiFE) program prepares students for life. Students thrive as they build lasting relationships with peers and teachers through small class sizes and a community focus. 

Diversity and inclusion are foundational at Aspen Academy. We are passionate about cultivating a diverse and inclusive working and learning environment, celebrating and supporting differences. 

We embody and promote the community’s values in our thoughts, words, and actions, serving as committed and supportive co-leaders in realizing Aspen Academy’s vision and mission:

  • Our values: Be Kind. Do Good. Work Hard. Make the World Better.
  • Our mission: We edify and inspire students and educators to grow, learn and lead.
  • Our vision: We are a national leader in innovative and transformative education.

Does this inspire you?  Then please read on.

  • You cultivate students’ curiosity, engagement, growth and performance in academic, intellectual, social and emotional domains. 
  • You set empathetic limits with students, encourage natural consequences, and foster responsible decision-making in a supportive environment.
  • You are a competent, compassionate, creative, dedicated and enthusiastic professional. You are committed to your own growth and improvement. 
  • You possess strong instructional pedagogy, in addition to curiosity and expertise in the content to be taught. 
  • You are an excellent communicator, both written and verbal. 
  • You consistently exhibit strengths in time management and organization, as well as social and emotional intelligence and cultural competency.

If this describes you, please apply to join our team.

Our Teachers’ Responsibilities:

  • Classroom Strategies and Behaviors: Communicating learning goals and feedback, establishing rules and procedures; helping students interact, practice and deepen new knowledge, and generate and test hypotheses; engaging students; recognizing adherence to norms and procedures; establishing and maintaining effective relationships with students; communicating high expectations for all students. Creating and maintaining a classroom environment aligned with “Love and Logic” Principles.
  • Serving as Leadership, Finance, Entrepreneurship (LiFE) Coach:  Executing engaging lessons daily, evaluating lesson efficacy, integrating LiFE themes into the core curriculum, and leading impactful programs to develop strong Leadership, Finance, and Entrepreneurship skills in students. Ensuring effective scaffolding of learning, practice, and mastery of these skills in themselves and their students.
  • Planning and Preparing: Planning and preparing for lessons and units, resources and technology, needs of neurodiverse learners and differentiated learning styles, implementation of culturally responsive classrooms.
  • Developing and Maintaining Strong, Positive and Productive Partnerships: Communicating proactively, positively and consistently with students, parents, teammates, and our community, fostering a collaborative and supportive community.  
  • Reflecting on Teaching: Evaluating personal performance as well as developing and implementing a professional growth plan.
  • Collegiality and Professionalism: Champion a positive environment; promoting an exchange of ideas and strategies;promoting our school and its community’s development. 

Qualifications:  

  • Required: Bachelor’s degree. Master’s degree preferred. 
  • Preferred: Teaching certification.  Orton Gillingham Morphology training.
  • 3-5 years classroom experience.
  • Evidence of content mastery. 
  • A passion for Next Generation learning.
  • Exceptional communication and interpersonal skills.
  • A commitment to igniting curiosity, and making learning fun and challenging.
  • Proficient use of computer software, Google and learning management systems (Blackbaud preferred). 
  • Grant permission for a criminal background check upon hire. 
  • Meet physical demands to perform essential functions of the role.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions: Ability to work full-time, including occasional evenings and weekends; work in person/in the school building; speak for long periods of time. Regularly required to stand; walk; use hands; reach with hands and arms; and stoop, kneel, or crouch.  Frequently lift and/or move up to 25 pounds; occasionally life up to 50 pounds. 

Aspen Academy is proud to be an equal opportunity workplace committed to providing an environment of mutual respect, where equal employment opportunities are available to all applicants and teammates without regard to race, color, religion, sex, pregnancy, national origin, age, physical and mental disability, marital status, sexual orientation, gender identity, gender expression, and military and veteran status. 

Compensation Package:

Health, dental, vision, employer-paid telehealth, a holistic EAP, 403(b) with matching and more. Aspen Academy offers an excellent compensation package including wide-ranging opportunities for professional development with a generous annual stipend, and a talented and dedicated staff of teaching professionals and supportive administrators.

Salary Range: Starting annual salary $54,137-$81,932 (based on education & experience step and ladder, max 9 years teaching experience credit) 

Comments Off on 3rd Grade Math Teacher 2024-2025

3rd Grade Math Teacher 2024-2025

Posted by | February 11, 2024 |

Are you a dynamic and passionate educator with a burning desire to ignite young minds? Do you possess the brilliance, enthusiasm, and innovation to transform education into a thrilling adventure that is both fun and challenging for students? If you love Math, deeply believe everyone can succeed in learning math and love exploring how it matters in life, we want to meet you! Aspen Academy has an amazing opportunity for a 3rd grade Math Teacher.  The position entails teaching three blocks / day, only one prep and one advisory. Classes up to 18 students.  

About Aspen Academy:

Located in the southern metro area of beautiful Denver, Colorado, at Aspen Academy, we’re not just a school; we’re a community committed to shaping the leaders of tomorrow. Our dedication to Next Generation education sets us apart, as we equip students with the enduring life skills they need for future success. We look at learning as a way to ignite the personal passions and interests of each and every student. Our unique leadership, finance, and entrepreneurial development (LiFE) program prepares students for life. Students thrive as they build lasting relationships with peers and teachers through small class sizes and a community focus. 

Diversity and inclusion are foundational at Aspen Academy. We are passionate about cultivating a diverse and inclusive working and learning environment, celebrating and supporting differences. 

We embody and promote the community’s values in our thoughts, words, and actions, serving as committed and supportive co-leaders in realizing Aspen Academy’s vision and mission:

  • Our values: Be Kind. Do Good. Work Hard. Make the World Better.
  • Our mission: We edify and inspire students and educators to grow, learn and lead.
  • Our vision: We are a national leader in innovative and transformative education.

Does this inspire you?  Then please read on.

  • You cultivate students’ curiosity, engagement, growth and performance in academic, intellectual, social and emotional domains. 
  • You set empathetic limits with students, encourage natural consequences, and foster responsible decision-making in a supportive environment.
  • You are a competent, compassionate, creative, dedicated and enthusiastic professional. You are committed to your own growth and improvement. 
  • You possess strong instructional pedagogy, in addition to curiosity and expertise in the content to be taught. 
  • You are an excellent communicator, both written and verbal. 
  • You consistently exhibit strengths in time management and organization, as well as social and emotional intelligence and cultural competency.

If this describes you, please apply to join our team.

Our Teachers’ Responsibilities:

  • Classroom Strategies and Behaviors: Communicating learning goals and feedback, establishing rules and procedures; helping students interact, practice and deepen new knowledge, and generate and test hypotheses; engaging students; recognizing adherence to norms and procedures; establishing and maintaining effective relationships with students; communicating high expectations for all students. Creating and maintaining a classroom environment aligned with “Love and Logic” Principles.
  • Serving as Leadership, Finance, Entrepreneurship (LiFE) Coach:  Executing engaging lessons daily, evaluating lesson efficacy, integrating LiFE themes into the core curriculum, and leading impactful programs to develop strong Leadership, Finance, and Entrepreneurship skills in students. Ensuring effective scaffolding of learning, practice, and mastery of these skills in themselves and their students.
  • Planning and Preparing: Planning and preparing for lessons and units, resources and technology, needs of neurodiverse learners and differentiated learning styles, implementation of culturally responsive classrooms.
  • Developing and Maintaining Strong, Positive and Productive Partnerships: Communicating proactively, positively and consistently with students, parents, teammates, and our community, fostering a collaborative and supportive community.  
  • Reflecting on Teaching: Evaluating personal performance as well as developing and implementing a professional growth plan.
  • Collegiality and Professionalism: Champion a positive environment; promoting an exchange of ideas and strategies;promoting our school and its community’s development. 

Qualifications:  

  • Required: Bachelor’s degree. Master’s degree preferred. 
  • Preferred: Teaching certification.  Singapore Math.
  • 3-5 years classroom experience.
  • Evidence of content mastery. 
  • A passion for Next Generation learning.
  • Exceptional communication and interpersonal skills.
  • A commitment to igniting curiosity, and making learning fun and challenging.
  • Proficient use of computer software, Google and learning management systems (Blackbaud preferred). 
  • Grant permission for a criminal background check upon hire. 
  • Meet physical demands to perform essential functions of the role.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions: Ability to work full-time, including occasional evenings and weekends; work in person/in the school building; speak for long periods of time. Regularly required to stand; walk; use hands; reach with hands and arms; and stoop, kneel, or crouch.  Frequently lift and/or move up to 25 pounds; occasionally life up to 50 pounds. 

Aspen Academy is proud to be an equal opportunity workplace committed to providing an environment of mutual respect, where equal employment opportunities are available to all applicants and teammates without regard to race, color, religion, sex, pregnancy, national origin, age, physical and mental disability, marital status, sexual orientation, gender identity, gender expression, and military and veteran status. 

Compensation Package:

Health, dental, vision, employer-paid telehealth, a holistic EAP, 403(b) with matching and more. Aspen Academy offers an excellent compensation package including wide-ranging opportunities for professional development with a generous annual stipend, and a talented and dedicated staff of teaching professionals and supportive administrators.Salary Range: Starting annual salary $54,137-$81,932 (based on education & experience step and ladder, max 9 years teaching experience credit)

Comments Off on Student Support Manager – Lower School 2024-2025

Student Support Manager – Lower School 2024-2025

Posted by | February 11, 2024 |

Is supporting students to develop skills and strategies to shore up learning gaps your idea of the best job in the world?  Do you thrive in supporting teachers to develop best practices within their classrooms for all students? Are you known for building supportive, collaborative, trusting relationships with students, parents and teachers?  If so, we want to meet you!

About Aspen Academy:

Located in the southern metro area of beautiful Denver, Colorado, at Aspen Academy, we’re not just a school; we’re a community committed to shaping the leaders of tomorrow. Our dedication to Next Generation education sets us apart, as we equip students with the enduring life skills they need for future success. We look at learning as a way to ignite the personal passions and interests of each and every student. Our unique leadership, finance, and entrepreneurial development (LiFE) program prepares students for life. Students thrive as they build lasting relationships with peers and teachers through small class sizes and a community focus. 

Diversity and inclusion are foundational at Aspen Academy. We are passionate about cultivating a diverse and inclusive working and learning environment, celebrating and supporting differences. 

We embody and promote the community’s values in our thoughts, words, and actions, serving as committed and supportive co-leaders in realizing Aspen Academy’s vision and mission:

  • Our values: Be Kind. Do Good. Work Hard. Make the World Better.
  • Our mission: We edify and inspire students and educators to grow, learn and lead.
  • Our vision: We are a national leader in innovative and transformative education.

Does this inspire you?  Then please read on.

  • You possess strong instructional pedagogy with a wide range of learners.
  • You cultivate and effectively apply your knowledge of current approaches to instruction and learning to facilitate faculty growth and support student growth and performance in academic, intellectual, social and emotional domains. 
  • You cultivate positive, collaborative relationships with students, colleagues and families with the result of student engagement, growth and performance in academic, intellectual, social and emotional domains. 
  • You are a competent, compassionate, creative, dedicated and enthusiastic professional. You are committed to growth and improvement. 
  • You are an excellent communicator, both written and verbal. 
  • Your strengths include time, organization and project management; and you demonstrate strong social and emotional intelligence, and cultural competency.

If this describes you, please apply to join our team.

Responsibilities:

  • Screening: In partnership with the Academic Division Directors, provide universal screening for all students early in each school year
  • Prevention & Support: Utilize the Multi-Tiered System of Supports (MTSS) framework for instruction, intervention, and supports for academic and behavioral needs. At all levels, place attention on selection of evidence-based practices and fidelity of implementation, with consideration for cultural and linguistic responsiveness and recognition of student strengths. Work as a team with teachers, school counselors/psychologist and the division director to assess students and plan interventions. 
    • Work in concert with core teachers to ensure that Tier 1 includes high-quality, schoolwide academic, social, emotional, and behavioral programming and supports designed to meet the needs of all students. At Tier 1, educators use instructional strategies and practices shown to be effective for the student population and educational context. 
    • At Tier 2, provide standardized academic interventions or targeted behavioral or mental health supports using validated intervention programs to support students identified as at-risk. 
    • At Tier 3, create written accommodation plans for students with documented diagnosed learning disabilities; share the plan and conferences regarding the plan with teachers and parents; ensure that the plan is being adhered to by the teachers in partnership with the Division Director. Provide support, coaching and accountability to the parent of a student on a Tier 3 plan to secure external intervention as needed. 
  • Progress Monitoring: Monitor student progress over the course of the year to assess the student growth and performance, to quantify a student’s rate of improvement or responsiveness to instruction or intervention, and to evaluate the effectiveness of instruction using valid and reliable measures. 
  • Data Analysis and Decision Making: Support and manage the student growth and performance database. Conduct data analysis at all levels of MTSS implementation to make decisions about instruction, movement within the multi-level prevention system, intensification of instruction and supports, and identification of students with disabilities (in accordance with state law). Use implementation data to evaluate the extent to which assessments are working in and out of the classroom. 
  • Instruction and Coaching of Teachers and Parents: Conduct professional development and workshops for faculty and parents to understand and deliver interventions and support in the classroom and at home, respectively. 
  • Records: Maintain confidential student records and keep accurate documentation of sessions, meetings, and assessments
  • External Agencies and Support: Working with the Division Counselor/School Psychologist, provide external referrals for students identified at risk for further assessment and/or therapies and support. 

Education, Experience, and Qualifications:  

  • Required: Bachelor’s degree. Master’s degree preferred. 
  • Special Education degree or credential.
  • Preferred: Experience in Orton Gillingham, Linda Mood Bell, Slingerland, Singapore Mathematics.
  • Minimum of 2 years of experience with academic intervention, differentiated instruction; learning disabilities; Psycho-educational test report analysis; IEP/Accommodation Plan development.
  • Experience with lower school students, preferably within independent schools.
  • Strong interpersonal and communication skills particularly as it relates to the delivery of complex student information in a compassionate and empathetic manner.
  • Strong organizational skills.
  • Ability to manage multiple priorities in a fast-paced, dynamic environment.
  • Professional personal practice of cultural competency development.
  • Proficient use of computer, Microsoft Office, Google, and Canvas. 
  • Grant permission for a criminal background check upon hire. 
  • Meet physical demands to perform essential functions of the role.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions: Ability to work full-time, including occasional evenings and weekends; work in person/in the school building; speak for long periods of time. Regularly required to stand; walk; use hands; reach with hands and arms; and stoop, kneel, or crouch.  Frequently lift and/or move up to 10 pounds; occasionally life up to 25 pounds. 

Aspen Academy is proud to be an equal opportunity workplace committed to providing an environment of mutual respect, where equal employment opportunities are available to all applicants and teammates without regard to race, color, religion, sex, pregnancy, national origin, age, physical and mental disability, marital status, sexual orientation, gender identity, gender expression, and military and veteran status. 

Compensation Package:

Health, dental, vision, employer-paid telehealth, a holistic EAP, 403(b) with matching and more. Aspen Academy offers an excellent compensation package including wide-ranging opportunities for professional development with a generous annual stipend, and a talented and dedicated staff of teaching professionals and supportive administrators.

Salary Range: Starting annual salary $54,137-$81,932 (based on education & experience step and ladder, max 9 years teaching experience credit) 

 

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Director of Transportation

Posted by | February 9, 2024 |

If you are an experienced Transportation professional, interested in a leadership position and taking your career to the next level, we want to hear from you!

 

RFSD is currently seeking applications for the position of District Transportation Director. Reporting to the Chief Operating Officer, this dynamic, Director-level position plays a key role in District operations, providing both strategic leadership and day-to-day management for the Transportation Department, and providing safe, efficient, transportation services for all eligible students while operating in a friendly, supportive and comfortable environment.

 

JOB DUTIES:

 

Supervision:

 

  • Supervises the Fleet Manager, Operations Manager, Driver Trainer, and all bus drivers
  • Establishes and effectively manages processes and systems that ensure a knowledgeable, high-quality, high-performing staff.

 

Strategic Leadership:

 

  • Develops the vision, mission, values, expectations and goals of the Transportation Department.
  • Ensures that transportation supports academic achievement and developmental outcomes for all students.
  • Collaborates with and engages stakeholders to implement strategies for continuous improvement.
  • Proactively and efficiently manages the Department’s interactions and relationships, including those among and between parents/guardians, students, staff, external agencies and transportation employees.
  • Develops and implements strategic initiatives to recruit and retain department employees.
  • Directs the revision and update of school board and transportation policies and procedures.
  • Uses accident and safety data analysis to ensure and recommend department policies/procedures.
  • Regularly communicates to District leadership and staff regarding transportation news and updates.
  • Presents to the board of education as needed.

 

Operations:

 

  • Oversees and directs fleet maintenance, route coordination, driver training and administrative functions.
  • Ensures that all state required transportation obligations are met for Special Needs and McKinney Vento (homeless) classified students
  • Ensures that clear expectations, structures, rules and procedures are established for students and staff.
  • Develops and administers the Transportation budget, including planning, forecasting and capital expenditures.
  • Advises the Chief Operating Officer on road and weather conditions for the determination of school closures during inclement weather.
  • Supervises and implements the driver drug and alcohol testing program per FMCSA regulations
  • Stays informed and knowledgeable of current federal and state laws, rules and regulations pertaining to student transportation.
  • Responds to emergency situations during and after standard hours for the purpose of resolving immediate safety concerns.
  • Manages the operations of a multi-site department; which includes facilities, equipment, and technology.
  • Develops and manages emergency transportation planning, including evacuation and reunification protocols

 

Comments Off on Glenwood Springs Middle School Principal

Glenwood Springs Middle School Principal

Posted by | February 9, 2024 |

Responsible for the collective success of a school, including the learning, growth and achievement of both students and staff. As the schools’ primary instructional leader, they will enable critical discourse and data-driven reflection about curriculum, assessment, instruction, and student progress, and create structures to facilitate improvement.  They will create systems that maximize the utilization of resources and human capital, foster collaboration, and facilitate constructive change. By creating a common vision and articulating shared values, they will lead and manage their schools in a manner that supports schools’ ability to promote equity and to continually improve their positive impact on students and families.

SUPERVISION RECEIVED AND EXERCISED 

Receives direct supervision from the Superintendent and/or Chief Academic Officer and/or Executive Director of Schools

Supervises building licensed staff and non licensed staff.

PRIMARY DUTIES

The following are examples of primary duties assigned to the Principal. Other related primary duties and responsibilities may be assigned.

  • Strategic Leadership: Collaboratively develop the vision, mission, values, expectations and goals of the school; Provide for data-based progress monitoring; Collaborate with staff and school community to implement strategies to move those goals forward.

  • Instructional Leadership: Promote school-wide efforts to establish, implement; and refine appropriate expectations for curriculum, instructional practices, assessment and use of data on student learning that result in student academic achievement; Support teachers through ongoing, actionable feedback and needs-based professional development; Hold all staff accountable for setting and achieving rigorous performance goals for all students, and empower staff to achieve these goals across content areas.

  • School Cultural and Equity Leadership: Articulate, model and positively reinforce a clear vision and values of the school’s culture, and involve students, families and staff in creating an inclusive and welcoming climate that supports it.

  • Human Resource Leadership: Establish and effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing staff; Ensure that the school is a professional learning community; Participate in job fairs, screen applications and interview candidates for certified and classified positions; supervise the Athletic Director; hire, train and supervise athletic coaches and club sponsors; schedule and coordinate games or events; attend athletic games or events and provide supervision when necessary.

  • Managerial Leadership: Establish systems to improve student learning and overall healthy development for all students; Proactively manage interactions and relationships, including those among and between parents/guardians, students and staff; Ensure that the school provides a supportive environment that fosters a climate of safety, respect, and well-being; Provide supervision of the school campus during school hours and at extracurricular activities sponsored by the school; Supervise student discipline to promote a positive school climate.

  • External Leadership: Design and/or utilize structures and processes, which result in family and community engagement, support and ownership for the school; Develop systems and relationships to leverage the school district and community resources available to them both within and outside of the school in order to maximize the school’s ability to serve the best interest of students and families.

Comments Off on Basalt High School Assistant Principal

Basalt High School Assistant Principal

Posted by | February 9, 2024 |

DEFINITION 

To fulfill responsibilities assigned by the principal and assist the principal in the development and continuous operation of a school to ensure that every student develops the enduring knowledge, skills and character to thrive in a changing world.

SUPERVISION RECEIVED AND EXERCISED 

Receives direct supervision from the Principal.

Supervises licensed staff and non-licensed staff.

 

PRIMARY DUTIES 

The following are examples of primary duties assigned to the Assistant Principal.  Other related primary duties and responsibilities may be assigned.

  • Strategic Leadership: Work in partnership with the principal to develop the vision, mission, values, expectations and goals of the school; Provide for data-based progress monitoring; Collaborate with staff and school community to implement strategies to move those goals forward.

  • Instructional Leadership: Create processes and schedules which maximize student success and instructional time; Support teachers through ongoing, actionable feedback and needs-based professional development; Hold all staff accountable for setting and achieving rigorous performance goals for all students, and empower staff to achieve these goals across content areas.

  • School Cultural and Equity Leadership: Articulate, model and positively reinforce a clear vision and values of the school’s culture, and involve students, families and staff in creating an inclusive and welcoming climate that supports it.

  • Human Resource Leadership: Establish and effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing staff.

  • Managerial Leadership: Establish systems to improve student learning and overall healthy development for all students; Proactively manage interactions and relationships, including those among and between parents/guardians, students and staff; Ensure that the school provides a supportive environment that fosters a climate of safety, respect, and well-being; Provide supervision of the school campus during school hours and at extracurricular activities sponsored by the school.

  • External Leadership: Design and/or utilize structures and processes, which result in family and community engagement, support and ownership for the school; Develop systems and relationships to leverage the school district and community resources available to them both within and outside of the school in order to maximize the school’s ability to serve the best interest of students and families.

 

Comments Off on Glenwood Springs Middle School Assistant Principal

Glenwood Springs Middle School Assistant Principal

Posted by | February 9, 2024 |

DEFINITION 

Responsible for the collective success of a school, including the learning, growth and achievement of both students and staff. As the schools’ primary instructional leader, they will enable critical discourse and data-driven reflection about curriculum, assessment, instruction, and student progress, and create structures to facilitate improvement.  They will create systems that maximize the utilization of resources and human capital, foster collaboration, and facilitate constructive change. By creating a common vision and articulating shared values, they will lead and manage their schools in a manner that supports schools’ ability to promote equity and to continually improve their positive impact on students and families.

SUPERVISION RECEIVED AND EXERCISED 

Receives direct supervision from the Superintendent and/or Chief Academic Officer and/or Executive Director of Schools

Supervises building licensed staff and non licensed staff.

PRIMARY DUTIES

The following are examples of primary duties assigned to the Principal. Other related primary duties and responsibilities may be assigned.

  • Strategic Leadership: Collaboratively develop the vision, mission, values, expectations and goals of the school; Provide for data-based progress monitoring; Collaborate with staff and school community to implement strategies to move those goals forward.

  • Instructional Leadership: Promote school-wide efforts to establish, implement; and refine appropriate expectations for curriculum, instructional practices, assessment and use of data on student learning that result in student academic achievement; Support teachers through ongoing, actionable feedback and needs-based professional development; Hold all staff accountable for setting and achieving rigorous performance goals for all students, and empower staff to achieve these goals across content areas.

  • School Cultural and Equity Leadership: Articulate, model and positively reinforce a clear vision and values of the school’s culture, and involve students, families and staff in creating an inclusive and welcoming climate that supports it.

  • Human Resource Leadership: Establish and effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing staff; Ensure that the school is a professional learning community; Participate in job fairs, screen applications and interview candidates for certified and classified positions; supervise the Athletic Director; hire, train and supervise athletic coaches and club sponsors; schedule and coordinate games or events; attend athletic games or events and provide supervision when necessary.

  • Managerial Leadership: Establish systems to improve student learning and overall healthy development for all students; Proactively manage interactions and relationships, including those among and between parents/guardians, students and staff; Ensure that the school provides a supportive environment that fosters a climate of safety, respect, and well-being; Provide supervision of the school campus during school hours and at extracurricular activities sponsored by the school; Supervise student discipline to promote a positive school climate.

  • External Leadership: Design and/or utilize structures and processes, which result in family and community engagement, support and ownership for the school; Develop systems and relationships to leverage the school district and community resources available to them both within and outside of the school in order to maximize the school’s ability to serve the best interest of students and families.

Principal/director candidates are assessed using the following Roaring Fork Schools Leadership Competencies (derived from research about effective school leadership and from feedback from the School community):

  • Ability to execute a strategic vision.

  • Team oriented: effective as a team leader and team member; works with staff to create conditions for collective efficacy. Creates strong partnership with school leaders.

  • Practices data-driven decision making.

  • Ability to work with and respond to the community. Passionate and knowledgeable about Glenwood Springs and the Roaring Fork Valley.

  • Demonstrates ability to build trust and relationships. Follow through on commitments. Shows persistence. Treats others with respect.

  • Show emotional awareness in self and others.Open to diverse ideas, good listener.

  • Demonstrates ability to solve problems analytically and conceptually. Shows the ability to influence.

  • Plans, organizes, manages responsibilities effectively.

  • Shows confidence to lead, takes responsibility for mistakes.

  • Dedicated to inclusivity – values diversity, supports all students, prioritizes equity, aware of post-Covid environments, welcoming to all.

  • Ability to successfully help teachers grow in their practice through strong instructional coaching and instructional leadership.

  • Demonstrates kindness, compassion, positivity, calm, patience, a good sense of humor.

 

Comments Off on Superintendent – Norwood Public Schools, CO

Superintendent – Norwood Public Schools, CO

Posted by | February 9, 2024 |

Superintendent Search

 

Norwood Public Schools

Norwood, Colorado

 

Apply to www.macnjake.com  

 

The Norwood Public Schools Board of Education is seeking a highly qualified, fully certified, educational leader to serve as Superintendent. The Board wishes to have the successful candidate assume the responsibilities of the position, July 1, 2024.

 

McPherson & Jacobson, L.L.C., Executive Recruitment and Development, in collaboration with the Colorado Association of School Boards, has been engaged as the consultant in a search for outstanding candidates. They will assist the Board of Education in identifying and screening the candidates.

 

Enrollment: 193 students

 

Location: 125 miles south of Grand Junction and 30 miles west of Telluride

 

 

The Qualifications

 

The candidate must have the background, skills, and abilities essential for excellence in educational leadership. The board recognizes that selecting a superintendent is one of the most important decisions it will make. The board has identified the following desired characteristics:

  • Leadership: A collaborative leader who works to keep the momentum of the district going with a strategic focus. A team player who seeks to understand the current workings of the district and will work with staff strengths.  A leader with site leadership experience.  A humble, competent, confident leader who always seeks to understand the people they serve.  A leader who sets and models high expectations for themselves as well as promotes and sets high expectations for staff and students. A leader who loves the rural community and is willing to live in the community for the long term.

 

  • Educator: An inspirational leader with classroom experience and prior principal experience. An instructional leader who has an appetite to learn and has a love for children.  A leader who will listen to the staff while shaping a curriculum focus. An educator who works toward meeting the needs of all students.

 

  • Communication: A leader who listens to everyone impacted by a decision before deciding. A person who is willing to be the “Face” of the district.  A person who wants to be present in the Norwood community. A person who writes, speaks, and reads on a professional level.  A person who values the presence of others.

 

  • Innovator: A person who thinks outside of the box. A leader who loves research and will keep what is working and build a system of improvement throughout the district.  A leader who treasures diversity as a base for learning.

 

Additional Requirement/Preference:

  • The candidate will be required to live within the school district boundaries
  • It is preferred that the candidate have a superintendent license or is able/willing to obtain one

 

Salary Range:  $102,000-$115,000 the district covers family health insurance

Search Timeline:

 

  • Closing Date for Applications:  March 18, 2024
  • Board of Education Selects Finalists:  April 3, 2024
  • Candidate Interviews: April 12, 2024
  • Selection of New Superintendent: April 13, 2024
  • Start Date: July 1, 2024

 

Comments Off on Aurora Public School Educator Job Fair

Aurora Public School Educator Job Fair

Posted by | February 7, 2024 |

Aurora Public Schools Educator Job Fair

Do you have what it takes to make a difference in one of Colorado’s largest and most diverse school districts?  Join us!

  • Discover the benefits of working in Aurora Public Schools
  • Starting salary of $59,000 for first year educators with a bachelor’s degree
  • Meet with school-site administrators from all levels: Early Childhood – 12th grade
  • RSVP for this in-person Job Fair here.  Walk-ins welcome!
  • Not able to attend in-person Job Fair but want to share your resume and interest with our schools?  Access our Virtual Resume Expo here.
  • Candidates should hold or be eligible for educator certification in Colorado by July, 2024.  Student teachers and out-of-state educators welcome!

Please RSVP for the in-person Job Fair by February 23, 2024 here.

Aurora Public Schools Educator Job Fair

Saturday, February 24, 2024

9:00 a.m. – 12:00 p.m.

Professional Learning & Conference Center

15771 E. 1st Avenue, Aurora, CO 80011

Comments Off on Principal, Crawford Elementary

Principal, Crawford Elementary

Posted by | February 7, 2024 |

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School Psychologist

Posted by | February 5, 2024 |

● Provide psycho-educational and special educational services in multiple buildings to a population aged birth to 21 in an Administrative Unit (Gunnison and Hinsdale school districts) of approximately 2,200 students.
● Will be able to assess and identify cognitive, academic, social, emotional, behavioral, and
adaptive abilities of students.
● Will be familiar with various assessment instruments and researched based interventions.
● Will be familiar with Functional Behavior Assessments and able to help develop Behavior
Intervention Plans.
● Work collaboratively with other school personnel, teachers, counselors, psychologists,  and administration.
● Will be able to consult with various grade level teams in the problem solving process and
Response to Intervention process.
● Potentially provide counseling services and group work with students.
● Work along with community agencies in a collaborative effort to meet the needs of all families in the administrative unit.

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Assistant Principal Basalt High School

Posted by | February 4, 2024 |

BASALT HIGH SCHOOL ASSISTANT PRINCIPAL

 

DEFINITION

To fulfill responsibilities assigned by the principal and assist the principal in the development and continuous operation of a school to ensure that every student develops the enduring knowledge, skills and character to thrive in a changing world.

SUPERVISION RECEIVED AND EXERCISED

Receives direct supervision from the Principal.

 

Supervises licensed staff and non-licensed staff.

 

PRIMARY DUTIES

The following are examples of primary duties assigned to the Assistant Principal.  Other related primary duties and responsibilities may be assigned.

  • Strategic Leadership: Work in partnership with the principal to develop the vision, mission, values, expectations and goals of the school; Provide for data-based progress monitoring; Collaborate with staff and school community to implement strategies to move those goals forward.

  • Instructional Leadership: Create processes and schedules which maximize student success and instructional time; Support teachers through ongoing, actionable feedback and needs-based professional development; Hold all staff accountable for setting and achieving rigorous performance goals for all students, and empower staff to achieve these goals across content areas.

  • School Cultural and Equity Leadership: Articulate, model and positively reinforce a clear vision and values of the school’s culture, and involve students, families and staff in creating an inclusive and welcoming climate that supports it.

  • Human Resource Leadership: Establish and effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing staff.

  • Managerial Leadership: Establish systems to improve student learning and overall healthy development for all students; Proactively manage interactions and relationships, including those among and between parents/guardians, students and staff; Ensure that the school provides a supportive environment that fosters a climate of safety, respect, and well-being; Provide supervision of the school campus during school hours and at extracurricular activities sponsored by the school.

  • External Leadership: Design and/or utilize structures and processes, which result in family and community engagement, support and ownership for the school; Develop systems and relationships to leverage the school district and community resources available to them both within and outside of the school in order to maximize the school’s ability to serve the best interest of students and families.

 

QUALIFICATIONS

 

Knowledge of:

  • Educational needs of  high school students

  • Knowledge of curriculum development and effective instructional practices

  • Knowledge of using data to promote student achievement

  • Positive discipline and classroom management techniques

  • Effective public speaking and presentation techniques

  • Principles of supervision, training and performance evaluation

  • Pertinent Federal, State and local laws, codes and regulation

  • English usage, spelling, grammar and punctuation

  • Extensive knowledge of office and educational software programs

  • Principles of business and letter writing and basic report preparation

 

Ability to:

  • Supervise, plan and direct standards based instructional practices, curriculum development, and assessment

  • Implement school and district programs

  • Oversee, direct and coordinate the work of staff, projects and teams

  • Recruit, select, supervise, develop and evaluate staff

  • Analyze situations and generate effective strategies

  • Develop goals and implement plans, systems and procedures to achieve them

  • Attend professional development, conferences and meetings (including evenings and weekends)

  • Attend and supervise student and community activities (including evenings, weekends and holidays)

  • Make presentations as required; create excitement for learning

  • Be reflective on performance and have a continuous improvement mindset

  • Communicate clearly and concisely, both orally and in writing

  • Establish and maintain effective working relationships with those contacted in the course of work

  • Motivate staff and students to achieve high levels of engagement and performance

 

EXPERIENCE & TRAINING GUIDELINES

Experience:

A minimum of three years teaching, preferably in a high school or experience in school administration.

Training:

Equivalent to the completion of a Master’s degree from an accredited college in education or a related field.

 

License or Certificate:

Possession of or enrollment in a program to obtain a Principal’s license through the Colorado Department of Education. Possession of ability to obtain and maintain an appropriate valid Colorado driver’s license.

 

WORKING CONDITIONS

Office environment; exposure to computer screens; travel from site to site.Primary functions may require maintaining physical condition necessary for sitting for prolonged periods of times; use of computer keyboard; light lifting and carrying.

SALARY RANGE AND DAYS WORKED

Salary range: $91,396.95 to $109,276.00 depending on experience

This position works 206 days per school year.

Wages will be earned during the school calendar at the number of days required below, but will be paid over the twelve month contract period.

Benefits: The Roaring Fork School District offers full district paid employee health benefits as well as voluntary vision, dental, and dependent coverage. Other benefits include: paid personal and sick leave, paid parental leave for mothers and fathers, a robust retirement plan under Colorado PERA with a district contribution of over 20% of an employee’s wages each month, Employee Assistance programs, a district wellness program, and access to discounted ski passes and other community benefits.

Days worked: this is an exempt position, scheduled to work 206 days/year.

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5/6 Grade Science Teacher

Posted by | February 2, 2024 |

Are you a dynamic and passionate educator with a burning desire to ignite young minds? Do you possess the brilliance, enthusiasm, and innovation to transform education into a thrilling adventure that is both fun and challenging for students? Aspen Academy is on the hunt for exceptional teachers to join our team for the 24-25 school year!

 

About Aspen Academy:

Located in the southern metro area of beautiful Denver, Colorado, at Aspen Academy, we’re not just a school; we’re a community committed to shaping the leaders of tomorrow. Our dedication to Next Generation education sets us apart, as we equip students with the enduring life skills they need for future success. We look at learning as a way to ignite the personal passions and interests of each and every student. Our unique leadership, finance, and entrepreneurial development (LiFE) program prepares students for life. Students thrive as they build lasting relationships with peers and teachers through small class sizes and a community focus. 

Diversity and inclusion are foundational at Aspen Academy. We are passionate about cultivating a diverse and inclusive working and learning environment, celebrating and supporting differences. 

We embody and promote the community’s values in our thoughts, words, and actions, serving as committed and supportive co-leaders in realizing Aspen Academy’s vision and mission:

  • Our values: Be Kind. Do Good. Work Hard. Make the World Better.
  • Our mission: We edify and inspire students and educators to grow, learn and lead.
  • Our vision: We are a national leader in innovative and transformative education.

Does this inspire you?  Then please read on.

  • You cultivate students’ curiosity, engagement, growth and performance in academic, intellectual, social and emotional domains. 
  • You set empathetic limits with students, encourage natural consequences, and foster responsible decision-making in a supportive environment.
  • You are a competent, compassionate, creative, dedicated and enthusiastic professional. You are committed to your own growth and improvement. 
  • You possess strong instructional pedagogy, in addition to curiosity and expertise in the content to be taught. 
  • You are an excellent communicator, both written and verbal. 
  • You consistently exhibit strengths in time management and organization, as well as social and emotional intelligence and cultural competency.

If this describes you, please apply to join our team.

Our Teachers’ Responsibilities:

  • Classroom Strategies and Behaviors: Communicating learning goals and feedback, establishing rules and procedures; helping students interact, practice and deepen new knowledge, and generate and test hypotheses; engaging students; recognizing adherence to norms and procedures; establishing and maintaining effective relationships with students; communicating high expectations for all students. Creating and maintaining a classroom environment aligned with “Love and Logic” Principles.
  • Serving as Leadership, Finance, Entrepreneurship (LiFE) Coach:  Executing engaging lessons daily, evaluating lesson efficacy, integrating LiFE themes into the core curriculum, and leading impactful programs to develop strong Leadership, Finance, and Entrepreneurship skills in students. Ensuring effective scaffolding of learning, practice, and mastery of these skills in themselves and their students. 5th & 6th grade teachers also advise students in Student Civic Organization (SCO) to inspire continued civic and community leadership.
  • Planning and Preparing: Planning and preparing for lessons and units, resources and technology, needs of neurodiverse learners and differentiated learning styles, implementation of culturally responsive classrooms.
  • Developing and Maintaining Strong, Positive and Productive Partnerships: Communicating proactively, positively and consistently with students, parents, teammates, and our community, fostering a collaborative and supportive community.  
  • Reflecting on Teaching: Evaluating personal performance as well as developing and implementing a professional growth plan.
  • Collegiality and Professionalism: Champion a positive environment; promoting an exchange of ideas and strategies;promoting our school and its community’s development. 

Qualifications:  

  • Required: Bachelor’s degree. Master’s degree preferred. 
  • Preferred: Teaching certification
  • 3-5 years classroom experience.
  • Evidence of content mastery. FOSS Curriculum experience preferred.
  • A passion for Next Generation learning.
  • Exceptional communication and interpersonal skills.
  • A commitment to igniting curiosity, and making learning fun and challenging.
  • Proficient use of computer software, Google and learning management systems (Blackbaud preferred). 
  • Grant permission for a criminal background check upon hire. 
  • Meet physical demands to perform essential functions of the role.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions: Ability to work full-time, including occasional evenings and weekends; work in person/in the school building; speak for long periods of time. Regularly required to stand; walk; use hands; reach with hands and arms; and stoop, kneel, or crouch.  Frequently lift and/or move up to 25 pounds; occasionally life up to 50 pounds. 

Aspen Academy is proud to be an equal opportunity workplace committed to providing an environment of mutual respect, where equal employment opportunities are available to all applicants and teammates without regard to race, color, religion, sex, pregnancy, national origin, age, physical and mental disability, marital status, sexual orientation, gender identity, gender expression, and military and veteran status. 

Compensation Package:

Health, dental, vision, employer-paid telehealth, a holistic EAP, 403(b) with matching and more. Aspen Academy offers an excellent compensation package including wide-ranging opportunities for professional development with a generous annual stipend, and a talented and dedicated staff of teaching professionals and supportive administrators.

Salary Range: Starting annual salary $54,137 to $81,932 (based on education & experience step and ladder, max 9 years teaching experience credit) 

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Project & Program Coordinator (Bilingual Preferred)

Posted by | January 31, 2024 |

About RootED Denver

We’ve set an audacious goal: All Denver Public Schools students will attend a high-performing school that prepares them for what’s next—success in college, in careers, and in life.

At RootED, we believe students, schools, and communities thrive when they have the access, tools, and resources to drive change. That’s why we provide funding and strategic support to schools and organizations that authentically engage their communities to create world-class public schools for every student in Denver.

Reaching our goal requires a departure from the status quo. The lack of access to a quality education disproportionately affects students of color, low-income students, and students with disabilities. Many of these children, their families, educators, and surrounding communities are left out of efforts to improve their schools.

So, we’re investing in partners that ensure those voices are at the center of decision-making. Specifically, our funding priorities include:

  • Empowering students, families, and educators by providing access, tools, and resources for traditionally underrepresented stakeholders to advocate for better educational outcomes
  • Expanding high-quality schools—specifically those that successfully serve students who are low-income, students of color, and/or students with disabilities
  • Recruiting, developing, and retaining strong teachers and leaders who reflect the diversity of the students they serve

About the Role:

As the Project and Program Coordinator you will play a pivotal role in overseeing the effective prioritization, execution, and resource allocation for various initiatives. Engaging extensively across the organization, you will connect information and individuals swiftly, driving projects, programs, and initiatives on an organization-wide scale. Your responsibilities include managing the completion of initiatives, priorities, and execution timelines. Communication is a key aspect of this role, involving regular updates on project status, decisions, risks, and open questions to stakeholders.

In addition to overseeing organizational initiatives, you will also be responsible for developing and managing plans for smaller projects that require cross-functional collaboration. Your role will involve coordinating and facilitating planning/status meetings to ensure seamless project coordination. Timely and consistent communication on all projects is essential to foster a clear understanding of ongoing initiatives and their prioritization.

As a proactive and organized Project and Program Coordinator, you will contribute to the success of our organization by ensuring efficient project management, effective collaboration, and transparent communication throughout the project lifecycle.

This position requires a detail-oriented, collaborative, and proactive individual with excellent organizational and communication skills. Bilingual in English and Spanish preferred.

Key responsibilities include, but are not limited to:

  • Serve as the project manager to ensure effective prioritization, delivery schedules, and allocation of resources.
  • Engage extensively across the organization to rapidly connect information and individuals, driving projects, programs, and initiatives on an organization-wide scale.
  • Manage the completion of initiatives, priorities, and execution timelines.
  • Communicate project status, including decisions, risks, and open questions, to stakeholders.
  • Develop and manage plans for smaller initiatives requiring cross-functional collaboration.
  • Coordinate and facilitate planning/status meetings to ensure effective project coordination.
  • Ensure timely and consistent communication on all projects to foster a clear understanding of ongoing projects and their prioritization.
  • Lead and orchestrate the planning and development of key events and meetings, ensuring they align with desired outcomes.
  • Collaborate with diverse community partners to conceptualize, define, and enhance innovative ideas in alignment with organizational priorities.
  • Implement strategic initiatives/roadmaps and coordinate functional inputs to enhance the overall strategy/roadmap.
  • Demonstrate flexibility and adaptability in evolving settings.
  • Anticipate the needs of the ecosystem and respond promptly.
  • Inspire trust and cultivate strong, positive, and productive relationships with key stakeholders.
  • Collaborate with all RootED staff to generate regular reports on program metrics and outcomes for both internal and external stakeholders.
  • Assist in the preparation of grant impact reports and other documentation for funders and stakeholders.
  • Identify opportunities for process improvement and efficiency in program implementation.

This position will be employed within RootED and will report to the Partner of Communications and Strategic Initiatives.

Key Qualifications:

Strong candidates will have the following skills and experiences:

  • A minimum of 2-4 years of professional experience working in a social impact organization in a complex ecosystem with a track record of executing on strategies and delivering results. 
  • An unwavering commitment to community-driven change, educational quality  and advancing racial equity in Denver.
  • Strong proficiency in spoken and written English required and preferred in Spanish.
  • An ability to build trusted relationships and effectively communicate needs across lines of difference.
  • Confidence in developing and communicating program strategy to senior stakeholders and system leaders.
  • Strong organizational, coordination and project management experience.
  • Proficient with social media platforms including Facebook, Twitter, Instagram, and LinkedIn. Experience with Canva or other design software preferred.
  • Connection and/or proximity with the Denver communities most impacted by educational inequities and an appreciation of the nuance of Metro Denver neighborhoods (we encourage DPS alumni to apply).

Team Orientation:

  • Collaborative: Oriented toward flat team hierarchies and highly collaborative decision making that frequently requires working through varying points of view to reach consensus.
  • Adaptable: Skilled at pivoting approaches based on changing needs and contexts.
  • Action-oriented: able and willing to jump into a wide variety of tasks that advance the team’s mission, including tasks beyond their official job duties and tasks they haven’t done before. 
  • Responsive: Able to make themselves available and accountable to stakeholders and to the RootED team (including on evenings and weekends as needed).
  • No Ego: Oriented toward supporting and empowering senior civic leaders and communities to lead.
  • Growth Mindset: Comfortable regularly giving and receiving feedback and making changes based on feedback to support the collective growth of the team.

Compensation and Benefits

The salary for this position is $62,500-$70,000 per year depending on experience. RootED also offers a comprehensive benefits package including medical, dental, vision insurance, 401(k), plus other benefits.

RootED is an Equal Employment Opportunity employer. We celebrate diversity and do not discriminate based on race, religion, color, national origin, sex, sexual orientation, age, veteran status, disability status, or any other applicable characteristics protected by law.

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Director of Special Education

Posted by | January 31, 2024 |

Description:
Director of Special Education

Job Summary:
The Director of Special Education is primarily responsible for the implementation of Special Education (SpEd) programming and aligning District priorities and resources to support student achievement as it relates to students with disabilities within the District’s education system.  SpEd Director works with Coordinators, Principals, Central Administration, and outside agencies in efforts to increase student achievement by promoting an aligned and coherent learning system and a responsiveness to alternative and changing educational pathways.  Employee provides support and leadership to special education staff, the early childhood and pre-school education teams, and all Special Service Providers.  Position is also responsible for the department’s overall compliance with special education record keeping and significant reporting requirements as well as utilizing data-driven decision making to continuously drive District and building level improvements for students with disabilities.  In addition, and as assigned, this position may also oversee a variety of applicable operational duties including developing support services, and managing financial budgets and obligations.

DISTRICT LEADERSHIP AND ADMINISTRATION DELIVERY: 
A primary responsibility for the Special Education Director is to actively collaborate with District leadership, building leaders, coaches, facilitators, specialists, and community stakeholders in the development of annual goals and action plans for ensuring ALL D51 curriculum is cohesive and consist with the D51 Learning Model and through an alignment with our Teaching and Learning Framework.  Duties and expectations of the Curriculum Director toward this organizational goal include all content areas including electives:

  • Supporting teachers, and site leaders in the development and implementation of systematic systems that ensure ALL special education students advance toward mastery of their Individual Education Plans and D51 Standards;
  • Collaborating and brainstorming with the Instructional Leadership Teams to provide a consistent approach to instructional priorities and to ensure essential resources and support for teachers and special service providers;
      • Providing leadership to the Special Education Coordinators in the implementation of specific content curricula, in conducting analysis, and in the development of assessment tools;
      • Using data to analyze the current status of student learning and to serve as a catalyst for benchmark of growth and continuous improvement;
      • Working as a change leader in support of district initiatives, school innovation, and the pursuit of positive student outcomes.
  • Engaging with internal and external stakeholders to promote schools’ efforts to support ALL learners through implementation of our Teaching and Learning Framework this position has a significant requirement to:
      • Remain current with special educational developments and the literature in the educational field participating in the affairs of state and national professional organizations devoted to the advancement of special education curricula and instruction methods;
      • Facilitate District committees, unit teams, and school teams in the accomplishment of tasks related to the District goals for special education goals,
      • Regularly submit scheduled data, reports, and communications while maintaining a variety of manual and electronic files/records meeting all compliance requirements.
  • Assuring the on-going monitoring, evaluation and improvements necessary for special education student growth and achievement.  Working with instructional directors to align and enhance services to students, this position will evaluate the effectiveness of programming for students with disabilities.
  • Developing, implementing and providing coordination and monitoring of programs and staffing levels that enhance student growth and achievement.  Duties include but are not limited to directing programs, writing Federal applications and compliance for all programs assigned to this role.
  • Addressing stakeholder questions and concerns as it relates to students with disabilities including policies, procedures, methodologies and discipline in addition to other topics. Mediating between parents, other staff members, and community stakeholders the Director champions the best options in serving students with disabilities.

STAFF SUPERVISION AND DEVELOPMENT
This position directly oversees and supervises Certified and Classified staff in accordance with District policies and applicable laws. The Director is charged with applying a staff development program that recognizes and supports both:

  • Student success as the primary focus;
  • And intertwines the applied principles of collaborative adult learning;

These duties encompass an expectation to develop other supervisors of certified and classified staff and include:

  • Working one on one with Coordinators to grow their instructional leadership capacity and to ensure that they have the support to attain effectiveness on the leadership standards;
  • Providing and brokering high quality research-based professional learning based on individual and group learning needs;
  • Modeling effective communication and engagement practices through high quality written and oral communication with site leaders and district staff including well-written supervisory documents, office communication, and daily correspondence.

In addition, supervising and evaluating is conducted in the framework of instructional program goals and expectations including a variety of human resources responsibilities but not limited to:

  • Interviewing, hiring, training, promoting, planning, and assigning work;
  • Conducting performance evaluations and instilling a motivational leadership culture within the District,
  • Coaching decisiveness in taking and communicating appropriate remedial actions regarding employee performance and conduct,
  • Addressing employee/student complaints and concerns and resolving problems

 

Qualifications:

  • Master’s degree in Special Education or School Psychology with a preference given for Doctorate degree in special education or related field.
    • * (Acceptable equivalent will be at the sole discretion of the District)
  • Minimum of five years of experience in building administration roles or progressively responsible instructional based administration;
  • Minimum of two years working with students with disabilities;
  • Attend and successfully complete all staff development training as required by state law or as directed by the Superintendent.
  • Ability to obtain valid Colorado Department of Education Special Education Director’s license
  • Valid Colorado driver’s license or valid Colorado Identification required;
  • Criminal background check required for hire.

Working Conditions:

260 days / year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted Wednesday, January 31st and will close Sunday, February 25th @ 11:59pm.
In person interviews will be conducted once the position closes and candidates are selected.

Salary & Benefits:
$123,730 – $188,971
*Salary placement commensurate with experience
Information regarding D51 Benefits can be found here: https://www.d51schools.org/employment/current_employees/employee_benefits

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Crested Butte Secondary School Principal

Posted by | January 30, 2024 |

The principal of this 6th-12th grade school will handle a variety of administrative duties
including instructional programs, budget, assessment, student discipline and supervision, staff evaluations and supervision, scheduling, organization of activities, facility management, and support of teaching staff.

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Assistant Director of Special Education

Posted by | January 26, 2024 |

ADMINISTRATIVE VACANCY

Date:                              January 17, 2024
Position:                      Assistant Director of Special Education / Central Office
Starting Date:           July 1, 2024
Salary:                         $105,529-161,781 (2023-2024 salary schedule)
– placement is dependent upon education and experience
– 261 day contract

Description:
An Assistant Director of Special Education position is anticipated for the 2024-2025 school year, at Central Office.

Job Function:
To provide special education leadership across the district.  Primary responsibilities (a) Collaborate with the Assistant Superintendent of Student Support Services, Director of Special Education, and Special Education Coordinators to plan, monitor, and evaluate programs for students with special needs from 0-21 years of age; (b) work closely with school administration to ensure high quality instruction progress, monitoring, and IEP development for students with special needs; (c) attend IEP meetings to mediate and facilitate decision making for students with special needs; (d) Supervise coordinators and itinerant personnel and conduct performance evaluations; (e) collaborate with the Directors and Assistant Superintendents to plan and conduct professional development activities that enhance programs and services for students with special needs; (f) administrative oversight for post-secondary transition program.

Qualifications:
– Minimum five years education experience
– Possess a MA Degree or higher
Administrative experience preferred.

Vision Statement:
Our Vision is to empower every student to thrive as a responsible, productive, and engaged citizen by inspiring life-long learning and civic engagement, by challenging and supporting every student to achieve their fullest potential, and by embracing the diversity of both the local and global community.

District Profile:
Fountain-Fort Carson School District Eight spans an area of approximately 150 square miles.  The city of Fountain, Fort Carson Military Installation, Rock Creek Township, and several surrounding rural areas all fall within the District parameters.  Fountain-Fort Carson School District Eight has experienced consistent growth.
Fountain-Fort Carson School District Eight includes eight elementary schools, two dedicated preschools, and several preschool programs located within the district.  Four of the elementary schools and a preschool are located in the city of Fountain (Aragon, Jordahl, Mesa, Eagleside Elementary schools, and Conrad Early Learning Center) while the other four elementary schools (Abrams, Patriot, Mountainside, and Weikel Elementary and Weikel Preschool) are located on Fort Carson. The district has two middle schools.  Fountain Middle School is located in the city of Fountain and Carson Middle School is located on Fort Carson.  The district’s two high schools, Fountain-Fort Carson High School and Welte Education Center, are both located in the city of Fountain.
Fountain-Fort Carson School District Eight boasts award-winning and nationally recognized schools.  District Eight is recognized by Colorado Government officials and the State Board of Education as a leader in student achievement.  The District is a model for lowering the achievement gap for minority students and low socio-economic children.

Website Information:
District site:     www.ffc8.org

Closing Date for Completed Application Packet:          February 02, 2024 at 8:00 a.m.

Application Procedure:
A completed packet must include:

-a certified employment application on-line at www.ffc8.org
-a letter of application
-a current resume
-two current letters of recommendation from
colleagues in present district
-complete transcripts
-answers to the following questions (1/2 page max per question)
(We recommend completing the questions in Word and then copy and paste into the application.)

Attention:      Erika Zulkosky
Director of Special Education
10665 Jimmy Camp Road
Fountain, CO  80817

Timelines for hiring:

01/17/24              Vacancy posted
02/02/24              Application process closes
02/05/24              Paper screen
02/07/24              Interviews
02/09/24              Performance Interviews
02/26/24              Superintendent Interview
02/28/24              Board of Education approval
07/01/24              Date of employment

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Superintendent – Park County School District RE-2, CO

Posted by | January 25, 2024 |

Superintendent Search
Park County School District RE-2
Fairplay, Colorado

Apply to www.macnjake.com  

The Park County School District RE-2, Fairplay, Colorado, Board of Education, is seeking a highly qualified Superintendent.  The Board wishes to have the successful candidate assume the responsibilities of the position July 1, 2024.

McPherson & Jacobson, L.L.C., Executive Recruitment and Development, in association with the Colorado Association of School Boards and the Colorado Association of School Executives, has been engaged as the consultant in a search for outstanding candidates. They will assist the Board of Education in identifying and screening the candidates.

Enrollment: 577 students

Location: 90 miles Southwest of Denver

The Qualifications

The candidate must have the background, skills, and abilities essential for excellence in educational leadership with a master’s in education or related field (preferred). The board recognizes the importance of selecting a superintendent with both classroom and administrative leadership experience. Applicants for the position should possess a comprehensive understanding and practical experience in building and managing school budgets. The board of education seeks the following qualities in their superintendent:

Leader – An honest, ethical, trustworthy, transparent and compassionate person with empathy. A person who loves to work with students and their families. A leader who empowers staff and holds them accountable. A manager who delegates the work and can negotiate and collaborate. A leader willing to step into their administrative role and work alongside students and staff.

Educator – Someone who understands the impact of rural poverty on the classroom. A leader who understands trauma informed education. An educator who supports co-curricular programs. An academically driven leader who treasures learning. A leader who is a critical thinker rooted in research focused on attendance, behavior, staff retention and parenting. A person who is an innovator and thinks outside-of-the-box.

Communicator – A person who reads, writes and speaks with clarity. A charismatic person with interpersonal skills and enjoys people. A communicator who is transparent and trustworthy. A leader who listens to all people impacted by a decision. An administrator who collaborates and is engaged with the school board. A leader experienced in the field of technology and social media. A person with a sense of humor, is engaging and motivating.

Environment – Someone who can adapt to challenging environmental conditions within a rural mountain community. A person who understands the vast distance between the communities within the district.

Visible – An individual who will become involved with the community and be known by the students, classroom teachers, parents and the greater community. A person who creates happiness and joy by their presence in the classroom, school and the Park County community. A leader willing to partner with the greater community. A person who is always accessible to all people. The superintendent must live in the district.

Accountable – An educational leader with financial acumen. A person who has experience leading efficient and effective systems.

Compensation – $125,000 – $140,000 plus full benefits for the employee.

Search Timeline:

  • Closing Date for Application: March 4, 2024
  • Board of Education Selects Finalists: March 18, 2024
  • Candidate Social: March 28, 2024 (5:00 pm)
  • Board of Education Interviews Candidates: March 29, 2024
  • Selection of Superintendent: April 4, 2024
  • Start Date: July 1, 2024
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Superintendent – Moffat County School District RE-1, CO

Posted by | January 25, 2024 |

Superintendent Search
Moffat County School District RE-1
Craig, Colorado

Apply to www.macnjake.com  

The Moffat County School District RE-1, Craig, Colorado, Board of Education, is seeking a highly qualified Superintendent.  The Board wishes to have the successful candidate assume the responsibilities of the position July 1, 2024.

McPherson & Jacobson, L.L.C., Executive Recruitment and Development, in association with the Colorado Association of School Boards, has been engaged as the consultant in a search for outstanding candidates. They will assist the Board of Education in identifying and screening the candidates.

Enrollment: 2,068 students

Location: 200 miles northwest of Denver

The Qualifications

The candidate must have the background, skills, and abilities essential for excellence in educational leadership.  The person must have the qualifications and certification to be a superintendent in Colorado and must hold a Colorado administrator license. The board recognizes that selecting a superintendent is one of the most important decisions it will make.  The Board developed the following characteristics.

Leadership – A leader of strong character who is organized, decisive and willing to take on many challenges.  An honest person who has integrity and is trustworthy.  A leader with the stamina and determination to stand by a decision. A visionary who strives to build an innovative culture of improvement.  A leader with a strong work ethic.

Communicator – A leader with a positive personality who is visible in the schools and the greater community.  A person who writes and speaks with clarity and confidence.  A leader who listens, shows empathy and involves others in their decision-making.  A personable leader who enjoys being with people.  A person who can guide divergent issues toward solutions with firmness and dignity.  A leader who knows and understands technology.  A person who will live in the district.

Educator – A person with a strong working knowledge of education.  A leader with classroom and building leadership (preferred) experience who listens to the classroom teacher and understands parenting and family life.  A leader who has demonstrated a track record of excellence in education.  A leader who knows and understands technology’s impact on the classroom.

Accountable – A leader with business acumen.  A leader who empowers staff and holds them accountable.  A competent fiscal agent who thrives on transparency.

Compensation Parameter – $140,000 – $180,000 with Family Health Insurance and other negotiated benefits

Search Timeline:

  • Application Deadline:  March 11, 2024 (11:30 p.m. central time)
  • Finalists Selected: March 25, 2024
  • Candidates Interviewed: April 4-5, 2024
  • Superintendent Selected: April 5, 2024
  • Superintendent Contract Approved and Signed After: April 8, 2024
  • Superintendent Start Date: July 1, 2024
Comments Off on Third, Fourth & Fifth Grade Multi-Age Classroom Teacher

Third, Fourth & Fifth Grade Multi-Age Classroom Teacher

Posted by | January 24, 2024 |

Position

Third, Fourth & Fifth Grade Multi-Age Classroom Teacher

 

Full-time position to begin August 2024

 

Overview

Stanley British Primary School, located in Denver’s Lowry neighborhood, is a progressive independent school serving 470 children from transitional kindergarten through 8th grade.  For 50 years, Stanley classrooms have been filled with engaged learners guided by inspired teachers. At Stanley, a child’s education goes well beyond academics – our teachers and our instruction principles give children the opportunity to reach their full potential academically, creatively, socially, emotionally and physically. We asked parents, teachers, staff and students to reflect on why they chose Stanley BPS. The answers we heard reflect a place and a philosophy unlike any other in the Denver independent school landscape. Teaching and learning at Stanley goes beyond a simple education. Students here have a chance to play, to choose, to interact and to own and embrace their own learning.

 

We value:

  • An inclusive and diverse community
  • Joyfulness
  • Lifelong learning
  • Positive and constructive communication
  • Creativity, flexibility, and resourcefulness
  • An understanding of children and childhood
  • Commitment to making a positive difference in the world

 

Responsibilities include:

  • Inspiring and educating children to develop to their full potential – socially, emotionally, intellectually, physically, and creatively
  • Creating a safe, supportive, mutually respectful classroom community that values the distinct contributions and abilities of each child
  • Implementing integrated, meaningful, developmentally-appropriate curricula in which students can explore and experiment through first-hand experiences
  • Creating opportunities for students to know themselves, to make good choices, and take responsibility for their learning and actions
  • Communicating and collaborating with parents and actively involving them in the life of the classroom and of the school
  • Communicating and collaborating positively and professionally with the Stanley staff and community
  • Collaborating with co-teacher to develop curriculum, support children, communicate with families, and create an inclusive learning environment
  • Actively engaging in ongoing professional development

 

Desired Qualifications  and Background Experience

  • Masters’ Degree in Education is preferred
  • At least two years’ experience teaching 3rd, 4th, and 5th grade students
  • A demonstrated commitment to diversity, equity and inclusion
  • Experience and commitment to social emotional, inquiry based and student centered learning
  • Prior experience working in an independent school with a progressive educational philosophy is a significant plus.

 

Salary and Benefits

Salary range is $54,000- $80,000 based on experience and education

 

The salary range listed is just one component of Stanley’s total compensation for employees. Stanley provides excellent benefits including medical, dental, life and disability insurance, retirement, paid time off in addition to paid fall, holiday and spring breaks, paid parental leave, tuition remission and professional development.

 

Equal Opportunity Employer

Stanley BPS is committed to a policy of nondiscrimination and equal opportunity for all persons regardless of race, ethnicity, color, religion, sex, gender identity or expression, sexual orientation, national origin, age, disability, or veteran status. This policy covers all programs, services, policies, and procedures of Stanley BPS, including admissions, employment, and access to services and programs.

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Principal, Ashley Elementary, DPS

Posted by | January 22, 2024 |

Ashley Elementary is an innovation school that is part of the Luminary Learning Network and dedicated to cultivating intellectual curiosity, creativity and joyful and rigorous learning opportunities for students, ensuring that they are prepared to be thoughtful, engaged citizens in an ever-changing world.

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K-8 Teaching Fellow

Posted by | January 22, 2024 |

Position

K-8 Teaching Fellows

Full-time position to begin August 2024

Overview

Stanley British Primary School, located in Denver’s Lowry neighborhood, is a progressive independent school serving 470 children from transitional kindergarten through 8th grade.  For 50 years, Stanley classrooms have been filled with engaged learners guided by inspired teachers. At Stanley, a child’s education goes well beyond academics – our teachers and our instruction principles give children the opportunity to reach their full potential academically, creatively, socially, emotionally and physically. We asked parents, teachers, staff and students to reflect on why they chose Stanley BPS. The answers we heard reflect a place and a philosophy unlike any other in the Denver independent school landscape. Teaching and learning at Stanley goes beyond a simple education. Students here have a chance to play, to choose, to interact and to own and embrace their own learning.

We value:

  • An inclusive and diverse community
  • Joyfulness
  • Lifelong learning
  • Positive and constructive communication
  • Creativity, flexibility, and resourcefulness
  • An understanding of children and childhood
  • Commitment to making a positive difference in the world

In this position, the Teaching Fellow will work alongside a master teacher to:

  • Inspire and educate children to develop to their full potential – socially, emotionally, intellectually, physically, and creatively
  • Create a safe, supportive, mutually respectful classroom community that values the distinct contributions and abilities of each child
  • Implement integrated, meaningful, developmentally-appropriate curricula in which students can explore and experiment through first-hand experiences
  • Create opportunities for students to know themselves, to make good choices, and take responsibility for their own learning and actions

In addition, Teaching Fellows:

  • Engage in 2.5 hours/wk of coursework with Head of British Primary Teaching and Learning
  • Receive support and feedback from an advisor
  • Actively engage in ongoing professional development
  • Communicate and collaborate positively and professionally with the Stanley staff and community

Desired Qualifications and Background Experience:

  • Prior experience working with children
  • Bachelor’s Degree
  • Commitment to diversity, equity and inclusion

Salary and Benefits

Compensation is $28,000

The salary listed is just one component of Stanley’s total compensation for employees. Stanley provides excellent benefits including medical, dental, life and disability insurance, paid time off in addition to paid fall, holiday and spring breaks and professional development.   Affordable housing options on campus, if available.

Equal Opportunity Employer

Stanley BPS is committed to a policy of nondiscrimination and equal opportunity for all persons regardless of race, ethnicity, color, religion, sex, gender identity or expression, sexual orientation, national origin, age, disability, or veteran status. This policy covers all programs, services, policies, and procedures of Stanley BPS, including admissions, employment, and access to services and programs.

For more Information about our Teacher Preparation Program, please go to:

https://www.stanleybps.org/Page/39

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Principal, McAuliffe International Middle School

Posted by | January 19, 2024 |

PRINCIPAL, MIDDLE SCHOOL

Job Code 

FLSA Status 

Salary Grade 

9312-PRINCIPAL, MIDDLE  

Exempt 

MS P 

SCHOOL 

Bargaining Unit 

Reports To 

Work Year 

DSLA 

 

Manager Reference Guide
MANAGER REFERENCE GUIDE 

 

Overview & Purpose 

Provide an overview of the core challenge(s) this role will be called upon to solve internally or for our partners

Broad responsibility for leading a team of managers to execute against the overall business plan, based  on guidance from leadership. Directs, plans and oversees team initiatives, to ensure implementation and  administration of programs align with district goals.

 

Primary Objective 

Why the job exists & what role it plays within DPS

To provide overall direction and leadership of a DPS Middle School. 

 

Core Values & Competencies
Shared Core values  

As a values-based organization, achieve goals through our shared commitment to Students First,  Integrity, Equity, Collaboration, Accountability and Fun. 

The Leadership Investment Framework for Talent (LIFT)  

The LIFT framework is comprised of five (5) main competency groups (called LIFT Drivers), which are  integrated into every Essential Function. The “LIFT Evaluation Category” (or Level) for this position’s  category is specified above. The Core Competencies Evaluation (CCE) framework includes one  additional category identified below.

 

January 03, 2023 Version: 3 Page 1 of 8 

1 P&V Personal & Values 

2 V&S Vision & Strategy 

3 O&O Operational & Organizational 

4 P&C People & Culture 

5 C&E Community & Equity 

6 P&P Policy & Procedure (CCE only) 

For more details about DPS growth and performance systems (LIFT & CCE) -click here 

 

Key Responsibilities
Key Responsibilities Lift Drivers 

Vision & Strategy 

Strategic alignment: deeply focuses on ensuring alignment to district  initiatives by organizing and prioritizing initiatives, formulating a  successful agenda, and delivering instructions to managers. 

Personal & Values 

Operational excellence: directs operational units by acting as a  business advisor to managers, including: make final decisions, examine and evaluate current process, identify and solve barriers.  

Develop methods, techniques, and evaluation criteria for projects and programs. Ensures budget and schedules meet all business requirements. 

 Operational & Organizational 

Program management: develops policies and programs, authorizes  and influences implementation of these programs, use innovative  concepts, and promote new ideas. Influence projects by participating  in initial planning, assigning teams, directing work, evaluating  progress, making decisions and advising on issues. 

Community & Equity 

Stakeholder relations: coordinate and build collaborative relationships with cross functional departments internally and positively represents DPS in the broader community which includes  school boards, parents, students, teachers and community members. 

Corporate governance: ensure compliance with state and federal  laws, Board of Education policies and regulations, maintain and  direct activities related to the District’s safety and security efforts. 

People & Culture

Team Management: coach, direct and set team managers up for  success by delegating work, solving complex issues, empowering  improvement, and monitoring performance. Hire, train, evaluate,  assign and direct work for senior managers within certain departments. 

 

Essential Functions

 

January 03, 2023 Version: 3 Page 2 of 8

Description % of Time Spent 

  • Lead a staff of administrative, certificated and classified personnel assigned  to the school.
  • Determine, through established measures and protocols, whether the  individual educational needs of pupils are being met. Develop plans that  improve the quality and adequacy of instruction, and foster student achievement, growth and development.  
  • Work with and support parents, various individuals, agencies and  organizations in the community, the School Improvement and Accountability

Council, and the Collaborative Decision Making Committee (CDM) to  develop a School Improvement Plan (SIP) that includes high and achievable  goals and objectives.  

  • Establish guides for proper student conduct. Encourage the development of  student spirit through rewards, privileges, recognition, discipline and other  methods. Participate in varied or designated pupil activities, such as Student  Council, educational excursions, bilingual efforts, affirmative student  placement, and special interest events.  
  • Review recommended purchases of textbooks, library materials, reference  books, computer hardware and software, multi-media, and other materials,  supplies and equipment with supervisory staff, teacher representatives, and  in compliance with budgetary restraints.  
  • Research and demonstrate an understanding of, and communicate the  education-based aims and needs of the community to school staff and  central administration.  
  • Develop a public relations program to enhance the community’s  understanding and support of individual school-based and district-wide  educational programs.  
  • Supervise certificated and classified staff and ensures for: professional  growth and development, attainment of district and building instructional  goals, implementation of curriculum, and effective use of all staff-based and  facility-based resources. Monitors all staff and recommends promotions,  transfers, dismissals, and position reclassifications, when appropriate.  
  • Evaluate, as required, the performance of certificated and classified staffs  regularly assigned, and offers guidance and assistance as needed.
  • Orient personnel on the school mission, philosophy, texts and curriculum,  guides, personnel policies, and school facilities for all new faculty members  and classified staff, as appropriate.  
  • Plan, prepare and administer the school budget, including the translation of  educational needs, goals and objectives into budgetary terms.
  • Implement, and disseminate to certificated and classified staff,  administrative school policy and State school laws. Formulate and receives  suggestions for local middle school policy. Administer and enforce all  approved policies accordingly.  
  • Establish and administer the master scheduling of all school functions and  facilities, including: registration of students; scheduling only approved  classes; determining and limiting class size as based on pupil-teacher  ratios; utilizing special professional personnel such as nurses, social  workers, and psychologists; establish extracurricular activities programs;  assigning teachers to courses on the basis of qualifications; establishing  and enforcing student discipline, safety regulations, and drill procedures;

 

supervision of halls, grounds, lunchrooms, etc.; and oversee the use of  facilities during school hours. Consult with faculty and non-certificated  personnel, as necessary.  

• Manage building operations, including: staff assignment of  paraprofessionals, custodians, and other designated personnel; maintains  inventory of materials, equipment and supplies; inspects buildings and  grounds for safety and hazards; and recommends alterations to and general  improvement of facilities.  

• Ensure for the proper maintenance, accuracy, completeness, confidentiality  and security of all data/records, including: personnel evaluations; monthly  payroll; weekly census report and semi-annual report on attendance and  enrollment; approval of requisitions for supplies and repairs; State reports  on pupils and teachers; accident and athletic injury reports; reference and  transcript requests; expulsions, suspensions, and court cases; statistical,  evaluation, and test reports; drop-out studies; and instruction and  organization surveys and reports.  

• Perform other related duties, including special projects, as required or  requested.

 

Qualifications 

Include licensure and certification requirements, if applicable

Education – Minimum 

Education Level Area of Expertise 

Minimum Bachelor’s Degree

Education – Preferred 

Education Level Area of Expertise 

Preferred Master’s Degree Middle School/Secondary Education, Administration,  Curriculum, Instruction or Guidance

Experience 

Required Years Area of Relevant Expertise 

5+ 

5+ Five (5) to seven (7) years of actual experience as an educator. Demonstrated  effective and diplomatic oral and written communication skills. Experience and  

proficiency with Microsoft Office products (e.g., Excel, Word, and PowerPoint).  

Bilingual skills in Spanish preferred.

Years of Management Responsibility

 

3+
Licensure & Certifications 

Required – enter any additional required criteria  

Preferred – enter any additional preferred  

here 

criteria here 

A current, valid State of Colorado Type D  

Certificate Endorsed Principal or a Colorado  

Principal License or authorization.

Knowledge, Skills & Abilities – Add additional KSAs as needed 

Required/Preferred Knowledge, Skills & Abilities 

Required Knowledge of applicable laws and regulations 

Required Experience in analyzing data, and using this data to for process and  program improvements and to inform strategy 

Required Outstanding facilitation and communication skills, including ability to  inspire others 

Required Strong interpersonal and leadership skills, including the ability to lead a  high-performing team 

Required Superior leadership, coaching and mentoring skills 

Required Strong inter-personal skills and ability to work with individuals at all  different levels in the organization 

Required Self-starter/leader who can anticipate department needs in a proactive  (versus, reactive) manner 

       Required Strategic planning and organizational development knowledge and skills 

Required Ability to develop, plan, and implement short- and long-range goals,  establish priorities, and organize resources 

Required Ability to motivate and influence others 

Preferred Demonstrated knowledge of DPS Human Resource and other  departmental policies.  

Preferred Ability to recognize and resolve conflicts or potentially controversial  situations through diplomacy. 

Required Ability to build community trust and support with staff, students and  community  

Required Commitment to the school mission

 

January 03, 2023 Version: 3 Page 5 of 8

Required Experience in leveraging innovation status to promote student success Required Experience with Expeditionary Learning 

Required Experience in creating systems for social emotional learning Required Title 1 experience with culturally and economically diverse students 

Required Shows understanding of building systems to support students who  experience trauma 

Required Experience with successfully leading small schools 

Required Stays present with staff and student 

Required Committed to the school and longevity in the role 

Required Generally upbeat and optimistic; displays a sense of happiness in school  environment 

Required Exhibits integrity, compassion, trust, collaboration, and openness to  feedback 

 

 

Disclaimer
The above statements are intended to describe the general nature and level of work being performed by  individuals assigned to this job. They are not intended to be an exhaustive list of all responsibilities,  duties, and skills required of personnel in this classification. 

 

 

 

 

 

 

 

Comments Off on Chief Operating Officer

Chief Operating Officer

Posted by | January 19, 2024 |

Adams 12 Five Star Schools is deeply committed to a community of excellence, equity, and inclusion in everything we do. We commit to eliminate the predictability of who is included in excellence and who is not. Adams 12 Five Star Schools puts students first and supports our district’s mission to elevate student success for every student every day in every classroom. Candidates who can contribute to our goal are encouraged to apply and to identify their strengths in this area.

 

SUMMARY:  Supervise the operational activities across the District including facilities, maintenance, planning, custodial, safety and security, energy, construction, transportation, nutrition services and BASE program, providing operational and general logistics support.  Develop short and long term plans to accomplish District goals and objectives in each department supervised.  Draft policies and administrative procedures for consideration and action by the Superintendent and prepare resolutions for the Board of Education as appropriate.

 

JOB TASKS DESCRIPTION:
1. Develop short and long term plans to accomplish District goals and objectives in each department.  Review and respond with performance or action plan to address all known issues of concern/crisis within each department.
2. Evaluate performance indicators to ensure compliance with state and federal laws, Board of Education policies and regulations, and negotiated agreements.  Maintain and direct activities related to the District’s safety and security efforts. Participate in the planning, development, implementation and evaluation of objectives established by the Board of Education or the Superintendent.
3. Direct the process of real property acquisition and delivery of new school construction.  Coordinate construction related projects and activities to ensure good stewardship of bond proceeds.
4. Direct preparation of Board of Education reports and summaries as identified for division and departments.
5. Represent the Superintendent and Board of Education with all components of the school community in areas of responsibility and designated.  Serve as a member of the District’s executive leadership group; assure coordination and synergy of all District support activities.
6. Supervisory responsibilities include hiring, disciplining, terminating, directing work, assigning work, training and evaluating.
7. Direct the budget procedures for each department in this division and establish, approve, review, direct, evaluate and assure compliance limitations.
8. Perform other duties as assigned.

 

EDUCATION AND RELATED WORK EXPERIENCE:

  • Bachelor’s degree in business administration or related field.
  • Five (5) or more years of experience in an administrative capacity within a large and complex business, government, or education organization.
  • Master’s degree in related field preferred.

.
LICENSES, REGISTRATIONS or CERTIFICATIONS:

  • Criminal background check required for hire.
  • Valid Colorado driver’s license.
Comments Off on School Principal – Falcon High School

School Principal – Falcon High School

Posted by | January 17, 2024 |

ABOUT DISTRICT 49
School District 49, the fastest growing district in the Pikes Peak Region, is seeking a School Principal. As one of five strategic priorities, District 49 commits to provide individualized educational experiences that launch every student toward success. Our district hosts 23 exceptional schools and programs within four distinct innovation zones, providing preK-12-aligned curriculum, online and alternative programming and homeschool enrichment.   District 49 is a progressive, rapidly growing district in eastern Colorado Springs. Home to more than 25,000 students and 2,000 staff members, District 49 aims to be the best district to learn, work and lead. As one of Colorado’s only two recognized Districts of Innovation, District 49 is a challenging and stimulating place to lead. As part of our commitment to innovate, we host a robust portfolio of conventional, charter, online, and blended schools, including homeschool support as well as career and technical education.

ABOUT FALCON ZONE
Falcon Zone in District 49 is seeking a highly dynamic, innovative, and passionate instructional leader to serve as Principal of Falcon High School. Falcon, CO rallies around it’s high school and all that it offers for students. We are looking for someone to chart the course for a new learner centered culture, strong academic programs, and exemplary extra-curricular options. Our new leader will brand FHS in a way that further empowers our Falcon Zone Community and creates a high school environment never seen before.

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Interim Elementary Principal

Posted by | January 17, 2024 |

The ideal candidate will have successful teaching and administrative experience, with preferred skills of strong leadership abilities, knowledge of elementary school standards and curriculum, leadership for an effective school culture that emphasizes positive school climate and student academic growth, effective involvement in the community with an emphasis on parent engagement, ability to build trust and relationships with all stakeholders, effective involvement in the community.

Salary starts at $74,800 but increases with education and experience.

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Newcomer Center @ Thornton High School Math Teacher

Posted by | January 12, 2024 |

***CLDE endorsement preferred, bilingual preferred***

Adams 12 Five Star Schools is deeply committed to a community of excellence, equity, and inclusion in everything we do. We commit to eliminate the predictability of who is included in excellence and who is not. Adams 12 Five Star Schools puts students first and supports our district’s mission to elevate student success for every student every day in every classroom. Candidates who can contribute to our goal are encouraged to apply and to identify their strengths in this area.

SUMMARY:  A teacher will perform effective teaching methods to ensure student success and promote an exemplary educational program which fosters achievement for all students.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

– Plan, prepare and deliver instructional activities
– Create positive educational climate for students to learn in.
– Meet course and school-wide student performance goals.
– Participate in ongoing training sessions.
– Create lesson plans and modify accordingly throughout the year.
– Grade papers and perform other administrative duties as needed.
– Read and stay abreast of current topics in education.
– Utilize various curriculum resources and technologies to enhance student learning.
– Integrate competencies, goals, and objectives into lesson plans.
– Utilize District curricula that reflect the diverse educational, cultural, and linguistic backgrounds of the students served.
– Establish and communicate clear objectives for all learning activities. – Prepare and distribute parent communications.
– Observe and evaluate student’s performance.
– Manage student behavior in the classroom creating appropriate behavior strategies.

EDUCATION AND RELATED WORK EXPERIENCE:
– Bachelor’s degree or higher.
– Must be a minimum of 18 years old.

LICENSES, REGISTRATIONS or CERTIFICATIONS:
– Criminal background check required for hire.
– Must possess, or be able to obtain from, or be in process with, the Colorado Department of Education (CDE) for a valid Colorado Educator License within 30 days of hire.
– Must possess the required license and endorsement.  If highly qualified by content test or semester hours, with no endorsement: applicant must posses a Colorado educator license license with a passing score on a CDE approved content test or 24 semester hours in specific core content classes as determined by Human Resources.

Preference given to candidates with ELL Training and/or an ESL or (LDE) Linguistically Diverse Education Endorsement.

SALARY INFORMATION (FOR EXTERNAL CANDIDATES):

All salary placement on our Certified Salary schedule is dependent on the employees’ education and/or work experience. Certified/licensed employees will be granted one (1) year for each full year of contractual and/or work experience up to a maximum of ten (10) years, which includes in-district and out-of-district contractual teaching and/or work experience. Responsibility for verification of outside experience shall rest with the individual employee. For further explanation of salary placement please refer to our Certified Master Agreement that can be found on our district website.

Internal Candidates Only:
13.2.5 Voluntary transfers that occur fifteen working days before the start of the school year and until the end of the school year shall happen once the position being vacated has been filled, for a duration of no more than four weeks. This four week time period could be adjusted in consultation with the educator, current and receiving supervisor and with approval from the Chief Human Resources Officer and the Association President.

BENEFITS INFORMATION:
Adams 12 Five Star Schools is committed to providing an environment that promotes a healthy employee population able to serve our students at the highest level. We offer a comprehensive benefits package including medical, dental, vision and life insurance as well as other programs for benefit eligible employees. The employee assistance program, voluntary life insurance through PERA, and 401(k), 403(b) & 457(b) plans are available to all employees regardless of hours worked and are available immediately (upon hire date). 

To learn more about our benefits including paid time off, please see our Benefits Overview. 

THIS POSTING IS NOT INCLUSIVE OF THE JOB DESCRIPTION.

REV 7/21

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Vice President of Policy

Posted by | January 11, 2024 |

Job Title: Vice President of Policy

Location: Denver, CO

Type: Full Time

Salary: $140-160K

Work Environment: Hybrid, with two days per week in the office

 

THE ORGANIZATION

The Colorado League of Charter Schools (the League) envisions a reality in which all Colorado students have access to high-quality public school options. To this end, the League works to positively reshape the public school landscape, advance opportunities for innovation and expanded high-quality public school choice, and support schools directly to reach higher levels of student performance and success.

In addition to providing a wide array of resources and technical support to its member schools, the League has played a critical role in molding the climate and policy environment for new and existing charters in Colorado since its founding in 1994. Today, the Colorado League of Charter Schools has 15 staff members serving over 260 schools with more than 137,000 students, a distinguished 25-year history, a prominent board of directors and a strong fiscal position.

In order to increase its advocacy strength, the League established an affiliated 501(c)(4) organization in 2019 called CLCS Action. The VP of Policy will be a critical part of this growing team. 

 

THE ROLE

The VP of Policy is responsible for developing and driving the League’s policy strategy to successful execution, leading to tangible, responsive, and impactful policy outcomes for charter schools in Colorado. This role reports to the President, and responsibilities include the following:

Policy Strategy & Oversight

  • Develop and oversee a comprehensive policy program aligned with the League’s strategic priorities, to include advancing key policies, anticipating and mitigating the impacts of negative legislation, and supporting or opposing others policies in alignment with the League’s vision and values
  • Refine and optimize a process for legislative and other policy-related activities at the League, including:
    • Coordinating and facilitating the League’s policy personnel to work symbiotically toward policy goals, including the Director of Governmental Affairs, contract lobbyist, contract attorneys, and the President
    • Implementing effective systems and structures to organize activities and track progress toward goals
  • Lead ongoing policy research and analysis efforts including analyzing bills, developing a point of view for the League, anticipating impacts on member schools, creating one-pagers and other explainers as needed, and tracking and responding to relevant developments that will impact the League’s policy work
  • Oversee legislative activities and policy-related member engagement efforts, including providing supervision, thought partnership, and hands-on support to the Director of Governmental Affairs as needed in the areas of:
    • Lobbying and other legislative activities at the Capitol (committee participation, testifying, etc.)
    • Member engagement with elected officials and participation in session activities
    • Member communication and education related to session developments and outcomes

Organizational Leadership

  • Serve on the League’s senior leadership team and act in concert with other vice presidents and program directors to:
    • Identify and track annual performance targets and program goals.
    • Ensure financial viability including participating in the budgeting process to ensure revenue and expense targets are realistic; ensuring that revenue targets are achieved, expense limits are maintained, and that other team members are informed of budget position/realities.
    • Promote integration across program areas through joint planning, coordination and an overall commitment to keeping each other fully informed and including others in the work.
    • Ensure that all employees experience a sense of camaraderie, positive affiliation with, and advancement of the entire organization.
  • Present and represent the League’s vision, values, priorities, strategic choices and points of view to internal and external stakeholders.
  • Supervise, coach and provide overall guidance to those supervised. Specifically, ensure that direct reports know what is expected, have the materials and equipment to do their work effectively, receive explicit, on-going feedback, and develop professionally.

 

QUALIFICATIONS

  • Demonstrated commitment to the League’s mission and vision and the belief that all Colorado kids must be given access to high-quality public school options
  • Deep experience and track record of success in policy strategy, research, and analysis in education or an adjacent issue area, including deciphering and analyzing the impact of bills and policies, developing and communicating policy positions, and responding quickly and effectively to developments in the political and legislative context; legal experience a plus
  • Experience leading an organizational function, including developing strategies and systems, managing team members, resources, partnerships, and vendor/contractor relationships, and using data-driven approaches to achieve ambitious goals
  • Strong work ethic with the ability to balance urgency with attention to detail and a high bar for excellence
  • Collaborative team player skilled at coordinating and facilitating stakeholders to achieve goals
  • Excellent written and verbal communication skills, with the ability to analyze and distill complex information into concise and actionable ideas
  • An understanding of K-12 education policy issues and the charter sector preferred, including school leader policy concerns across the spectrum of charter school types and political dynamics around charters and school choice
  • Familiarity with the legislative process, including comfort responding to time sensitive developments at variable hours
  • Comfort operating in bipartisan space and working across lines of difference (ideological, geographical, socioeconomic, racial, etc.)
  • Familiarity with the Colorado education landscape preferred

 

WORK ENVIRONMENT

This is a hybrid remote and in-office role, with a requirement of working at least two days per week in the Denver, Colorado office to attend in-person staff and team meetings. Outside of those two days, there is flexibility to work off-site or remotely. Occasional off-site travel will be required to attend meetings and events in target geographies across Colorado, as well as evening and weekend availability to attend key events.

 

COMPENSATION & BENEFITS

The salary range for this role is $140,000 – 160,000. The League offers medical and dental insurance after a 30-day waiting period, including 100% premium coverage for the employee on multiple medical plans. The company also offers generous PTO, 20 days of Holiday pay and a company-matching 401k plan.

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Superintendent

Posted by | January 10, 2024 |

The Roaring Fork School District is seeking a highly accomplished, energetic leader to be the district’s next superintendent. The district has 14 schools and serves almost 6,000 students in the communities of Glenwood Springs, Carbondale, and Basalt. Each community has a PK-12 school continuum that provides a unique learning experience with academic rigor, deep relationships, a safe and caring environment, whole-child supports, and opportunities for all. The diverse ethnicities, cultures, and socio-economic backgrounds of our students create rich educational and cultural experiences for the entire school community.

Students are motivated, challenged, and supported through instruction rooted in best practices, engaging learning opportunities, and whole-child supports. Beginning in kindergarten, students have access to STEM, outdoor education, the seal of biliteracy, and other specialized opportunities alongside comprehensive art, music, and physical education courses. They program robots, build tiny houses, climb mountains, solve real-world problems, work in and with the community, and more. Through engaging instruction, a wide range of special courses, extracurricular activities, and equitable access to a world of resources beyond the classroom, our students are mastering skills that will help them achieve future success.

A strong candidate will take the time to understand the unique regional challenges facing the Roaring Fork Valley and how they impact the School District’s student population, teachers, staff, and parents. These challenges include but are not limited to: housing, cost of living, community resources and seasonal work.

The successful candidate needs to have a proven track record as a culturally responsive and successful leader in a system of public education; must be an effective communicator (preferably in English and Spanish); preferably has experience working with second language learners; and can demonstrate proven, tangible success in improving student achievement and ensuring equitable opportunities for all students.

 

Compensation
The salary range for this position is $210,000 to $250,000.  The district also provides a comprehensive benefits package.  Some relocation support and/or housing assistance may be available.

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Middle School Learning Specialist

Posted by | January 10, 2024 |

ABOUT ST. ANNE’S EPISCOPAL SCHOOL

St. Anne’s is an independent PS-8 co-educational school enrolling approximately 430 students across the Denver metro area.  We provide an uplifting, nurturing environment where each child is fully supported academically, artistically and athletically.  We build character and integrity upon a spiritual, moral and ethical foundation and strive to foster the development of people who make significant and lasting contributions to society.  Grounded in the values and traditions of our founding Sisters and empowered by their sense of belonging, St. Anne’s graduates know themselves, care for others and strive to serve and improve their communities.

MISSION

Grounded in our founding values, we cultivate a community of curious and compassionate learners who are inspired to serve and enrich our world.

 

POSITION DESCRIPTION

St. Anne’s Episcopal School is pleased to announce an opening for an additional full-time  Middle School Learning Specialist for the 2024-2025 school year. 

St. Anne’s Episcopal School is seeking a passionate and experienced Learning Specialist Teacher for the 2024 – 2025 academic year.  The highly organized professional should bring energy and skills in working effectively with students with learning differences as well as a passion for middle-school students to the position. The ideal candidate will have a learning specialist background and experience with middle school literacy and executive functioning expertise. The Middle School Learning Specialist will work collaboratively with the Middle School faculty and counterparts in the Lower School.

OVERALL RESPONSIBILITIES AND EXPECTATIONS

  • Demonstrate best practices and excellent skills in teaching students with learning differences and developing curricula to meet their needs.
  • Demonstrate skills in collaborating with colleagues across divisions and departments to support programming for students with learning differences.
  • Understand the development of middle-school students.
  • Has expertise and knowledge of middle school Language Arts and History.
  • Work with grade-level colleagues to understand all assignments given to students and to explain best methods for working with students with learning differences to classroom teachers.
  • Communicate effectively and meet with families about assignments, progress, and challenges a student with  a learning difference(s) is facing, using computer-based systems for tracking and reporting student progress.
  • Connect with students, challenge them, and give them confidence to succeed.
  • Function well both independently and in a team setting.
  • Create a positive learning environment.
  • Conduct preliminary screening for learning differences. 
  • Read psychoeducational reports and plan appropriate accommodations.
  • Exhibit strong interpersonal, communication, writing, and organizational skills.
  • Be willing to contribute to other aspects of the middle school community, such as supervision duties, outdoor education trips, and service learning.

IDEAL QUALIFICATIONS

  • Bachelor’s degree, Special Education, or Learning Differences/Disabilities preferred; MA, MS, or M.Ed highly desirable.
  • Previous experience working with students with learning differences. 
  • Candidates must have excellent writing, interpersonal, and organizational skills.
  • Be compassionate, kind, and love teaching and working with middle school students.
  • Demonstrate flexibility, resilience, accountability, and humor.
  • Be a lifelong learner passionate about their discipline, and continually refine and develop their pedagogy.

St. Anne’s Episcopal School is committed to creating a supportive learning environment where all individuals are valued for their unique contributions and are able to achieve their highest potential. We strongly believe that a diverse and inclusive environment is the best learning environment for our students and prepares them to live, work, and thrive in an increasingly global and multicultural community. We reject all prejudice, particularly those based on race, national and ethnic origin, religion, socioeconomic status, gender identity, sexual orientation, and physical characteristics.

St. Anne’s believes that each individual is entitled to equal employment opportunity without regard to race, color, religion, gender or gender identity, national origin, age, sexual orientation, ancestry, disability genetic information, veteran status, or any other characteristic protected under federal, state or local anti-discrimination laws.  The school’s equal employment opportunity practices extend to recruitment, hiring, selection, compensation, benefits, transfer, promotional opportunities, training, discipline, and all other terms, conditions and privileges of employment.

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High School Equivalency Lead Teacher

Posted by | January 9, 2024 |

Mile High Youth Corps helps youth make a difference in themselves and in their communities through meaningful service opportunities and educational experiences.

 

Position Overview: Join a growing and thriving organization. Mile High Youth Corps (MHYC) offers a leading compensation package including generous paid time off; comprehensive insurance coverage including health, dental, vision and life; 403b retirement with 3% match; mental health and wellness support; professional development; hybrid work options.

 

The High School Equivalency (HSE) Lead Teacher is responsible for managing HSE programming and activities, and providing culturally relevant and competency-based instruction for young adults enrolled in Mile High Youth Corps’ YouthBuild program. YouthBuild (YB) champions 18-24 year-old opportunity youth who aspire to improve their lives and communities by building the skills and resources necessary to reach their full potential. Ideal candidates will be accomplished and creative educators inspired to provide dynamic and engaging group and one-on-one instruction that will prepare students to successfully earn their General Education Development Test (GED) or High School Equivalency Test (HiSET) diplomas. The HSE Lead Teacher manages a small instructional team consisting of a part-time instructor and volunteer tutors, and works collaboratively with other YB program staff at MHYC’s Denver headquarters to integrate learning across all program areas, including vocational pathways in healthcare and construction. This position is partially funded by AmeriCorps, and works directly with Corpsmembers (CMs) enrolled in an AmeriCorps program.

Reports to: Associate Director: YouthBuild

Hours & Compensation

This is an onsite hourly position with a starting pay rate of $29.38-$32.05/hour dependent on experience. Schedule is negotiable: 24-36 hours/week; 3-5 scheduled days/week; termed to fulltime permanent status. Paid- time-off accrual begins immediately upon hire. Eligibility for medical, dental, vision and life benefits requires a schedule of 30 or more hours/week; available on the 1st of the month after working 60 days. Position is open until filled.

Areas of Responsibility

Instruction

  • Promote and maintain a positive learning environment
  • Prepare HSE subject area (math, language arts, etc.) outlines, objectives and materials in alignment with curriculum and state standards
  • Present subject matter to CMs using various teaching modalities and methods; align teaching style to meet individual CM learning needs by providing differentiated and culturally relevant group and one-on-one instruction to young adults across a wide range of academic achievement levels.
  • Facilitate learning so that CMs develop competence and confidence in all areas of HSE programming
  • Lead and collaborate with other YB instructional staff and volunteers to:
  • Design and implement HSE classroom curriculum and utilize instructional methods in alignment with YouthBuild USA program standards
  • Prepare monthly and weekly instructional plans
  • Utilize CM data to develop individualized learning plans, monitor academic progress and develop a cycle for individual CM feedback
  • Observe, evaluate, report and record individual CM academic, behavior and social development progress

 

 

HSE Program Management

  • Communicate and collaborate with other YB program staff to ensure HSE, vocational training, post-secondary education readiness and youth development programming is effectively coordinated to support CM success
  • Supervise and manage hiring, scheduling and training of volunteer tutors and part-time instructional staff (i.e. paraprofessional or assistant teacher)
  • Prepare for and coordinate standardized assessment and test-taking including Test of Adult Basic Education (TABE), HiSET, and GED
  • Maintain detailed records including, classroom activities logs, trainings, skills learned, daily attendance, and test scores
  • Attend and participate in YB team meetings and MHYC staff meetings and professional development
  • Enforce MHYC’s code of conduct, corrective action and progressive discipline policies; follow program procedures outlined in the Employee Handbook and in alignment with YB program and funding guidelines

 

Organization Support:

  • Support the advancement of MHYS’s strategic diversity, equity and inclusion (DEI) goals
  • Assist Associate Director with annual budget creation, allocate and track expenditures for HSE program activities
  • Assist MHYC staff by providing relevant HSE program information for reporting, fundraising, marketing and communications
  • Promote agency mission in all activities
  • Attend and participate in staff and community meetings, retreats and community-based events
  • Other duties as assigned
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Basalt High School Principal

Posted by | January 4, 2024 |

DEFINITION 

Responsible for the collective success of a school, including the learning, growth and achievement of both students and staff. As the schools’ primary instructional leader, they will enable critical discourse and data-driven reflection about curriculum, assessment, instruction, and student progress, and create structures to facilitate improvement.  They will create systems that maximize the utilization of resources and human capital, foster collaboration, and facilitate constructive change. By creating a common vision and articulating shared values, they will lead and manage their schools in a manner that supports schools’ ability to promote equity and to continually improve their positive impact on students and families.

SUPERVISION RECEIVED AND EXERCISED 

Receives direct supervision from the Superintendent and/or Chief Academic Officer.

Supervises building licensed staff and non licensed staff.

PRIMARY DUTIES

The following are examples of primary duties assigned to the Principal. Other related primary duties and responsibilities may be assigned.

  • Strategic Leadership: Collaboratively develop the vision, mission, values, expectations and goals of the school; Provide for data-based progress monitoring; Collaborate with staff and school community to implement strategies to move those goals forward.

  • Instructional Leadership: Promote school-wide efforts to establish, implement; and refine appropriate expectations for curriculum, instructional practices, assessment and use of data on student learning that result in student academic achievement; Support teachers through ongoing, actionable feedback and needs-based professional development; Hold all staff accountable for setting and achieving rigorous performance goals for all students, and empower staff to achieve these goals across content areas.

  • School Cultural and Equity Leadership: Articulate, model and positively reinforce a clear vision and values of the school’s culture, and involve students, families and staff in creating an inclusive and welcoming climate that supports it.

  • Human Resource Leadership: Establish and effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing staff; Ensure that the school is a professional learning community; Participate in job fairs, screen applications and interview candidates for certified and classified positions; supervise the Athletic Director; hire, train and supervise athletic coaches and club sponsors; schedule and coordinate games or events; attend athletic games or events and provide supervision when necessary.

  • Managerial Leadership: Establish systems to improve student learning and overall healthy development for all students; Proactively manage interactions and relationships, including those among and between parents/guardians, students and staff; Ensure that the school provides a supportive environment that fosters a climate of safety, respect, and well-being; Provide supervision of the school campus during school hours and at extracurricular activities sponsored by the school; Supervise student discipline to promote a positive school climate.

  • External Leadership: Design and/or utilize structures and processes, which result in family and community engagement, support and ownership for the school; Develop systems and relationships to leverage the school district and community resources available to them both within and outside of the school in order to maximize the school’s ability to serve the best interest of students and families.

QUALIFICATIONS 

Knowledge of:

  • Educational needs of middle school students

  • Knowledge of curriculum development and effective instructional practices

  • Knowledge of using data to promote student achievement

  • Positive discipline and classroom management techniques

  • Effective public speaking and presentation techniques

  • Principles of supervision, training and performance evaluation

  • Pertinent Federal, State and local laws, codes and regulation

  • English usage, spelling, grammar and punctuation

  • Modern office procedures and methods

  • Principles of business and letter writing and basic report preparation

Ability to:

  • Supervise, plan and direct standards based education practices and curriculum development

  • Implement district programs

  • Oversee, direct and coordinate the work of staff

  • Recruit, select, supervise, develop and evaluate staff

  • Analyze situations and generate effective strategies

  • Develop goals and implement plans, systems and procedures to achieve them

  • Attend professional development, conferences and meetings (including evenings and weekends)

  • Attend and supervise student and community activities (including evenings, weekends and holidays)

  • Make presentations as required; create excitement for learning

  • Be reflective on performance and have a continuous improvement mindset

  • Communicate clearly and concisely, both orally and in writing

  • Establish and maintain effective working relationships with those contacted in the course of work

  • Motivate staff and students to achieve high levels of engagement and performance

 

Principal/director candidates are assessed using the following Roaring Fork Schools Leadership Competencies (derived from research about effective school leadership and from feedback from the School community):

  • Ability to execute a strategic vision.

  • Team oriented: effective as a team leader and team member, works with staff to create conditions for collective efficacy. Uses an approachable, open, graceful, tactful style of communication.

  • Practices data-driven decision making.

  • Shows strong problem-solving skills including ability to think analytically and conceptually. Ability to influence and delegate effectively.

  • Demonstrates persistence and confidence to lead. Takes personal responsibility for mistakes. Leads with consistency and awareness of change management.

  • Shows ability to plan, organize and manage responsibilities effectively.

  • Aware of emotions in self and others. Ability to navigate difficult conversations and situations.

  • Able to build trust by following through on commitments, treating others with respect and building relationships. Advocates for teachers and students.

  • Ability to work with and respond to the community. Values and invests in the unique cultural diversity of the Basalt community and takes an inclusive approach to working with all members of the BHS community.

  • Demonstrates ability to uphold mutual accountability and high expectations with grace and restorative lens.

  • Values teacher expertise.

  • Upholds a belief in range of postsecondary opportunities (including CTE, college and career)

EXPERIENCE & TRAINING GUIDELINES 

Experience: 

A minimum of three years teaching; three years as an Assistant Principal or Mentor Teacher

Training: 

Equivalent to the completion of a Master’s degree from an accredited college in education or a related field.

License or Certificate:

Possession of or enrollment in a program to obtain a Principal’s license through the Colorado Department of Education. Possession of or ability to obtain and maintain an appropriate valid Colorado driver’s license.

WORKING CONDITIONS 

Office environment; exposure to computer screens; travel from site to site.Primary functions may require maintaining physical condition necessary for sitting for prolonged periods of times; use of computer keyboard; light lifting and carrying.

SALARY RANGE AND DAYS WORKED

Salary range: $107,525 to $126,661, dependent on education and years of experience. Wages will be earned during the school calendar at the number of days required below, but will be paid over the twelve month contract period.

Days worked: this is an exempt position, scheduled to work 212 days/year.

Benefits: The Roaring Fork School District offers full district paid employee health benefits as well as voluntary vision, dental, and dependent coverage. Other benefits include: paid personal time off, paid parental leave for mothers and fathers, a robust retirement plan under Colorado PERA with a district contribution of over 20% of an employee’s wages each month, Employee Assistance programs and access to discounted ski passes and other community benefits.

ABOUT RFSD

With 14 schools and 5,600 students, the Roaring Fork School District is located in the culturally vibrant and naturally stunning Roaring Fork Valley serving the communities of Glenwood Springs, Carbondale, and Basalt. The Roaring Fork Schools believe that teachers are our most important asset, and our teachers enjoy a true teacher voice in decision-making; clear and collaborative leadership; small class sizes (average – 21); a highly competitive and progressive salary schedule; access to our affordable housing program; and a culture of self-care and well-being. We believe diversity is a strength, and our staff makes a real difference for our students who come from different ethnicities, cultures, and socio-economic backgrounds.

Why Work for Roaring Fork Schools? Mary says it all! Check us out at: https://youtu.be/nYEsuFVucJ8 

 

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Basalt Middle School Principal

Posted by | January 4, 2024 |

DEFINITION 

Responsible for the collective success of a school, including the learning, growth and achievement of both students and staff. As the schools’ primary instructional leader, they will enable critical discourse and data-driven reflection about curriculum, assessment, instruction, and student progress, and create structures to facilitate improvement.  They will create systems that maximize the utilization of resources and human capital, foster collaboration, and facilitate constructive change. By creating a common vision and articulating shared values, they will lead and manage their schools in a manner that supports schools’ ability to promote equity and to continually improve their positive impact on students and families.

SUPERVISION RECEIVED AND EXERCISED 

Receives direct supervision from the Superintendent and/or Chief Academic Officer. and/or Executive Director of Schools,

Supervises building licensed staff and non licensed staff.

PRIMARY DUTIES

The following are examples of primary duties assigned to the Principal. Other related primary duties and responsibilities may be assigned.

  • Strategic Leadership: Collaboratively develop the vision, mission, values, expectations and goals of the school; Provide for data-based progress monitoring; Collaborate with staff and school community to implement strategies to move those goals forward.

  • Instructional Leadership: Promote school-wide efforts to establish, implement; and refine appropriate expectations for curriculum, instructional practices, assessment and use of data on student learning that result in student academic achievement; Support teachers through ongoing, actionable feedback and needs-based professional development; Hold all staff accountable for setting and achieving rigorous performance goals for all students, and empower staff to achieve these goals across content areas.

  • School Cultural and Equity Leadership: Articulate, model and positively reinforce a clear vision and values of the school’s culture, and involve students, families and staff in creating an inclusive and welcoming climate that supports it.

  • Human Resource Leadership: Establish and effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing staff; Ensure that the school is a professional learning community; Participate in job fairs, screen applications and interview candidates for certified and classified positions; supervise the Athletic Director; hire, train and supervise athletic coaches and club sponsors; schedule and coordinate games or events; attend athletic games or events and provide supervision when necessary.

  • Managerial Leadership: Establish systems to improve student learning and overall healthy development for all students; Proactively manage interactions and relationships, including those among and between parents/guardians, students and staff; Ensure that the school provides a supportive environment that fosters a climate of safety, respect, and well-being; Provide supervision of the school campus during school hours and at extracurricular activities sponsored by the school; Supervise student discipline to promote a positive school climate.

  • External Leadership: Design and/or utilize structures and processes, which result in family and community engagement, support and ownership for the school; Develop systems and relationships to leverage the school district and community resources available to them both within and outside of the school in order to maximize the school’s ability to serve the best interest of students and families.

QUALIFICATIONS 

Knowledge of: 

  • Educational needs of middle school students

  • Knowledge of curriculum development and effective instructional practices

  • Knowledge of using data to promote student achievement

  • Positive discipline and classroom management techniques

  • Effective public speaking and presentation techniques

  • Principles of supervision, training and performance evaluation

  • Pertinent Federal, State and local laws, codes and regulation

  • English usage, spelling, grammar and punctuation

  • Modern office procedures and methods

  • Principles of business and letter writing and basic report preparation

Ability to: 

  • Supervise, plan and direct standards based education practices and curriculum development

  • Implement district programs

  • Oversee, direct and coordinate the work of staff

  • Recruit, select, supervise, develop and evaluate staff

  • Analyze situations and generate effective strategies

  • Develop goals and implement plans, systems and procedures to achieve them

  • Attend professional development, conferences and meetings (including evenings and weekends)

  • Attend and supervise student and community activities (including evenings, weekends and holidays)

  • Make presentations as required; create excitement for learning

  • Be reflective on performance and have a continuous improvement mindset

  • Communicate clearly and concisely, both orally and in writing

  • Establish and maintain effective working relationships with those contacted in the course of work

  • Motivate staff and students to achieve high levels of engagement and performance

 

Principal/director candidates are assessed using the following Roaring Fork Schools Leadership Competencies (derived from research about effective school leadership and from feedback from the School community):I

  • Shows ability to execute a strategic vision

  • Team oriented: effective both with leading teams and as a team member. Works to ensure staff voices are heard in decision-making. A good listener who seeks input from various stakeholders. Seeks feedback and provides avenues for feedback.

  • Demonstrates ability to work with and respond to the community, including ability to make connections with diverse groups of people. Shows commitment to diversity and investment in community.

  • Practices data-driven decision making.

  • Demonstrates ability to solve problems, influence others, build trust and relationships, follow through on commitments, collaborate internally and externally with other leaders.

  • Leads with confidence and persistence and emotional awareness. Personable, approachable, visible and supportive.

  • Demonstrates ability to plan and organize effectively, think conceptually,

  • Maintains high and clear and predictable expectations for students including academic achievement.

  • Navigates change management by demonstrating creativity, flexibility, advocacy, progressive thinking, ability to prioritize and proactive problem-solving.

  • Understands the unique qualities of middle school students.

  • Prioritizes hiring and retaining high-quality teachers, uplifts and supports all staff.

  • Ability to successfully help teachers grow in their practice through strong instructional coaching and instructional leadership.

  • Knowledgeable in dual-language programming.

EXPERIENCE & TRAINING GUIDELINES 

Experience: 

A minimum of three years teaching; three years as an Assistant Principal or Mentor Teacher

Training: 

Equivalent to the completion of a Master’s degree from an accredited college in education or a related field.

License or Certificate:

Possession of or enrollment in a program to obtain a Principal’s license through the Colorado Department of Education. Possession of or ability to obtain and maintain an appropriate valid Colorado driver’s license.

WORKING CONDITIONS

Office environment; exposure to computer screens; travel from site to site.Primary functions may require maintaining physical condition necessary for sitting for prolonged periods of times; use of computer keyboard; light lifting and carrying.

SALARY RANGE AND DAYS WORKED

Salary range: $99,898.00 to $117,673, dependent on education and years of experience. Wages will be earned during the school calendar at the number of days required below, but will be paid over the twelve month contract period.

Days worked: this is an exempt position, scheduled to work 206 days/year.

Benefits: The Roaring Fork School District offers full district paid employee health benefits as well as voluntary vision, dental, and dependent coverage. Other benefits include: paid personal time off, paid parental leave for mothers and fathers, a robust retirement plan under Colorado PERA with a district contribution of over 20% of an employee’s wages each month, Employee Assistance programs and access to discounted ski passes and other community benefits.

ABOUT RFSD

With 14 schools and 5,600 students, the Roaring Fork School District is located in the culturally vibrant and naturally stunning Roaring Fork Valley serving the communities of Glenwood Springs, Carbondale, and Basalt. The Roaring Fork Schools believe that teachers are our most important asset, and our teachers enjoy a true teacher voice in decision-making; clear and collaborative leadership; small class sizes (average – 21); a highly competitive and progressive salary schedule; access to our affordable housing program; and a culture of self-care and well-being. We believe diversity is a strength, and our staff makes a real difference for our students who come from different ethnicities, cultures, and socio-economic backgrounds.

Why Work for Roaring Fork Schools? Mary says it all! Check us out at: https://youtu.be/nYEsuFVucJ8 

 

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Glenwood Springs Middle School Principal

Posted by | January 4, 2024 |

DEFINITION 

Responsible for the collective success of a school, including the learning, growth and achievement of both students and staff. As the schools’ primary instructional leader, they will enable critical discourse and data-driven reflection about curriculum, assessment, instruction, and student progress, and create structures to facilitate improvement.  They will create systems that maximize the utilization of resources and human capital, foster collaboration, and facilitate constructive change. By creating a common vision and articulating shared values, they will lead and manage their schools in a manner that supports schools’ ability to promote equity and to continually improve their positive impact on students and families.

SUPERVISION RECEIVED AND EXERCISED 

Receives direct supervision from the Superintendent and/or Chief Academic Officer and/or Executive Director of Schools

Supervises building licensed staff and non licensed staff.

PRIMARY DUTIES

The following are examples of primary duties assigned to the Principal. Other related primary duties and responsibilities may be assigned.

  • Strategic Leadership: Collaboratively develop the vision, mission, values, expectations and goals of the school; Provide for data-based progress monitoring; Collaborate with staff and school community to implement strategies to move those goals forward.

  • Instructional Leadership: Promote school-wide efforts to establish, implement; and refine appropriate expectations for curriculum, instructional practices, assessment and use of data on student learning that result in student academic achievement; Support teachers through ongoing, actionable feedback and needs-based professional development; Hold all staff accountable for setting and achieving rigorous performance goals for all students, and empower staff to achieve these goals across content areas.

  • School Cultural and Equity Leadership: Articulate, model and positively reinforce a clear vision and values of the school’s culture, and involve students, families and staff in creating an inclusive and welcoming climate that supports it.

  • Human Resource Leadership: Establish and effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing staff; Ensure that the school is a professional learning community; Participate in job fairs, screen applications and interview candidates for certified and classified positions; supervise the Athletic Director; hire, train and supervise athletic coaches and club sponsors; schedule and coordinate games or events; attend athletic games or events and provide supervision when necessary.

  • Managerial Leadership: Establish systems to improve student learning and overall healthy development for all students; Proactively manage interactions and relationships, including those among and between parents/guardians, students and staff; Ensure that the school provides a supportive environment that fosters a climate of safety, respect, and well-being; Provide supervision of the school campus during school hours and at extracurricular activities sponsored by the school; Supervise student discipline to promote a positive school climate.

  • External Leadership: Design and/or utilize structures and processes, which result in family and community engagement, support and ownership for the school; Develop systems and relationships to leverage the school district and community resources available to them both within and outside of the school in order to maximize the school’s ability to serve the best interest of students and families.

QUALIFICATIONS 

Knowledge of:

  • Educational needs of middle school students

  • Knowledge of curriculum development and effective instructional practices

  • Knowledge of using data to promote student achievement

  • Positive discipline and classroom management techniques

  • Effective public speaking and presentation techniques

  • Principles of supervision, training and performance evaluation

  • Pertinent Federal, State and local laws, codes and regulation

  • English usage, spelling, grammar and punctuation

  • Modern office procedures and methods

  • Principles of business and letter writing and basic report preparation

Ability to: 

  • Supervise, plan and direct standards based education practices and curriculum development

  • Implement district programs

  • Oversee, direct and coordinate the work of staff

  • Recruit, select, supervise, develop and evaluate staff

  • Analyze situations and generate effective strategies

  • Develop goals and implement plans, systems and procedures to achieve them

  • Attend professional development, conferences and meetings (including evenings and weekends)

  • Attend and supervise student and community activities (including evenings, weekends and holidays)

  • Make presentations as required; create excitement for learning

  • Be reflective on performance and have a continuous improvement mindset

  • Communicate clearly and concisely, both orally and in writing

  • Establish and maintain effective working relationships with those contacted in the course of work

  • Motivate staff and students to achieve high levels of engagement and performance

 

Principal/director candidates are assessed using the following Roaring Fork Schools Leadership Competencies (derived from research about effective school leadership and from feedback from the School community):

  • Ability to execute a strategic vision.

  • Team oriented: effective as a team leader and team member; works with staff to create conditions for collective efficacy. Creates strong partnership with school leaders.

  • Practices data-driven decision making.

  • Ability to work with and respond to the community. Passionate and knowledgeable about Glenwood Springs and the Roaring Fork Valley.

  • Demonstrates ability to build trust and relationships. Follow through on commitments. Shows persistence. Treats others with respect.

  • Show emotional awareness in self and others.Open to diverse ideas, good listener.

  • Demonstrates ability to solve problems analytically and conceptually. Shows the ability to influence.

  • Plans, organizes, manages responsibilities effectively.

  • Shows confidence to lead, takes responsibility for mistakes.

  • Dedicated to inclusivity – values diversity, supports all students, prioritizes equity, aware of post-Covid environments, welcoming to all.

  • Ability to successfully help teachers grow in their practice through strong instructional coaching and instructional leadership.

  • Demonstrates kindness, compassion, positivity, calm, patience, a good sense of humor.

EXPERIENCE & TRAINING GUIDELINES 

Experience: 

A minimum of three years teaching; three years as an Assistant Principal or Mentor Teacher

Training: 

Equivalent to the completion of a Master’s degree from an accredited college in education or a related field.

License or Certificate:

Possession of or enrollment in a program to obtain a Principal’s license through the Colorado Department of Education. Possession of or ability to obtain and maintain an appropriate valid Colorado driver’s license.

WORKING CONDITIONS 

Office environment; exposure to computer screens; travel from site to site.Primary functions may require maintaining physical condition necessary for sitting for prolonged periods of times; use of computer keyboard; light lifting and carrying.

SALARY RANGE AND DAYS WORKED

Salary range: $99,898.00 to $117,673, dependent on education and years of experience. Wages will be earned during the school calendar at the number of days required below, but will be paid over the twelve month contract period.

Days worked: this is an exempt position, scheduled to work 206 days/year.

ABOUT GLENWOOD SPRINGS MIDDLE SCHOOL

Glenwood Springs Middle School is an  EL Education Network School.

At GSMS, Crew is our cultural foundation – a powerful space for building belonging, safety and equity. We believe students learn best when engaged in relevant and important work such as EL Education National High Quality Work Library: GSMS Life Changing Stories Project. To learn more about who we are read our GSMS Guiding Beliefs and check out GSMS Teachers Set Example for Better World Day. Our GSMS Crew includes teachers who have been nationally recognized for excellence such as the 2022 Colorado Teacher of the Year and a 2021 EL Education Klingenstein Award national finalist.

Benefits: The Roaring Fork School District offers full district paid employee health benefits as well as voluntary vision, dental, and dependent coverage. Other benefits include: paid time off, paid parental leave for mothers and fathers, a robust retirement plan under Colorado PERA with a district contribution of over 20% of an employee’s wages each month, Employee Assistance programs and access to discounted ski passes and other community benefits.

ABOUT RFSD

With 14 schools and 5,600 students, the Roaring Fork School District is located in the culturally vibrant and naturally stunning Roaring Fork Valley serving the communities of Glenwood Springs, Carbondale, and Basalt. The Roaring Fork Schools believe that teachers are our most important asset, and our teachers enjoy a true teacher voice in decision-making; clear and collaborative leadership; small class sizes (average – 21); a highly competitive and progressive salary schedule; access to our affordable housing program; and a culture of self-care and well-being. We believe diversity is a strength, and our staff makes a real difference for our students who come from different ethnicities, cultures, and socio-economic backgrounds.

Why Work for Roaring Fork Schools?  Mary says it all! Check us out at: https://youtu.be/nYEsuFVucJ8

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Director of Special Education

Posted by | December 22, 2023 |

Director of Special Education 

SUMMARY:

The Director of Special Education provides vision and leadership based on a foundation of performance excellence to direct the service delivery for the district’s special education. The Director works in collaboration with all district departments and services with a focus on delivering value and results. The Director of Special Education is responsible for the leadership and management of special education programs. Along with administering and interpreting all local, state and federal statutes, rules and policies and administrative directors pertaining to programs for exceptional students.

 

The following statements are illustrative of the essential functions of the job and other key duties that may be required. The description may not include all functions performed by the incumbents in various locations. The district reserves the right to modify or change the duties or the essential functions of this job at any time.

 

ESSENTIAL DUTIES & RESPONSIBILITIES:

 

The following statements of essential functions and responsibilities are intended to describe the general nature and level of work being performed by individuals assigned to this position.  These statements are not intended to be an exhaustive list of all duties and responsibilities required of all personnel within this position.  Actual duties and responsibilities may vary depending on building assignment and other factors.

 

  •     Plan, implement and monitor all district services and programs for students with disabilities focusing on improved student outcomes and success.
  •     Provide vision and leadership to support student achievement and effective services by identifying best practices, developing and implementing strategic improvement plans, determining professional development areas and supporting achievement plans.
  •     Working with the building principals to ensure appropriate programming.
  •     Interface special education programs and systems with district goals and initiatives.
  •     In conjunction with the district legal council and the executive team, provide direction on resolution of disputes, complaints and due process.
  •     Interpret and administer local, state and federal  policies, statutes, rules, and administrative directives pertaining to services for students with disabilities while adhering to a high standard of ethics and transparency.
  •     Plan and submit the special education budget and applications for state and federal funds. Determine spending authorities for Special Services.
  •     In conjunction with the Department of Data and Assessment, collect, analyze data, and prepare reports required by local, state and federal authorities.
  •     Represent the Department of Special Education at local, regional, and state meetings, task forces and other functions.
  •     Make decisions on staff allocations and personnel recommendations in conjunction with the business services department.
  •     Analyze the professional development needs of Special Education staff in accordance with best practices.
  •     Ensure effective supervision of selected Special Service Providers in accordance with district policy.
  •     Any other duties of a related nature which might reasonably be allocated and required in the areas of special education services.
  •     Perform other duties as assigned,

 

Supervision & Technical Responsibilities:

 

Directly and indirectly supervises staff as determined by the Executive Team. Supervisory responsibilities include interviewing, hiring and training employees, promoting and transferring employees; planning, assigning and directing work; evaluating; discipling and recommending dismissal of employees; and managing budgets.

 

Budget Responsibility:

 

In collaboration with the Executive Team, develop, administer, monitor, and coordinate the assigned budgets.

 

Education & Training:

 

  •     Master’s degree in Special Education or related field plus additional coursework required for certification or licensure.

 

Experience:

 

  •     Five (5) years of experience in special education and school administration.
  •     Previous experience in building administrator or district leadership related to special education required.
  •     Experience with policy and procedure, curriculum, accounting, evaluation, and negotiation.

 

  Certificates, Licenses, & Registrations:

 

  •     Criminal background check required for hire
  •     Valid Colorado driver’s license required for hire
  •     Director of Special Education Administrators License or eligibility at the time of hire required.

 

OTHER WORK FACTORS

 

The physical demands, work environment factors and mental functions described herein are representative of those that must be met by an employee to successfully perform the essential functions of this job.

 

Physical Demands:  While performing the duties of this job, the employee is occasionally required to stand, climb or balance, stoop, kneel, crouch, or crawl, and smell. The employee must regularly lift and/or move up to 25 pounds frequently.

 

Work Environment:  While performing the duties of this job, the employee will work primarily in a usual office or school environment.

Mental Functions:  While performing the duties of this job, the employee is regularly required to communicate, compare, analyze, coordinate, evaluate, and use interpersonal skills.

 

Salary Placement: Based on job relevant experience only

 

Compensation Range:

 

$110,000-130,000
Work Days: 260
Closing Date: Thursday, January 18, 2024
Estimated Start Date: ASAP

Experience the perks of being part of our dedicated team, including eligibility for participation in the Colorado Public Employees Retirement Account (PERA) and comprehensive health insurance plans covering medical, dental, vision, and life insurance. Lewis-Palmer District proudly presents a range of options, including a low-cost plan for individuals, while paid leave is accrued per District policies and Colorado law.

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Deputy Superintendent

Posted by | December 21, 2023 |

Deputy Superintendent

Adams 12 Five Star Schools is a caring, inclusive, and engaging district in Thornton, CO which exists so the students it serves can attain the knowledge and skills necessary to pursue the future of their choosing and are equipped to navigate and thrive in our rapidly changing world.  Adams 12 Five Star Schools puts students first and supports our district’s mission to elevate student success for every student every day in every classroom.

SUMMARY:  Responsible for overseeing and aligning critical district administrative functions, processes and special projects that engage multiple divisions under direction from the Superintendent.  Exercise functional supervision over the Superintendent’s direct reports as directed by the Superintendent. Supervise on a constant, ongoing basis, the translation of the district’s educational philosophy, goals and objectives into active terms that directly benefit students.  Serve as the acting chief administrator at the request of or in the absence of the Superintendent.

1.    Support Superintendent with management and supervision across Cabinet and district leadership.  Lead large-scale district projects that require management, support, and coordination across multiple divisions and multiple stakeholder groups.

2.    Provide leadership and coordination for the development and implementation, when appropriate, of bond programs including budget management, program development and improvement, project management across all aspects of the bond package, coordination between divisions and schools and effective stakeholder engagement.

3.    Provide leadership and direction for district level community engagement committees.  Represent the Superintendent at meetings of staff and community groups, as requested.  Serve as a member of the Superintendent Cabinet and participate in all School Board meetings.

4.    Provide technical expertise, information and assistance to the Superintendent regarding assigned functions; assist in the formulation and development of policies, procedures and programs; advise the Superintendent of unusual trends or problems and recommend appropriate corrective action; maintain constant communication and contact with the Superintendent concerning the day-to-day operation of the district.

5.    Provide organizational leadership to ensure the coordinated planning and consistent implementation of the school district’s strategic plan, making certain that programs and supports are effective and focused on student learning and prioritized to meet individual school needs.  Foster a work environment and culture that is student-focused and results-orientated.  Participate with the Superintendent and other senior staff in strategic planning, policy development and problem resolution of complex issues and needs.

6.    Perform other duties as assigned.

EDUCATION AND RELATED WORK EXPERIENCE:
•    Master’s degree from an accredited college or university in educational leadership, business, law, administration or related field.
•    Minimum of seven (7) years of experience in education including teaching, supervision, and administration.

LICENSES, REGISTRATIONS or CERTIFICATIONS:
•    Criminal background check required for hire.
•    Must possess or be able to obtain a valid and appropriate Colorado Educator License.
•    Ability to travel among school locations.

 

FULL SALARY RANGE: Level 35 (minimum: $165,181- mid-point: $203,928- maximum: $242,676)
The maximum placement for new hires is based upon experience and typically does not exceed the mid-point of the range

 

 

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Principal (Pool)

Posted by | December 19, 2023 |

 Lewis-Palmer School District 38, nestled in the picturesque Monument, CO, invites dynamic education leaders to apply for the District 38 Principal Pool, for positions that are anticipated in the upcoming 2024-2025 and 2025-2026 school years. Joining a community of excellence, our schools have consistently achieved Accredited with Distinction, boasting academic success in the 90th percentile across key indicators.

 

Selected candidates will be eligible to pursue future opportunities and play a pivotal role in shaping the future at one of our amazing schools. A key figure, supervised by the Superintendent, the Principal will spearhead planning, organization, staffing, administration, and evaluation in alignment with Colorado statutes, School Board Policies, and District Administrative Procedures.

 

As the visionary leader, the Principal will provide unwavering guidance to faculty, students, and parents, driving the District mission and ensuring the attainment of rigorous standards. Depending on school level, we offer a competitive salary ranging from $100,000-$125,000, reflective of experience, with a strong emphasis on recognizing the value of school administration expertise.

 

Experience the perks of being part of our dedicated team, including eligibility for participation in the Colorado Public Employees Retirement Account (PERA) and comprehensive health insurance plans covering medical, dental, vision, and life insurance. Lewis-Palmer District proudly presents a range of options, including a low-cost plan for individuals, while paid leave is accrued per District policies and Colorado law.

 

Our ideal candidate possesses a Master’s Degree, holds or is eligible for a Colorado Principal License, and brings successful teaching experience. Prior administrative experience, especially in a school setting, is preferred, along with a strong grasp of Standards-Based Education and Professional Learning Communities.

 

Applications will be reviewed as they are received with interviews anticipated beginning January 26 through spring.

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Executive Director

Posted by | December 19, 2023 |

ABOUT COLORADO YOUTH CONGRESS 

The Colorado Youth Congress (CYC) cultivates the healing and leadership of young people to guide us all into a future grounded in justice and well-being. Our theory of change is based on the concept of fractals: that the work we do internally and within our community will naturally translate to broader cultural and systemic change. By holistically nurturing youth — their identities, wellness and innate curiosity about the world, we will activate their potential for leadership. And when young people are well-resourced and lead from a place of wellness, their leadership is more effective and sustainable. The work they do and the communities they lead will be healthier and better-resourced as a result. Systems will start to shift towards justice.

 

For more details about our program and strategic plan, see here.

 

ROLE OVERVIEW

Since 2017, the Colorado Youth Congress has grown from a volunteer-only group with a shoestring budget to one of the largest and most well-known youth leadership organizations in the state. CYC continues to move towards a vision where within our lifetime, the collective voice of young people will be central to the social and political leadership of Colorado. We are looking to the next Executive Director to position CYC, and youth leadership as a whole, as an indispensable part of Colorado’s ecosystem. The ED will act as the visionary leader and will be responsible for overseeing the organization’s strategic, fiscal, and external priorities.

 

The starting salary range will be from $110,000 – $115,000 and will include a full suite of benefits including unlimited paid time off, a sabbatical policy, a hybrid work schedule including a four day work week, healthcare package (medical, dental, and vision insurance), 401k match, remote working and wellness stipend, and a substantial professional development budget.

 

RESPONSIBILITIES

Visionary Leadership and Organizational Management

    1. Form, execute and iterate an inspiring strategy to reach our vision to center youth voices in the social and political landscape of Colorado.
    2. Build relationships to galvanize action across staff, board, youth, and the broader education, civic and philanthropic communities.
    3. Translate the vision into long- and short-term priorities, strategies, and goals, iterating as needed.
    4. Provide leadership, in partnership with other organizations, in pursuit of our vision.

 

Fundraising and Fiscal Management

    1. Maintain full responsibility for accomplishing CYC’s annual fundraising goals.
    2. Initiate and deepen relationships with current and potential funders with an emphasis on developing new partnerships.
    3. Enlist champions and supporters to cultivate strong relationships and continued support for the organization’s key priorities.
    4. Prepare and submit to the Board proposed annual budget and quarterly financial updates which accurately reflect the financial condition of the organization.
    5. Ensure resource utilization is aligned with our vision, and maintain the organization in a positive financial position (internal financial systems).

 

Team Management:

    1. Model the organization’s core values, ensuring the organization develops and retains its people.
    2. Grow and evolve a culture that is strategic, adaptive, and determined to realize the CYC vision within our lifetime.
    3. Recruit and develop a diverse team of high-quality leaders aligned with the mission and vision of CYC.
    4. Actively supervise, develop, and evaluate direct reports to be effective in their roles and in the management of their functions.

 

Board Governance:

    1. Manage strong relationships with the Board, particularly the Chair, maintaining regular and ongoing communication with the entire Board.
    2. Work closely and openly with the Board, ensuring ongoing communication of risks, successes, and emerging opportunities.
    3. Support the development of a diverse and effective Board, reflective of Colorado, and leverage their networks to support the organizational health and sustainability of CYC.

 

WHO YOU ARE

  • You have a deep understanding of how nonprofit organizations work and have demonstrated effectiveness in multiple domains, including fundraising, team management and familiarity managing budgets.
  • You are a visionary and inclusive leader. You have a clear and compelling sense of what you’d like the future to look like and an eagerness to co-create that with others.
  • You believe in the inherent power of young people. You are comfortable working alongside young people, learning with and from them, and adapting plans based on the feedback you receive.
  • You are knowledgeable (or eager to learn) about the social and political landscape in Colorado state.
  • You’re an exceptional relationship builder who knows how to navigate complex environments and authentically bring people in as partners to conversations about impact.
  • Your value system centers on justice. You have an understanding of the historical threads of oppression and have reflected deeply on your own racial and socioeconomic positionality. You’ve demonstrated a desire to leverage youth voices to dismantle unjust systems and rebuild something just and sustainable.
  • You have the courage to explicitly name problems as they come up and the humility to adapt alongside the community.

EQUAL EMPLOYMENT OPPORTUNITY STATEMENT

Colorado Youth Congress is an equal opportunity employer and welcomes a diverse pool of applicants for this search. We are committed to fostering a culture of inclusion and welcome individuals with diverse backgrounds and experiences to apply. Applicants must be legally authorized to work in the United States, as we are not authorized to sponsor the H-1B visa.

 

CYC does not discriminate on the basis of race, color, religion, ethnic or national origin, age, disability, gender, sexual orientation, or other characteristics covered by law with regard to employment opportunities.

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3rd-6th ELD Teacher on a 4-day workweek!

Posted by | December 18, 2023 |

Leadville, in Lake County, is located two hours west of Denver in the heart of Colorado’s highest peaks at 10,200 feet. There are about 7,000 people in Lake County, and Leadville is the main city. Many adults commute to work in the service industry in nearby ski areas.  We have a strong history of mining, adventure recreation, and outdoor enthusiasm. Lake County Intermediate School consists of about 275 students in grades 3-6 with three classroom teachers per grade.

3-6 English Language Development Teacher Job Description

Reports To: Building Principal – Lake County Intermediate School (LCIS) Grades Third – Sixth

Compensation: Follows Certified Teacher Salary Schedule; EXCELLENT benefits included –  medical, dental, vision and life insurance plus PTO days. * Salary schedule for 2023-2024 will be updated once salary negotiations are complete.  All compensation and benefits prorated for the start date.

Length of Assignment: Academic year: Beginning ASAP.

From EL Education, Core Beliefs about English Language Learners:

In the past, the ELL has often been considered to be the ELL teacher’s responsibility. Such an attitude is

unsustainable, given the expanding numbers of ELLs in American schools and dramatic shifts in K-12 academic expectations across the country.

When … curriculum is delivered with scaffolds that are standards-based, research-aligned, culturally and academically respectful, grounded in the strengths and needs of the individual student, and surrounded by supportive school culture, we believe we have laid the groundwork for ELL academic success. ELLs need and deserve access to all aspects of the American educational experience, from the curriculum to the physical mainstream classroom. All teachers are teachers of English Language Learners.

 

Lake County School District’s PK-6 schools enroll approximately 40% English language learners. The role of our 3-6 English language development teacher will include ELD instruction and building capacity amongst staff to support students with English acquisition at school. 

 

Responsibilities include, but are not limited to:

  • Teach targeted ELD groups using language proficiency and other academic data
  • Follow provided curriculum and/or create curricular resources for ELD groups
  • Build and adapt ELD support schedule, based on need
  • Provide classroom push-in support
  • Ensure district policies are upheld and systems followed in collaboration with all ELD staff
  • Plan and facilitate professional development in collaboration with school leadership team
  • Collaborate with administration to integrate and refine best practices for teaching multilingual learners into school improvement plans and help monitor instructional practices
  • Participate in MTSS process for multilingual students, as requested
  • Collaborate with special education staff to support multilingual learners with special needs
  • Fulfill all duties of ELD teacher annual timeline in a timely manner, including:
    • identify and redesignate multilingual students using state and district guidelines
    • maintain updated list of multilingual students and language proficiency data
    • assure staff knows identified multilingual students and has the resources to support them
    • build and maintain positive relationships with families of multilingual students
    • collaborate with staff to determine role at conferences and other school events
  • Collaborate with READ plan team to identify exemptions
  • Disseminate ELD information to staff as needed in weekly staff bulletin
  • Participate in training, scheduling, and administration of the state-mandated ACCESS 2.0 language proficiency test, in collaboration with district assessment leaders
  • Review test accommodations with teams so ELs receive needed accommodations for assessments
  • Communicate with the Lake County Elementary ELD staff to prepare for 2nd grade-3rd grade transitions and with Lake County High School staff to prepare for 6th grade-7th grade transitions
  • Annually meet with all multilingual learners to graph ACCESS scores, set goals, and notify of status
  • Work in collaboration with the 3-6 teachers

Preferred Qualifications:

  • Bachelor’s degree of related subject from accredited university
  • Colorado teaching certificate; (or willing to enroll in alternative licensure program)
    • Culturally and Linguistically Diverse Education Endorsement or Bilingual Education Specialist required, or willing to gain endorsement within the first year of employment.
  • Bilingual (Spanish) Preferred
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Portfolio Director, Research

Posted by | December 8, 2023 |

Position Title:                         Portfolio Director, Research

Reports To:                             Executive Director

Direct Reports:                       Research Team (1-2 staff)

Salary Range:                          $88,000 – 112,000

Position Status:                      Full Time, Exempt, Eligible for Benefits

Posting Dates:                        11/17/2023 – 12/31/2023

Summary of the Position:

The Portfolio Director, Research plays a key role in developing Early Milestones Colorado’s responsive and proactive research portfolio. This includes original data collection (e.g., surveys and focus groups), analysis and synthesis of public data and outside research for policy implications, and research into other state policies and practices. This position works closely with the leadership team to develop and implement strategies to identify, engage, and cultivate relationships with donors and funders who can support and expand our research efforts. Additionally, the Portfolio Director is accountable for the success of projects in the portfolio, including the advancement of diversity, equity, and inclusion.

 

What you will do:

Portfolio Development & Management 

  • Develop and execute strategies for growth and impact.
  • Develop and articulate a strategic vision for the research portfolio, aligning with the landscape of early childhood research and policy in Colorado.
  • Allocate and manage portfolio resources and budgets.
  • Ensure cross-functional alignment of portfolio activities.
  • Maintain quality standards and drive continuous improvement.
  • Lead, mentor, and supervise research team staff to achieve collaborative success.
  • May perform qualitative and quantitative research as needed.

 

Strategic Partnerships 

  • Build and cultivate relationships and partnerships across early childhood domains and sectors.
  • Foster strategic collaborations to enhance the research teams’ influence, capacity, and ability to support policy and practice changes.

 

Knowledge Sharing: 

  • Develop and implement strategies to coordinate the organization’s research and practice activities so they provide the maximum impact on policy.
  • Works with leadership team to direct the translation of research insights into actionable policy and practice improvements.
  • Develop and/or supervise the development of written products and presentations for a variety of audiences.
  • Present findings to a variety of audiences, including national research peers.

 

What we are looking for:

The successful candidate has the following education and experience requirements and core competencies.

Education and Experience:

  • Advanced degree or Ph.D. in relevant field preferred OR Bachelor’s degree plus at least 8 years’ experience in related field.
  • Success in attaining research grants.
  • 8+ years of experience in nonprofit, nonpartisan, research, policy, or educational organizations focused on early childhood, education, child social-emotional well-being, and/or health; OR similar experience with applied and/or action-oriented research.
  • 2+ years supervisory experience.

Preferred Competencies:

  • Project Management. Ability to manage multiple research projects
  • Fundraising and Development.  Success in conceptualizing and securing funding for a variety of projects. Ability to work with and manage funder relationships. Experience writing grant proposals and funder reports.
  • Content Expertise. Experience with research design, including scopes oriented toward policy action and knowledge of mixed methods. Ability to center research around equitable outcomes.
  • Data Translation and Dissemination. Experience with translation and communication of complex findings for lay audiences, primarily policymakers (e.g., data visualization, etc.)
  • Teamwork/Collaboration. Ability and desire to work cooperatively and effectively with others; actively participate as a member of the team, and work toward common goals in order to reach desired results.
  • Problem-Solving/Decision Making. Ability to make informed decisions based on available information and take a proactive approach to anticipate, prevent, and solve problems.
  • Communication. Ability to share and receive information using clear oral, written, and interpersonal communication skills.
  • People Development. Ability to develop and implement strategies to maximize individual performance goals aligning with the organizational goals.
  • Strategic Thinking/Visioning. Ability to see the long-range, big picture of the organization.

 

Location Requirements:

Early Milestones is a Denver, Colorado-based organization that leases office space within a coworking facility conveniently located near Union Station. Early Milestones’ staff have the option to work at the coworking facility or from home. This position may require some in-person interactions with staff and partners at least monthly. Staff members are provided with appropriate equipment and access to technology to work effectively from home.

 

Benefits:

Early Milestones is proud to be recognized as a Family-Friendly (FF+) Business through Health Links. Benefits include medical, dental, vision, and life insurance; paid time off (vacation and personal days); family leave; an employer-matched 401K plan; public transit or office parking reimbursement; ongoing professional development; and the opportunity to work with and learn from a terrific team.

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Client Relations Manager

Posted by | December 8, 2023 |

Who We Are

The Colorado Outward Bound School (COBS) is a non-profit adventure-based education organization that emphasizes personal growth through challenge and discovery.  For over 60 years our wilderness courses have focused on inspiring responsibility, teamwork, confidence, compassion, and environmental and community stewardship.

 

Your Role as the Next Client Relations Manager

The Client Relations Manager serves as the liaison between COBS and our Groups partners and is responsible for new customer acquisition, relationship building, sales, and account management. Working closely with the Marketing Manager and Associate Program Director of Groups Programming, this position serves as the primary point of contact for Groups partners.

 

Key Duties and Responsibilities

Sales and Account Management

  • Generates leads continuously and develops a pipeline for new clients with systematized outreach
  • Stewards existing partners and manages interactions
  • Enhances customer relations management by improving database(s) and reporting process
  • Attends and presents at events and conferences on behalf of COBS, including Colorado- and Utah-based school leadership conferences, professional networking events and higher education opportunity fairs
  • Determines pricing for Groups programs ranging from day-programs to expeditionary-programs
  • Initiates and collects signed program agreements from clients
  • Ensures that partners receive accurate course information in a timely manner, including enrollment materials, contracts, and course information
  • Reviews course reports and re-establishes program evaluation process that captures client feedback for customer satisfaction and retention purposes

 

Collaboration

  • Works with the Program Leadership teams to obtain approval for course dates and lengths, logistics requests, coordinate curriculum, and to secure staffing for proposed programs
  • Collaborates with the Marketing Manager on website content, outreach automation, lead generation and cultivation
  • Collaborates with the Director of Student Experience and the Development team on scholarship support and administration for partners
  • Shares rostering and enrollment management functions with the Associate Program Director of Groups Programming

 

School and Youth-Serving Organization (YSO) Programs

  • Manages current portfolio of school clients and programs
  • Increases client retention and drives growth to meet or exceed tuition revenue goals
  • Builds Outward Bound brand recognition with schools and key associations
  • Analyzes current state, develops strategies for enhancing learning transfer and impact, and recommends next steps

 

Adult, Professional, and Higher Education Programs

  • Responsible for maintaining and significantly increasing sales of adult teambuilding and professional development programs to meet or exceed revenue targets
  • Uses knowledge of sales process to work with managers and decision makers to assess the needs of partners and provide COBS’s solutions aligned with business priorities, initiatives and/or challenges
  • Prioritize, develop, and lead implementation of market segment-specific outbound sales plans and develops and tracks metrics of success in each step of these plans

 

Who You Are

  • Committed to COBS’s mission of changing lives through challenge and discovery
  • Committed to COBS’s values of compassion; integrity; excellence; and diversity, equity, and inclusion
  • A skilled salesperson and account manager with experience working in education, for-profit or non-profit industry sectors
  • A systems-thinker who is not afraid to take initiative to innovate and enhance systems and processes
  • An exceptional public speaker, presenter, and relationship builder with the ability to effectively communicate COBS’s mission and program offerings to a wide variety of stakeholders and able to attend events occasionally outside of regular working hours
  • A dedicated team member who leads by example and is excited to work in both collaborative and independent environments
  • Comfortable and professional in varied environments and settings including rural and urban outdoor course areas and classrooms, professional networking events and corporate offices
  • Service-minded and willing to help where needed, including areas outside of traditional job responsibilities and a demonstrated bias for action
  • Possess a bachelor’s degree or a minimum of four years of relevant experience
  • Capable of leveraging a range of technologies necessary to support growth in groups programming and daily operations, including Salesforce (Administrator certification preferred), Microsoft Office 365, DocuSign, Asana (or similar online project management and collaboration tool) and video conferencing
  • Committed to openly sharing and receiving feedback
  • Fluent in English and Spanish (preferred)
  • Have existing connections in Colorado- or Utah-based educational institutions (preferred)

 

Physical Requirements 

  • The employee must occasionally lift and/or move up to 25 pounds
  • While performing the duties of this job, the employee is regularly required to sit
  • Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of the job
  • Capable of travel within the Rocky Mountain Region for up to 20% of the time
  • Possess a valid US Driver’s license and the ability and willingness to drive as required

 

Reporting Structure and Relationships

Serving as a member of the COBS Student Experience team, the Client Relations Manager reports to the Director of Student Experience and partners closely with the Marketing Manager, Associate Program Director of Groups Programming, Associate Program Directors of Training and Development of both the Rocky Mountain Program and the Southwest Program, Program Directors, and the Student Services team. As sales efforts grow, this person might supervise someone in the future.

 

Compensation and Benefits

  • Salaried, exempt position. Yearly range: $60,000 – $65,000 based on experience, education level and expertise. We anticipate hiring at $60,000. An additional commission package may become available in subsequent years.
  • Benefits eligibility for medical, dental, and vision insurance, where COBS pays a significant amount towards health care premiums and provides employer-paid short- and long-term disability coverage and basic life insurance.
  • Employee Assistance Program
  • 20 days of Paid Time Off that accrues throughout the first year, with an additional day of PTO added for each consecutive year of service.
  • 56 hours of annual paid Sick Leave
  • 401k eligibility available after one year of service
  • Pro-deal eligible
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Database Manager

Posted by | December 8, 2023 |

About the Database Manager Role: The Database Manager supports data and reporting needs related to rostering, student achievement outcomes, talent, and logistics. In this position you will write queries for extraction and transformation, design and maintain databases, document standard operating procedures, and assist the Senior Director of Data and Technology in writing reports using Excel and Business Intelligence. This role requires excellent communication skills, meticulous attention to detail, a commitment to accuracy, ability to multitask, and being able to work and build relationships cross functionally. The Database Manager is a full-time, exempt administrative role that reports to the Senior Director of Data & Technology.

About KIPP: Together with families and communities, KIPP creates joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. KIPP is a national network of tuition-free, public charter schools open to all students. There are 255 college-preparatory KIPP schools in 20 states and the District of Columbia, serving more than 100,000 students. Nationally, KIPP students are graduating four-year colleges at three times the national average for low-income students. 

Who we are:  KIPP Colorado Public Schools is a network of six  free college-preparatory public charter schools open to all students. Our 350-person staff educates 2,600 students from ECE to 12th grade. At KIPP Colorado, we partner with our KIPPsters, educators, families and communities to ensure that we are all united around the goal of a choice-filled future for our KIPPsters. Our KIPP Forward Team supports our 1,000+ high school Alumni as they create their own paths. Our core values of excellence, belonging, belief, advocacy and courage are central to who we are and how we operate at all levels of our organization.

What we do: We believe in the unique gifts and brilliance of every student. We believe in setting a high bar for joy and academic excellence to ensure the infinite possibilities our students have before them become a reality. We aspire to create and reinforce a culture of achievement, belonging and support. We know that every student is different and we personalize learning based on a student’s needs, skills, and interests.

 

Role Responsibilities and More About How You’ll Spend Your Time in this Role

This position will support the Senior Director of Data and Technology with the following:

  • Diagnostic analytics: Evaluate why data related issues occurred by analyzing various data sets, identifying patterns, and developing and maintaining partnerships with key stakeholders.
  • Descriptive analytics: Analyze data from student information, assessment, rostering, and internal support systems to evaluate and describe trends and similar data.
  • Preparing reports for organizational leadership to use in a business setting.

 

Additional Responsibilities: 

  • Maintains confidentiality of student and employee information
  • Works independently and within a team on special non-recurring and ongoing projects
  • Displays excellent communication skills including presentation, persuasion, and negotiation skills required in working with guests, vendors, and coworkers and including the ability to communicate effectively and remain calm and courteous under pressure. 
  • Conducts oneself appropriately and professionally
  • As needed, assist with duties and tasks outside of regular job responsibilities

Professional Responsibilities

  • Believe deeply in the mission, values, and Race, Inclusion, Diversity, and Equity (RIDE) commitments of KIPP Colorado Schools and that all children can and will learn.
  • Providing an active presence, strategic supervision, and intentional monitoring to ensure student safety and engagement in rigorous learning (regardless of my role and its proximity to students)
  • Take ownership for the development of your craft (meet 1x/1-2 weeks with a manager, implement feedback, engage in active practice, etc.)
  • Meet professional obligations including and not limited to meeting deadlines and honoring schedules.
  • Collaborate with colleagues and seek feedback in the spirit of continuous improvement.
  • Reflect on professional practices to meet individual professional development goals. 
  • Assume personal responsibility for student achievement. 
  • Actively participate in professional development, grade level, and department meetings.
  • Actively engage in all school-wide professional development.
  • Serve as a positive, contributing member of a team, collaborating with colleagues to tackle common challenges and implement region-wide initiatives.
  • Share candid, solutions-oriented feedback with peers and leadership on a regular basis.
  • Maintain strong attendance each day and be on time to all responsibilities
  • Assist with both student and staff recruitment.
  • Other duties as assigned

 

Manager Role Level Specifics, Scope of Work, and Level of Responsibility For more about how you’ll lead at the Manager level, please visit the KIPP Colorado Role Levels Matrix .

 

About Your Skills and Qualifications at the Manager  Level:

  • Bachelor of Science degree in a computer discipline or relevant certifications with at least 3 years of full-time professional experience in Data Science, Engineering, or Analytics roles.
    • In lieu of this educational and professional experience requirement, an advanced degree or additional work experience will be considered.
  • Experience as a standalone Database Architect. Experience in independently planning and managing work related to database administration and design. (required)
    • Demonstrated knowledge of cloud data infrastructure (such as: Snowflake, AWS, Azure) (required)
  • Expertise with data analysis tools, especially Excel with knowledge of Power Pivot and Query. (required)
  • Data collection and Extraction, Transformation, and Load processes using a variety of tools  (Such as: R, python, PowerQuery) (required)
  • Knowledge of SQL including queries and administration GUIs.  (required)
  • Business Intelligence such as Tableau or PowerBI (preferred)
  • A full understanding and Commitment to an Exceptional Student Experience (more about that HERE) (required) 
  • Ability to collaborate with other employees, including administrators and educators to determine areas of improvement regarding data systems.
  • Detail-Oriented including a strong attention to nuances in data and excellent presentation skills.
  • Strong analytical and problem-solving skills.
  • Ability to quickly learn complex concepts 
  • Ability to manage data and communication through various platforms.
  • Ability to manage the ambiguity and multiple priorities inherent in an entrepreneurial environment
  • Strong work ethic coupled with an enthusiastic and passionate approach to one’s work
  • Multi-faceted, multi-skilled, resourceful and willing to do whatever it takes to help our schools reach a level of academic excellence
  • Openness to feedback and professional direction
  • Articulate, professional demeanor with strong self-confidence and initiative.
  • Entrepreneurial mindset, with the creativity and versatility to work productively in a fast-paced environment
  • Demonstrated ability to work in a fast-paced, high-energy environment with a proven ability to meet and complete multiple deadlines and tasks
  • Strong interpersonal skills, with the ability to develop productive working relationships with stakeholders across functional and organizational lines
  • Passionate commitment to KIPP Colorado mission and to high standards of excellence

 

Compensation and Benefits: 

Staff retention and satisfaction is imperative for KIPP Colorado. We seek to provide competitive compensation and benefits including the following:

  • Competitive Market Salary: Starting salary for this role begins at $72,000
    • Please submit a comprehensive resume to assure all your experience is accounted for! (Tip: We don’t care if your resume is more than one page, we are eager to see and compensate you for all of your experience and  accomplishments.) 
  • Excellent Healthcare Plan: 100% of employee-only monthly premium paid by KIPP Colorado and options for family enrollment and coverage, through United Healthcare.  
  • Time Off !!!:  More than 6 weeks of annual vacation and Paid Time Off (PTO) 
  • Based on hire date, employees are eligible for up to 8 days of Paid Time Off (PTO) 
  • All employees receive summer break through an Org closure,  based on work location and position
  • Access to Parental and medical leave: Includes 6 weeks paid and 6 weeks unpaid for a total of 12 weeks (after your first year).
  • Career Trajectory: Access to opportunity to to move up, across schools, and grow your career and weekly coaching session to refine your craft. 
  • Mental Health Care: Immediate and ongoing access to mental health support through our Employee Assistance Program. 
  • Technology & Access: Equipment provided: laptop &  phone 
  • Retirement Planning: Participation in the Colorado PERA retirement program, including a PERA 401k option.
  • Move to Join Us: Relocation reimbursement (when applicable)
  • Additional Pay: Most school offer various stipend opportunities
  • All the Insurance Options: 
    • Wellness reimbursement
    • Voluntary employee, spousal, and child life insurance
    • Voluntary long term disability insurance
    • Voluntary short term disability insurance
    • Optional Basic Life and AD&D Insurance
  • All the Info: For more information, you can view our benefits FAQ here

 
 
KIPP Colorado Schools is dedicated to equal employment opportunities and fair labor practices. KIPP Colorado Schools, KIPP Denver Collegiate High School, KIPP Northeast Denver Middle School, KIPP Northeast Elementary, KIPP Northeast Denver Leadership Academy, KIPP Sunshine Peak Academy and KIPP Sunshine Peak Elementary provide equal employment opportunities to all individuals based on job-related qualifications, and the ability to perform a job without regard to race, color, gender, gender identity, gender expression, religious creed, marital status, age, national origin, ancestry, genetic information, legally protected medical condition, veteran status, sexual orientation, or on any other basis made unlawful by federal, state or local laws. It is our policy to maintain a non-discriminatory environment free from intimidation, harassment or bias based upon these grounds.

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Senior Director of Academic Strategy

Posted by | December 8, 2023 |

About the Senior Director of Academic Strategy Role: The Senior Director of Academic Strategy will set the instructional and academic vision as well as 1) oversee academic partnerships, 2) create systems for curriculum implementation and 3) support instructional coaching development in order to provide a cohesive vision for regional academic achievement. This role will be an essential support partner to the Chief Academic Officer (CAO)  and the Academics Teams. They will also partner closely with KIPP’s school leaders, instructional staff and external stakeholders. This full-time position is a part of our Home Office Team and is a key member of KIPP Colorado’s leadership team. This role will report to the Chief Academic Officer.

About KIPP: Together with families and communities, KIPP creates joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. KIPP is a national network of tuition-free, public charter schools open to all students. There are 255 college-preparatory KIPP schools in 20 states and the District of Columbia, serving more than 100,000 students. Nationally, KIPP students are graduating four-year colleges at three times the national average for low-income students.

Who we are: KIPP Colorado Public Schools is a network of six  free college-preparatory public charter schools open to all students. Our 350-person staff educates 2,600 students from ECE to 12th grade. At KIPP Colorado, we partner with our KIPPsters, educators, families and communities to ensure that we are all united around the goal of a choice-filled future for our KIPPsters. Our KIPP Forward Team supports our 1,000+ high school Alumni as they create their own paths. Our core values of excellence, belonging, belief, advocacy and courage are central to who we are and how we operate at all levels of our organization.

What we do: We believe in the unique gifts and brilliance of every student. We believe in setting a high bar for joy and academic excellence to ensure the infinite possibilities our students have before them become a reality. We aspire to create and reinforce a culture of achievement, belonging and support. We know that every student is different and we personalize learning based on a student’s needs, skills, and interests.

Role Responsibilities and More About How You’ll Spend Your Time in this Role

Initiative Organization and Management

  • Create multi-year project plans from instructional aspects of strategic plan
  • Lead work around two major academic workstreams: 1) moving 5th grade to elementary school and 2) bilingual/biliteracy programming for 5-12 in the southwest
  • Execute the implementation of Academic-based strategic priorities in pursuit of achieving organizational goals.
  • Track and progress monitor against large-scale Academic priorities and initiatives, working closely with the Academic team leaders to gather relevant data and project manage accordingly.
  • Perform research and development activities to determine whether new initiatives are viable and worthy of prioritization for Academic Team efforts.
  • Maintain existing partnerships and lead the exploration of new vendors, opportunities and program priorities, including serving as a liaison with Denver Public Schools, our authorizer, as needed.
  • Additional duties as assigned.

Academic Strategy

  • Build out academic strategy in partnership with CAO to include aligned metrics, goal / progress monitoring, curriculum and assessment
  • Serve as the lead project manager and problem solver for academic program initiative efforts, moving into launch and implementation.
  • Design tools and systems for high-level accountability tracking for academic program requirements.
  • Manage several high-impact, academic strategic projects for the Academics team, to be determined collaboratively with the Chief Academic Officer

Leader Development

  • Work in conjunction with CAO and Academics Team to provide strong leadership development opportunities for campus-based leadership
  • Create a pipeline for PIR and other leader development programs to ensure consistent coaching can continue through various transitions in contribution to our talent vision
  • Streamline coaching strategies as outlined in the Cohesive Coaching Cycle

Support the Chief Academic Officer (CAO):

  • Serve as the key organizer for the CAO related to projects, calendaring, and delegated communication management (emailing, Zoom meetings, other coordination, as needed).
  • Manage scheduling for the CAO to ensure her time is directed towards the team’s top priorities.
  • Manage details for complex meetings and schedules while maintaining accuracy and confidentiality; ensure that meeting details are confirmed (attendance, time/duration, location, agendas, materials) and proactively plan for travel time and other logistical considerations.
  • Create and distribute draft agendas, provide advance materials, and execute follow-up for meetings and events.
  • Keep current on CAO’s priorities and anticipate needs in accordance with those priorities.
  • Respond to requests for information from individuals, schools, KIPP CO staff, and other external stakeholders on behalf of the CAO, as appropriate.
  • Track deadlines and/or update organizational systems to best support productivity and effectiveness.

Content Creation

  • Create visually appealing content that successfully communicates compelling and meaningful messages.
  • Use data to create presentations, one-pagers, online content, and other media to support CAO/your/team recommendations.

Project/Systems Management

  • Determine the priority level of various projects to be completed and take initiative to create action plans and move forward
  • Create long- and short-term plans, including setting targets for milestones and adhering to deadlines
  • Delegate tasks on the project to team members best positioned to complete them
  • Make effective decisions when presented with multiple options for how to progress with the project
  • Communicate with team members, school-based staff or other KIPP CO staff to keep the projects aligned with their goals and on deadline
  • Adjust schedules and targets on projects as needs for the project change
  • Create systems for tracking team long- and short-term plans, including setting targets for milestones and adhering to deadlines.

Relationship Management

  • Cultivate and manage relationships with regional leaders and other critical stakeholders, especially Head of Schools, principals and school leadership team members.
  • Meet with internal and external stakeholders and synthesize their concerns, challenges, and ideas into easily understandable and actionable recommendations.

Special Projects

  • Lead strategic initiatives and special projects as determined by the CAO that are critical to KIPP Colorado’s long-term success

Professional Responsibilities

  • Believe deeply in the mission, values, and Race, Inclusion, Diversity, and Equity (RIDE) commitments of KIPP Colorado Schools and that all children can and will learn.
  • Providing an active presence, strategic supervision, and intentional monitoring to ensure student safety and engagement in rigorous learning (regardless of my role and its proximity to students)
  • Take ownership for the development of your craft (meet 1x/1-2 weeks with a manager, implement feedback, engage in active practice, etc.)
  • Meet professional obligations including and not limited to meeting deadlines and honoring schedules.
  • Collaborate with colleagues and seek feedback in the spirit of continuous improvement.
  • Reflect on professional practices to meet individual professional development goals.
  • Assume personal responsibility for student achievement.
  • Actively participate in professional development, grade level, and department meetings.
  • Actively engage in all school-wide professional development.
  • Serve as a positive, contributing member of a grade team, collaborating with colleagues to tackle common challenges and implement grade-wide initiatives.
  • Share candid, solutions-oriented feedback with peers and leadership on a regular basis.
  • Maintain strong attendance each day and be on time to all responsibilities
  • Assist with both student and staff recruitment.
  • Other duties as assigned

Senior Director Role Level Specifics, Scope of Work, and Level of Responsibility For more about how you’ll lead at the Senior Director level, please visit the KIPP Colorado Role Levels Matrix (this is an internal document, only).

About Your Skills and Qualifications at the Senior Director Level

  • Bachelor’s Degree (required)
  • At least seven to eight years of relevant experience (required)
  • At least 5-8 years of experience in academic programming or coaching (required)
  • Three or more years of experience managing a team (preferred)
  • A full understanding and Commitment to an Exceptional Student Experience (more about that HERE) (required)
  • Previous experience developing and facilitating adult learning/training (required).
  • Adept at thinking strategically, translating plans into action, and exhibiting excellent judgment
  • Detail oriented with exceptionally strong follow-up and follow-through skills
  • Unquestioned integrity and commitment to KIPP Colorado’s mission and values, including a strong commitment to the belief that all children can learn and deserve access to an excellent public education
  • Naturally and readily assumes responsibility to fix problems and create improvements
  • Ability to quickly and effectively build relationships with, motivate, and engage a diverse group of stakeholders
  • Skilled at analyzing, interpreting, and using data to collaborate, identify best practices and areas for improvement, and drive results

Compensation and Benefits: 

Staff retention and satisfaction is imperative for KIPP Colorado. We seek to provide competitive compensation and benefits including the following:

  • Competitive Market Salary: Starting salary for this role begins at $115,000
    • Please submit a comprehensive resume to assure all your experience is accounted for! (Tip: We don’t care if your resume is more than one page, we are eager to see and compensate you for all of your experience and  accomplishments.)
  • Excellent Healthcare Plan: 100% of employee-only monthly premium paid by KIPP Colorado and options for family enrollment and coverage, through United Healthcare.
  • Time Off !!!:  More than 6 weeks of annual vacation and Paid Time Off (PTO)
  • Based on hire date, employees are eligible for up to 8 days of Paid Time Off (PTO)
  • All employees receive summer break through an Org closure,  based on work location and position
  • Access to Parental and medical leave: Includes 6 weeks paid and 6 weeks unpaid for a total of 12 weeks (after your first year).
  • Career Trajectory: Access to opportunity to to move up, across schools, and grow your career and weekly coaching session to refine your craft.
  • Mental Health Care: Immediate and ongoing access to mental health support through our Employee Assistance Program.
  • Technology & Access: Equipment provided: laptop &  phone
  • Retirement Planning: Participation in the Colorado PERA retirement program, including a PERA 401k option.
  • Move to Join Us: Relocation reimbursement (when applicable)
  • Additional Pay: Most school offer various stipend opportunities
  • All the Insurance Options:
    • Wellness reimbursement
    • Voluntary employee, spousal, and child life insurance
    • Voluntary long term disability insurance
    • Voluntary short term disability insurance
    • Optional Basic Life and AD&D Insurance
  • All the Info: For more information, you can view our benefits FAQ here .

KIPP Colorado Schools is dedicated to equal employment opportunities and fair labor practices. KIPP Colorado Schools, KIPP Denver Collegiate High School, KIPP Northeast Denver Middle School, KIPP Northeast Elementary, KIPP Northeast Denver Leadership Academy, KIPP Sunshine Peak Academy and KIPP Sunshine Peak Elementary provide equal employment opportunities to all individuals based on job-related qualifications, and the ability to perform a job without regard to race, color, gender, gender identity, gender expression, religious creed, marital status, age, national origin, ancestry, genetic information, legally protected medical condition, veteran status, sexual orientation, or on any other basis made unlawful by federal, state or local laws. It is our policy to maintain a non-discriminatory environment free from intimidation, harassment or bias based upon these grounds.

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Managing Director of Schools: High School

Posted by | December 8, 2023 |

About the Managing Director of Schools: The Managing Director of Schools High School is an experienced Principal who assumes full ownership for the outcomes of KIPP Colorado school campuses through the management of Principals, while also serving as a liaison to the Home Office and steward of KIPP Colorado’s strategic plan, vision for an Exceptional Student Experience, RIDE Commitments, and Portrait of a Graduate. The MD of Schools High School is directly responsible for assisting a school(s) and School Principals in all efforts to improve a school’s leadership, culture, systems, structures, instructional practices and philosophies, for the purpose of ensuring student academic growth and success. This full-time position is a part of our Home Office Team and is a key member of KIPP Colorado’s leadership team. This role will report to the Chief Academic Officer.

About KIPP: Together with families and communities, KIPP creates joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. KIPP is a national network of tuition-free, public charter schools open to all students. There are 255 college-preparatory KIPP schools in 20 states and the District of Columbia, serving more than 100,000 students. Nationally, KIPP students are graduating four-year colleges at three times the national average for low-income students.

Who we are: KIPP Colorado Public Schools is a network of six  free college-preparatory public charter schools open to all students. Our 350-person staff educates 2,600 students from ECE to 12th grade. At KIPP Colorado, we partner with our KIPPsters, educators, families and communities to ensure that we are all united around the goal of a choice-filled future for our KIPPsters. Our KIPP Forward Team supports our 1,000+ high school Alumni as they create their own paths. Our core values of excellence, belonging, belief, advocacy and courage are central to who we are and how we operate at all levels of our organization.

What we do: We believe in the unique gifts and brilliance of every student. We believe in setting a high bar for joy and academic excellence to ensure the infinite possibilities our students have before them become a reality. We aspire to create and reinforce a culture of achievement, belonging and support. We know that every student is different and we personalize learning based on a student’s needs, skills, and interests.

Role Responsibilities and More About How You’ll Spend Your Time in this Role

Develop:  Formally developing the Principals and Principals in Residence that they manage through structured coaching, data analysis and observations;

Drive Results:  Driving strategic school improvements using data in order to drive results in schools and across the region;

Lead and Coordinate:  Coordinating a Home Office regional support team and contributing to strategic decision-making in the Home Office;

Engage Community:  Partner with the External Affairs Team to build and execute a comprehensive community engagement strategy to drive community connection in their region and equity of voice within school communities.

Drive Results for Students 

  • Drives improvement towards KIPP Colorado’s vision for success and outcomes of the schools you oversee
  • Directly responsible for assisting a school(s) in all efforts to improve a school’s leadership, culture, systems, structures, instructional practices and philosophies, for the purpose of ensuring student academic growth
  • Serve as a model and exemplar of effective coaching moves across levels (teacher coaching, assistant principal coaching, principal coaching, etc.)
  • Coach campus leaders (as assigned), including Principals and AP-level leaders, in building both technical and adaptive proficiency in the most important areas of instructional, people, and organizational leadership, grounded in a shared understanding of criteria for success and exemplars/models.
  • Facilitate collaboration and support of school leadership across the Org to create and sustain alignment, maximize efficiencies of scale, and uphold organizational norms for decision-making.

Principal Management and Coaching

  • Directly manage and evaluate School Principals
  • Responsible for supporting, guiding, problem solving, and coaching school administrators in instructional leadership, building a positive and effective school culture, and management of staff.
  • Guide, support, coach and develop school administrators with instructional practices that support the mission and vision of KIPP Colorado
  • Regularly spend time in each school, model best practices and work alongside School Principals to support them in leading the school.
  • Communicate and problem solve with parents, school staff, and administrators.

Principal and School Leadership Development 

  • Will work closely the Chief Academic Officer to implement a curated development sequence for the Principals they manage
  • Responsible for supporting strategic learning opportunities for School Principals
  • Works to develop leaders with the expectation that the needs of the Org must always be balanced with the needs of individual schools
  • Responsible for succession planning at their schools
  • Will identify emerging leaders for network-level development
  • Directly coaches Principals in Residence at the campuses managed and leads / executes high-quality PIR programming in collaboration with the CAO

Programmatic Leadership and Management of KIPP Forward 

  • Directly manage, coach, support and develop the Director of KIPP Forward to ensure a strong, high-quality KIPP Forward program
  • Coordinate regular collaboration and cohesion with High School principals and K-12 academic leadership to ensure strong programmatic alignment

Academic Strategy 

  • In collaboration with the CAO, set the organization’s vision for educational excellence – including academics, student culture, student experience – across the Org in alignment with the new strategic plan.
  • Analyze academic, persistence, retention, and proficiency-based data metrics in collaboration with home office support staff members to make appropriate decisions about resource allocation and coaching support.

Relationship Management

  • Successfully balance decision-making that is in the best interest of both the Org and the schools they oversee
  • Assure alignment between Org priorities and school management, by building relationships and investment with all parties and supporting the efficacy staff in our schools.
  • Cultivate and manage relationships with Org leaders and other critical stakeholders, especially Chief People Officer, principals and school leadership team members.
  • Meet with internal and external stakeholders and synthesize their concerns, challenges, and ideas into easily understandable and actionable recommendations.

Professional Responsibilities

  • Believe deeply in the mission, values, and Race, Inclusion, Diversity, and Equity (RIDE) commitments of KIPP Colorado Schools and that all children can and will learn.
  • Providing an active presence, strategic supervision, and intentional monitoring to ensure student safety and engagement in rigorous learning (regardless of my role and its proximity to students)
  • Take ownership for the development of your craft (meet 1x/1-2 weeks with a manager, implement feedback, engage in active practice, etc.)
  • Meet professional obligations including and not limited to meeting deadlines and honoring schedules.
  • Collaborate with colleagues and seek feedback in the spirit of continuous improvement.
  • Reflect on professional practices to meet individual professional development goals.
  • Assume personal responsibility for student achievement.
  • Actively participate in professional development, grade level, and department meetings.
  • Actively engage in all school-wide professional development.
  • Serve as a positive, contributing member of a grade team, collaborating with colleagues to tackle common challenges and implement grade-wide initiatives.
  • Share candid, solutions-oriented feedback with peers and leadership on a regular basis.
  • Maintain strong attendance each day and be on time to all responsibilities
  • Assist with both student and staff recruitment.
  • Other duties as assigned

Managing Director Role Level Specifics, Scope of Work, and Level of Responsibility For more about how you’ll lead at the Senior Director level, please visit the KIPP Colorado Role Levels Matrix (this is an internal document, only).

About Your Skills and Qualifications at the Managing Director Level

  • Bachelor’s Degree (required)
  • At least 3 years as a successful school Principal (required)
  • At least 8 years of school based experience (required)
  • Three or more years of experience managing a team (preferred)
  • A full understanding and Commitment to an Exceptional Student Experience (more about that HERE) (required)
  • Previous experience developing and facilitating adult learning/training (required).
  • Adept at thinking strategically, translating plans into action, and exhibiting excellent judgment
  • Detail oriented with exceptionally strong follow-up and follow-through skills
  • Unquestioned integrity and commitment to KIPP Colorado’s mission and values, including a strong commitment to the belief that all children can learn and deserve access to an excellent public education
  • Naturally and readily assumes responsibility to fix problems and create improvements
  • Ability to quickly and effectively build relationships with, motivate, and engage a diverse group of stakeholders
  • Skilled at analyzing, interpreting, and using data to collaborate, identify best practices and areas for improvement, and drive results

Compensation and Benefits: 

Staff retention and satisfaction is imperative for KIPP Colorado. We seek to provide competitive compensation and benefits including the following:

  • Competitive Market Salary: Starting salary for this role begins at $145,000
    • Please submit a comprehensive resume to assure all your experience is accounted for! (Tip: We don’t care if your resume is more than one page, we are eager to see and compensate you for all of your experience and  accomplishments.)
  • Excellent Healthcare Plan: 100% of employee-only monthly premium paid by KIPP Colorado and options for family enrollment and coverage, through United Healthcare.
  • Time Off !!!:  More than 6 weeks of annual vacation and Paid Time Off (PTO)
  • Based on hire date, employees are eligible for up to 8 days of Paid Time Off (PTO)
  • All employees receive summer break through an Org closure,  based on work location and position
  • Access to Parental and medical leave: Includes 6 weeks paid and 6 weeks unpaid for a total of 12 weeks (after your first year).
  • Career Trajectory: Access to opportunity to to move up, across schools, and grow your career and weekly coaching session to refine your craft.
  • Mental Health Care: Immediate and ongoing access to mental health support through our Employee Assistance Program.
  • Technology & Access: Equipment provided: laptop &  phone
  • Retirement Planning: Participation in the Colorado PERA retirement program, including a PERA 401k option.
  • Move to Join Us: Relocation reimbursement (when applicable)
  • Additional Pay: Most school offer various stipend opportunities
  • All the Insurance Options:
    • Wellness reimbursement
    • Voluntary employee, spousal, and child life insurance
    • Voluntary long term disability insurance
    • Voluntary short term disability insurance
    • Optional Basic Life and AD&D Insurance
  • All the Info: For more information, you can view our benefits FAQ here .

KIPP Colorado Schools is dedicated to equal employment opportunities and fair labor practices. KIPP Colorado Schools, KIPP Denver Collegiate High School, KIPP Northeast Denver Middle School, KIPP Northeast Elementary, KIPP Northeast Denver Leadership Academy, KIPP Sunshine Peak Academy and KIPP Sunshine Peak Elementary provide equal employment opportunities to all individuals based on job-related qualifications, and the ability to perform a job without regard to race, color, gender, gender identity, gender expression, religious creed, marital status, age, national origin, ancestry, genetic information, legally protected medical condition, veteran status, sexual orientation, or on any other basis made unlawful by federal, state or local laws. It is our policy to maintain a non-discriminatory environment free from intimidation, harassment or bias based upon these grounds.

Comments Off on Managing Director of Academics & Teacher Development

Managing Director of Academics & Teacher Development

Posted by | December 8, 2023 |

About the Managing Director of Academics and Teacher Development: The Managing Director of Academics and Teacher Development role will be an essential partner to the Chief Academic Officer (CAO), Principal Team, and the Academic Leadership Teams. This role will partner closely with KIPP’s school leaders, instructional staff and external stakeholders and will have the unique opportunity to contribute to the overall impact of KIPP Colorado. The role reports directly to and serves as a critical support to the CAO. The Managing Director of Academics and Teacher Development will support the educational performance of KIPP Colorado, contributing to a clear vision and strategic direction for KIPP Colorado’s curriculum, instruction, and school improvement initiatives. This role will provide coaching, mentorship, and development of Home Office Academics Team Leaders at KIPP Colorado schools to foster healthy schools and overall academic achievement, as well as support leader development for assistant principals, including instructional and culture leaders. The Managing Director of Academics and Teacher Development will play a leadership role in academic systems and program design aligned with our 2025 strategic plan. The MD will consistently demonstrate their experience in the design, integration, and implementation of a large complex system to improve student results, as well as knowledge of curriculum, instructional practices, school improvement and leadership development.

About KIPP: Together with families and communities, KIPP creates joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. KIPP is a national network of tuition-free, public charter schools open to all students. There are 255 college-preparatory KIPP schools in 20 states and the District of Columbia, serving more than 100,000 students. Nationally, KIPP students are graduating four-year colleges at three times the national average for low-income students.

Who we are: KIPP Colorado Public Schools is a network of six  free college-preparatory public charter schools open to all students. Our 350-person staff educates 2,600 students from ECE to 12th grade. At KIPP Colorado, we partner with our KIPPsters, educators, families and communities to ensure that we are all united around the goal of a choice-filled future for our KIPPsters. Our KIPP Forward Team supports our 1,000+ high school Alumni as they create their own paths. Our core values of excellence, belonging, belief, advocacy and courage are central to who we are and how we operate at all levels of our organization.

What we do: We believe in the unique gifts and brilliance of every student. We believe in setting a high bar for joy and academic excellence to ensure the infinite possibilities our students have before them become a reality. We aspire to create and reinforce a culture of achievement, belonging and support. We know that every student is different and we personalize learning based on a student’s needs, skills, and interests.

Role Responsibilities and More About How You’ll Spend Your Time in this Role

Develop:  Formally developing Academics Team Leaders they manage through structured coaching, data analysis and observations;

Drive Results:  Driving strategic school improvements using data in order to drive results in schools and across the region;

Lead and Coordinate:  Coordinating a Home Office regional support team and contributing to strategic decision-making in the Home Office;

Engage Community:  Partner with the External Affairs Team to build and execute a comprehensive community engagement strategy to drive community connection in their region and equity of voice within school communities.

Leader Effectiveness:

  • Alongside the CAO, implements KIPP Colorado’s ECE-12 instructional model to achieve breakthrough student results, promotes a strong culture of teaching and learning excellence, and fosters educational equity for all students.
  • Promotes the regional academic and cultural vision, strategy and goals by leveraging demonstrated success and learnings as an instructional expert.
  • Helps develop a strong region-wide change management plan to achieve strategic vision, including metrics, indicators, and key initiatives that align to the broader regional strategic plan
  • Manage the development and/or selection of high-quality curricular materials and aligned assessments across academic disciplines and grade levels that are designed to serve students at all levels and abilities, in partnership with schools and the teaching and learning team
  • Provides support to school academic leaders to implement curriculum effectively, including facilitating professional development for teachers in pedagogy and their specific content areas, in partnership with the CAO, Regional Content Leads and Principals

Teacher Development and Effectiveness:

  • Designs and implements a Teacher Development and Effectiveness strategy and approach
  • Supports in the development of state of the art Teacher evaluation processes, teacher coaching approaches, and strong onboarding of new teachers
  • Leads Teacher Residency programs and cohorts, designed to Build Our Own next generation of Teachers for KIPP Colorado

School Management and Support:

  • Ensure high-quality ECE-12 academic and cultural experience for students through direct management and coaching of the six KIPP CO principals.
  • Work with the CAO to set clear expectations for principals on academic outcomes, school culture and student experience, and related goals. Actively coach, develop, and mentor new principals to deepen their effectiveness across all aspects of school leadership
  • Ensure continuous school-based and regional monitoring of student progress toward outcomes and related goals, including regular data analysis and evaluation of aligned instructional and social emotional development strategies
  • Actively communicate academic progress against goals and outcome targets to school, regional, and other relevant stakeholders
  • With the CAO, partner with the Director of Leader Development, Chief of Staff and Talent Team to ensure the development of a school leadership pipeline for all levels of campus leadership, in particular principals

 

Educational Equity: 

  • Promote educational equity (equitable outcomes and processes) as a guiding principle across the entire school network, and ensure it is reflected in curriculum, instruction, and assessment systems.
  • Actively listen to others, understands nuance, and effectively interprets motivations/perceptions and data (both quantitative and qualitative); able to integrate feedback from others and additional data points to achieve better results.
  • Serve as a key member of the Academic Leadership Team and contribute and lead portions of the 2025 strategic plan.

Academic Strategy

  • In collaboration with the CAO, set the organization’s vision for educational excellence – including academics, student culture, student experience – across the Org in alignment with the new strategic plan.
  • Analyze academic, persistence, retention, and proficiency-based data metrics in collaboration with home office support staff members to make appropriate decisions about resource allocation and coaching support.

Relationship Management

  • Successfully balance decision-making that is in the best interest of both the Org and the schools they oversee
  • Assure alignment between Org priorities and school management, by building relationships and investment with all parties and supporting the efficacy staff in our schools.
  • Cultivate and manage relationships with Org leaders and other critical stakeholders, especially Chief People Officer, principals and school leadership team members.
  • Meet with internal and external stakeholders and synthesize their concerns, challenges, and ideas into easily understandable and actionable recommendations.

Professional Responsibilities

  • Believe deeply in the mission, values, and Race, Inclusion, Diversity, and Equity (RIDE) commitments of KIPP Colorado Schools and that all children can and will learn.
  • Providing an active presence, strategic supervision, and intentional monitoring to ensure student safety and engagement in rigorous learning (regardless of my role and its proximity to students)
  • Take ownership for the development of your craft (meet 1x/1-2 weeks with a manager, implement feedback, engage in active practice, etc.)
  • Meet professional obligations including and not limited to meeting deadlines and honoring schedules.
  • Collaborate with colleagues and seek feedback in the spirit of continuous improvement.
  • Reflect on professional practices to meet individual professional development goals.
  • Assume personal responsibility for student achievement.
  • Actively participate in professional development, grade level, and department meetings.
  • Actively engage in all school-wide professional development.
  • Serve as a positive, contributing member of a grade team, collaborating with colleagues to tackle common challenges and implement grade-wide initiatives.
  • Share candid, solutions-oriented feedback with peers and leadership on a regular basis.
  • Maintain strong attendance each day and be on time to all responsibilities
  • Assist with both student and staff recruitment.
  • Other duties as assigned

Managing Director Role Level Specifics, Scope of Work, and Level of Responsibility For more about how you’ll lead at the Managing Director level, please visit the KIPP Colorado Role Levels Matrix (this is an internal document, only).

About Your Skills and Qualifications at the Managing Director Level

  • Bachelor’s Degree (required)
  • At least 3 years as a successful school Principal (required)
  • At least 8 years of school based experience (required)
  • Three or more years of experience managing a team (preferred)
  • A full understanding and Commitment to an Exceptional Student Experience (more about that HERE) (required)
  • Previous experience developing and facilitating adult learning/training (required).
  • Adept at thinking strategically, translating plans into action, and exhibiting excellent judgment
  • Detail oriented with exceptionally strong follow-up and follow-through skills
  • Unquestioned integrity and commitment to KIPP Colorado’s mission and values, including a strong commitment to the belief that all children can learn and deserve access to an excellent public education
  • Naturally and readily assumes responsibility to fix problems and create improvements
  • Ability to quickly and effectively build relationships with, motivate, and engage a diverse group of stakeholders
  • Skilled at analyzing, interpreting, and using data to collaborate, identify best practices and areas for improvement, and drive results

Compensation and Benefits:

Staff retention and satisfaction is imperative for KIPP Colorado. We seek to provide competitive compensation and benefits including the following:

  • Competitive Market Salary: Starting salary for this role begins at $145,000
    • Please submit a comprehensive resume to assure all your experience is accounted for! (Tip: We don’t care if your resume is more than one page, we are eager to see and compensate you for all of your experience and  accomplishments.)
  • Excellent Healthcare Plan: 100% of employee-only monthly premium paid by KIPP Colorado and options for family enrollment and coverage, through United Healthcare.
  • Time Off !!!:  More than 6 weeks of annual vacation and Paid Time Off (PTO)
  • Based on hire date, employees are eligible for up to 8 days of Paid Time Off (PTO)
  • All employees receive summer break through an Org closure,  based on work location and position
  • Access to Parental and medical leave: Includes 6 weeks paid and 6 weeks unpaid for a total of 12 weeks (after your first year).
  • Career Trajectory: Access to opportunity to to move up, across schools, and grow your career and weekly coaching session to refine your craft.
  • Mental Health Care: Immediate and ongoing access to mental health support through our Employee Assistance Program.
  • Technology & Access: Equipment provided: laptop &  phone
  • Retirement Planning: Participation in the Colorado PERA retirement program, including a PERA 401k option.
  • Move to Join Us: Relocation reimbursement (when applicable)
  • Additional Pay: Most school offer various stipend opportunities
  • All the Insurance Options:
    • Wellness reimbursement
    • Voluntary employee, spousal, and child life insurance
    • Voluntary long term disability insurance
    • Voluntary short term disability insurance
    • Optional Basic Life and AD&D Insurance
  • All the Info: For more information, you can view our benefits FAQ here .

KIPP Colorado Schools is dedicated to equal employment opportunities and fair labor practices. KIPP Colorado Schools, KIPP Denver Collegiate High School, KIPP Northeast Denver Middle School, KIPP Northeast Elementary, KIPP Northeast Denver Leadership Academy, KIPP Sunshine Peak Academy and KIPP Sunshine Peak Elementary provide equal employment opportunities to all individuals based on job-related qualifications, and the ability to perform a job without regard to race, color, gender, gender identity, gender expression, religious creed, marital status, age, national origin, ancestry, genetic information, legally protected medical condition, veteran status, sexual orientation, or on any other basis made unlawful by federal, state or local laws. It is our policy to maintain a non-discriminatory environment free from intimidation, harassment or bias based upon these grounds.

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Director of Counseling, Wellness, and Mental Health Services

Posted by | December 8, 2023 |

About the Director of Counseling, Wellness, and Mental Health Services: The Director of Counseling, Wellness, and Mental Health Services will play a key role in ensuring the network has the vision for mental health programming and social emotional learning (SEL) necessary to make KIPP’s mission a reality. The ideal candidate is an experienced, and licensed School Psychologist that can lead on social emotional programming and mental health staff development.

About KIPP: Together with families and communities, KIPP creates joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. KIPP is a national network of tuition-free, public charter schools open to all students. There are 255 college-preparatory KIPP schools in 20 states and the District of Columbia, serving more than 100,000 students. Nationally, KIPP students are graduating four-year colleges at three times the national average for low-income students. 

Who we are: KIPP Colorado Public Schools is a network of six free college-preparatory public charter schools open to all students. Our 350-person staff educates 2,600 students from ECE to 12th grade. At KIPP Colorado, we partner with our KIPPsters, educators, families and communities to ensure that we are all united around the goal of a choice-filled future for our KIPPsters. Our core values of excellence, belonging, belief, advocacy and courage are central to who we are and how we operate at all levels of our organization.

What we do: We believe in the unique gifts and brilliance of every student. We believe in setting a high bar for joy and academic excellence to ensure the infinite possibilities our students have before them become a reality. We aspire to create and reinforce a culture of achievement, belonging and support. We know that every student is different and we personalize learning based on a student’s needs, skills, and interests.

 

Role Responsibilities and More About How You’ll Spend Your Time in this Role

 

KIPP Colorado Mental Health Programming

  • Support Mental Health Providers and develop KIPP’s Mental health providers to ensure they are prepared for key responsibilities of their roles, including but not limited to supporting Special Education Individual Education Programs (IEPs) and evaluations, 504 Plan development and evaluations, Mental Health Plans, partnership with school culture leadership and planning for tiered supports, and Crisis Planning support (such as Suicide Risk Reviews and Threat Assessments) in alignment to compliance requirements set forth by local, state, & federal law and other guidelines
  • Support school leadership teams in coordinating contracted mental health providers and partnerships with mental health organizations.
  • Provide school site manager mental health feedback on technical skills and compliance completion for mental health provider performance evaluation(s) 
  • Refine or develop systems/ tools related to school-based mental health roles, including but not limited to: Roles and responsibilities for School Social Workers and School Psychologists ; Onboarding plans; Resources for observation and coaching of mental health providers; and Evaluation systems and tools  
  • Lead, design, and support schools in implementation of universal screening and progress monitoring systems for behavior and social emotional at-risk screening. Align practices to DPS requirements as needed.
  • Act as lead liaison with the district/authorizer mental health department and turnkey all necessary information and updates to the KIPP CO mental health team as needed
  • Participate in all and turnkey important information from district/authorizer mental health department meetings and trainings
  • Provide direct/indirect school psychology services and evaluation assessment support for a caseload of students with IEPs, as needed

 

KIPP Colorado Mental Health Team Development

  • Support vision for KIPP’s role in supporting new mental health providers with induction and mentorship  
  • Provide licensure Induction mentorship hours as needed to the regional school psychologists. Directly manage the Social Worker Induction Mentor (stipend position)
  • Provide monthly coaching to every KIPP social worker and biweekly coaching and direct management to Regional School Psychologists
  • Develop and lead a monthly mental health professional learning community for all KIPP CO social workers and school psychologists in alignment to priority focus areas
  • Provide consultation to teachers implementing Tier 1 SEL Curriculum
  • Ensure Mental Health systems and structures align with T1 SEL and supportive classroom strategies
  • Development of instructional leaders, Deans, and mental health providers for strong implementation of social emotional programming continuum  (e.g., referral to a provider, mental health MTSS systems, documentation of services, etc.); and create and successfully roll-out these systems 
  • Lead, coordinate, and co-create essential mental health beginning of the year training for all mental health providers

 

Professional Responsibilities

  • Believe deeply in the mission, values, and Race, Inclusion, Diversity, and Equity (RIDE) commitments of KIPP Colorado Schools and that all children can and will learn.
  • Providing an active presence, strategic supervision, and intentional monitoring to ensure student safety and engagement in rigorous learning (regardless of my role and its proximity to students)
  • Take ownership for the development of your craft (meet 1x/1-2 weeks with a manager, implement feedback, engage in active practice, etc.)
  • Meet professional obligations including and not limited to meeting deadlines and honoring schedules.
  • Collaborate with colleagues and seek feedback in the spirit of continuous improvement.
  • Reflect on professional practices to meet individual professional development goals. 
  • Assume personal responsibility for student achievement. 
  • Actively participate in professional development, grade level, and department meetings.
  • Actively engage in all school-wide professional development.
  • Serve as a positive, contributing member of a grade team, collaborating with colleagues to tackle common challenges and implement grade-wide initiatives.
  • Share candid, solutions-oriented feedback with peers and leadership on a regular basis.
  • Maintain strong attendance each day and be on time to all responsibilities
  • Assist with both student and staff recruitment.
  • Other duties as assigned

 

Director Role Level Specifics, Scope of Work, and Level of Responsibility “For more about how you’ll lead at the Director level, please visit the KIPP Colorado Role Levels Matrix (this is an internal document, only).

 

About Your Skills and Qualifications at the Director Level:

  • Master’s degree or higher from an approved specialist-level program (required)
  • Spanish bilingual (preferred)
  • Active Professional Level Special Service Provider license with a School Psychologist (ages 0-21) endorsement from the Colorado Department of Education (preferred at time of hire, may obtain within the first twelve months in the position)
  • Experience as a School Psychologist (a minimum of three years required)
  • At least 5 years of school based experience and/or a strong record of helping underserved students achieve academic success (required) 
  • Past experience (2 years) of leading adults in a school environment (required) 
  • A full understanding and Commitment to an Exceptional Student Experience (more about that HERE) (required) 
  • Outstanding organizational skills and high attention to detail; outstanding written and oral communication skills
  • Ability to manage the ambiguity and multiple priorities inherent in an entrepreneurial environment
  • Proactive problem solver who demonstrates initiative and teamwork
  • Strong work ethic coupled with an enthusiastic and passionate approach to one’s work
  • Multi-faceted, multi-skilled, resourceful and willing to do whatever it takes to help the school reach a level of academic excellence
  • High level of detail orientation and sound excellent organizational skills
  • Strong communication, feedback and facilitation skills
  • Strong analytical and problem-solving skills
  • Articulate, professional demeanor with strong self-confidence and initiative.
  • Entrepreneurial mindset, with the creativity and versatility to work productively in a fast-paced environment
  • Demonstrated ability to work in a fast-paced, high-energy environment with a proven ability to meet and complete multiple deadlines and tasks with meticulous attention to detail.
  • Strong interpersonal skills, with the ability to develop productive working relationships with stakeholders across functional and organizational lines
  • Passionate commitment to KIPP Colorado mission and to high standards of excellence

 

Compensation and Benefits: 

Staff retention and satisfaction is imperative for KIPP Colorado. We seek to provide competitive compensation and benefits including the following:

  • Competitive Market Salary: Starting salary for this role begins at $90,000
    • Please submit a comprehensive resume to assure all your experience is accounted for! (Tip: We don’t care if your resume is more than one page, we are eager to see and compensate you for all of your experience and  accomplishments.) 
  • Excellent Healthcare Plan: 100% of employee-only monthly premium paid by KIPP Colorado and options for family enrollment and coverage, through United Healthcare.  
  • Time Off !!!:  More than 6 weeks of annual vacation and Paid Time Off (PTO) 
  • Based on hire date, employees are eligible for up to 8 days of Paid Time Off (PTO) 
  • All employees receive summer break through an Org closure,  based on work location and position
  • Access to Parental and medical leave: Includes 6 weeks paid and 6 weeks unpaid for a total of 12 weeks (after your first year).
  • Career Trajectory: Access to opportunity to to move up, across schools, and grow your career and weekly coaching session to refine your craft. 
  • Mental Health Care: Immediate and ongoing access to mental health support through our Employee Assistance Program. 
  • Technology & Access: Equipment provided: laptop &  phone 
  • Retirement Planning: Participation in the Colorado PERA retirement program, including a PERA 401k option.
  • Move to Join Us: Relocation reimbursement (when applicable)
  • Additional Pay: Most school offer various stipend opportunities
  • All the Insurance Options: 
    • Wellness reimbursement
    • Voluntary employee, spousal, and child life insurance
    • Voluntary long term disability insurance
    • Voluntary short term disability insurance
    • Optional Basic Life and AD&D Insurance
  • All the Info: For more information, you can view our benefits FAQ here

 

  
KIPP Colorado Schools is dedicated to equal employment opportunities and fair labor practices. KIPP Colorado Schools, KIPP Denver Collegiate High School, KIPP Northeast Denver Middle School, KIPP Northeast Elementary, KIPP Northeast Denver Leadership Academy, KIPP Sunshine Peak Academy and KIPP Sunshine Peak Elementary provide equal employment opportunities to all individuals based on job-related qualifications, and the ability to perform a job without regard to race, color, gender, gender identity, gender expression, religious creed, marital status, age, national origin, ancestry, genetic information, legally protected medical condition, veteran status, sexual orientation, or on any other basis made unlawful by federal, state or local laws. It is our policy to maintain a non-discriminatory environment free from intimidation, harassment or bias based upon these grounds.

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Middle School English Language Development Teacher – Sunnyside Campus

Posted by | November 28, 2023 |

About Rocky Mountain Prep

Rocky Mountain Prep is a growing network of innovative public charter schools, serving students in pre-kindergarten through fifth grade in the Greater Denver Area. Rocky Mountain Prep opened its first school in 2012 with 130 students and has grown to four schools, working with over 1,800 scholars across two districts. Grounded in our culture of rigor and love, our schools consistently outperform local districts academically, while also ensuring our scholars are developing in our PEAK values of perseverance, excellence, adventure, and kindness.  In the school year 2023-2024, we will grow to 12 schools serving over 5,000 students

Who We Seek

If you are someone who is mission-driven, humble in your reflections about your practice, smart in the ways you approach data, and results-oriented, we’d love to see you apply.
During the 2023-2024 school year, RMP is driving after five big goals:
1. Going Green on the Colorado School Performance Framework
2. 90% Student Persistence
3. 95% Daily Attendance
4. Fully Enrolled by October Count
5. Academic Goals
  • Elementary: Pre-K Students show 1 year of growth
  • Elementary: Kinder through 2nd Grade Students Grow 1.25 years in ELA and Math
  • Elementary: 40% of 3rd through 5th Grade students meet their Millionaire Goal (1 million words read)
  • Middle School: 40% of 6th through 8th Grade Students meet their Millionaire Goal (2 million words read)
  • High School: 100% College Acceptance
Each member of the organization plays a part in achieving these goals. School-based staff members will work towards 2 or 3 metrics that are aligned to both their individual roles AND the Big 5. These metrics vary by position and are subject to change.

Position Salary

The salary for this position is 50,000 TO 69,000 based on years of teaching in K12 and level of education.

Summary of Essential Functions

  • Lead engaging, data-driven instruction in English Language Development utilizing a demonstrated knowledge of language acquisition, multilingualism, and culturally responsive pedagogy
  • Analyze assessment data to understand students’ needs and implement research-based methods in all four language domains
  • Execute robust progress monitoring to track language development, establish student goals, and drive instruction
  • Create or adapt curricular resources to address students’ language development goals in alignment with ELD standards

Rocky Mountain Prep Requirements

  • We do not require a Colorado Teaching License for our general education teaching positions. However, you do need to possess a Bachelor of Arts or Sciences degree and achieve Qualified Teacher Status within six weeks of your start date through one of the approved channels outlined by the Colorado Department of Education. (More questions about this? We highly encourage you to connect with the folks at TEACH Colorado! )
  • A commitment to the social and emotional well-being of all scholars and the culture of the school.

Nice to Haves

  • Speaks Spanish
  • 2+ years of teaching experience
  • Knowledgeable about ESL instruction through a culturally responsive and critical pedagogical framework
  • Demonstrated success working with scholars from historically marginalized communities

Benefits – TOTAL REWARDS

  • Our benefits package includes: 
  • Health Insurance (medical, dental, vision)
  • Disability Insurance
  • Life Insurance
  • Retirement through PERA
  • Paid-Time-Off

Want more information

Please review our Rocky Mountain Prep Frequently Asked Questions to learn more about our program!
Demonstrate eligibility to work in the United States
In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the United States and to complete the required employment eligibility verification form upon hire.   Rocky Mountain Prep does not sponsor visas at this time.
RMP is an equal opportunity employer. We seek applicants of diverse backgrounds and hire without regard to color, gender, religion, national origin, citizenship, disability, age, sexual orientation, or any other characteristic protected by law.
If you have any questions,  please email our Talent Recruiter Sean Spencer at sspencer@rockymountainprep.org.
We appreciate your interest in Rocky Mountain Prep and look forward to getting to know you!
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Assistant Project Director

Posted by | November 20, 2023 |

Assistant Project Director

Statewide Family Engagement Center Keystone Policy Center

Job Title:                      Assistant Project Director

Reports To:                 Center for Education Director

FLSA Status:               Exempt

Location:                    Combination of in person and remote work, with geographic proximity to one of our offices in Denver or Keystone, CO

 SUMMARY

Keystone Policy Center is seeking an Assistant Project Director to work in close partnership with the Sr. Director to administer the Colorado Statewide Family Engagement Center (CO-SFEC), a new 5-year, grant-funded program designed to strengthen and spread h