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Assistant Principal-High School

Posted by | 2 hours ago |

MANITOU SPRINGS SCHOOL DISTRICT 14

MANITOU SPRINGS COLORADO

 

VACANCY ANNOUNCEMENT

 

POSITION:                            ASSISTANT PRINCIPAL – Manitou Springs High School

 

LOCATION:                          MANITOU SPRINGS HIGH SCHOOL

401 EL MONTE PLACE

MANITOU SPRINGS, CO  80829

 

SCHOOL PROFILE:

 

Manitou Springs High School is an innovative, forward-thinking, award-winning school of nearly 425 students (46% of all students choice into Manitou Springs School District from surrounding communities) and 60 staff members.  Manitou Springs High School is proud of our success in meeting the needs of every student. In addition to a challenging academic curriculum including Advanced Placement and Concurrent Enrollment course offerings, Manitou Springs High School offers comprehensive art, physical education, music, computer technology, Special Education, and Gifted/Talented instruction.

 

The culture of the school is positive, safe, kind, inclusive, and collaborative.  We are looking for a new and fully committed Assistant Principal to accentuate our outstanding and numerous attributes while leading us to become an even more effective, responsive and innovative school moving on into the next decade. Our high school is seeking an Assistant Principall who can relate to students and help guide them on the journey of life.

 

COMMUNITY PROFILE:

 

Manitou Springs is a small, mountain community to the west of Colorado Springs, Colorado.  This historical, tourist town is scenically beautiful and a perfect spot if you love the outdoors, where people know and care about each other.  Manitou is a community where residents are long-term and support their local school district.  It’s a terrific place that’s “big enough” but “not too big.”

https://manitousprings.org/. We are driven by our core values of Relationships, Deep Learning, and Opportunity as we serve our children and our communities.

 

REQUIREMENTS:

 

  • School leadership, including assistant principal or dean experience preferred
  • High school experience preferred
  • Must possess a Master’s Degree and hold, or be eligible to hold, a Colorado Principal License
  • Demonstrated success as an instructional leader (professional development/ curricular/program development/instructional delivery/pedagogy)
  • Demonstrated experience in establishing and maintaining a positive, proactive, safe and innovative climate for students and staff
  • Demonstrated success  in fostering a positive school culture (i.e. attendance, positive discipline)
  • Demonstrated experience in team-building (collaborative, kind, loyal)
  • Demonstrated ability to communicate to all stakeholders in multiple ways
  • Demonstrated ability to successfully co-lead a culturally responsive school
  • Demonstrated success as someone who builds strong relationships with families

 

 

Expected Qualities/Characteristics:

 

We are looking for an individual who is (has):

  • Exemplify instructional leadership that is able to maximize the school’s potential (e.g., music, experiential learning, athletics, arts integration, social-emotional learning.
  • Consistently implements systems that support and honor the school’s and district’s goals, policies, and procedures, while also holding self to the same expectations
  • Models open and transparent communication with respect, honesty, and integrity
  • Models follow-through and a willingness to learn, unlearn, and relearn while leading towards a shared vision
  • Knows each student by name and how to support the student and family
  • Understands the history, traditions, and uniqueness of Manitou Springs and the Ute Pass community
  • Coordinates and collaborates to grow vertical alignment strategies by building strong relationships across all schools and families
  • Welcomes, grows, and sustains parent involvement with the School Accountability Committee in partnership with school staff and parents
  • Embodies genuine and authentic leadership that leads to trust and the empowerment of others
  • Supports and leads a safe environment where all students achieve their potential and beyond and where social and emotional learning is embedded in all aspects of the school
  • Demonstrates excellent use of time and resources—focusing all members and leading and managing in a very effective manner
  • Develops, in collaboration with principal, staff and students, a strong plan of student engagement, restorative practices, and accountability for actions/decisions that honors the developmental stages of elementary school-aged students
  • Maintains an empowering place where students are free to explore their authentic-self, intellectual interests, and passions for learning and doing while being held to a high standard of respect and responsibility
  • Supports staff by providing opportunities for growth and development
  • Fosters a positive school climate where all students and staff are healthy, hopeful, engaged, encouraged and celebrated
  • Coordinates with the Principal and the Ute Pass BOCES Director, 504 Coordinator, and Assistant Superintendent to ensure proper support for students with specific educational plans and needs (i.e., Individualized Education Plans, Advanced Learning Plans, 504 Plans, English Learning Plans)
  • Supervises the registration, placement, evaluation and progress reporting of students
  • Collaborates with principal and school staff to develop a multi-tiered system of support (both academic and social-emotional/affective)
  • Exercises decisive leadership in crisis situation
  • Remains current about changes and developments in the field of education

 

 

 

TERM OF

EMPLOYMENT:                                  August 2020 – June 2021 (190-day contract)

 

 

COMPENSATION:                             Please see Administrator Salary Range on Salary Schedule

(on District Website)

 

SITUATION:                                          Grades 9 – 12

 

TO APPLY:                                             Please submit an online application packet

Applications available at www.mssd14.org

 

POSTING DATE:                                 August 11, 2020

 

CLOSING DATE:                                 August 24, 2020: 5:00PM

 

PAPER SCREENING:                           August 25, 2020

 

INTERVIEW DATE:                             August 28, 2020

Please include your responses to the three essay questions as part of your application packet.

 

Limit your response to 400-500 words per question.

Essay Question #1:

Provide an example of one instructional innovation you initiated and lead at the school level. This example should include:

  •     Why the innovation was needed?
  •     How you collaborated with others to ensure success?
  •     What lessons did you learn along the way that informed your leadership philosophy and approaches to leading change?
  •     What obstacles did you overcome to bring this innovation to fruition?
  •     What results did the innovation bring to your school?

Essay Question #2:

Describe a moment in your career that changed the way you approach instructional leadership. What did you learn about yourself and others? Who or what did you lean into to gain insight, support, mentorship, or a deeper understanding of yourself?

Essay Question #3:

What are your biggest strengths and areas of growth when it comes to:

  •     Coaching and developing school staff,
  •     Supporting a highly effective feedback systems that honors and values MSHS’s
    Whole School, Whole Child, Whole Community approach to education,
  •     Developing positive and meaningful relationships with all stakeholders, and
  •     Creating vertically aligned curricula that is co-developed with teachers and other school leaders?

Manitou Springs School District 14 is an equal opportunity educational institution and will not discriminate on the basis of race, color, national origin, ancestry, creed, religion, sex (which includes marital status), sexual orientation, disability, age, genetic information or conditions related to pregnancy or childbirth in its activities, programs or employment practices as required by Title VI, Title I, and Section 504. For information regarding civil rights or grievance procedures, contact Dr. Elizabeth Domangue, Superintendent of Schools, Manitou Springs School District 14, 405 El Monte Pl., Manitou Springs, CO  80829, (719) 685-2024, edomangue@mssd14.org, or the Office of Civil Rights, U.S Dept of Education, 1961 Stout Street, Denver, CO 80294, (303) 844-2991.

 

 

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Assistant Principal-Elementary

Posted by | 2 hours ago |

MANITOU SPRINGS SCHOOL DISTRICT 14

MANITOU SPRINGS COLORADO

 

VACANCY ANNOUNCEMENT

 

POSITION:                            ASSISTANT PRINCIPAL – Manitou Springs Elementary School

 

LOCATION:                          MANITOU SPRINGS ELEMENTARY SCHOOL

110 PAWNEE AVENUE

MANITOU SPRINGS, CO  80829

 

SCHOOL PROFILE:

 

Manitou Springs Elementary School is an innovative, forward-thinking, award-winning school of nearly 425 students (46% of all students choice into Manitou Springs School District from surrounding communities) and 70 staff members.  The school is widely known for its “family feel” and emphasizes close, personal relationships as its foundation for success.  The culture of the school is positive, kind, inclusive, and collaborative, while focusing on the Whole School, Whole Community and Whole Child.   We are looking for an Assistant Principal to accentuate our outstanding and numerous attributes while helping to lead us to become an even more effective, responsive and innovative school moving on into the next decade.  The leader will need to demonstrate genuine interest and care for all students—knowing them by name, understanding their needs and passions and making connections that are meaningful.

 

COMMUNITY PROFILE:

 

Manitou Springs is a small, mountain community to the west of Colorado Springs, Colorado.  This historical, tourist town is scenically beautiful and a perfect spot if you love the outdoors, where people know and care about each other.  Manitou is a community where residents are long-term and support their local school district.  It’s a terrific place that’s “big enough” but “not too big.”

https://manitousprings.org/. We are driven by our core values of Relationships, Deep Learning, and Opportunity as we serve our children and our communities.

 

REQUIREMENTS:

 

  • School leadership, including Assistant Principal or Dean experience preferred
  • Elementary school experience preferred
  • Must possess a Master’s Degree and hold, or be eligible to hold, a Colorado Principal License
  • Demonstrated success as an instructional leader (professional development/ curricular/program development/instructional delivery/pedagogy)
  • Demonstrated experience in establishing and maintaining a positive, proactive, safe and innovative climate for students and staff
  • Demonstrated experience in leading innovative change
  • Demonstrated experience in team building (collaborative, kind, loyal)
  • Demonstrated ability to communicate to all stakeholders in multiple ways
  • Demonstrated ability to successfully co-lead a culturally responsive school
  • Demonstrated success as someone who builds strong relationships with families

 

 

Expected Qualities/Characteristics:

 

We are looking for an individual who is (has):

  • Exemplify instructional leadership that is able to maximize the school’s potential (e.g., music, experiential learning, arts integration, social-emotional learning, clubs).
  • Consistently implements systems that support and honor the school’s and district’s goals, policies, and procedures, while also holding self to the same expectations
  • Models open and transparent communication with respect, honesty, and integrity
  • Models follow-through and a willingness to learn, unlearn, and relearn while leading towards a shared vision
  • Knows each student by name and how to support the student and family
  • Understands the history, traditions, and uniqueness of Manitou Springs and the Ute Pass community
  • Coordinates and collaborates to grow vertical alignment strategies by building strong relationships across all schools and families
  • Consistently implements effective strategies around truancy and student behaviors
  • Welcomes, grows, and sustains parent involvement with the Parent Action Committee in partnership with school staff and parents
  • Supports and leads a safe environment where all students achieve their potential and beyond and where social and emotional learning is embedded in all aspects of the school
  • Demonstrates excellent use of time and resources—focusing all members and leading and managing in a very effective manner
  • Develops, in collaboration with principal, staff and students, a strong plan of student engagement, restorative practices, and accountability for actions/decisions that honors the developmental stages of elementary school-aged students
  • Supports staff by providing opportunities for growth and development
  • Fosters a positive school climate where all students and staff are healthy, hopeful, engaged, encouraged and celebrated
  • Coordinates with the Principal and the Ute Pass BOCES Director, 504 Coordinator, and Assistant Superintendent to ensure proper support for students with specific educational plans and needs (i.e., Individualized Education Plans, Advanced Learning Plans, 504 Plans, English Learning Plans)
  • Supervises the registration, placement, evaluation and progress reporting of students
  • Collaborates with principal and school staff to develop a multi-tiered system of support (both academic and social-emotional/affective)
  • Exercises decisive leadership in crisis situations
  • Remains current about changes and developments in the field of education

TERM OF

EMPLOYMENT:                                  8/10/2020 – 6/2/2021 (190-day contract)

 

COMPENSATION:                             Please see Administrator Salary Range on Salary Schedule

(on District Website)

 

SITUATION:                                          Grades Preschool – 5

 

TO APPLY:                                             Please submit an online application packet

Applications available at www.mssd14.org

 

POSTING DATE:                                 August 11, 2020

 

CLOSING DATE:                                 August 24, 2020: 5:00PM

 

PAPER SCREENING:                           August 25, 2020

 

INTERVIEW DATE:                             August 27, 2020

Please include your responses to the three essay questions as part of your application packet.

Limit your response to 400-500 words per question.

Essay Question #1:

Provide an example of one instructional innovation you initiated and lead at the school level. This example should include:

  •     Why the innovation was needed?
  •     How you collaborated with others to ensure success?
  •     What lessons did you learn along the way that informed your leadership philosophy and approaches to leading change?
  •     What obstacles did you overcome to bring this innovation to fruition?
  •     What results did the innovation bring to your school?

 

Essay Question #2:

Describe a moment in your career that changed the way you approach instructional leadership. What did you learn about yourself and others? Who or what did you lean into to gain insight, support, mentorship, or a deeper understanding of yourself?

 

Essay Question #3:

What are your biggest strengths and areas of growth when it comes to:

  •     Coaching and developing school staff,
  •     Supporting a highly effective feedback systems that honors and values MSES’s
    Whole School, Whole Child, Whole Community approach to education,
  •     Developing positive and meaningful relationships with all stakeholders, and
  •     Creating vertically aligned curricula that is co-developed with teachers and other school leaders?

Manitou Springs School District 14 is an equal opportunity educational institution and will not discriminate on the basis of race, color, national origin, ancestry, creed, religion, sex (which includes marital status), sexual orientation, disability, age, genetic information or conditions related to pregnancy or childbirth in its activities, programs or employment practices as required by Title VI, Title I, and Section 504. For information regarding civil rights or grievance procedures, contact Dr. Elizabeth Domangue, Superintendent of Schools, Manitou Springs School District 14, 405 El Monte Pl., Manitou Springs, CO  80829, (719) 685-2024, edomangue@mssd14.org, or the Office of Civil Rights, U.S Dept of Education, 1961 Stout Street, Denver, CO 80294, (303) 844-2991.

Comments Off on Special Education Teacher

Special Education Teacher

Posted by | 23 hours ago |

STRIVE Prep is a Denver-based community of public charter schools that challenges every student to strive for college and thrive throughout life by helping them to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond.

We seek dedicated educators that live STRIVE Prep’s core values every day:

Core Beliefs – Achievement

  • Commitment 1: I commit to celebrating academic and personal success for all.
  • Commitment 2: I commit to holding myself and others accountable to high expectations.
  • Commitment 3: I commit to bringing passion and joy to my work.

Core Beliefs – Justice

  • Commitment 1: I commit to intentionally disrupt inequity, bias, and systems of oppression.
  • Commitment 2: I commit to creating an environment of safe body, mind, and heart.
  • Commitment 3: I commit to building a community where each person can bring their full, authentic self.

Core Beliefs – Perseverance

  • Commitment 1: I commit to the belief that we grow and get smarter through effort and by making mistakes.
  • Commitment 2: I commit to showing up Con Ganas, where we never give up even when the work is hard.
  • Commitment 3: I commit to showing up with integrity and doing the right thing even when the road is tough.

ESSENTIAL DUTIES AND RESPONSIBILITIES 

Instruction:

  • Lead engaging, data-driven instruction in Special Education.
  • Teach daily student interventions, providing individualized instruction based on student needs.
  • Analyze student data and use it to provide student feedback and set goals
  • Collaborate with general education teachers, school leaders, curriculum directors, and the English Language Development Director to ensure that instruction meets the needs of each learner.

Culture:

  • Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in an advisory of approximately 15-30 students.
  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning..
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.
  • Provide supervision of students during before and after school activities (arrival, dismissal, breakfast, lunch, and break).
  • Participate in family and community events, including twice-annual parent conferences and at least one student enrollment event or activity.
  • Own the success and achievement of all scholars in the school.

Development:

  • Attend and participate in weekly staff and grade level meetings.
  • Participate in regular instructional coaching meetings and content-based department meetings.
  • Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

REQUIREMENTS

  • Bachelor of Arts or Sciences degree
  • Achieve Qualified Teacher status within six weeks of starting through one of the approved channels outlined by the Colorado Department of Education

PREFERRED REQUIREMENTS

  • Speaks Spanish and/or has experience working with English Learners
  • Demonstrated success working with students of color

COMPENSATION AND BENEFITS

  • Competitive compensation package and annual performance-based raises
  • Participation in the Colorado PERA retirement program, including a PERA 401k option
  • Funding of 100% of individual medical benefits and a wide range of insurance plans
  • Approximately three weeks of summer vacation and eight days of paid time off annually

DIVERSITY, EQUITY & INCLUSION

STRIVE works to make a college-prep education for all students in our community the norm rather than the exception. STRIVE is an equal opportunity employer and actively encourages applications from people of all backgrounds.

Comments Off on Special Education Teacher Grades 6 – 8

Special Education Teacher Grades 6 – 8

Posted by | August 4, 2020 |

Special Education Teacher Grades 6 – 8
Salary:
 $36,100 – $41,200 depending on experience and education
Deadline:  Open Until Filled
For more information contact:  Jack Daly, K-8 Principal, 970-724-1004 or email dalyj@wgsd.us

General Purpose:
To help each student realize his/her potential and to implement the educational goals and
objectives defined in the school district policy. Demonstrated ability to accurately assess need
and provide a range of appropriate services to students. The teacher creates a class environment
favorable to learning and personal growth; establishes effective rapport with pupils, motivates pupils to
develop skills, attitudes and knowledge needed to provide a good foundation in accordance with each
pupil’s ability, establishes positive relationships with parents and other staff members.
Essential Duties/Responsibilities:
1. Guides the learning process toward the achievement of State and local standards and curriculum
goals. Establishes and communicates clear objectives for all lessons, units, and activities.
2. Knowledge of and experience with pre-referral interventions and behavior contracts.
3. Understand IDEA, IEP, ILP, 504 guidelines and procedures
4. Instructs assigned course(s) of study and uses approved materials as adopted by the Board of
Education.
5. Develops lesson plans that, as much as possible, meet the individual needs, interests and abilities of
all students. Ability to modify curriculum.
6. Differentiates instruction for students by employing a variety of instructional techniques to meet
the needs and capabilities of diverse learners.
7. Evaluates pupils’ academic and social growth and prepares progress reports as required.
8. Assists the administration in implementing the District’s philosophy of education, its policies and
rules governing instruction, student activities and conduct.
9. Administers group assessments in accordance with the District’s testing program approved by the
Board of Education and/or required by the State of Colorado.
10. Takes all necessary and reasonable precautions to protect students, equipment, materials, and
facilities.
11. Develops reasonable rules of classroom behavior and procedure; maintains fair and just order in the
classroom appropriate to activity.
12. Assists in the selection and requisition of appropriate instructional materials; maintains required
inventory records.
13. Maintains accurate, complete and appropriate records as required by law, District policy, and
administrative regulation.
14. Assists in identifying pupil needs and cooperates with other professional staff members in
assessing and addressing health, attitude and learning problems.
15. Communicates pupil progress and program information to parents and encourages their
involvement in their students’ schooling.
16. Makes reasonable provision for availability to students and parents outside the instructional day for
required or requested education-related purposes.
17. Plans and supervises purposeful assignments for teacher assistant(s) and volunteer(s).
18. Maintains professional competence and growth through participation in District provided and selfselected
staff development opportunities.
Other Duties/Responsibilities:
1. Attends and participates in staff meetings as required.
2. Becomes involved in faculty committees and sponsorships of student activities.
Job Qualifications
License Requirements
1. Valid certificate/license issued by the Colorado Department of Education.
2. Appropriate endorsement for the Special Education assignment.
3. Bachelors Degree, minimum

The West Grand Schools house approximately 440 students K-12.  The West Grand School District is on a 4-day week schedule (Monday through Thursday).  The schools are located in a small rural town of 2,000 people called Kremmling, Colorado.  Kremmling is nestled in the heart of the Rocky Mountains only 100 miles northwest of Denver.  We are often referred to as “The Sportsman’s Paradise” with 5 ski areas within 45 miles, 3 large lakes within 17 miles, hunting, Gold Water fishing, camping, hiking, snowmobiling and many more outdoor activities.  Our town also hosts a hospital which serves the entire Grand County.  Please log onto the Kremmling Chamber of Commerce at www.kremmlingchamber.com for more information about the town.

West Grand is an E.O.E.

Comments Off on Secondary Language Arts Teacher

Secondary Language Arts Teacher

Posted by | August 4, 2020 |

Secondary Language Arts Teacher
Salary: $36,100 to $47,100 depending on education and experience
For more information contact, Elizabeth Bauer, High School Principal, 970-724-3425 or bauere@wgsd.us

The West Grand High School is seeking a dynamic individual who is enthusiastic about working in a small, rural community. The candidate must have strong classroom management skills and be able to relate to all students.  Candidates must hold a Colorado Teacher’s License with an Endorsement in Secondary Language Arts. A Master’s Degree is preferred but not required.  Candidates must be flexible and eager to work with a progressive, energetic school team.

Job Description:

Responsible for instructing others about the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Assigns books and essays for students to read and teaches them how to identify themes, points of view, and other characteristics.

Primary responsibilities

  • Instruct students on interpreting literature.
  • Assign books to read, including classics and contemporary novels.
  • Help students interpret literature and poetry.
  • Provide background on authors’ life and works.
  • Teach students about the structure and content of the English language, including proper grammar, spelling, and sentence structure.
  • Teach about different literary styles.
  • Create instructional resources for use in the classroom.
  • 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.
  • Create projects designed to enhance lectures.
  • Read and stay abreast of current topics in education.
  • Integrate competencies, goals, and objectives into lesson plans.
  • Utilize curricula that reflect the diverse educational, cultural, and linguistic backgrounds of the students served.
  • Develop incentives to keep participants in class.

West Grand High School houses approximately 140 students 9th-12th grades.  The West Grand School District is on a 4-day week schedule of Monday – Thursday.  The schools are located in Kremmling, Colorado, a small rural town of 2,000 people.  Kremmling is nestled in the heart of the Rocky Mountains only 90 miles northwest of Denver.  We are often referred to as “The Sportsman’s Paradise” with 5 ski areas within 45 miles away, 3 large lakes within 17 miles, hunting, camping, snowmobiling, hiking and many more outdoor activities.  Our town also hosts a hospital which serves the entire Grand County.  Please log onto the Kremmling Chamber of Commerce  at www.kremmlingchamber.com for more information about our town.

West Grand School District #1-Jt. is an Equal Opportunity Employer

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Lead Interventionist

Posted by | August 3, 2020 |

STRIVE Prep is a Denver-based community of public charter schools that challenges every student to strive for college and thrive throughout life by helping them to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond.

We seek dedicated educators that live STRIVE Prep’s  core values every day:

Core Beliefs – Achievement 

  • Commitment 1:  I commit to celebrating academic and personal success for all.
  • Commitment 2:  I commit to holding myself and others accountable to high expectations.
  • Commitment 3: I commit to bringing passion and joy to my work.

Core Beliefs – Justice 

  • Commitment 1:  I commit to intentionally disrupt inequity, bias, and systems of oppression.
  • Commitment 2:  I commit to creating an environment of safe body, mind, and heart.
  • Commitment 3:  I commit to building a community where each person can bring their full, authentic self.
Core Beliefs – Perseverance

  • Commitment 1:  I commit to the belief that we grow and get smarter through effort and by making mistakes.
  • Commitment 2:  I commit to showing up Con Ganas, where we never give up even when the work is hard.
  • Commitment 3:  I commit to showing up with integrity and doing the right thing even when the road is tough.

ESSENTIAL DUTIES & RESPONSIBILITIES: 

Instruction:

  • Review and evaluate student Reading achievement information in order to place students in appropriate academic interventions.
  • Analyze district assessment data in Reading to understand students’ needs in order to select and recommend evidence-based instructional interventions to implement.
  • Collaborate with teachers and coaches for the purpose of increasing student achievement by ensuring best instructional practices are being implemented, and differentiated instruction is being used to meet the needs of every student.
  • Lead engaging, data-driven instruction in English Language Development utilizing a demonstrated knowledge of language acquisition, bilingualism, and culturally responsive pedagogy
  • Maintain the Intervention/ELD data dashboard to measure the effectiveness of programming and services in order to evaluate the impact on student achievement.
  • Plan and teach approximately five periods per day (ELD and Reading), as directed by the School Leader.
  • Teach daily student interventions (ELD and Reading), providing individualized instruction based on student needs.
  • Analyze student data and use it to provide student feedback and set goals.
  • Collaborate with other teachers, school leaders, the English Language Development Director, Director of Intervention, Director of Middle School English Language Arts, and the special education team to ensure that instruction meets the needs of each learner.

MTSS
Guides the implementation of MTSS across the school including, but not limited to:

  • Vision and cadence of MTSS meetings
  • Overseeing the implementation of interventions which includes frequent communication and collaboration with teachers around student intervention plans, intervention strategies, and intervention curriculums
  • Monitoring teachers’ collection, tracking, and analysis of progress monitoring, implementation of interventions, alignment of interventions with students’ areas of identified need
  • Ongoing collaboration and communication with school leadership and the network Student Services Team in order to ensure continuous improvement with school-level implementation
  • Developing and facilitating trainings for school staff
  • Using collaborative problem solving meetings along with student performance (e.g. progress monitoring, benchmark, etc.) data to identify necessary Achievement Block schedule changes

Culture:

  • Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in an advisory of approximately 30 students.
  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.
  • Provide supervision of students during before and after school activities (arrival, dismissal, breakfast, lunch, and break).
  • Participate in family and community events, including twice-annual parent conferences and at least one student enrollment event or activity.
  • Own the success and achievement of all scholars in the school.

      Development:

  • Attend and participate in weekly staff and grade level meetings.
  • Participate in regular instructional coaching meetings and content-based department meetings.
  • Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

REQUIREMENTS:

  • Bachelor of Arts or Sciences degree
  • Experience leading MTSS teams
  • 2+ years as a Special Education Teacher or Interventionist
  • Achieve Qualified English Language Arts Teacher status (teacher’s license not required) within six weeks of starting through one of the approved channels outlined by the Colorado Department of Education
  • In addition, all teachers at STRIVE Prep must be fully qualified to provide English Language Acquisition (ELA) services through one of the following means: the DPS ELA Training Program, advanced coursework, or a Colorado endorsement. Teachers who are not ELA qualified at the time of hire will be required to complete the DPS ELA training program during their first two years of employment at STRIVE Prep.


 PREFERRED REQUIREMENTS:

  • Speaks Spanish and/or has experience working with English Learners
  • Demonstrated success working with students of color
  • 5+ years as a Special Education Teacher or Interventionist
  • A strong passion for diverse populations. You know the work is hard, and you get up each day excited that you have the privilege to teach our future leaders.
  • You are a culturally responsive teacher who plans each learning opportunity with student needs, interests, and readiness in mind.
  • Data drives your decisions! You use data to make instructional moves that improve or enhance student learning.
  • You know the power of books and are committed to building the love of reading in students.
  • Journeying with emerging bilinguals on their pathway to English language acquisition is food to your soul. You are well versed in teaching English language development and know the various proficiency levels.

COMPENSATION & BENEFITS:

  • Competitive compensation package.
  • Annual performance-based raises.
  • Participation in the Colorado PERA retirement program, including a PERA 401k contribution option.
  • Funding of 100 percent of individual medical benefits and a wide range of insurance plans.
  • Approximately eight weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually.

DIVERSITY, EQUITY, & INCLUSION:

STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment.

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Principal Fellow

Posted by | August 3, 2020 |

STRIVE Prep is a Denver-based community of public charter schools that challenges every student to strive for college and thrive throughout life by helping them to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond.

We seek dedicated educators that live STRIVE Prep’s  core values every day:

Core Beliefs – Achievement 

  • Commitment 1:  I commit to celebrating academic and personal success for all.
  • Commitment 2:  I commit to holding myself and others accountable to high expectations.
  • Commitment 3: I commit to bringing passion and joy to my work.

Core Beliefs – Justice 

  • Commitment 1:  I commit to intentionally disrupt inequity, bias, and systems of oppression.
  • Commitment 2:  I commit to creating an environment of safe body, mind, and heart.
  • Commitment 3:  I commit to building a community where each person can bring their full, authentic self.
Core Beliefs – Perseverance

  • Commitment 1:  I commit to the belief that we grow and get smarter through effort and by making mistakes.
  • Commitment 2:  I commit to showing up Con Ganas, where we never give up even when the work is hard.
  • Commitment 3:  I commit to showing up with integrity and doing the right thing even when the road is tough.

ESSENTIAL DUTIES & RESPONSIBILITIES

Academic Program:

  • Implement a rigorous, comprehensive, standards-based curriculum.
  • Execute a rigorous system for student assessment, data tracking, and appropriate student interventions.
  • Support and develop teachers using frequent classroom observations, observation debriefs lesson plan reviews, data meetings, and formal reviews.
  • Use data to drive instruction by creating and refining dashboards, conducting analysis, and developing concise teacher action plans.
  • Sustain supporting logistics for the academic program, including staffing structure and schedule.
  • Deliver a detailed professional development plan.
  • Partner with the network team to recruit and select high-quality teachers and staff.

      Culture:

  • Sustain rituals, systems, and structures that prioritize and promote college access and preparation.
  • Design an age-appropriate, school-wide system to support student conduct and discipline.
  • Lead community gatherings that set the tone for the academic program.
  • Execute a comprehensive plan for extracurricular activities, including sports, arts, and other areas of interest.

Development:

  • Attend and participate in weekly staff and grade level meetings.
  • Participate in regular instructional coaching meetings and content-based department meetings.
  • Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.
  • Attend regular Principal Fellows development sessions to develop the key skills necessary to school leadership.
  • Regularly collaborate with other Fellows to give and receive feedback in order to hone their skills as school leaders including submitting videos of their work in action for feedback.
  • Reflect on their own growth as school leaders individually, with their mentor principal and with their Managing Director.

Community:

  • Ensure high levels of student attendance.
  • Engage external partners to add value to the students’ experience of the school, especially in the areas of extracurricular activities.

REQUIREMENTS

  • Understand, appreciate, and can pull from at least 3 years of teaching experience Have demonstrated proven school leadership skills in urban settings with an emphasis on data-driven instruction and demonstrable gains in student achievement (required).
  • Bachelor of Arts or Sciences degree

PREFERRED REQUIREMENTS

  • Speaks Spanish and/or has experience working with English Learners
  • Demonstrated success working with students of color

COMPENSATION AND BENEFITS

  • Competitive compensation package.
  • Annual performance-based raises.
  • Participation in the Colorado PERA retirement program, including a PERA 401k contribution option.
  • Funding of 100 percent of individual medical benefits and a wide range of insurance plans.
  • Approximately three weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually.

DIVERSITY, EQUITY, & INCLUSION STATEMENT

STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment.

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2nd & 3rd grade & 4th & 5th combination teacher & reading interventionist

Posted by | July 24, 2020 |

Gardner Valley School is looking for a 2nd & 3rd grade and 4th & 5th combination teacher and reading interventionist.  Gardner Valley School is a small rural charter school with an agriculture and environmental science focus.  It is located in the center of a beautiful mountainous area.   GVS is planning on opening with in person instruction with small class sizes.  Four-day school week Monday – Thursday.  Salary pay with medical benefits ($30,000 – $33,000) Applicant must have teaching license and pass background check.

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Middle school science teacher

Posted by | July 16, 2020 |

Hope Community Christian Academy is a University Model school blending home-school with classroom. Teaching position is a part-time Middle School science teaching position teaching 6th, 7th, 8th grade science from 8A-3PM on Tuesday-Wednesday-Thursday.

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Middle School math teacher

Posted by | July 16, 2020 |

Hope Community Christian Academy is a University Model school blending home-school and classroom. Position is a part-time Middle School math teaching position teaching 6th, 7th, and 8th grade math on Tuesday-Wednesday-Thursday from 8A-3PM. Starting salary $20,000.00

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Family-School Partnership Project Coordinator

Posted by | July 14, 2020 |

Action for Healthy Kids is seeking a Spanish-speaking professional with community-organizing experience to serve as a part-time Family-School Partnership Project Coordinator in Colorado. This new position will lead a two-year pilot project working with three schools in underserved communities to build the capacity of families and staff to develop effective family-school-community partnerships to advance children’s physical and social emotional health, learning, and academic success. The project will focus on building respectful and trusting relationships between families and schools through a series of nine facilitated meetings (in-person or virtual) at each of the three schools. This project is a collaboration between Action for Healthy Kids and the Colorado Department of Education Office of Family-School-Community Partnerships.

Action for Healthy Kids is a national non-profit organization, raising the bar on the health of the whole child across the country. We partner with families, school professionals and community leaders to create healthier schools and healthier families with a focus on serving students from under-resourced communities. We are committed to building a diverse team and creating an inclusive and welcoming environment for all team members.

Monthly Salary Range: $1,875-2,475 commensurate with experience.
This position is a part-time, contracted position, working an average of 75 hours per month through June 30, 2022.

Location: Primary location will be your home office, with some travel (if allowed) and/or virtual visits to partner schools. Ideal location is a centrally located community in Colorado.

Job Responsibilities

  • Assist with the development of family-school meeting series, social emotional learning and physical activity strategy options, and tracking and evaluation tools.
  • Support the recruitment and selection of participant schools based on target demographics, regional diversity, school readiness, and district/community connections.
  • Work with school leaders and community partners in selected schools to develop their implementation plan and recruit and train an influential family leader to serve as a local family connector.
  • Plan, coordinate and facilitate 9+ meetings at each school and provide ongoing assistance (via phone, video-conference or email) to family connectors and school partnership teams between meetings to ensure full support of the project goals.
  • Evaluate and report on the successes, challenges and strategic opportunities of the program by administering surveys, conducting interviews, analyzing data, maintaining records of activities and contacts, sharing success stories, and writing project reports that detail outcomes.
  • Serve as a liaison between schools, CDE, and AFHK staff.
  • Represent AFHK and promote AFHK mission, goals, and programs in work throughout state.

Job Requirements

  • Passion, ability and experience building strong, collaborative relationships between groups with different perspectives and experiences.
  • Bilingual in Spanish and English with strong communication skills.
  • Experience working with school communities and school systems.
  • Ability to work independently with minimal day-to-day supervision, careful attention to detail, and efficient prioritization of tasks, deadlines, and time.
  • Regular travel within the state to three different school communities (note: activities are likely to include both in-person and virtual meetings, dependent on school and public health recommendations).
  • Flexibility to adapt to changing conditions and adjust project activities as needed to meet public health and school guidelines.
  • Commitment to goals, vision, and values of AFHK.

Ideal Candidate

  • 3+ years of experience working as a community organizer or project coordinator, convening community members and uniting people to solve problems in a collaborative fashion.
  • Bachelor’s Degree in relevant discipline (e. g., public health, education, social work, health promotion) or strong relevant experience in health, education, community organizing and/or project coordination
  • Skilled meeting leader, trainer, and facilitator.
  • Experience working and/or living in underserved and marginalized communities.
  • Experience supporting immigrant families, with an emphasis on Latinx communities.
  • Knowledge and experience working on family, school and community health issues.
  • Strong bilingual writing skills preferred (English and Spanish).
  • Experience using Microsoft Office, video-conferencing platforms such as Zoom, and cloud database such as Salesforce a plus

Candidates with experience working in underserved communities are strongly encouraged to apply.

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High School Principal

Posted by | July 13, 2020 |

MANITOU SPRINGS SCHOOL DISTRICT 14

MANITOU SPRINGS COLORADO

 

VACANCY ANNOUNCEMENT

 

POSITION:                           

PRINCIPAL – Manitou Springs High School

 

LOCATION:

MANITOU SPRINGS HIGH SCHOOL

401 EL MONTE PLACE

MANITOU SPRINGS, CO  80829

 

SCHOOL PROFILE:

 

Manitou Springs High School is an innovative, forward-thinking, award-winning school of nearly 425 students (46% of all students choice into Manitou Springs School District from surrounding communities) and 60 staff members.  Manitou Springs High School is proud of our success in meeting the needs of every student. In addition to a challenging academic curriculum including Advanced Placement and Concurrent Enrollment course offerings, Manitou Springs High School offers comprehensive art, physical education, music, computer technology, Special Education, and Gifted/Talented instruction.

 

The culture of the school is positive, safe, kind, inclusive, and collaborative.  We are looking for a new and fully committed leader to accentuate our outstanding and numerous attributes while leading us to become an even more effective, responsive and innovative school moving on into the next decade. Our high school is seeking a principal who can relate to students and help guide them on the journey of life.

 

COMMUNITY PROFILE:

 

Manitou Springs is a small, mountain community to the west of Colorado Springs, Colorado.  This historical, tourist town is scenically beautiful and a perfect spot if you love the outdoors, where people know and care about each other.  Manitou is a community where residents are long-term and support their local school district.  It’s a terrific place that’s “big enough” but “not too big.”

https://manitousprings.org/. We are driven by our core values of Relationships, Deep Learning, and Opportunity as we serve our children and our communities.

 

REQUIREMENTS:

  • School leadership, including principal or assistant principal, experience required
    (3 years preferred)
  • High school experience preferred
  • Demonstrated success as an instructional leader (professional development/ curricular/program development/instructional delivery/pedagogy)
  • Demonstrated experience in establishing and maintaining a positive, proactive, safe and innovative climate for students and staff
  • Demonstrated experience in leading innovative change
  • Demonstrated experience in teambuilding (collaborative, kind, loyal)
  • Demonstrated ability to communicate to all stakeholders in multiple ways
  • Demonstrated ability to successfully lead a culturally responsive school
  • Demonstrated success as leader who builds strong relationships with families
  • Demonstrated ability to manage school finances and building facilities
  • Demonstrated experience in leading and supporting athletics and activities through The Colorado High School Activities Association

 

Expected Qualities/Characteristics:

We are looking for an individual who is (has):

  • Exemplify instructional leadership that is able to maximize the school’s potential (e.g., music, experiential learning, athletics, arts integration, social-emotional learning.
  • Consistently implements systems that support and honor the school’s and district’s goals, policies, and procedures, while also holding self to the same expectations
  • Models open and transparent communication with respect, honesty, and integrity
  • Models follow-through and a willingness to learn, unlearn, and relearn while leading towards a shared vision
  • Knows each student by name and how to support the student and family
  • Understands the history, traditions, and uniqueness of Manitou Springs and the Ute Pass community
  • Coordinates and collaborates to grow vertical alignment strategies by building strong relationships across all schools and families
  • Welcomes, grows, and sustains parent involvement with the Parent Action Committee in partnership with school staff and parents
  • Embodies genuine and authentic leadership that leads to trust and the empowerment of others
  • Forward-thinking leader who has the ability to innovate and lead others to innovate
  • Supports and leads a safe environment where all students achieve their potential and beyond and where social and emotional learning is embedded in all aspects of the school
  • Demonstrates excellent use of time and resources—focusing all members and leading and managing in a very effective manner
  • Develops, in collaboration with staff and students, a strong plan of student engagement, restorative practices, and accountability for actions/decisions that honors the developmental stages of elementary school-aged students
  • Maintains an empowering place where students are free to explore their authentic-self, intellectual interests, and passions for learning and doing while being held to a high standard of respect and responsibility
  • Leads and supports staff by providing opportunities for growth and development
  • Fosters a positive school climate where all students and staff are healthy, hopeful, engaged, encouraged and celebrated
  • Coordinates with the Ute Pass BOCES Director, 504 Coordinator, and Assistant Superintendent to ensure proper support for students with specific educational plans and needs (i.e., Individualized Education Plans, Advanced Learning Plans, 504 Plans, English Learning Plans)
  • Supervises the registration, placement, evaluation and progress reporting of students
  • Collaborates with school staff to develop a multi-tiered system of support (both academic and social-emotional/affective)
  • Coordinates a balanced approach to integrating technology for the purpose of learning and collaborating while maintaining a safe and positive school culture
  • Exercises decisive leadership in crisis situations
  • Works with the Director of Technology, the Director of Student Success and the Director of Arts Integration and Community Wellness to support student and family needs
  • Remains current about changes and developments in the field of education
  • Provides leadership and direction for the development and implementation of the building-level improvement plan that aligns to the district-wide plan
  • Provides leadership for the implementation of the district-wide strategic plan.

TERM OF EMPLOYMENT:

August 2020 – June 2021 (200-day contract)

 

COMPENSATION:                            

Please see Administrator Salary Range on Salary Schedule

(on District Website)

 

SITUATION:                                         

Grades 9-12

 

TO APPLY:                                            

Please submit an online application packet

https://www.applitrack.com/ManitouSprings14/onlineapp/default.aspx?all=1

 

POSTING DATE:

July 13, 2020

 

CLOSING DATE:                               

July 27, 2020: 4:00PM

 

PAPER SCREENING:

July 29, 2020

 

INTERVIEW DATE:                        

August 3, 2020

 

Please include your responses to the three essay questions as part of your application packet.

 

Limit your response to 400-500 words per question.

 

Question #1:

Why do you want to serve as the leader of Manitou Springs High School? Describe one significant way you engaged a school community that you have led.

 

Question #2:

What do you consider to be “success” in educating high school children?  Describe a specific example of how you led successfully.

 

Question #3:

What does it mean to you to prepare students for a future that is yet to be imagined? What are three concrete steps you, as a leader of students and staff, would take to make this idea come to life?

 

Manitou Springs School District 14 is an equal opportunity educational institution and will not discriminate on the basis of race, color, national origin, ancestry, creed, religion, sex (which includes marital status), sexual orientation, disability, age, genetic information or conditions related to pregnancy or childbirth in its activities, programs or employment practices as required by Title VI, Title I, and Section 504. For information regarding civil rights or grievance procedures, contact Dr. Elizabeth Domangue, Superintendent of Schools, Manitou Springs School District 14, 405 El Monte Pl., Manitou Springs, CO  80829, (719) 685-2024, edomangue@mssd14.org, or the Office of Civil Rights, U.S Dept of Education, 1961 Stout Street, Denver, CO 80294, (303) 844-2991.

 

 

 

 

 

Comments Off on Associate Head of School

Associate Head of School

Posted by | July 9, 2020 |

The Associate Head of School is a five-day per week, twelve-month position with full benefits, reporting directly to the Head of School, and serving as a member of the school’s administrative team. In general, the Associate Head of School, in collaboration with the Head of School and Director of Admissions and Placement, ensures that Havern’s mission, values, and vision come to life each and every day. Specifically, responsibilities include, but are not limited to:

  • Responsible for supervision of all school staff (teaching teams, OT, SLP, Essentials and School Psychologist)
  • Responsible for conducting staff evaluations and contributing to performance feedback in collaboration with HOS and Director of Admission & Placement
  • Meeting at beginning of school year with each teaching team, OT, SLP, Essentials and School Psychologist re: roles/responsibilities
  • Meeting and supporting staff to identify goals/outcomes for the school year
  • Meeting with staff to discuss data and progress to drive instruction
  • Meeting with and supporting staff with writing progress monitoring reports and annual reports
  • Provide staff opportunities to collaborate with another as a means of supporting needs/strengths/outcomes
  • Support, plan and develop Professional Development for staff
  • Scheduling and running of Leadership Team Meetings and Staffings
  • Collaborate with 8th grade lead teacher and School Psychologist re: Transition Class (IEP Meetings, Transition Meetings)
  • Ordering of curriculum, assessments and supplies
  • Plan, lead and organize educational events and trainings for Havern School and community at large
  • Responsible for supporting staff and overseeing discipline management throughout the school in collaboration with HOS
  • Cultivate and support an inclusive environment of an economically and culturally diverse community
  • Member of the hiring committee for all staff and faculty
  • Orient and train all staff to the school in collaboration with HOS
  • Member of the Administrative Team and the Emergency Response Team

Key Qualifications:

  • Advanced degree in School/Clinical Psychology, Special Education, Learning Disorders, Speech/Language Pathology or Communication Disorders
  • Knowledge and understanding of multidisciplinary assessments and evaluations to determine appropriate “fit” for the student’s successful learning through Havern School’s education program
  • Minimum of five years experience in a setting serving students with learning disabilities

Additional Skills and Qualifications

  • Strong interpersonal skills
  • Strong written and oral communication skills, including public speaking and print editing
  • Strong project management skills and the ability to work individually and collaboratively under tight deadlines
  • Ability to manage multiple projects
  • High ethical standards, sense of integrity and respect for all constituents
  • Sensitivity to economic, cultural and familial situations embedded in the enrollment of a diverse student body
  • Demonstrated leadership qualities
Comments Off on Lead Teacher 3rd/4th Grade

Lead Teacher 3rd/4th Grade

Posted by | July 7, 2020 |

The Logan School for Creative Learning is an independent K-8 school for approximately 250 gifted students who are exceptionally inquisitive and hungry for knowledge. The Logan School fosters this love of learning by providing an experience-based education that allows students to develop individually to their fullest potential. With a focus on higher levels of critical thinking, students develop a mature sense of who they are and how they will connect with the world around them – skills that will serve them well into the future.

Please visit our website at www.theloganschool.org

Position Overview:

The Logan School for Creative Learning is accepting applications for an Intermediate School Lead Teacher opening starting August 1, 2020. This teacher will work with an associate teacher and the school’s other educators to provide a Logan educational experience for approximately 20 students in mixed-age classroom that will consist of students in 3rd and 4th grade.

Responsibilities include developing an individualized curriculum for each student and leading two extended overnight trips each year. The ideal candidate will hold an earned college degree and will be an experienced teacher. Candidates should be familiar with the needs of gifted students, and have a strong understanding of child-centered education and the value of hands-on learning activities.

Candidates must have the skills necessary to perform the following tasks at a high level of proficiency:

  • Run a classroom in a manner consistent with Logan’s philosophy.
  • Plan and oversee individual student curriculum units, including coordinating individual student unit trips with unit trip teacher
  • Plan and implement a class unit and other activities that provide students the opportunity to work together and to integrate subject matter
  • Provide opportunities for exploration and problem solving
  • Monitor academic skill levels of students
  • Provide opportunities for choice
  • Provide guidance in the areas of emotional and social growth
  • Lead day-long and extended (overnight) field trips with the students
  • Communicate with parents regarding student progress
  • Communicate with non-core teachers regarding students
  • Participate in faculty meetings
  • Supervise a full-time teacher assistant
  • Perform miscellaneous other duties, as assigned by the Head of School

Status

This is a full-time position during the school year. Salary is paid over 12 months August-July.  This position receives full benefits.

Supervision
The lead teacher reports directly to the Dean with support from the Instructional Coach.

Hours
The Logan School work day is 8:00-4:00. Attendance is required at all-staff meeting until 5:00pm at least once per week. There will be occasional evening and weekend commitments.

Teachers are Expected to:

  • Participate thoughtfully and positively in all meetings and school-wide events
  • Consider various perspectives when engaging in internal and external communications
  • Work with the dean and instructional coach to share and solve problems
  • Attend pre-service and other professional days and school-wide events
  • Attend and complete mandatory trainings, such as those for child safety, first-aid, etc.
  • Attend all all-staff meetings and the staff retreat

Compensation:
Salary is dependent on experience. The Logan School provides full benefits, including a group health plan, TIAA-CREF retirement plan, dental, life, and disability to all full-time employees.

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Upper and Middle School Humanities Teaching Intern

Posted by | July 2, 2020 |

The CA Upper and Middle School program provide a wonderful opportunity for students to grow.  Its foundation is a strong academic curriculum but is balanced by an extensive and challenging program in athletics, the arts and community service. A child’s Middle School experience is characterized by small classes, high standards, a faculty committed to the growth of every student and an abiding belief that the most successful learners are the most active and involved learners.

Learning at CA is not confined to the classroom. Learning opportunities abound. The school’s experiential Interim program, student-generated club activities, and a broad-based community service program are among the hallmarks of every student’s Middle School experience.

This is a full-time internship that includes: 

• Responsibilities as assigned in English and History

• Substitute Teaching

• Participation in the school’s Interim program Opportunities to advise and coach

• Other responsibilities as assigned

Requirements

We seek an individual with at least two years of experience teaching middle or upper school (grades 6 through 12).

The ideal candidate will:

• Have background in teaching English/Language Arts and an interest in teaching social studies

• Background in teaching the writing process

• Be a problem-solver at heart and able to guide students through an inquiry-based, thought-provoking program, balancing conceptual understanding with skill-based learning

• Be able to teach study skills and critical reading/thinking skills

• Put the development of the whole child first

• Collaborate well with a team of teachers

• Understand the role of technology in today’s classroom and have demonstrated experience in adapting technology (computers, iPads, etc.) to their classroom practice

• Coaching abilities are a plus

Comments Off on Upper and Middle School Math & Science Teaching Intern

Upper and Middle School Math & Science Teaching Intern

Posted by | July 2, 2020 |

The CA Upper and Middle School program provide students with an excellent opportunity to grow.  Its foundation is a strong academic curriculum but is balanced by an extensive and challenging program in athletics, the arts and community service. A child’s Middle School experience is characterized by small classes, high standards, a faculty committed to the growth of every student and an abiding belief that the most successful learners are the most active and involved learners.

Learning at CA is not confined to the classroom. Learning opportunities abound. The school’s experiential Interim program, student-generated club activities, and a broad-based community service program are among the hallmarks of every student’s Middle School experience.

This is a full-time internship that includes:

• Responsibilities as assigned in Math and Science classrooms

• Substitute Teaching

• Participation in the school’s Interim program

• Opportunities to advise and coach

• Other responsibilities as assigned

Requirements

We seek an individual with at least two years of experience teaching middle or upper school (grades 6 through 12).

The ideal candidate will:

• Have background in teaching math and science

• Be a problem-solver at heart and able to guide students through an inquiry-based, thought-provoking program, balancing conceptual understanding with skill-based learning

• Be able to teach study skills and critical reading/thinking skills

• Put the development of the whole child first

• Collaborate well with a team of teachers

• Understand the role of technology in today’s classroom and have demonstrated experience in adapting technology (computers, iPads, etc.) to their classroom practice

• Coaching abilities are a plus

Comments Off on Human Resources Director

Human Resources Director

Posted by | July 2, 2020 |

SALARY INFORMATION: Grade 14 ($82,172 – $111,173)
STANDARD HOURS PER WEEK: 40

FTE: 1.0
MONTHS PER YEAR: 12
JOB CODE: 3099

POSITION TYPE:  Replacement
LOCATION:  Thornton, CO

SUMMARY:   Responsible for managing the Human Resources Partner team that supports all efforts related to the district’s strategic plan including directing recruitment efforts, work-force development, hiring processes, performance/evaluation systems, training and advising administrators in labor and employment matters.  The HR Director will have knowledge of Board of Education (BOE), district, state and federal policies and regulations, including EEOC, Fair Labor Standards, ADA, workers’ compensation and unemployment.  Responsible for directing personnel investigations, disciplining employees and assisting with administering grievance procedures.  Ensure that all employees are qualified and skilled for their positions as defined by the Every Student Succeeds Act (ESSA).

ESSENTIAL DUTIES AND RESPONSIBILITIES: 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.

1. Direct responsibility to manage total employment and recruitment function, reduction in force staff, and administrative transfers. Manage the HR Partner team to support the district’s strategic plan including directing recruitment efforts, work-force development, hiring processes, performance/evaluation systems and training.  Maintain current knowledge of and ensure that Human Resources and district staff comply with District and Board of Education policies and interpretations, state and federal laws and classified/certified master agreements.
2. Provide support to the hiring of district staff.  Includes overseeing personnel requisitions and job postings, screening and interviewing processes, reference checks, criminal background checks, denial of employment and facilitation of principal and administrator hiring processes.
3. Train and provide guidance to principals and supervisors on staffing plan, viable applicants, and hiring decisions. Analyze various employment data to strategically support sites with personnel decisions.  Disseminate reports and facilitate discussions with individual sites to determine best practices related to recruitment, hiring, turnover, attendance, substitute fill rates and retention.
4. Train and advise administrators in labor and employment matters including employee performance evaluations, growth plans, remediation plans, and dismissal; employee discipline and documentation; compliance with BOE policy, federal and state laws, master agreements and other employee relations matters.
5. Coordinate exit interview survey process.  Compile, analyze and disseminate survey information to School Leadership.
6. Serve on Classified and Certified negotiation teams to negotiate collective bargaining agreements and to develop master agreement language that meets BOE Policy without violating operating limitations or district policies.
7. Manage non-renewal and reduction-in-force process per district policy, employee association master agreement language and Colorado state statute. Ensure non-renewal process is in compliance with the CDE guidelines.
8. Perform other duties as assigned.

EDUCATION AND RELATED WORK EXPERIENCE:

  • Master’s degree in Human Resources or related field required.  Two additional years of related Human Resources experience may be substituted for this requirement.
  • Bachelor’s degree in Human Resources or related field required.
  • Minimum of five years of experience in human resources or related field

LICENSES, REGISTRATIONS or CERTIFICATIONS:

  • PHR/SPHR/SHRM-SCP/SHRM-CP preferred
  • Criminal background check required for hire
Comments Off on Special Education Teacher

Special Education Teacher

Posted by | June 24, 2020 |

Special Education Teacher for Strasburg Elementary Center Based Program- Current Colorado license as Severe Cognitive or Generalist teacher preferred. We are team oriented and collaboratively support efforts of our staff for our children.  Salary based on education and experience.  Excellent benefits.

 Questions contact Tracy (719) 775-2342, ext. 101. To apply for this position, please complete the Certified Application for Employment available on the East Central BOCES website www.ecboces.org under “Jobs”. EOE

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School Counselor

Posted by | June 15, 2020 |

School Counselor – all levels

Comments Off on 6th Grade Language Arts

6th Grade Language Arts

Posted by | June 4, 2020 |

Title:

Middle School 6th Grade Language Arts Teacher

Qualifications:

  1. Colorado Teaching Certificate with an endorsement in elementary education or secondary language arts.
  2. Strong content knowledge in language arts.
  3. Strong ELA teaching experience.
  4. Good communication skills and a strong work ethic.
  5. Experience working with middle-level students.
  6. Relates well and enjoys working with middle-level students.
  7. Strong computer and technology skills.
  8. Such alternatives to the above qualifications as the board may find appropriate and acceptable.

PHYSICAL DEMANDS:

The work requires periods of light physical activity and requires long periods of time standing and/or walking.  Most of the work is performed in the classroom setting and requires the ability to lift and carry up to 20 pounds; reach, hold, grasp, and turn objects; and use fingers to operate computer and typewriter keyboards and visual aides for students.

Reports To:

Middle School Principal

Job Goal:

To help each pupil develop an awareness of the role of language arts; to motivate each pupil to acquire knowledge skills in reading and writing; and to discover and develop special talents of pupils in the language arts field.

 

Performance Responsibilities:

  1. Teaches content and skills in English language, literature, composition, reading, and journalism; utilizing course of study adopted by the Board of Education and appropriate curriculum publications as guidelines in teaching individual course content.
  2. Adapts English material and methods to develop relevant sequential assignments that guide and challenge pupils.
  3. Provides individual or small-group instruction to adapt the curriculum to the needs of pupils and to accommodate circumstances where a variety of projects.
  4. Develops standards for critical analysis through group discussions based on a variety of mass media and classical and contemporary literature.
  5. Assists pupils in selection and development of individual research projects.
  6. Encourages pupils to think independently and to express original ideas.
  7. Evaluates each pupil’s progress in English skills (listening, speaking, reading, and writing).
  8. Establishes and maintains standards of pupil behavior needed to provide an orderly, productive classroom environment.
  9. Works with pupils and other classroom teachers in such activities as preparing material for the school newspaper or coordinating entries in essay contests.
  10. Administers or monitors group tests.
  11. Identifies pupils’ needs and cooperates with other professional staff members in helping pupils solve health, attitude, and learning problems.
  12. Communicates with parents and school counselors on pupil progress.
  13. Supervises pupils in out-of-classroom activities during the assigned work day.
  14. Maintains professional competence through in-service education activities provided by the district and self-selected professional growth activities.
  15. Participates in curriculum and other developmental programs.
  16. Selects and requisitions books and instructional aids appropriate to the interest and maturity level of pupils; maintains required inventory records.
  17. Participates in faculty committees and sponsorship of student activities.

 

Terms of Employment:

Salary:                     Based upon the District’s adopted certified salary schedule.  Years of experience given through Step 7.

Work Schedule:        175 days per year or as designated by the annual school calendar. Salary and work-year to be established annually by the board.

Benefits:                  Full benefits – as described on salary schedule

Hours:                      7:45 a.m. until 3:45 p.m. or as set by the building principal

FLSA Status:             Exempt/Certified

 

Evaluation:

Performance of this job will be evaluated in accordance with provisions of the Board’s policy on Evaluation of Certified Personnel.

Primary Location Archuleta School District – Pagosa Springs Middle School
Salary Range $41,000.00 – $53,500.00 / Per Year
Shift Type Full-Time
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Principal

Posted by | May 28, 2020 |

EDUCATIONAL DELIVERY:
This position supports the development of academic, community and alternative partnerships that provide educational experiences for students through experiential learning opportunities, career and job exploration and the development of social emotional awareness.  Working collaboratively with community and school stakeholders, Principal is responsible for:
• Developing dynamic, innovative programming to align with student needs and current educational demands and trends;
• Continuously monitor and be knowledgeable of current and future experiential, explorative, academic, vocational programs, opportunities, demands/trends locally and regionally;
• Managing the development of curriculum and instructional programs that recognize the contributions of diverse groups and foster success for all students regardless of gender, sex, and/or disability;
• Understanding and leading the use of technology in performance based instructional programs;
• Championing a curricula that includes student’s social-emotional learning and growth exploration;
• Using data to analyze the current status of student learning and to serve as a catalyst for, benchmark of growth and continuous improvement.

INSTRUCTIONAL CURRICULUM:
Leadership in this dynamic field requires an understanding of the philosophy of standards based education, the D51 Learning Model, the Teaching and Learning Framework, the processes of curriculum development and how to measure its effectiveness in the school.  Responsibilities within this area include:
• Developing, implementing, monitoring the effectiveness, maintaining unified instructional standards, and growing the school’s instructional programs;
• Collaborating with academia, community employers, industry professionals, vocational teachers and others to develop student performance-based standards that are relevant and applicable to the D51 Learning Model and current environments;
• Implementing supervisory and evaluative processes for staff that includes applicable measures of student learning and promotes the unique goals of each curricula or program and its instructional influences/outcomes.

STAFF SUPERVISION AND DEVELOPMENT:
As a leader in our District, the Principal is charged with designing a staff development program for certified and classified staff that recognizes:
• Student success as the primary focus;
• Applied principles of collaborative adult learning;
Principals directly oversee the supervision of all school personnel in accordance with the District policies and applicable laws.  Supervising and evaluating vocational and academic teachers, counselors, support staff and administrators 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, rewarding and disciplining employee conduct,
• Addressing employee/student complaints and resolving problems.
Principal may delegate some supervisory responsibilities to the Assistant Principal as members are trained in human resource management skills and as appropriate.

Job Summary:

As the instructional leader, the Elementary School Principal is responsible for increasing student achievement by developing an aligned and coherent system that includes the District 51 Learning Model, Instruction-Based standards and a responsiveness to alternative and changing educational pathways.  Using the Teaching and Learning Framework the Principal establishes the school-wide vision for a commitment to high instructional standards and the expectation for the success of all students.  Administratively, and in accordance with Board of Education (BOE) policies the Principal also oversees and organizes the assigned school’s daily campus operations, staffing structures, and budget oversight.

Qualifications:

  • Must have or be eligible for Colorado Principal License
  • Master’s degree in education plus additional coursework required for certification or licensure*
  • Minimum of two years of experience in prior building administration role;
  • Minimum of five years of teaching experience in a classroom setting with demonstrated increasing leadership experience;
  • Valid Colorado Driver’s License

Working Conditions:
207 days/year

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Deaf Education/Hard of Hearing Teacher

Posted by | May 28, 2020 |

Teacher of the Deaf & Hard of Hearing

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School Social Worker

Posted by | May 26, 2020 |

East Central BOCES is seeking a 4 day a week School Social Worker to join our dynamic, multi-disciplinary team of professionals for the 2020-21 school year.  Colorado licensed or eligible for license, BCBA preferred. Grades Pre-12 intervention, including assessment, direct and indirect counseling & consultation services in the Bennett to Deer Trail school settings. Competitive Salary. Excellent Benefits, including full health benefits & mileage reimbursement. Questions contact Tracy (719) 775-2342, ext. 101. To apply for this position, please complete the Certified Application for Employment available on the East Central BOCES website www.ecboces.org under “Jobs”. EOE

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Speech Language Pathologist

Posted by | May 26, 2020 |

Full Time & a Part Time Speech Language Pathologist   CCC’s preferred but open to School Internships and able to provide supervision for CFY positions.  Join our dynamic, multi-disciplinary team of professionals for the 2020-2021 school year. Administer assessments, provide direct, indirect & consultation services for students PreK-12th grades. Opportunity to work with SLP-A. Competitive salary, Excellent benefits, including full health benefits & mileage reimbursement or use of a car. Questions contact Tracy (719) 775-2342, ext. 101. To apply for this position, please complete the Certified Application for Employment available on the East Central BOCES website www.ecboces.org under “Jobs”. EOE

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Speech Language Pathologist

Posted by | May 26, 2020 |

Full Time & a Part Time Speech Language Pathologist   CCC’s preferred but open to School Internships and able to provide supervision for CFY positions.  Join our dynamic, multi-disciplinary team of professionals for the 2020-2021 school year. Administer assessments, provide direct, indirect & consultation services for students PreK-12th grades. Opportunity to work with SLP-A. Competitive salary, Excellent benefits, including full health benefits & mileage reimbursement or use of a car. Questions contact Tracy (719) 775-2342, ext. 101. To apply for this position, please complete the Certified Application for Employment available on the East Central BOCES website www.ecboces.org under “Jobs”. EOE

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School Psychologist/Intern

Posted by | May 26, 2020 |

East Central BOCES is seeking a Full Time or Part Time School Psychologist or Intern to join our dynamic, multi-disciplinary team of professionals for the 2020-21 school year.  Educational Specialist (Ed.S.), Colorado certified, BCBA Licensed preferred. Provide PreK-12 intervention including assessment, development of IEP’s & consultation services. Schools located within an easy drive to the Denver Metro area. May be eligible for loan forgiveness. Salary competitive and excellent benefits including dental, vision and medical insurance. Use of a car or mileage reimbursement.  Questions contact Tracy (719) 775-2342, ext. 101. To apply for this position, please complete the Certified Application for Employment available on the East Central BOCES website www.ecboces.org under “Jobs”. EOE

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Special Education (General)

Posted by | May 26, 2020 |

Founding SPED (Special Education Educator) Teacher Job Description
Status: Full-Time
FLSA Classification: Exempt
Reports To: Head of School
Annual Contract Days: 192

American Indian Academy of Denver (AIAD) is an Indigenized STEAM (science, technology, engineering, arts and math) public school opening at the beginning of the 2020 school year providing rigorous learning opportunities for 6-8th grade students.

We are committed to creating a sustainable environment where students, staff, and parents are safe, feel they belong, and are actively engaged. All variations within the identities of race, sex, gender identity, sexual orientation, ethnicity, religion, language, ability, nationality, tribal affiliation, immigration status, age, and class are honored; each member of the school community is deeply valued and provided with what they need to be healthy physically, socially, emotionally, mentally, and spiritually.

Employment at AIAD means becoming part of a community of caring and driven adults dedicated to the strengthening of indigenous peoples’ self-determination, mobility and academic excellence attained through the implementation of Indigenized education. Collaboratively, teachers are afforded the autonomy to develop and implement lesson plans within AIAD’s integrated STEAM and ELA/SS curriculum and learning experiences for students and will be provided technical support in doing so. Teachers are also expected to transcend western educational expectations of what curriculum should be by ever-increasingly leaning into models of fun, meaningful learning and identity development that caters to the unique needs that indigenous students have. This can include decolonized/Indigenized frameworks and pedagogies, land-based learning models, arts-based learning, social-emotional and trauma-informed teaching, mindfulness and post-trauma healing, restorative practices and classroom management, physical activity, traditional language learning, traditional ecological and ethnobotanical knowledge, oral tradition and storytelling as a means to ground content in indigenous worldview, etc. Collaboration across disciplines, different class subject matters, teachers and grades are welcome and encouraged in the interest of strengthening community and cooperation. Teachers are encouraged to also reach out and build solidarities with community members who are willing to come into class and share content, teachings, wisdom, skills and build relationships.

POSITION SUMMARY
The Secondary Special Education Moderate Needs Teacher instructs special education students in settings that provide a continuum of services from self-contained instruction to full inclusion in the regular classroom; helps all students develop competence and confidence simultaneously through a balance of acquiring basic skills and developing conceptual understanding; monitors, supervises, coordinates and enforces rules of conduct and behavior for assigned students, and reinforces positive student behaviors in accordance with school and District policy; observes, evaluates, reports and records students’ performance, behavior, social development, and physical health; communicates with parents or guardians, teachers, counselors, and administrators to resolve students’ behavioral and academic problems.

ROLES AND RESPONSIBILITIES:
● Serves students from all eligible categories.
● Teach literacy, math, STEAM, and language skills when necessary during Tier 1 instruction in these disciplines.
● Collaborates and consults with classroom teachers, and other specialists in a problem-solving approach to implement the most effective instructional plan for students.
● Attend house/grade level meetings at least once a month and advocate for student needs. Provides instruction at the large group, small group, and individual level; Plan and complete intellectual prep for co-teaching, push-in and pull-out classes.
● Complete all IEPs and evaluations before Annual or Triennial deadlines. Collaborates with general education staff for successful inclusion of students.
● Assists in screening, diagnostic, and progress monitoring assessments. Assists in analyzing student data to determine student profile of needs, and for making instructional placement and instructional focus decisions.
● Provides direct instruction to small groups of students at the strategic level of intervention in order to supplement core instruction.
● Maintain required administrative records, for example: student attendance, evaluation, report cards, and student data.
● Collaborates with general education staff for the successful inclusion of students; Provide each general education teacher with information regarding each student’s disability and unique needs.

MINIMUM REQUIREMENTS:
● Must possess a current Colorado Department of Education Teachers License with endorsement in Special Education Generalist or Special Education Specialist. Previous experience working with young special needs students and their parents preferred;
● Teaches diverse middle school, standards-based curriculum in Reading, Writing, Math, Science, Social Studies and Personal Development;
● Has minimum of 3 years of experience working in a public school setting. Experience and demonstrated success in increasing student achievement. Experience or training in evidence-based interventions;
● Provides screening, diagnostic, and progress monitoring assessments. Assists in analyzing student data to determine student profile of needs, and for making instructional placement and instructional focus decisions;
● Has experience developing and implementing differentiated curriculum and learning objectives for a wide range of learners;
● Has experience and/or strong understanding of how to design culturally competent learning experiences.

STRONGLY PREFERRED EXPERIENCE AND DISPOSITIONS:
● Loves teaching middle schoolers;
● Demonstrate a deep commitment to decolonized mindsets and practices;
● Has experience in project-based, problem-based learning experiences using integrated approaches;
● Has experience with cooperative learning techniques to enhance collaboration skills among students;
● Possess collaborative skills and a willingness to work with colleagues in a Professional Learning Community;
● Possess desire to learn and grow, and is open to feedback from instructional leaders and colleagues;
● Possess deep understanding of what it means to live as part of a marginalized group of people;
● Possess great relationship skills and high emotional intelligence;
● Demonstrate willingness to be involved in community activities and events outside of typical school hours.

WHY CHOOSE AIAD?
● Empowering work environment in a community-based school dedicated to community transformation;
● Opportunity to be a founding staff member as we build a high achieving school nested in Indigenous belief systems and values;
● Participate in a shared leadership model where all voices are heard;
● School committed to supporting professional growth for all employees;
● Health/dental/vision insurance and PERA (retirement);
● Staff wellness opportunities;
● Moving stipend for new employees moving to Denver from outside Colorado;
● $41,000 to $51,000 annual salary range dependent upon education and experience.

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President

Posted by | May 12, 2020 |

Our history leading to our future

The Colorado League of Charter Schools (referred herein as “the League”) is one of the oldest and most established charter school organizations (CSO) in the country. Established in 1994, the League was the third CSO to develop after the passage of the federal Charter Schools Act and formed just one year after the passage of the Colorado Charter Schools Act.

 

Over the years, the League has helped create one of the nation’s strongest charter public school laws—consistently ranked in the top 10 in the U.S.—paving the way for continued growth and evolution of quality education throughout Colorado. The League has played a critical role in molding the climate for new charter public schools and shaping the overall operating environment for established charter public schools, as well as providing insight and support to the state’s public-school landscape.

 

Today, the League has expanded from its advocacy roots and offers an array of services designed to support Colorado’s charter public schools from the moment they first open their doors throughout every stage of their life cycle. Our team has led efforts involving a number of strong partners to make significant headway in legislative changes to support the growth of the charter sector.  Prior to COVID-19, the League’s work has resulted in:

  • Average per pupil funding increasing by $1,827 per student from $6,652 to $8,479.
  • All school districts with charter schools equitably sharing their mill levy override revenue with their authorized schools, and schools chartered by the Charter School Institute receiving $7M in equalization funding from the state.
  • The Charter Capital Construction Fund increasing from $7M to ~$29M.
  • Core charter autonomies maintained, state-mandated testing streamlined, and UIP reporting requirements for high-performing schools reduced.

 

Even in the new COVID-19 environment, the League is again poised to continue to build upon its strong history of bipartisan relationships and unwavering advocacy for school choice, the charter public school concept and most importantly, quality public education for all. The League has members from 90% of the 261 Colorado charter public schools, which in turn serve 125,000 students.

 

The League is a seeker and champion of both renown and innovative practices that support equitable student learning. Given the strong level of commitment to and experience within the education sector, many of its peers, including the National Alliance for Public Charter Schools, look to the League to provide guidance and share expertise.

 

To support that end, the League is currently searching for an experienced, creative and committed leader to become its next President.

 

Essential Job Duties

The President is responsible for maximizing the effectiveness of the Colorado League of Charter Schools by serving its members through initiatives and service offerings that accelerate the charter school movement in Colorado. The President is the liaison to external stakeholders including funders, policymakers and education advocates in order to ensure Colorado retains its position as a national leader in charter school policy and sector relationships.

 

Specifically, the President has the following areas of focus:

 

Organizational Leadership

Lead the redevelopment and execution of the organizations vision, long-term strategic plan and annual goals.

  • This major goal requires the President to:
    • Design a meaningful organization chart and staffing plan
    • Oversee and participate actively with the organization’s leadership team
    • Identify annual organization-wide performance targets and oversee development of annual program goals.
    • Ensure that League’s plans and programs are designed to provide access to high-quality charter public schools for those most at-risk and underserved by the overall system.

 

Financial Sustainability

Oversee development of budgets that are achievable and lead to proper growth of the League and replenish our operating reserves.

  • To accomplish the above requires the President to:
  • Ensure that the budget is based on realistic assumptions, that it is aligned with the League’s strategic plan and annual goals, and then that the budget is achieved.
  • Lead the development of a sustainable, diversified funding base for the League.
  • Demonstrate responsible fiduciary and fiscal decision-making.

External Relations and Advocacy

Strengthen and advance our relationships with key funders, primary legislators and important stakeholders that advance our agenda.

Ensure that legislative funding of charter schools continues to repair the past educational underfunding and the effects of COVID-19.

  • In addition to specific and targeted immediate meetings, the President is required to:
  • Represent the organization before diverse audiences across the country.
  • Direct effective communications, engagement strategies and relations with member schools, other organizations, policymakers, funders, researchers, the media, and the general public.
  • Present and represent the League’s vision, values, priorities, strategic choices and points of view to internal and external stakeholders.

 

Supervision and Management

Re-image future work-space environments that optimize team function and minimize impacts from national or global events such as experienced from the COVID-19 virus.

 

  • The work-space solution must still allow the President to:
    • Oversee, manage, and mentor the organization’s Leadership Team.
    • Supervise, coach and provide overall guidance to all those supervised. Specifically, ensure that those supervised know what is expected of them at work, that they receive on-going feedback about their work, and that their development is encouraged.
    • The President should empower League staff, help them grow professionally, encourage them to find new solutions and offerings, and bring all staff together as a team, all the while helping them keep the League’s mission and vision at the forefront of their work.

 

Characteristics and Qualifications

As with all League employees, the President should be self-motivated, flexible, and service-oriented. Our ideal President will seamlessly fill the role of being a trusted and tested resource to League members, colleagues and partners.  The League cares deeply about our vision: for all Colorado students to have access to high-quality, publicly-funded school options. The President should share this commitment and be willing to work with other sectors within the public-school community to reach this vision.

 

Additionally, this position will be best served by a progressive leader who has the following characteristics and qualifications:

 

Strengths and Talents

  • Leader: Confident, respectful, steady and enthusiastic; respects and values multiple views and input; unites stafftoward a common vision; manages organizational growth while continuing commitment to organizational compassion, passion and empathy
  • Communicator: An exceptional written and verbal communicator; a good listener; a clear, direct and succinct communicator; well-spoken and comfortable with public speaking
  • Team builder: Open, supportive and empathetic; someone who is invested and has a track record of growing others; ability to build a high performing team
  • Strategist: Visionary; a long-term strategic thinker; a problem-solver
  • Unifier: The ability to synthesize multiple, competing agendas into a unified strategy; the ability to inspire and mobilize others
  • Influencer: The ability to influence and persuade others
  • Manager: Well organized; disciplined; comfortable with delegating

Experience

  • Demonstrated leadership experience with specific experience leading a team to accomplish challenging goals
  • Experience in developing and implementing a strategic vision for an organization and building buy-in to that vision with diverse stakeholders
  • Experience in working with and cultivating relationships with major funders including foundations andcorporations
  • Demonstrated experience in working with a governing board
  • Leadership experience in managing financial operations, building revenue streams, and recruiting and leading a high performing staff
  • Experience in creating public support of a cause or policy
  • Experience in developing education or other public policy

Skills and Knowledge

  • Understanding for public education as a whole and education policies since the inception of public charter schools in the early 1990’sand the current charter policy landscape
  • Networking and consensus building skills
  • A track record of credibility and relationships with diverse constituents across Colorado and nationally
  • Understanding of how to deliver effective customer service; knowledge of how to build and support membershippreferred
  • Human resources/supervisory skills

 

Other Attributes

  • A self-starter with a strong work ethic who is able and willing to work across the political spectrum, and who has the ability and willingness to make tough decisions
  • Undergraduate degree required; advanced degree preferred.
  • Knowledge of Colorado, its education and political systems, and leaders preferred.

Compensation and more

  • Reports to: The Board of Directors
  • Compensation: $130,000-$160,000 (commensurate with experience), accompanied with an excellent benefits package. Highlights of these benefits include:
    • 5 PPO and HDHP health plans with the entire Employee Only Premium covered
    • $75,000 Term Life Insurance paid by CLCS
    • 18 PTO days in first year – earned monthly from the first month
    • 20 paid holidays including 2 weeks off over winter break
    • 50% Employer match up to 5% on 403b retirement plan

 

  • Location: Denver, Colorado. Occasional travel across the state and nation is required.
  • EEO Policy: The Colorado League of Charter Schools is an equal opportunity employer and does not discriminate based on race, religion, gender, age or sexual orientation. Diverse candidates are encouraged to apply.
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Bilingual Transitional Native Language Instruction (TNLI) Lead ($1,000 Signing Bonus!)

Posted by | May 11, 2020 |

$1,000 Signing Bonus!

STRIVE Prep is a Denver-based community of public charter schools that challenges every student to strive for college and thrive throughout life by helping them to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond.

Our inclusive and transformative community seeks a talented Spanish Speaking educator who can serve as a Bilingual Transitional Native Language Instruction (TNLI) Lead for an immediate start.

We seek dedicated educators that live STRIVE Prep’s  core values every day:

Core Beliefs – Achievement

  • Commitment 1:  I commit to celebrating academic and personal success for all.
  • Commitment 2:  I commit to holding myself and others accountable to high expectations.
  • Commitment 3: I commit to bringing passion and joy to my work.

Core Beliefs – Justice

  • Commitment 1:  I commit to intentionally disrupt inequity, bias, and systems of oppression.
  • Commitment 2:  I commit to creating an environment of safe body, mind, and heart.
  • Commitment 3:  I commit to building a community where each person can bring their full, authentic self.

Core Beliefs – Perseverance

  • Commitment 1:  I commit to the belief that we grow and get smarter through effort and by making mistakes.
  • Commitment 2:  I commit to showing up Con Ganas, where we never give up even when the work is hard.
  • Commitment 3:  I commit to showing up with integrity and doing the right thing even when the road is tough.

Must Haves:

  • Must be fluent in Spanish
    • Proof of Spanish language proficiency is demonstrated by passing either:
      • Spanish language proficiency (SLP) exam, proctored online via Berlitz Languages, Inc.
      • Praxis II – Spanish: World Language 5195.
  • Must be fully qualified to provide English Language Acquisition (ELA) services through one of the following means: the DPS ELA Training Program, advanced coursework, or a Colorado endorsement.
  • A strong passion for diverse populations. You know the work is hard, and you get up each day excited that you have the privilege to teach our future leaders.
  • You are a culturally responsive teacher who plans each learning opportunity with student needs, interests, and readiness in mind.
  • Data drives your decisions! You use data to make instructional moves that improve or enhance student learning.

Essential Duties and Responsibilities

Instruction:

  • Oversee ELA Programming, including serving as the CHISA team lead & overseeing the ELA Qualification for new teachers
  • Coach 2 English Language Development teachers & collaborate with APs of Instruction around supports for TNLI scholars across content classes
  • Plan and teach Spanish Language Arts (SLA) or English Language Development (ELD)
  • Support curriculum development for Spanish Language Arts (SLA)
  • Collaborate with teachers and coaches for the purpose of increasing student achievement by ensuring best instructional practices are being implemented, and differentiated instruction is being used to meet the needs of every student.
  • Analyze student data and use it to provide student feedback and set goals.
  • Collaborate with other teachers, school leaders, the English Language Development Director, Director of Intervention, Director of Middle School English Language Arts, and the special education team to ensure that instruction meets the needs of each learner.
  • Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m.

      Culture:

  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.
  • Provide supervision of students during before and after school activities (arrival, dismissal, breakfast, lunch, and break).
  • Participate in family and community events, including twice annual parent conferences and at least one student enrollment event or activity.
  • Own the success and achievement of all scholars in the school.

      Development:

  • Attend and participate in weekly staff and grade level meetings.
  • Participate in regular instructional coaching meetings and content-based department meetings.
  • Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

Requirements:

  • Bachelor of Arts or Sciences degree
  • Demonstrate Proof of Spanish language proficiency by passing either:
    • Spanish language proficiency (SLP) exam, proctored online via Berlitz Languages, Inc.
    • Praxis II – Spanish: World Language 5195.
  • Achieve Qualified Teacher status (teacher’s license not required) within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:
  • A valid Colorado Teacher License in the applicable endorsement area;
  • Sufficient college coursework (or degree in content area);

In addition, we strongly prefer the following:

  • At least 3 years of previous teaching experience, including instructional leadership experience
  • Demonstrated success working with middle school students of color
  • Experience providing differentiated instruction to academically diverse students

 

What We Offer Our Network Staff:

  • Competitive compensation package.
  • Annual performance-based raises.
  • Participation in the Colorado PERA retirement program, including a PERA 401k contribution option.
  • Funding of 100 percent of individual medical benefits and a wide range of insurance plans.
  • Approximately eight weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually.

Equity and Inclusion

STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception.  To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment.

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Secondary School Counselor (6-12)

Posted by | May 6, 2020 |

SECONDARY COUNSELOR (6-12)

***To be considered, please submit both a cover letter and a resume***

About Lotus School for Excellence:

Lotus School for Excellence is a K-12, college-prep public charter school with a S.T.E.A.M. (Science, Technology, Engineering, Arts, Math) focus.

All employees at Lotus School for Excellence (LSE) work together to create academic, social, and ethical leaders. The thoughts reflected in this description provide structure to the responsibilities and accountability for this position. However, LSE expects to employ professionals who will work beyond job descriptions, creating both a fulfilling career environment and successful outcomes for our students.

General Description:

  • Comprehensive school counseling as defined by the American School Counselor Association provides developmental, preventive, remedial, and responsive services.
  • Promotes and enhances the learning process for all students through an integration of academic, social/emotional, and post­secondary development
  • Contributes to and/or manages the School Counseling Program using the American School Counselor Association (ASCA) National Model
  • Delivers and evaluates data driven counseling services relevant to student outcomes and achievement through classroom lessons, small groups, and individual counseling
  • Effective school counselors in the state of Colorado have the knowledge, skills, and commitments needed to provide excellent and equitable learning opportunities and growth for all students
  • School counselors strive to support the whole child’s growth and development, close achievement gaps and to prepare diverse student populations for postsecondary and workforce success
  • Effective school counselors utilize root cause analysis to employ and adjust evidence-based strategies and approaches for students who are not achieving mastery of standards and students who need acceleration
  • Develop students skills, interests and abilities necessary to be lifelong learners, as well as for democratic and civic participation
  • Communicate high expectations to students and their families and utilize diverse strategies to engage them in a mutually supportive teaching and learning environment
  • Engage in collaboration, continuous reflection, on-going learning and leadership within the profession
  • Provide proactive leadership that engages all stakeholders in the delivery of programs and services to help students achieve school success
  • Establish a rapport with families, students and colleagues
  • Responsible for using effective counseling techniques
  • Professional School Counselors align with the school’s mission to support the academic achievement of all students as they prepare for the changing world of the 21st century

Direct Student Services:

  • Support academic achievement, career exploration, and social/emotional developmental needs of all students through individual counseling, small groups, and classroom lessons.
  • Assist with transitions
    • Middle School primarily assists grades 5th to 6th and 8th to 9th grade
    • High School primarily assists 8th to 9th grade and 12th to post secondary
  • Counsel students to encourage and support student achievement in all ASCA domains (social/emotional, academic, and career-readiness)
  • Counsel students regarding educational issues such as course and program selection, school adjustment, study habits, attendance and college and career readiness planning
  • Counsel individuals to help them understand and overcome social/emotional or behavioral problems affecting their educational or vocational situations
  • Provide crisis intervention to students when difficult situations occur at schools
  • Identify root causes affecting students’ development
  • Work with families to discuss their children’s progress and to determine priorities for their children and resource needs
  • Support students’ future thinking and goal development to prepare students for later educational experiences by encouraging them to explore learning opportunities and to persevere with challenging tasks
  • Uphold ethical standards as outlined by ASCA such as maintaining the confidentiality of all students

Indirect Student Services:

  • Observe and evaluate students’ performance, behavior, social/emotional development, and physical health in collaboration with other professionals and stakeholders
  • Assist families to identify and access community-based services as needed and requested
  • Contribute to and/or manage the School Counseling Program using the American School Counselor Association (ASCA) National Model by collaborating with building administration
  • Utilize the ASCA National Model to evaluate and interpret data for school counseling program modification to determine programming which support student needs
  • Use data to design counseling services which support student achievement, analyze data results and use results to inform stakeholders and continuously improve programs
  • Create and update accurate and complete student records as required by laws, district policies, and administrative regulations
  • Confer with families, teachers, other counselors, and administrators to resolve students’ behavioral, academic, and other problems
  • Advise teachers and other school personnel on methods to enhance school and classroom atmosphere to provide motivating educational environment
  • Collaborate with teachers, staff, and families regarding meeting the needs of students.
  • Advocate for equitable educational access and opportunity, and collaborate efforts enhancing students’ educational experiences
  • Participate in on­going professional development and engage in leadership opportunities

Education and Licensure:

  • Master’s or higher degree in School Counseling
  • Holds a Colorado Special Services Provider license or is currently eligible for one with the appropriate endorsement for this position

 

Condition of Employment:

As a condition of employment, the individual selected for this position will be expected to complete the APS-sponsored Linguistically Diverse Educator (LDE) Certificate Program within the first three years of employment. New hires are expected to begin this program during the 2020-2021 school year.

 

Reports to: Executive Director

Job Type: Full-time

Salary: $48,800.00 to $70,167.67 / year

LINK TO THE CURRENT SALARY SCHEDULE: 

https://tinyurl.com/vb89jrl

 

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Teacher Leader

Posted by | May 5, 2020 |

Are you a Montessori leader with an entrepreneurial drive and a thirst for social justice? 

An Invitation to Grow Wildflower Schools in

Colorado as a Founding Teacher Leader

Wildflower Schools of Colorado is seeking innovative, equity-minded, entrepreneurial teachers to start and lead small-scale Montessori primary or elementary communities in Colorado. Wildflower Colorado is part of a national network of micro-schools that aim to serve racially and socioeconomically diverse communities with exceptional Montessori education.

The vision and model for the school will be yours to shape within Wildflower’s nine principles. You will have access to financial support, direct guidance from the Wildflower Schools Colorado support team, and will join a local community of fellow Montessori teacher innovators as you spend 6-12 months exploring the possibility of opening your own school in Colorado. Relocation support may also be available for qualified candidates committed to this important work. 

We are currently opening micro-Montessori schools in Colorado and are looking for experienced primary and elementary  trained Montessori teacher leaders to found and lead schools.

Our Schools

Wildflower schools are very small – typically serving 25-30 students. They are committed to equity, and unite diverse communities of children, families and teachers in a shared pursuit of interconnectedness, justice and peace. Because Wildflower schools blur the boundary between homeschooling and institutional schooling and between education and the rest of life, Wildflower teacher-leaders have extraordinary autonomy to extend the prepared environment in any direction to serve the needs of families, children and educators.

What Will You Do?

  • Spend 6-12 months learning about Wildflower, developing plans, and bringing your school to life through our supported School Startup Journey with your co-leader
  • Collaborate with 1-2 other teacher-leaders to develop a vision for an authentic Montessori primary or elementary school that serves the diversity of the Denver community
  • With the financial and operational  support of the local and national Wildflower teams, find and prepare a school site – this generally involves identifying, leasing and renovating shop front space
  • Design and create the prepared school environment in alignment with your vision and local early childhood regulations
  • Actively market your school to recruit and enroll children and families

What Will You Bring?

  • A deep commitment to authentic Montessori (3+ years experience preferred) 
  • Entrepreneurial leadership
  • Commitment to serving diverse and multifaceted communities
  • Generosity of spirit
  • Willingness to work hard
  • A desire to learn and grow
  • We welcome candidates fluent in Spanish who can help connect with families that we will serve.

How Do We Help?

Wildflower provides tools and resources (including access to financial support)  to prospective teacher leaders to gauge their own alignment with Wildflower’s values, norms and principles, and self-assess their readiness to start and run a Wildflower school.

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Elementary Teacher

Posted by | May 5, 2020 |

ELEMENTARY TEACHER

Job Description

Openings for the 2020-2021 School Year:

1st Grade Teacher (1)

3rd Grade Teacher (1)

4th Grade Teacher (1)

About Lotus School for Excellence:

Lotus School for Excellence is a K-12, college-prep public charter school with a S.T.E.A.M. (Science, Technology, Engineering, Arts, Math) focus.

All employees at Lotus School for Excellence (LSE) work together to create academic, social, and ethical leaders. The thoughts reflected in this description provide structure to the responsibilities and accountability for this position. However, LSE expects to employ professionals who will work beyond job descriptions, creating both a fulfilling career environment and successful outcomes for our students.

Position Summary:

Teacher is responsible for the education of each pupil in his or her responsibility and for working with students, parents, other teachers and staff toward achieving the goals set forth in the LSE Mission Statement.

Performance Responsibilities:

Professional:

  • Organizes classroom
  • Plans and implements the approved curriculum for specified content area
  • Demonstrates exceptional instructional delivery
  • Models and fosters independent thinking skills, creative problem solving and abstract reasoning
  • Shows empathy and understanding of students
  • Consistently and effectively communicates with students, parents and colleagues
  • Develops a cooperative partnership based on mutual respect and objectivity with parents and students
  • Assesses student performance frequently and objectively
  • Facilitates resolution of problems that might arise with students and parents
  • Promotes accountability for students

Other Expectations:

  • Demonstrate experience in the instruction of students with varied learning styles and levels of mastery
  • Support and understand the use of devices in a charter community
  • Create college prep engaging lessons for a variety of students
  • Knowledge of and adherence to approved communication pathways
  • Actively pursue professional development opportunities in specific content area
  • Participate in and contributes to programs and activities that enhance LSE outside of instructional hours
  • Follow policies established by the LSE Board of Directors, Aurora Public Schools, and Colorado State mandated school guidelines, except where LSE has received waivers
  • Complete other duties as assigned

Minimum Requirements:

  • Bachelor’s Degree in the specific content area
  • Expert-level written and oral English communication skills
  • Entrepreneurial outlook and charter school commitment
  • Ability to work collaboratively
  • Strong self-starter; able to work with limited direction
  • Ability to apply superb judgment
  • Willing to work and excel in a very diverse student environment
  • CPR certification (LSE will provide necessary resources to become certified)

Preferred:

  • Active Colorado Teaching License (Initial/Alt, Pro, or Nat’l)
  • Elementary Endorsement
  • ELD Endorsement
  • Experience with charter schools
  • Experience in teaching upper elementary (grades 3, 4, and 5)
  • Familiarity with interim assessment data analysis, MAP data in particular, as well as data-driven instruction

Condition of Employment

As a condition of employment, the individual selected for this position will be expected to complete the APS-sponsored Linguistically Diverse Educator (LDE) Certificate Program within the first three years of employment. New hires are expected to begin this program during the 2020-2021 school year.

Reports to: Elementary Principal

Please submit a resume and cover letter to be considered.

Job Type: Full-time

Salary: $45,000.00 to $67,000.00 / year

LINK TO THE CURRENT SALARY SCHEDULE:

https://tinyurl.com/vb89jrl

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Secondary Social Studies Teacher

Posted by | May 5, 2020 |

SECONDARY SOCIAL STUDIES TEACHER

Job Description

Openings for the 2020-2021 School Year:

Secondary Social Studies Teacher (x2)

About Lotus School for Excellence:

Lotus School for Excellence is a K-12, college-prep public charter school with a S.T.E.A.M. (Science, Technology, Engineering, Arts, Math) focus.

All employees at Lotus School for Excellence (LSE) work together to create academic, social, and ethical leaders. The thoughts reflected in this description provide structure to the responsibilities and accountability for this position. However, LSE expects to employ professionals who will work beyond job descriptions, creating both a fulfilling career environment and successful outcomes for our students.

Performance Responsibilities:

Professional:

  • Demonstrate excellent content knowledge
  • Demonstrate excellent instructional practices
  • Implement the approved curriculum aligned with the Colorado Academic Standards
  • Model and foster independent thinking skills, creative problem solving and abstract reasoning skills
  • Assesses student performance frequently using a variety of evaluative tools
  • Exhibit a thorough understanding of adolescent behavior

Communication:

  • Consistently and effectively communicate with students, parents and colleagues
  • Develop a cooperative partnership based on mutual respect and trust with parents and students
  • Promote accountability for students
  • Complete other duties as assigned

Minimum Requirements:

  • Bachelor’s Degree with a major in the specific content area
  • Expert-level written and oral communication skills
  • Entrepreneurial outlook and charter school commitment
  • Ability to work collaboratively
  • Strong desire to excel in a very diverse student environment
  • CPR certification (LSE will provide necessary resources to become certified)

Preferred:

  • Active Colorado Teaching License
  • Experience with charter schools
  • Experience in providing differentiated instruction and accommodations for ELL and special education students
  • Advanced Placement (AP) experience
  • Master’s Degree in History or a related field
  • Concurrent Enrollment Course experience

Condition of Employment

As a condition of employment, the individual selected for this position will be expected to complete the APS-sponsored Linguistically Diverse Educator (LDE) Certificate Program within the first three years of employment. New hires are expected to begin this program during the 2020-2021 school year.

Reports to: Secondary Principal

Job Type: Full-time

Salary: $45,000.00 to $70,000.00 /year

LINK TO THE CURRENT SALARY SCHEDULE:

https://tinyurl.com/vb89jrl

Job Type: Full-time

Salary: $45,000.00 to $70,000.00 /year

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Dean of Student Culture (6-12)

Posted by | May 5, 2020 |

DEAN OF STUDENT CULTURE (6-12)

About Lotus School for Excellence:

Lotus School for Excellence is a K-12, college-prep public charter school with a S.T.E.A.M. (Science, Technology, Engineering, Arts, Math) focus.

All employees at Lotus School for Excellence (LSE) work together to create academic, social, and ethical leaders. The thoughts reflected in this description provide structure to the responsibilities and accountability for this position. However, LSE expects to employ professionals who will work beyond job descriptions, creating both a fulfilling career environment and successful outcomes for our students.

Position Summary:

The Secondary Dean of Student Culture (DSC) ensures that the students receive all the resources that they are entitled to and facilitates their academic as well as personal growth. DSC deals with promoting the safety of students through positive discipline, school culture and incentives (PBIS) aligning with the vision and mission of the school. This position collaborates with secondary administrators and teachers in discipline, safety and attendance enforcements. 

Essential Functions:

  • Collaborates with staff to implement the student culture 
  • Develops positive incentive programs to recognize student achievements as well as address student’s negative behaviors 
  • Helps secondary administrators with managing substitutes in the 6-12 grades 
  • Oversees the secondary PBIS program, collaborating with secondary administrators and teachers in the enforcement and implementation of expectations affecting positive student behavior in school
  • Oversees and determines the disciplinary actions to be administered to students, using restorative (rather than punitive) approaches
  • Conducts research on discipline and safety in order to make recommendations to administration for revising or creating policy and procedures
  • Promotes positive school-parent relationships when discussing specific student opportunities with parents
  • Collaborates with the Executive Director and other K-12 admin in coordinating a safety plan for staff and students during emergencies such as fire, lock down, or lock out situations
  • Assists and supports the secondary admin regarding the oversight of all student events
  • Oversees the attendance committee, and all matters of student attendance, making recommendations for resolution of chronic attendance and tardy problems
  • Coordinates and implements the duty schedule of teachers for before school, after school and lunch / recess supervision
  • Attends conferences, workshops and meetings to keep informed of current practices and trends in education. Some meetings may occur beyond the work day
  • Partners with the Athletic Director to ensure that proper supervision is assigned for athletic events 
  • Performs such other duties as may be assigned by the Executive Director or Secondary Principal

Required Knowledge, Skills and Abilities: 

  • Strong decision-making, analytical and organizational skills 
  • Excellent interpersonal relations and oral and written communication skills 
  • Advanced skills in dealing with students with diverse needs at various levels 
  • Exhibits ability to establish trusting and respectful relationships with students
  • Demonstrates detailed familiarity with student handbook and code of conduct 
  • Knowledge of understanding of adolescent physical, emotional, and intellectual development 
  • Knowledge and experience in effective behavior management techniques such as Positive Behavior Intervention System (PBIS)
  • Ability to promote and follow Administrative policies, by building department procedures 
  • Ability to communicate, interact and work effectively with all people, including those from diverse ethnic and educational backgrounds 
  • Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator 
  • Ability to effectively present information and respond to questions from parents, administrators, community stakeholders, etc. 
  • Ability to define problems, collect data, establish facts, and draw valid conclusions 
  • Creativity and innovation to come up with plans for the benefit of the students 
  • Ability to use tact, patience, courtesy and remain calm in stressful situations and when dealing with others

Minimum Qualifications: 

 

  • Bachelor’s degree in Education or related field from an accredited college or university; Master’s Degree desirable

 

  • Excellent human relations, speaking and writing skills 
  • Successful experience working with middle school and high school students 
  • Previous experience working effectively with culturally and linguistically diverse groups
  • Training and/or experience in restorative practices and conflict resolution

Reports to: Secondary (6-12) Principal

Supervisory Relationship: Dean of Student Culture may supervise licensed teachers and support staff as assigned 

 

Job Type: Full-time (218-day schedule)

Compensation and Benefits: 

  • $60,000.00 to $70,000.00 / year (BOE)
  • Participation in CO PERA retirement program, including a PERA 401k contribution option
  • Funding of 100 percent of individual medical benefits and a wide range of insurance plans
  • Approximately three weeks of summer vacation, approximately four weeks of school holidays and vacations, and 10 days of paid time off annually
Comments Off on Secondary (6-12) Assistant Principal

Secondary (6-12) Assistant Principal

Posted by | May 5, 2020 |

SECONDARY (6-12) ASSISTANT PRINCIPAL

About Lotus School for Excellence:

Lotus School for Excellence is a K-12, college-prep public charter school with a S.T.E.A.M. (Science, Technology, Engineering, Arts, Math) focus.

All employees at Lotus School for Excellence (LSE) work together to create academic, social, and ethical leaders. The thoughts reflected in this description provide structure to the responsibilities and accountability for this position. However, LSE expects to employ professionals who will work beyond job descriptions, creating both a fulfilling career environment and successful outcomes for our students.

Position Summary:

The Secondary (6-12) Assistant Principal demonstrates outstanding leadership, management and supervisory skills to promote learning for each student.  The Secondary Assistant Principal, along with each member of the secondary admin team, will be a visible instructional leader of the school, daily interacting with students, teachers, parents, and community members to promote a safe, positive, and productive environment that is conducive to achieving the school’s vision and mission. The Secondary AP is an instructional leader – coordinating, counseling and supervising a variety of personnel and programs; supporting, coaching, mentoring and evaluating staff; and fostering collaboration between teachers and among staff and parents. 

 

Essential Functions:

Instruction:

  • Partner with Secondary (6-12) Principal to provide highly effective, regular instructional coaching that is differentiated to coach each teacher to breakthrough academic results
  • Lead planning meetings with teachers to ensure teachers consistently and effectively deliver rigorous Colorado Academic Standards (CAS)  – aligned content to students daily
  • Support teachers in analyzing student work and data to close instructional gaps and ensure strong student mastery of daily objectives and grade-level content standards
  • Consistently / effectively model revolutionary instructional and classroom management strategies
  • Work with the Secondary (6-12) Principal in overseeing Specialized Services, including IEPs, 504s and ALP plans
  • Facilitate LSE Remote Learning Program, including support of staff and students
  • Provide oversight of the Secondary MTSS process
  • The Secondary AP will perform such other duties as may be assigned by the Secondary Principal and K-12 Executive Director

 

Culture:

  • Support the Secondary Principal and admin team to implement strong systems and routines in order to create a safe, purposeful, and welcoming school environment, including serving as the Administrator on Duty
  • Use real-time coaching to support teachers in creating strong classroom routines and procedures ensuring all classrooms are physically and emotionally safe and conducive to student learning
  • Support the school-wide incentive (PBIS) and discipline systems, student events, and family and community engagement opportunities
  • Ensure school-wide student safety and maximize learning time by upholding school-wide behavioral expectations and supporting larger student discipline issues
  • Provide daily leadership during community gatherings that set the tone for academic programs
  • Communicate regularly and often with families to both solicit input and share student social and academic progress, while empowering teachers to do the same
  • Assist with student recruitment and enrollment

 

Assessments:

  • Provide oversight of secondary testing and standardized assessments (including but not limited to CMAS, iReady, PSAT/SAT and AP exams)

 

Minimum Qualifications (or preferences where noted): 

  • Current Colorado Teaching License and Colorado Principal License (preferred or in the process of receiving it)
  • Master’s Degree in Education or a related field
  • English Language Acquisition (ELA) certified via Colorado Department of Education (strongly preferred)
  • Minimum of two years of experience as a school leader (preferably at the secondary level)
  • Minimum of five years of teaching experience in a diverse setting at the middle or high school level (strongly preferred)
  • Minimum of one year of instructional coaching at the middle or high school level (strongly preferred)
  • Has experience in sheltered instruction and supporting English Learners (required)
  • Speaks Spanish and/or has experience working with English Learners (preferred)
  • Has experience with remote (distance / virtual) learning programs
  • Prior charter school experience (preferred)

 

Reports to: Secondary (6-12) Principal

Supervisory Relationship: The Secondary Assistant Principal will supervise licensed teachers and support staff as assigned 

 

Job Type: Full-time (218-day schedule)

Compensation and Benefits: 

  • $70,000.00 to $85,000.00 / year (BOE)
  • Participation in CO PERA retirement program, including a PERA 401k contribution option
  • Funding of 100 percent of individual medical benefits and a wide range of insurance plans
  • Approximately three weeks of summer vacation, approximately four weeks of school holidays and vacations, and 10 days of paid time off annually
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Middle School STEAM (Science & Math)Teacher

Posted by | May 4, 2020 |

Founding STEAM (Science and Math) Teacher Job Description

Status: Full-Time

FLSA Classification: Exempt

Reports To: Head of School

Annual Contract Days: 192

 

American Indian Academy of Denver (AIAD) is an Indigenized STEAM (science, technology, engineering, arts and math) public school opening at the beginning of the 2020 school year providing rigorous learning opportunities for 6-8th grade students.

We are committed to creating a sustainable environment where students, staff, and parents are safe, feel they belong, and are actively engaged. All variations within the identities of race, sex, gender identity, sexual orientation, ethnicity, religion, language, ability, nationality, tribal affiliation, immigration status, age, and class are honored; each member of the school community is deeply valued and provided with what they need to be healthy physically, socially, emotionally, mentally, and spiritually.

Employment at AIAD means becoming part of a community of caring and driven adults dedicated to the strengthening of indigenous peoples’ self-determination, mobility and academic excellence attained through the implementation of Indigenized education. Collaboratively, teachers are afforded the autonomy to develop and implement lesson plans within AIAD’s integrated STEAM and ELA/SS curriculum and learning experiences for students and will be provided technical support in doing so. Teachers are also expected to transcend western educational expectations of what curriculum should be by ever-increasingly leaning into models of fun, meaningful learning and identity development that caters to the unique needs that indigenous students have. This can include decolonized/Indigenized frameworks and pedigodies, land-based learning models, arts-based learning, social-emotional and trauma-informed teaching, mindfulness and post-trauma healing, restorative practices and classroom management, physical activity, traditional language learning, traditional ecological and ethnobotanical knowledge, oral tradition and storytelling as a means to ground content in indigenous worldview, etc. Collaboration across disciplines, different class subject matters, teachers and grades are welcome and encouraged in the interest of strengthening community and cooperation. Teachers are encouraged to also reach out and build solidarities with community members who are willing to come into class and share content, teachings, wisdom, skills and build relationships.

POSITION SUMMARY

AIAD teachers create and implement relevant and meaningful curriculum through innovative teaching methods. AIAD STEAM (Science/Math) teachers will be responsible for building each student’s foundation of science and math using a variety of instructional methods nested in culturally competent approaches, including land-based, project-based and problem-based learning as well as collaborative student-led discussions, group learning strategies and differentiated learning modifications/extension that promote academic achievement for all students.

 

 

ROLES AND RESPONSIBILITIES:

  • Deliver culturally competent, rigorous Tier 1 instruction in middle school math and science via AIAD’s STEAM curriculum in a block schedule format;
  • Implement a Tier 1 (stand-alone) math curriculum for middle school students;
  • Use strength-based restorative classroom practices that foster resiliency and success for students;
  • Collaborate with colleagues to develop middle school STEAM lesson plans and learning activities that fit within AIAD’s STEAM curriculum;
  • Participate in weekly professional development through a student-centered professional learning community format;
  • Develop strong relationships with parents and students, creating investment in school culture and academics;
  • Work collaboratively with partner teachers and staff (fellow Humanities teacher, STEAM teacher, Lakota/Dineh Culture & Language teachers and school staff) to create consistent structures and systems;
  • Maintain records for such things as student attendance, evaluation, report cards, and other documents;
  • Implement Individualized Education Plan (IEP), monitor and report on students’ progress toward their academic and career readiness goals, as noted in their IEP as aligned with the instructor’s content area.

REQUIRED PREPARATION AND EXPERIENCE:

  • Possess Colorado Teaching Licensure and/or endorsements in the subject areas that s/he will teach and/or hold at least a BA or higher in a relevant subject area;
  • Possess at least Year-One English Language Acquisition (ELA) qualification or is willing to acquire this qualification within one year of hire;
  • Has minimum of 2 years classroom experience;
  • Possess strong content knowledge, particularly around pre-Algebra, Algebra, Physics, Earth Science, and Biology;
  • Has experience developing and implementing differentiated curriculum and learning objectives for a wide range of learners;
  • Has experience and/or strong understanding of how to design culturally competent learning experiences;
  • Has experience integrating technology, art/design into instruction and student learning experiences;
  • Possess deep understanding of what it means to live as part of a marginalized group of people;
  • Possess great relationship skills and high emotional intelligence.

STRONGLY PREFERRED EXPERIENCE AND DISPOSITIONS:

  • Loves teaching middle schoolers;
  • Demonstrate a deep commitment to decolonized mindsets and practices;
  • Has experience in project-based, problem-based learning experiences using integrated approaches;
  • Has experience with cooperative learning techniques to enhance collaboration skills among students;
  • Possess collaborative skills and a willingness to work with colleagues in a Professional Learning Community;
  • Possess desire to learn and grow, and is open to feedback from instructional leaders and colleagues;
  • Demonstrate willingness to be involved in community activities and events outside of typical school hours.

 

WHY CHOOSE AIAD?

  • Empowering work environment in a community-based school dedicated to community transformation;
  • Opportunity to be a founding staff member as we build a high achieving school nested in Indigenous belief systems and values;
  • Participate in a shared leadership model where all voices are heard;
  • School committed to supporting professional growth for all employees;
  • Health/dental/vision insurance and PERA (retirement);
  • Staff wellness opportunities;
  • Moving stipend for new employees moving to Denver from outside Colorado;
  • $41,000 to $51,000 annual salary range dependent upon education and experience
Comments Off on Middle School Humanities Teacher

Middle School Humanities Teacher

Posted by | May 4, 2020 |

Humanities (English Language Arts/Social Studies) Teacher Job Description

Status: Full-Time

FLSA Classification: Exempt

Reports To: Head of School

Annual Contract Days: 192

 

American Indian Academy of Denver (AIAD) is an Indigenized STEAM (science, technology, engineering, arts and math) public school opening at the beginning of the 2020 school year providing rigorous learning opportunities for 6-8th grade students.

We are committed to creating a sustainable environment where students, staff, and parents are safe, feel they belong, and are actively engaged. All variations within the identities of race, sex, gender identity, sexual orientation, ethnicity, religion, language, ability, nationality, tribal affiliation, immigration status, age, and class are honored; each member of the school community is deeply valued and provided with what they need to be healthy physically, socially, emotionally, mentally, and spiritually.

Employment at AIAD means becoming part of a community of caring and driven adults dedicated to the strengthening of indigenous peoples’ self-determination, mobility and academic excellence attained through the implementation of Indigenized education. Collaboratively, teachers are afforded the autonomy to develop and implement lesson plans within AIAD’s integrated STEAM and ELA/SS curriculum and learning experiences for students and will be provided technical support in doing so. Teachers are also expected to transcend western educational expectations of what curriculum should be by ever-increasingly leaning into models of fun, meaningful learning and identity development that caters to the unique needs that indigenous students have. This can include decolonized/Indigenized frameworks and pedigodies, land-based learning models, arts-based learning, social-emotional and trauma-informed teaching, mindfulness and post-trauma healing, restorative practices and classroom management, physical activity, traditional language learning, traditional ecological and ethnobotanical knowledge, oral tradition and storytelling as a means to ground content in indigenous worldview, etc. Collaboration across disciplines, different class subject matters, teachers and grades are welcome and encouraged in the interest of strengthening community and cooperation. Teachers are encouraged to also reach out and build solidarities with community members who are willing to come into class and share content, teachings, wisdom, skills and build relationships.

POSITION SUMMARY

AIAD teachers create and implement relevant and meaningful curriculum through innovative teaching methods. AIAD Humanities (English Language Arts/Social Studies) teachers will be responsible for building each student’s foundation for English Language Arts and Social Studies using a variety of instructional methods nested in culturally competent approaches, including land-based, project-based and problem-based learning as well as collaborative student-led discussions, group learning strategies and differentiated learning modifications/extension that promote academic achievement for all students.

 

 

ROLES AND RESPONSIBILITIES:

  • Deliver culturally competent, rigorous Tier 1 instruction in middle school Humanities via AIAD’s integrated English Language Arts/Social Studies curriculum in a block schedule format;
  • Conduct Tier 2 reading and writing interventions;
  • Teach at least one elective course;
  • Use strength-based restorative classroom practices that foster resiliency and success for students;
  • Collaborate with colleagues to develop middle school Humanities lesson plans and learning activities that fit within AIAD’s integrated curriculum;
  • Participate in weekly professional development through a student-centered professional learning community format;
  • Develop strong relationships with parents and students, creating investment in school culture and academics;
  • Work collaboratively with partner teachers and staff (fellow Humanities teacher, STEAM teacher, Lakota/Dineh Culture & Language teachers and school staff) to create consistent structures and systems;
  • Maintain required administrative records, for example: student attendance, evaluation, report cards, and student data;
  • Implement Individualized Education Plan (IEP), monitor and report on students’ progress toward their academic and career readiness goals, as noted in their IEP as aligned with the instructor’s content area.

MINIMUM REQUIREMENTS:

  • Possess Colorado Teaching Licensure and/or endorsements in the subject areas that s/he will teach and/or hold at least a BA or higher in a relevant subject area;
  • Possess at least Year-One English Language Acquisition (ELA) qualification or is willing to acquire this qualification within one year of hire;
  • Has minimum of 2 years classroom experience;
  • Has strong content knowledge in literacy and History/Social Studies, especially as it pertains to reading, writing, speaking, and listening across the subject areas of History, Social Studies, and other Humanities subjects;
  • Has experience developing and implementing differentiated curriculum and learning objectives for a wide range of learners;
  • Has experience and/or strong understanding of how to design culturally competent learning experiences;
  • Has experience integrating technology and artistic expression into instruction and student learning experiences;
  • Possess deep understanding of what it means to live as part of a marginalized group of people;
  • Possess great relationship skills and high emotional intelligence.

STRONGLY PREFERRED EXPERIENCE AND DISPOSITIONS:

  • Loves teaching middle schoolers;
  • Demonstrate a deep commitment to decolonized mindsets and practices;
  • Has experience in project-based, problem-based learning experiences using integrated approaches;
  • Has experience with cooperative learning techniques to enhance collaboration skills among students;
  • Possess collaborative skills and a willingness to work with colleagues in a Professional Learning Community;
  • Possess desire to learn and grow, and is open to feedback from instructional leaders and colleagues;
  • Demonstrate willingness to be involved in community activities and events outside of typical school hours.

 

WHY CHOOSE AIAD?

  • Empowering work environment in a community-based school dedicated to community transformation;
  • Opportunity to be a founding staff member as we build a high achieving school nested in Indigenous belief systems and values;
  • Participate in a shared leadership model where all voices are heard;
  • School committed to supporting professional growth for all employees;
  • Health/dental/vision insurance and PERA (retirement);
  • Staff wellness opportunities;
  • Moving stipend for new employees moving to Denver from outside Colorado;
  • $41,000 to $51,000 annual salary range dependent upon education and experience.
Comments Off on Middle School Student and Family Therapist

Middle School Student and Family Therapist

Posted by | April 29, 2020 |

The therapist will be responsible for the coordination of services for students in this intimate program to ensure appropriate and quality services are provided.  The therapist will work directly with students and families in individual and small group settings to bolster social/emotional skills to improve students’ learning.  

  • Receives student referrals to the program from the staff through the student support team.  
  • After the student is enrolled in the program, schedules and facilitates the monthly family meetings and completes and distributes the monthly progress reports.
  • Responsible planning and assisting with the regular education teacher in the classroom to ensure student success. 
  • Provides academic and behavioral instruction for students as needed.
  • During work hours assists the special education and/or regular education teacher with carrying out the daily curriculum.
  • Organizes and leads eight days of summer outdoor adventure learning trips with two days for planning (four days in June and four days in July/August).  
  • Maintains accurate and up-to-date records for all students in program
  • Completes and submits required annual performance report to CDE & DHS including numbers of students serviced, student outcomes, and progress on performance measures.
Comments Off on Middle School Math Teacher

Middle School Math Teacher

Posted by | April 29, 2020 |

Helping each pupil develop competence in basic mathematical skills and an understanding of the structure of mathematics. Motivating each pupil to apply mathematical understanding and skills in the solution of practical problems. And encouraging pupils to develop their special talents in the field of mathematics.

KEY PERFORMANCE RESPONSIBILITIES:

  • Teaches middle school mathematics (7th and 8th grade)  to middle level pupils using the course of study as outlined by the Colorado Academic Standards and the course of study adopted by the Board of Education and other appropriate learning activities.
  • Designs learning activities that will relate mathematics to the physical world.
  • Capable and willing to fully implement all aspects of the Google Education Suite.
  • Maintains a record of pupil attendance and makes daily reports of pupils absent each period.
  • Participates in curriculum and other developmental programs within the school or on a district level.
  • Facilitates an advisory period that includes academic advisory, social emotional learning, character development, parent communication and establishes a strong rapport with all students.
  • Collaboratively organizes and facilitates outdoor educational learning opportunities that may include overnight learning adventures to locations like Arches National Park, Bandelier National Monument, and Wolf Creek Ski Area.
Comments Off on Founding Principal, HS Year 0

Founding Principal, HS Year 0

Posted by | April 28, 2020 |

DENVER PUBLIC SCHOOLS
Traditional 233 work days
FTE: 1.0

Essential Functions and Objectives:

The Founding Principal of a new HBCU-style high school will have a planning year “Year-0” to engage the community, hire staff, design the school’s curriculum, identify facility options, and prepare for opening the school with a founding class of 9th graders. The founding principal will continue in the role of principal upon launching the school.

We seek a Founding Principal who is committed to launching an intentionally designed, culturally responsive high school that leverages the tenets of HBCUs and uses a comprehensive STEAM approach to learning. The principal should have a commitment to implementing the principles of Historically Black Colleges and Universities that embrace the experiences, heritage, and excellence of African Americans.

Comments Off on Mountain BOCES, Director of Special Education to serve Buena Vista, Salida, Lake, and Park School Districts

Mountain BOCES, Director of Special Education to serve Buena Vista, Salida, Lake, and Park School Districts

Posted by | April 27, 2020 |

Job Description Director of Special Education to serve Park, Buena Vista, Salida and Lake County school districts.
General Description of the Role
The Director of Special Education is responsible for assisting in the efficient and effective operation of special education services of all member districts. Their role includes leadership in the planning, coordination, and implementation of a compliant system for delivering quality special education services. The Director provides leadership to districts in IDEA and ECEA, Federal and State Programs, Special Education, and the oversight of
required data and student records.
Qualifications Required
Education: Master’s degree in Education, special education, or in a related field of special services
Administrative Endorsement issued by the Colorado Department of Education as Director of Special Education
Qualifications Preferred
Experience as a Special Education Director or district-level director or similar employment duties Minimum 5 years of experience teaching/working with students with disabilities or similar employment duties
Supervisor: Executive Director
Contract Days: 210 days a year
Compensation: Negotiated contract $75,000 – $90,000
Status: Exempt
Director of Special Education Salary Schedule
Working Conditions: Frequent travel, including overnight

Comments Off on Principal K-8

Principal K-8

Posted by | April 24, 2020 |

Boston P-8,  an Innovation School in theACTION Zone of Aurora Public Schools, is seeking an inspirational and experienced school leader. As the instructional leader, the Principal is responsible for increasing student achievement by developing and implementing an aligned and coherent standards-based instructional system and by developing a positive culture that is focused on “a successful future for every student.”

We are seeking these key characteristics and capacities from all applicants:

  • A personal vision and passion for leading a school dedicated to academic rigor and high expectations for its students directly in the context of their becoming globally competent and college ready;
  • understands and manifests leadership by design and has the capacity to facilitate all decisions for the school based on the school’s specific international studies design;
  • has experience in effective collaborative, experiential, interdisciplinary, and activity-based teaching that will inform support and guidance for those instructional modes among faculty members;
  • is bi- or multilingual with fluency in Spanish preferred;  and values cross-cultural leadership and communication skills that brings to life our value of diversity.
  • is passionate about service to the community and has personal connections with members of the local international/cross-cultural affairs community; has understanding of the community school framework and the power of intentional support from community partners.
  • has experience and enthusiasm for elementary and middle school leadership
  • is ELA-certified and can provide school leadership in developing ELA/ELD support
  • embodies a belief system that emphasizes clear communication and a collaborative decision making process to  empower students, teachers, families and external partners;

The International Leadership ACTION Zone at Aurora Public Schools is a network of five schools in Northwest Aurora, encompassing Boston (P-8), Aurora Central High School (9-12), Crawford Elementary (P-5), Paris Elementary (K-5), and Aurora West College Preparatory Academy (6-12). International Leadership ACTION Zone students are high-achieving international citizens who take action in their communities with support from educators who collaboratively leverage the expertise within each of their schools.

Posting:  https://www.applitrack.com/aurorak12/onlineapp/default.aspx?AppliTrackPostingSearch=location:%22Boston+P-8+School%22

For more information please refer to the Office of Autonomous Schools website here:  https://innovation.aurorak12.org/action-zone/

For more information contact Mario Giardiello, Director of Schools at mgiardiello@aurorak12.org

 

Comments Off on “The Gateway” for Educator Hiring Opportunities – Now Featuring Career Preparation Workshops!

“The Gateway” for Educator Hiring Opportunities – Now Featuring Career Preparation Workshops!

Posted by | April 17, 2020 |

We are excited to announce a NEW opportunity for educator candidates to get recognition as well as the potential to be invited to interview with our District!

This opportunity is available to PK-12 Core Content Educators, Special Service Providers, and Special Education Teachers. We are not accepting candidates for elective or non-core teaching areas through “The Gateway” at this time.

Benefits of participating through “The Gateway”:

  • Expedited application process
  • Networking connections with Jeffco schools and departments
  • Potential interviewing opportunities
  • Online/virtual connections
    • 1:1, Skype, Zoom, Facetime
  • Webinars – career preparation
  • Flexible process for candidates

After applying, your application will be reviewed by our Employment Services leaders and they may contact you to schedule a short conversation and/or interview via Skype, Zoom, Facetime, Google Hangouts, or phone call.

Now Featuring Career Preparation Workshops!

We also invite you to participate in three opportunities to support your efforts with preparing for your job search. Workshops will be scheduled for approximately 30 minutes and limited to 10 people in an effort to have time for discussion. We now offer workshops in:

  • Cover Letter Writing
  • Resume Writing
  • Interview Preparation

You are welcome to participate in any or all of the workshops, regardless of whether you plan to apply for positions with Jeffco Public Schools.

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Assistant Principal

Posted by | April 14, 2020 |

WHO WE ARE
Founded in 2010, SOAR is a K-5 public charter school serving 435 students in Denver’s Far Northeast. 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.

At SOAR we believe:
● Students learn best when learning is purposeful, relevant, active, and joyful.
● Diversity of culture, thought, experience, and perspective is reflected in our work.
● Community is built through authentic, respectful, collaborative, and meaningful relationships.
● In cultivating and celebrating creative and critical thinking.
● In building upon every child’s strengths, talents, and potential.
● In the integration of academic and social-emotional learning.
● In individual and collective responsibility for the success of all students.

This year, SOAR is celebrating its 10th anniversary and we are seeking an Assistant Principal who can build upon student achievement gains and help lead SOAR’s students, staff, and community to the next level of academic, personal, and community excellence. SOAR’s Assistant Principal reports directly to the Principal and is a member of a strong collaborative leadership team.

WHO YOU ARE
● You hold an unwavering belief that all students can achieve at high-levels if given access to rigorous, culturally relevant content and the right support to access it.
● Through your instructional expertise you build, develop and empower teachers to ensure all students are engaged in joyful, rigorous, and personalized learning and can demonstrate high academic achievement.
● You have a track record of providing clear expectations for staff performance, use multiple methods to evaluate teacher effectiveness and celebrate their successes, and you provide timely, targeted and actionable feedback.
● You deeply value partnerships with families and have experience proactively engaging them to create a school community where students thrive and achieve academic success.
● You have a proven ability to react quickly, calmly, and decisively in high stress situations.
● You are self-reflective, an intent listener, and a strong communicator who is comfortable giving and receiving feedback and taking responsibility for successes as well as challenges.
● You have a demonstrated ability to build trusting and productive relationships with students, staff, and families.
● You have outstanding organizational skills and high attention to detail.
● You are a proactive problem solver who demonstrates initiative, takes ownership of projects and effectively works with your team and cross-functionally.
● You think strategically, value and prioritize the development and implementation of effective action plans, and can also adapt to changing circumstances and priorities.
● You model SOAR’s habits of respect, compassion, perseverance, responsibility, and integrity, and you have a deep commitment to SOAR’s vision and beliefs.

ESSENTIAL RESPONSIBILITIES
As Assistant Principal you will provide leadership and support across SOAR’s instructional and cultural priorities, to teachers and students in designated grade-bands and you will oversee key academic priority areas across all grades.

In this role you will be:
● A member of the school’s instructional leadership team.
● A trusted leader, coach, mentor, thought-partner and deliverer of transformative professional development.
● A champion of student capability and success.
● A partner, resource, and guide for families.
● A model of culturally responsive teaching and the SOAR habits.

The essential responsibilities of this role include:
● Ensure that staff, students and families have the structures and resources to foster the environment required for all students to feel engaged in the school community and learning opportunities and to reach high levels of academic success.
● Ensure staff are held accountable for implementing the curriculum, coordinate assessments, and monitor student’s academic performance.
● Regularly facilitate data meetings and ensure data is used to inform decisions about resource allocation, instruction, professional learning, performance, and student learning.
● Set clearly defined, measurable and ambitious expectations for academic achievement and conduct, in order to create and reinforce a culture of achievement and support.
● Provide professional development, thought-partnership, mentoring and coaching to staff that supports their individual growth, and maintains a unwavering focus on implementation of Colorado Academic Standards and high-quality instruction.
● Regularly visit classrooms to support and monitor instruction and provide consistent feedback to teachers and coaches on progress toward instructional goals.
● Develop team norms and structures for collaboration in the development of metrics, analysis of data, and responsive practice improvement.
● Shape and lead SOAR’s culture building activities including developing structures and processes that are inclusive, embrace diverse perspectives and support students and staff in living SOAR’s core values.
● Manage school-wide positive student culture and assist staff with the development of strategies that increase student engagement.
● Co-create plans to achieve the school’s vision, habits, beliefs and culture and utilize evidence-based systems to regularly assess the success of these initiatives.
● Implement the school’s vision and provide coaching, resources, and best practices to staff to ensure SOAR has a culture of high student achievement, leadership and character
● Perform other duties as required to ensure SOAR is a healthy, happy, and high performing school community.
EXPERIENCE & QUALIFICATIONS
Required
● 3+ years of full-time experience working as a licensed teacher, in an urban school classroom delivering significant student achievement gains.
● Bachelor’s Degree and Master’s Degree.
● An Initial Principal License in place by the time the position starts.
● Success in working with a diverse student population and second language learners.
● Demonstrated experience supervising and developing adults in a school environment.
● Experience in early literacy and math education.
Strongly Preferred
● 3+ years of experience as an Assistant Principal (or equivalent) or a similar leadership position at an elementary school serving a diverse student population.
● Bilingual skills in Spanish.
WHAT WE OFFER
SOAR is an equal opportunity employer (EEO) and offers a competitive salary commensurate with qualifications and experience, performance incentives, and comprehensive medical, dental and welfare benefits.

Comments Off on Certified Elementary and Secondary Teachers

Certified Elementary and Secondary Teachers

Posted by | April 14, 2020 |

Elementary and Secondary Teachers.

Adams 14 is currently interviewing and hiring for several teacher positions for the 2020-2021 School Year. Positions range from Elementary Teachers, to Secondary Science and Math, Special Education Generalists,and Instructional and ELD Coaches.

Descriptions:

  • Impart the district’s objectives to students.
  • Design instructional activities that enhance the objectives and which reflect an interdisciplinary/thematic approach to teaching, and select appropriate instructional materials commensurate with students’ ability levels and interest.
  • Work harmoniously with other teachers to ensure a cooperative and positive learning environment for the students.
  • Perform other duties as assigned.

Requirements:

  • Must possess or qualify for Colorado teaching certificate/license with an elementary or secondary education endorsement.
  • Must be knowledgeable about Mastery Teaching and Learning models and Outcome Based Education.
  • Must possess knowledge of cultural diversity.
  • Preferred fluency in both English and Spanish.
Comments Off on Special Education Teacher Grades 3-6

Special Education Teacher Grades 3-6

Posted by | March 30, 2020 |

About Peak to Peak Public Charter School

Located in Boulder Valley School District, Peak to Peak is a K-12 public charter school offering a liberal arts, college preparatory curriculum. High expectations are an important part of our school culture. Peak to Peak students who demonstrate a mastery of knowledge and skills are challenged through appropriate placement in each subject area. Peak to Peak is small enough to ensure that each student is known and valued, but large enough to provide a variety of academic, athletic, and extracurricular activities. Peak to Peak offers competitive pay and a robust offering of employer paid and voluntary benefits.

Job Summary

All employees and volunteers at Peak to Peak work together to fulfill the Peak to Peak Mission Statement. Peak to Peak expects to employ professionals who will work beyond job descriptions, creating both a fulfilling career environment and very successful outcomes for our students. Values we hold high are: trustworthiness, honesty, diligence, open communication, fairness, and politeness, and we expect to see them evidenced in our staff, parents, and students.

The Special Education Teacher will work with students of varying degrees of disabilities ranging from grades 5 through 9. Because Peak to Peak serves a K-12 population, this position will work closely with a K-12 team and will share some K-12 responsibilities. This individual must be able to effectively manage all aspects of case management for the special education population. Additionally, the Special Education Teacher is responsible for effectively differentiating curriculum to support the needs of staff, students, administration and parents. Committed to the process of collaboration, the Special Education Teacher will work with these groups to ensure that accommodations are appropriately implemented in classroom settings. The ability to employ a variety of appropriate teaching strategies to instruct one-on-one or in small groups, and to support both teachers and students in the general education setting is critical.

Qualifications
*

  • College degree required
  • Current Colorado Teacher License and Special Education Certification required
  • Strong organizational and coordination skills
  • Ability to assess grade level needs and plan and organize accordingly
  • Strong self-starter; able to work with limited direction
  • Excellent interpersonal skills, conflict management skills, problem solving skills and demonstrated leadership abilities
  • Excellent verbal and written communication skills
  • Resourceful in generating creative solutions to problems
  • Ability to apply superb judgment

Responsibilities and Daily Tasks

  • Understand and support the MTSS process, including observing and supporting children who have long- or short-term learning difficulties, working with colleagues to identify individual students’ special needs, and developing appropriate interventions
  • Coordinate team meetings, write and manage Individualized Education Plans (IEP’s), including assessment, observations, progress monitoring, and on-going communication with parents and staff.
  • Instruct individual students or small groups of students inside or outside of the classroom
  • Collaboration with general education teachers to differentiate curriculum content, identify accommodations, and use assistive technology to meet individual needs to ensure access to the general education curriculum for all students
  • Participate in on-going collaboration and communication with the classroom teachers and support staff to define and alter the activities and curriculum while addressing the social, emotional and physical needs of the students
  • Work closely with other learning service staff including social workers, speech and language therapists, occupational therapists, interventionists, para-professionals, psychologists/social workers, assistant principals, principals, counselors, and parents/guardians
  • Develop positive, trusting, encouraging relationships and effective communication with students, parents/guardians and staff
  • Collaborate with all Special Education teachers to effectively case-manage and serve the special education students at each level

Attend staff meetings and in-service trainings

  • Develops with parents and students a cooperative partnership based on mutual respect and objectivity:
  • Assesses student performance frequently and objectively
  • Facilitates resolution of problems that might arise with students and parents
  • Holds parent/student/teacher conferences in a manner consistent with Peak to Peak’s Community Handbook
  • Encourages parents to contribute to the classroom as volunteers

Compensation and Benefits

  • Peak to Peak offers competitive pay. Peak to Peak average teacher salary ranks 5th highest in the state of Colorado! For compensation structure, paste into your browser: https://www.peaktopeak.org/Page/217
  • MEDICAL: There are three options for Medical coverage. Peak to Peak pays the full cost of this benefit for you as the employee.
  • DENTAL: Dental insurance is provided by Delta Dental of Colorado. Peak to Peak pays the full cost of this benefit for you as the employee.
  • LIFE/AD&D: You are provided a $50,000 group term life insurance through CIGNA Life Insurance Company. Peak to Peak pays the full cost of this life insurance policy.
  • STD/LTD: Peak to Peak 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 8.75% of your monthly earnings. Additionally, Peak to Peak contributes 20.04% to the PERA pension trust fund on your behalf.
  • VOLUNTARY VISION: EyeMed is the voluntary vision program available to Peak to Peak employees.
  • RETIREMENT PLAN OPTIONS: You have the following options to participate in deferred income for retirement purposes: PERA Plus 401 (k), AXA Equitable 403(b) and PERA 457.
  • MEDICAL and DEPENDENT CARE FLEXIBLE SPENDING ACCOUNT: This account allows you to save money for unreimbursed medical expenses or dependent care expenses to be used within the plan year (July to June) on a tax exempt basis. This reduces your taxable income.
  • TIME OFF COMPENSATION: As a 1.0 full-time equivalent (FTE) employee you are provided with 10 days of Paid Annual Leave Time. If your position is less than 1.0 FTE, your leave time will be pro-rated accordingly based on your FTE. Additional Paid Leave from work (Bereavement pay, Jury Duty pay, paid Professional Development Leave)
  • PRIORITY ENROLLMENT STATUS:Children of staff members receive priority enrollment of their child/children at Peak to Peak Charter School.
  • Ongoing Professional Development Opportunities
  • Staff Appreciation Meals

Job Type: Full-time

Salary: $41,541.00 to $53,018.00 /year

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Operations Coordinator

Posted by | March 27, 2020 |

Operations Coordinator

 

About College Track:

College Track is a national college completion program that empowers students from underserved communities to graduate from college. From the summer before 9th grade through college graduation, our 10-year program removes the barriers that prevent students from earning their college degree by providing them with comprehensive academic support, leadership training, financial and college advising, and scholarships. We teach them the skills necessary to succeed in college and beyond. In four years, a College Track student receives support equivalent to one extra year of high school.

 

College Track started in 1997 with a cohort of 27 students in East Palo Alto. Today, we serve over 2,400 high school and college students in East Palo Alto, Oakland, San Francisco, New Orleans, Colorado, Sacramento, DC and Los Angeles. By 2020, we will double the number of students served to over 5,000. In 10 years, we will serve over 10,000 students and increase our number of college graduates tenfold. Over our 21-year history, 92% of our high school seniors have been accepted to four-year colleges and our college graduation rate is 2.5 times the national average for low-income students.

 

To learn more, please visit www.collegetrack.org

 

Operations Coordinator

 

This position’s responsibilities include:

 

  • Manage the reception area including answering phones, responding to general inquiries and greeting visitors.
  • Manage inventory of office supplies including purchasing and restocking of office supplies and equipment.
  • Retrieve, sort and distribute mail.
  • Support Operations Manager to ensure that attendance is captured correctly.
  • Work closely with the Operations Manager to ensure proper handling of accounts payable.
  • Ensure smooth-running office operations and a comfortable, well-functioning work environment. This includes daily opening/closing procedures. Support the implementation of shared office policies that ensure office cleanliness of common areas.
  • Oversee meeting spaces and set rooms up for meetings (ensure room is tidy, ensure technology is set up, etc).
  • Managing student applications: Sort all completed applications; Notify students of recruitment timeline and collect application documents.
  • Coordinate student transportation: Support students who need daily/monthly transportation by managing and providing bus passes or other resources.
  • Secure all technology: Ensure programming staff have all resources and devices needed before each session; Lock up all laptops and tablets in their appropriate locations at the end of each day.
  • Manage Food Service Partnerships and resources, including communication with vendors, food distribution to students.
  • Provide Site Director and Operations Manager with support on special projects/administrative tasks, and other duties as assigned.


Qualifications

First and foremost, the Operations Coordinator must embrace College Track’s vision and mission for transforming low-income communities into places where college readiness and college graduation are the norms. Additionally, candidates must possess the following qualifications:

 

  • Minimum HS diploma
  • Results-driven; commitment to utilizing data to make informed decisions
  • Exceptional organizational skills; keen attention to detail
  • Strong interpersonal skills and collaborative, community-minded attitude
  • Excellent communication skills (both written and oral)
  • Unflappable self-starter with the ability to effectively manage a wide range of tasks and projects
  • Strong learning orientation; readily receives and incorporates direct feedback
  • Goal-oriented and strong commitment to reaching goals; dedication to helping students achieve their goal of a college degree
  • High level of self-awareness, humility, and emotional intelligence
  • Demonstrated ability to meet and maintain federal, state, local, and College Track guidelines
  • Fluency in Spanish preferred

 

To apply, email a cover letter and resume to Jamille Jones, Operations Manager, at jjones@collegetrack.org

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Founding SPED Teacher

Posted by | March 24, 2020 |

visit https://www.thecubeschool.org/join-our-team1 to apply

Who are we?

The CUBE High School opened in August 2019 with a ninth grade and will build out, one grade per year, to a full 9-12 high school.  One of the main differentiators of the CUBE is our curriculum model. We teach most of our courses as topic-based, six-week, co-taught, interdisciplinary classes.   Our innovative teaching method prepares learners to achieve at the highest academic levels, while also learning to think deeply, solve challenges, and practice creativity with compassion and empathy. When students graduate from our school, they not only have a solid foundation of knowledge, they also have the hands-on skills and the ability to convey their learning that will allow them to excel in their future.

The success of this model depends on passionate teachers and staff who love working with kids. We aim to teach knowledge and passion, skills and character. And that means that we, as a staff, are knowledgable, passionate, skilled, and character-driven. It means that we love the subject we teach, and it means we love integrating it into the fabric of other content areas as well. It means we look for the biology in pizza-making, the physics in mountain biking, and the literary references in TV shows. Our staff members continually ask themselves the question, “what’s best for kids?”

What are we looking for?

The CUBE is looking for a Special Education teacher who shares our belief that learning is a unique experience for every student.  We are looking for someone that knows reading, writing, speaking, math and more are  made more powerful with students are able to make connections to their learning.   We need someone who knows that we can’t make those connections the same way for all learners.   This teacher sees opportunity in the challenges that unique learners face every day, and magnifies those opportunities through support, advocacy, and empathy. The Special Education teacher helps gen ed teachers make modifications to projects, see unique perspectives to curricular approach, and anticipates challenges before they arise.   This person is also gifted with a keen awareness to SPED law, details of IEP/504s, and the MTSS process. 

Desired Mindsets & Habits

    • Driven by a burning desire to see all students succeed
    • Collaborates openly and honestly, embracing a positive mindset
    • Encourages a culture of mutual respect and equitable practice
    • Self-reflective and exemplifies a growth mindset
    • Self-directed agent of his/her own learning
    • Believes in radical collaboration
    • Encourages and embraces productive conflict

The CUBE Teacher: 

    • Communicates effectively with students and families about classroom activities and student progress
    • Demonstrates content knowledge, including the Common Core State Standards
    • Effectively uses special education services as a tool to understand cross disciplinary subject areas
    • Sets high academic achievement expectations that foster exceptional student growth and proficiency
    • Identifies and supports students’ social, emotional, and behavior learning needs.
    • Implements effective modifications to Project-Based Learning techniques and strategies
    • Provides timely feedback and collaborates with faculty to offer specialized support
    • Fosters student growth through semi-annual Student-Led Conferences and Presentations of Learning
    • Scaffolds instructional activities that facilitate engaging and appropriate learning opportunities
    • Differentiates instruction based on feedback, needs, and learning levels
    • Provides opportunities for student engagement through “Voice and Choice”
    • Designs and implements strategies for all students in relation to formal and informal assessments that measure student progress
Comments Off on Founding Logic and Math Teacher

Founding Logic and Math Teacher

Posted by | March 24, 2020 |

Who are we?

The CUBE High School opened in August 2019 with a ninth grade and will build out, one grade per year, to a full 9-12 high school.  One of the main differentiators of the CUBE is our curriculum model. We teach most of our courses as topic-based, six-week, co-taught, interdisciplinary classes.   Our innovative teaching method prepares learners to achieve at the highest academic levels, while also learning to think deeply, solve challenges, and practice creativity with compassion and empathy. When students graduate from our school, they not only have a solid foundation of knowledge, they also have the hands-on skills and the ability to convey their learning that will allow them to excel in their future.

The success of this model depends on passionate teachers and staff who love working with kids. We aim to teach knowledge and passion, skills and character. And that means that we, as a staff, are knowledgable, passionate, skilled, and character-driven. It means that we love the subject we teach, and it means we love integrating it into the fabric of other content areas as well. It means we look for the biology in pizza-making, the physics in mountain biking, and the literary references in TV shows. Our staff members continually ask themselves the question, “what’s best for kids?”

Please visit https://www.thecubeschool.org/join-our-team1 to apply.

What are we looking for?

There is no subject in high school that elicits the “when will I ever use this?”reaction from students more than mathematics. High schools—from large comprehensive schools to STEM schools to progressive and project-based schools—have long struggled to make math relevant to student’s life and interest. The greatest factor we’ve seen in making a math classroom exceptional is the teacher. Brilliant math teachers not only make sure they tether high school math to relevant parts of a student’s life, they also impart on students a love of math in its own right. They push students to seek out the puzzles, creativity, and beauty in mathematics.

We’re looking for a teacher who can inspire every student to love math. We want someone who challenges all students to excel in math, whether accelerated math students doing trigonometric identities or struggling students trying to solve basic algebraic equations. We  want a math teacher who thinks about the applications of high school math, and who gets excited about the prospect of using math to explain phenomena in everything from Physics and Chemistry to American Literature and Poetry. 

Desired Mindsets & Habits

    • Loves working with students/building student relationships
    • Collaborates openly and honestly, embracing a positive mindset
    • Driven by a desire to challenge and support all students in mathematics
    • Seeks to learn the math inherent in other disciplines
    • Ability to meet multiple deadlines
    • High sense of quality in work they create
    • Willingness to give and receive feedback with growth mindset
    • Belief that school should be a place of support and fun for students and staff

Responsibilities and Outcomes

    • Teach math content including Algebra 1, Geometry, Algebra 2 and Precalculus
    • Effectively uses math as a tool to understand cross disciplinary subject areas
    • Set high academic achievement expectations that foster exceptional student growth and proficiency 
    • Implement effective Project-Based Learning techniques and strategies to maximize student learning
    • Provide timely feedback and collaborates with faculty to offer specialized support for all students
    • Foster student growth through semi-annual Student-Led Conferences and Presentations of Learning
    • Scaffold instructional activities that facilitate engaging and appropriate learning opportunities
    • Implements backward design to align all lessons, activities, and assessments
    • Design effective formal and informal assessments that measure student progress
    • A strong opinion on the best toppings for a pizza (preferred)
    • Serve as advisor to roughly 15 students, coaching and facilitating academic and social/emotional success
Comments Off on Vice President of Policy and Research

Vice President of Policy and Research

Posted by | March 23, 2020 |

A+ Colorado seeks a team-oriented, Vice President of Policy and Research. This person will be responsible for managing and carrying out the organization’s research agenda, and connecting the work to the organization’s policy issue areas. The Vice President of Policy and Research plays an important leadership role at A+ Colorado, ensuring findings from our research are connected to lessons for policy and practice, and that our policy agenda is rooted in research on what best supports student learning. At our core, A+ Colorado is a research driven organization and this role is the heart of the work that we do. A+ Colorado is primarily focused on the educational regulatory environment, the Colorado Department of Education and Colorado school districts with particular attention to Aurora and Denver. 

 

Responsibilities:

  • Oversee research agenda: Scope, manage, and conduct organization’s research agenda. Includes defining research areas for inquiry, executing on annual reports (analysis and writing), and conducting short-term research projects in response to organizational needs. A+ Colorado is a small team, and this person will be responsible for ensuring the research gets done, conducting analyses, supporting other A+ teammates, and/or overseeing contractors. 
  • Manage research team: Serve as supervisor of research and policy analysts, with a focus on executing research agenda and developing staff.
  • Help set the policy agenda: Work with the President and Advocacy Director to translate research into policy and advocacy strategy. Collaborate with partners to respond to policy opportunities primarily focused on the State Board of Education, and school district leadership across the state.
  • Contribute to Strategic Planning: Collaborate with President, A+ Board of Directors, and A+ team to set long-term strategic goals for the organization.
  • Assist with Development: Work with the Development team to secure funding for projects and the long-term organizational objectives.
  • Other Projects: In addition to managing the research agenda and staff, the Vice President of Policy and Research is a thought leader and public face for the organization often participating in external partnership work, thought leadership through blogs and public statements, and sharing expertise both informally and formally via panels etc with community stakeholders including media.  

Qualifications and Experience:

  • Commitment to finding, understanding, and advocating for policies and practices that improve students’ access to excellent public educational opportunities and increasing achievement across Colorado, with a particular focus on students from low-income families and students of color. 
  • Five to ten years experience in education research and policy. Experience can include aligned work experience and/or relevant graduate education.
  • Track record in developing research questions and analytic approaches to answer questions through quantitative and qualitative analyses. A successful candidate will have experience producing and interpreting inferential statistics and/or experience with qualitative data collection and analysis.
  • Superb writing skills.
  • A deep understanding of, and commitment to, the relationship between research and advocacy, including a record of success in leveraging data and research to compel diverse groups and decision makers to action. 
  • Knowledge of and expertise in implementation of major policy strategies that Colorado and local school districts pursued in the past decade including but not limited to: academic standard setting, school and district accountability, school funding, school budgeting, teacher compensation, school governance, board governance, school improvement and turnaround, family engagement, unified enrollment, community-driven school design. 
  • Familiarity and/or experience of how schools and school districts work. 
  • Familiarity and/or experience of policy making processes, including in the regulatory space.
  • Strong project management skills including the ability to drive toward deadlines, and balance medium and long-term goals with short-term and responsive projects. 

About A+ Colorado

The mission of A+ Colorado (A+) is to harness the power of civic leadership to build public will and advocate for the changes necessary to dramatically increase student achievement in public education in Colorado. A+ Colorado is a growing advocacy, policy, and research nonprofit looking for a new member to join our team who is excited about building relationships with education stakeholders across the state.

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Executive Director- Special Education

Posted by | March 17, 2020 |

SUMMARY Provide leadership in the planning, coordination and management of Special Education services for the district. Assume general administrative responsibility of entire department. Implement Board of Education policies and procedures, and assure compliance with federal and state rules and regulations related to special education programs.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.

Provide leadership for the central department support of successful school autonomy in special educational services, preschool through age 21.

Facilitate the coordination of all support programs and provide support for all program administrators.

Supervise and appraise the Directors of Special Education.

Oversee and direct the implementation of inclusive practices for students with disabilities.

Assist in the development of post-secondary workforce readiness initiatives.

Oversee special education program review, evaluation and development.

Work in partnership with families and provide ongoing support.

Assist with development/interpretation/implementation of compliance and due process policies/procedures.

Provide leadership for program development to meet the needs of diverse learners.

Coordinate and manage legal/due process cases, policy systems change, and the transition of
responsibilities to other administrators.

Assist in budget management in collaboration with department budget analyst.

Manage mediation, informal, and formal due process appeals.

Conduct state and federal counts, complete year-end reports, and monitor federal and state reports.

Approve and monitor contracts with other agencies.

Represent the District on local and state committees, Department of Education, and other education organizations and boards. Serve on several interagency committees to represent the school and to facilitate seamless systems of support for students.

Respond to and propose federal and state legislation and regulations.

Other duties as assigned.

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.

EXPERIENCE 7-10 years experience in teaching and administration, including 3 -5 years experience in administering Special Education programming.

EDUCATION AND TRAINING Master’s degree plus additional course work required for certification or licensure.

CERTIFICATES, LICENSES, REGISTRATIONS Colorado Principal License or Colorado Type D Administrative License, Special Education Director License, valid Colorado driver’s license.

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Elementary Teacher (K-5)

Posted by | March 16, 2020 |

Rocky Mountain Prep is growing. We are expanding high-quality elementary education throughout the Denver Metro area and we need thoughtful, growth-minded, team-driven teachers to do it. RMP Teachers are a rare bunch: driven to go the extra mile in driving student success, collaborative to the bone, always striving to become a better educator, and fun-loving to the core. We are always on the lookout for how to make Rocky Mountain Prep a better place for our scholars and our families. #onlyatRMP
RMP is committed to hiring teachers representing diverse backgrounds and experiences. We have made it our goal to partner with diverse communities and we know that the better we are at hiring from backgrounds that challenge our own understanding, the better we will be at educating the scholars that need it the most. Diversity means a lot of different things and a Rocky Mountain Prep Teacher is one that embraces what makes them unique and uses that as a guiding force in becoming an excellent educator.
There are many public charter schools and many models. Rocky Mountain Prep prides itself on being different. We balance rigor and love – taking head-on the challenges that make a person academically successful and building the relationships that make them emotionally independent. We teach our scholars through our PEAK values of Perseverance, Excellence, Adventure, and Kindness, and we strive to value our scholars as people, not just as numbers pointing to achievement. Our model has made us one of the most successful networks in Denver – leading our scholars to both academic success, and more importantly, to a love of learning rooted in a joyful school and a tight-knit community.
If you are ready to be an RMP upper elementary teacher, you have been teaching for at least two years and have a history of results. You are inspired to mentor, to lead, and to help your scholars and your team grow. You’re experienced in connecting with kids and getting results. You don’t miss deadlines. You never settle for good enough, and you are adept at getting scholars to follow your lead.
As an upper elementary teacher, you will create an inspiring classroom culture that is infectious. You’ll provide the leadership that our scholars need to be successful. You have a track record of providing high-quality, data-driven instruction and seeking feedback constantly to improve your practice. You wake up every morning excited to work on a team that is passionate, hard-working, and relentless to ensure that every scholar succeeds.
Most importantly, you’ll jump into our vibrant culture: you’ll work hard and play hard, find time to check-in and see how people are doing, go out of your way to help a team member, and work with others to find solutions to challenges. Rocky Mountain Prep was named one of Denver Post’s Top 100 Workplaces for two years in a row, and your friendly, eager spirit will fit right in.
We are changing education in the Denver Metro area, and we’re having a great time doing it. This is a chance for you to be a part of a growing education network dedicated to our scholars, our families, our communities, and each other. This is the start of something great…

WITHIN ONE MONTH, YOU’LL…

    • Set up your Rocky Mountain Prep classroom and meet your scholars for the first time, starting the road to deep bonds.
    • Reach out to the families in your class and build relationships that will help each one of them succeed.
    • Receive the coaching and professional development you need to launch your math lessons and inspire young mathematicians.

WITHIN 3 MONTHS, YOU’LL…

    • Experience your first Rocky Mountain Prep Data Day and push yourself and your team to build on your success.
    • Attend Happy Hours with the staff, letting off the steam of the school day to enjoy time with your team.
    • Receive weekly coaching from an instructional leader, strengthening your practice step by step.
    • Work with your team to bolster and challenge instructional practices at Rocky Mountain Prep!

AFTER THE FIRST YEAR, YOU’LL…

    • See your scholars over a year as you execute high-quality reading and writing instruction.
    • Develop deep bonds with scholars, families, staff, and communities.
    • Score a 3 out of 4 on our PEAK Values Rubric by showing Perseverance, Excellence, Adventure, and Kindness constantly.
    • Find joy in seeing your scholars moving on up in their educational careers.
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Substitute Employee Specialist

Posted by | March 13, 2020 |

SUMMARY: Operating under the general direction of the Executive Director this position oversees the daily operations for substitute employees throughout the entire District.  Employee provides an expertise regarding certified substitute’s licensure topics and is a primary resource to assist recruits with the substitute application and on-boarding.  Employee is also the primary contact for substitute training needs, ongoing coaching and in addressing performance issues working closely with building leadership to provide the services needed.  This position is also the primary organizer and coordinator for the District’s Crisis Team substitute relief crew.

As a primary point of contact for the public and staff contacting the Human Resources Department regarding substitute issues there is an expectation of excellent customer service skills and to work cooperatively to facilitate these interactions.

Salary range starts at: $43,198/year

 

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World Studies Teacher

Posted by | March 12, 2020 |

This position could include: Middle School World Studies, High School History, High School Geography, US History, World History, Civics, Government, Chicano Studies

STRIVE Prep is a Denver-based community of public charter schools that challenges every student to strive for college and thrive throughout life by helping them to discover and develop the knowledge, skills and confidence necessary to succeed in college and beyond.

Our inclusive and transformative community seeks World Studies Teachers for the 2020-2021 school year.

Objective: STRIVE Prep Middle School World Studies Teachers will create exceptional outcomes and opportunities for students by providing high-quality, rigorous and engaging instruction.

We seek dedicated educators that live STRIVE Prep’s  core values every day:

Core Beliefs – Achievement 

  • Commitment 1:  I commit to celebrating academic and personal success for all.
  • Commitment 2:  I commit to holding myself and others accountable to high expectations.
  • Commitment 3: I commit to bringing passion and joy to my work.

Core Beliefs – Justice 

  • Commitment 1:  I commit to intentionally disrupt inequity, bias, and systems of oppression.
  • Commitment 2:  I commit to creating an environment of safe body, mind, and heart.
  • Commitment 3:  I commit to building a community where each person can bring their full, authentic self.
Core Beliefs – Perseverance

  • Commitment 1:  I commit to the belief that we grow and get smarter through effort and by making mistakes.
  • Commitment 2:  I commit to showing up Con Ganas, where we never give up even when the work is hard.
  • Commitment 3:  I commit to showing up with integrity and doing the right thing even when the road is tough.

Essential Duties and Responsibilities

      Instruction:

  • Analyze student assessment data and use network-aligned unit and interim assessments to track student growth.
  • Build and revise curriculum to best meet the needs of students.
  • Provide fair, accurate, and constructive feedback to students on their progress.
  • Collaborate with other teachers, school leaders, curriculum specialists, and the special education team to ensure that instruction is always meeting the needs of all learners.
  • Plan and teach one section of Reader’s Workshop or a specific intervention course (Math, ELA, or ELD).
  • Submit lesson-plans on a weekly basis.

       Culture:

  • Establish systems and routines in order to create a safe, purposeful and welcoming classroom environment.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.
  • Provide supervision of students during a daily break or lunch duty.
  • Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in your advisory.
  • Assist in planning and support of school-wide events including community/morning meetings, dances, and field trips.

       Development:

  • Participate in STRIVE Prep’s Summer Training Institute in July as well as professional development throughout the school year.
  • Attend and participate in weekly staff and/or grade level meetings.
  • Participate in regular instructional coaching meetings.

Requirements:

  • Bachelor of Arts or Sciences degree
  • Achieve Qualified Teacher status (teacher’s license not required) within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:
    • A valid Colorado Teacher License in the applicable endorsement area;
    • Sufficient college coursework (or degree in content area);
    • Passing score for the applicable Praxis ii or Colorado PLACE exam.

In addition, we strongly prefer the following:

  • Speaks Spanish and/or has experience working with English Learners
  • Demonstrated success working with students of color

What We Offer Our Network Staff:

  • Competitive compensation package.
  • Annual performance-based raises.
  • Participation in the Colorado PERA retirement program, including a PERA 401k contribution option.
  • Funding of 100 percent of individual medical benefits and a wide range of insurance plans.
  • Approximately eight weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually.

Join This Movement:

STRIVE Prep educators inspire and encourage our students to think critically, communicate clearly, and collaborate openly, both in and outside of the classroom. By bringing together challenging academics with celebration and joy, we fuel a sense of curiosity, creativity and lifelong possibility in our students and our teachers. No matter where you join us in your career, we welcome our teachers to help make STRIVE Prep a place where everyone in our community can STRIVE and THRIVE.

Equity and Inclusion

STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception.  We must challenge ourselves as educators on what it means to serve all students, families and each other through a lens of Dignity for All, all the time. To us, Dignity for All means honoring and respecting the rich diversity of who we are and the unique gifts and talents that each of us bring. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment.

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Assistant Principal/Athletic Director

Posted by | March 11, 2020 |

ASSISTANT PRINCIPAL/ATHLETIC DIRECTOR, HIGH SCHOOL – NORTHFIELD HIGH SCHOOL (JOB ID: 40175)

In order to apply to this position, you must first apply and screen into the Highly Qualified Assistant Principal (AP) Pool. To get started, please visit our careers website to submit your application to the most recent AP Pool and learn more about our application process: Click here! If you have not completed the AP Pool process your application will automatically be screened out when you apply.

If you currently hold an Assistant Principal Role in DPS (does not include DPS Charter School), you still need to apply to the most recent Assistant Principal Pool posting. However, you DO NOT have to go through the screening process.

 

AP/AD

NORTHFIELD HIGH SCHOOL

Central

Traditional 215 work days

FTE: 1.0

Essential Functions and Objectives:The Assistant Principal supports the Principal with the overall direction and leadership of the school. Leads high-quality, data driven instruction by building the capacity of teachers to lead and perfect their craft. Strategically aligns people, time and money to drive student achievement. Applies teacher and staff performance management systems in a way that ensures a culture of continuous improvement, support, and accountability. Actively advocates for members of the school community and effectively engages family and community.

The DPS School Leadership Framework details the expectations required for all of our school leaders. The framework and the behaviors associated with each indicator are available here!

– Leads for equity toward college and career readiness

– Leads for culture of empowerment, continuous improvement and celebration

– Leads for high-quality, data driven instruction by building the capacity of teachers to lead and perfect their craft.

– Leads for the academic and social-emotional success of diverse student populations. Diversity includes race, ethnicity, gender, sexual orientation, socioeconomic status, language, mental/physical abilities (students with disabilities, gifted and talented), religion, age, and political beliefs. DPS places particular emphasis on the needs of students of color and students with disabilities in order to close achievement gaps for these groups of students.

– Leads for effective English Language Acquisition programming (ELA Program School Leaders)

– Applies teacher and staff performance management systems in a way that ensures a culture of continuous improvement, support, and accountability.

– Implements strong systems for identifying, recognizing, and distributing talent

– Leads the school’s vision, mission and strategic goals to support college readiness for all students.

– Distributes leadership to inspire change in support of an empowered school culture.

– Strategically aligns people, time and money to drive student achievement.

– Actively advocates for members of the school community and effectively engages family and community. Successful applicants will demonstrate the key leadership traits embedded within our framework:

– Evidence of the DPS Shared Values in interactions in the school, district, and community

– Strategic problem-solving and project management

– Strong communication and interpersonal skills, including the ability to connect and communicate with parents and the community

– Capability to build solid relationships

– Self-reflection and continuous professional growth

– Solid ethical commitment to this work

 

Knowledge, Experience, & Other Qualifications:

– Bachelor’s Degree required.

– Master’s Degree and previous leadership experience preferred.

– A current, valid State of Colorado Principal License (professional or provisional) in place by the time the position starts.

– Alternative licensure is an option for candidates with demonstrated school leadership experience who require licensure and additional coursework.

-A minimum of five (5) years of instructional/classroom experience as an educator is required.

 

About Denver Public Schools:

Denver Public Schools is committed to meeting the educational needs of every student with great schools in every neighborhood. Our goal is to provide every child in Denver with rigorous, enriching educational opportunities from preschool through high school graduation.  DPS is comprised of nearly 200 schools including traditional, magnet, charter and alternative pathways schools, with an enrollment of more than 90,000 students.

Under the leadership of Superintendent Susana Cordova and guided by the tenets of The Denver Plan, DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org.

Denver Public Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. It is our intention that all qualified applicants be given equal opportunity and that selection decisions be based on job-related factors.

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Chief Executive Officer

Posted by | March 9, 2020 |

WHAT IS DCSC?

Denver voters approved the Denver College Success Corporation in November 2018.  Voters approved a dedicated funding stream for college access and success programs through a sales tax increase that will generate nearly $12M annually and sunset in December 2030.

 

Currently, 74% of jobs in Denver will require a postsecondary degree or certificate.  However, less than half of current Denver residents 25 years and older have a bachelor’s degree or higher.

 

Obstacles preventing Denver residents from obtaining a postsecondary degree include:

  • A widespread belief that college is not financially possible, and
  • A failure to complete degree program because of financial, social and academic pressures.

 

Failure to complete a degree is especially harmful because students are saddled with debt, but then have no postsecondary credential in Denver’s competitive job market.  Additionally, students who complete their degree with excessive debt have difficulty meeting the cost of living in Denver.

 

The Denver College Success Corporation is a city-funded non-profit organization that uses a pay-for-performance model with an income based sliding scale award.  It will leverage taxpayer dollars with privately raised funds.  Specifically these funds will be available to existing non-profit organizations devoted to providing high school graduates with educational opportunities at accredited Colorado technical schools, community colleges, and universities.  These organizations will be motivated to assure success for their selected students in the pursuit of post high school educational opportunities because their efforts will also be partially reimbursed.

 

The first distribution of funds collected by the city will be made to 20 non-profits who provide scholarships to qualified students in  the second quarter of this year.  Those public funds will amplify the private funds that each nonprofit has collected to increase the number of students who can receive scholarships, and/or to increase the amount of the scholarship the students receive from the nonprofit.

 

The Board of Directors of DCSC is now looking for the organization’s first leader to build the organization for optimal impact in our community.

 

SCOPE AND RESPONSIBLITIES

The Chief Executive Officer is a flexible and adaptable leader who is responsible for managing the administration of DCSC funds.  The Chief Executive Officer serves as the public face of the DCSC and works both independently and as a team player to productively engage with others including the DCSC board, DCSC staff, the organizations served by DCSC, city employees, city council members, and citizens.  The Chief Executive Officer ensures that the operations of DCSC comply with the provisions of the statute authorizing the distribution of these funds while maintaining a clear focus on delivering value to the citizens of Denver.

 

The incoming CEO will manage the organization’s initial operating budget of $600,000 and oversee distribution of funds to qualified scholarship-providing organizations twice each year.

 

QUALIFICATIONS

The Board of Directors seeks an entrepreneurial leader who is excited to build and bring to life this unique community service organization.  Qualified candidates will have specific experience in these areas:

 

Commitment to our Work – Passion for DCSC’s mission and role in supporting the successful attendance at and graduation from post-secondary education providers for qualified Denver students.

Leadership – Experience in building buy-in for strategic vision among various stakeholders, in implementing agreed strategic plans, and in aligning operations with strategic goals.

Operations Management – Senior-level management/administrative experience in nonprofit, government, or private sector organizations.  Some experience in collecting, analyzing, and using data to inform further research and program efforts highly preferred.

 

Financial Management – Strong financial acumen and experience in administering complex budgets.

 

Entrepreneurial – Experience in and passion for building and/or operating start-up organizations.

 

Communications & Relationship Building  – Outstanding collaboration, presentation, relationship building, and communication skills across multiple platforms and with diverse audiences.

 

Public Policy & Government Relations – Some experience in working with municipal governments and implementing public policy preferred; willingness to learn the details of applicable statutes and to work with policymakers required.

 

Staff Management & Development – Experience in building a strong team of professionals with a collaborative, inclusive culture committed to excellence and customer support.

 

Board Management & Development – Experience in reporting to, working with, or serving on a volunteer governing board.

 

Other requirements:

  • Undergraduate degree required; graduate degree preferred.
  • Facility in English required; other language competency preferred.

 

Qualified candidates must be flexible and comfortable working in an environment that will continue to evolve on a daily basis.  Success in this role requires the ability to partner well with the board in refining the key policies and procedures of DCSC and with the scholarship-providing organizations.  The Chief Executive Officer must bring a proven ability to ensure complete financial integrity and accuracy to maintain the trust of Denver citizens coupled with world-class communication skills to carry the message of DCSC to many different stakeholders.  Above all, candidates interested in this role must be eager, focused, committed, data driven decision-makers, detail-oriented, adaptable, and dynamic.

 

COMPENSATION & BENEFITS

The Board of Directors has established a competitive salary range for this position that also aligns with DCSC’s operating budget which is limited to 5% of the total revenue collected annually.  The initial CEO salary range is $130,000-$160,000, depending on skills and experience.

 

The incoming CEO will have the opportunity to work with the Board to define an effective set of benefits for all staff including the CEO.

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Manager of Talent Acquisition

Posted by | March 3, 2020 |

POSITION DESCRIPTION
Position: Manager of Talent Acquisition
Reports to: Senior Director of Talent
Location: Central Office

THE CHALLENGE

Do you want to unleash your out-of-the-box ideas for hiring diverse top talent who will change the game for K-12 students in traditionally underserved communities in Denver?

THE MUST-HAVES

Do the following must-haves resonate with how you are wired and demonstrable in your unique talents and experiences?

  • You find fun in doing the impossible: This context? The external environment? The internal conditions of our organization? No matter how challenging, you are not phased, because the harder the challenge, the more excited you become, and the more your out-of-the-box ideas flow. You make these ideas a reality daily through a disciplined approach to execution that focuses and holds you and your team accountable to a narrow set of the most important goals and initiatives. You generate contagious and high energy amongst your team and throughout the network, because you let everyone know routinely whether or not we’re winning and collaborate to course correct when we’re not.
  • You are always recruiting: You have an eye for spotting great diverse talent everywhere, which instantly sets off the matchmaking game in your head connecting them to open and future roles within STRIVE. Your network is vast and diverse, and you proactively find meaningful and authentic ways to keep them engaged that result in a robust candidate pipeline and list of connections. You make yourself known in the community and routinely enlist resources in the education ecosystem to ensure the best talent supports our students every day.
  • You are tech-savvy and a systems builder: You have experience building the efficient systems needed to support an ambitious vision. You leverage data/technology/social media, outline processes, document policies, effectively communicate, thoughtfully train, and strategically incorporate learning into revised processes. This cycle of improvement energizes you.

We seek dedicated educators that live STRIVE Prep’s core values every day:

Core Beliefs – Achievement 

  • Commitment 1:  I commit to celebrating academic and personal success for all.
  • Commitment 2:  I commit to holding myself and others accountable to high expectations.
  • Commitment 3: I commit to bringing passion and joy to my work.

Core Beliefs – Justice 

  • Commitment 1:  I commit to intentionally disrupt inequity, bias, and systems of oppression.
  • Commitment 2:  I commit to creating an environment of safe body, mind, and heart.
  • Commitment 3:  I commit to building a community where each person can bring their full, authentic self.

Core Beliefs – Perseverance

  • Commitment 1:  I commit to the belief that we grow and get smarter through effort and by making mistakes.
  • Commitment 2:  I commit to showing up Con Ganas, where we never give up even when the work is hard.
  • Commitment 3:  I commit to showing up with integrity and doing the right thing even when the road is tough.

ESSENTIAL FUNCTIONS

  • Proactively build relationships with school leaders; execute a hiring strategy customized to their school and context.
  • Manage the hiring process through a DEI lens with strong customer orientation that is responsive and delivers a world-class experience for candidates and hiring managers.
  • Support and manage a well-coordinated and effective strategic plan and approach to recruiting teachers and network Leaders.
  • Drive our aggressive annual hiring campaigns, which will result in new teachers, leaders, and professional support staff to serve our scholars.
  • Demonstrate and articulate a thorough understanding of STRIVE Prep’s mission and model, and communicate enthusiastically to prospective applicants and candidates about the expectations, benefits, and merits of working at STRIVE Prep.
  • Manage candidate relationships throughout the application process and conduct phone interviews.
  • Support the appropriate campus-based team member with scheduling and conducting on-campus interviews.
  • Collaborate with a team of fast-paced, goals-driven recruiters, talent managers, and school leaders to ensure a seamless and swift experience for all candidates, as well as the alignment and presentation of the best candidates for every position within the organization.
  • Faithfully utilize STRIVE’s systems and processes as laid out in training in order to drive accurate data and an outstanding candidate experience.

ADDITIONAL DUTIES

  • Assist with other duties/tasks as needed or assigned by senior leadership team members.
  • As a member of the Central Team, you will regularly support schools throughout the year on campus (including potentially working directly with students) and be a required active participant in-network and school-level activities/events.

MINIMUM REQUIREMENTS (OR PREFERENCES WHERE NOTED)

  • Bachelor’s degree (required)
  • 2+ years classroom teaching experience in K-12  (required)
  • Independent travel in the Denver metro area and nationally (required)
  • Bilingual in Spanish (preferred)
  • Minimum of 2 years talent acquisition/recruiting/hiring experience (at least 100 positions annually strongly preferred)

COMPENSATION AND BENEFITS

  • Competitive compensation package and annual performance-based raises
  • Participation in the Colorado PERA retirement program, including an employer match and PERA 401(k) option
  • Funding of 100% of individual medical benefits and a range of insurance plans
  • Approximately three weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually

DIVERSITY, EQUITY & INCLUSION

STRIVE works to make a college-prep education for all students in our community the norm, rather than the exception. We are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment. STRIVE is an equal opportunity employer and actively encourages applications from people of all backgrounds.

Our culture of inclusion is rooted in the belief that when we create the conditions that align…

  1. Your unique gifts (Bring your full self, skills/knowledge, & unique lens on the work)
  2. Your purpose/desire for impact(What challenges do you most want to tackle?)
  3. The organization’s needs(STRIVE’s strategic goals and value we seek from this role)

…then you will have the opportunity every day to unleash your genius–individually and collectively with your colleagues–to ensure our students are Learning to Change the World. We create these conditions with intentional, strengths-based coaching through an equity and inclusion lens, and a culture that leverages the rich diversity of our team to inform the work and achieve breakthrough results for our students.

 

Comments Off on Denver EAST HS ATHLETIC DIRECTOR/AP

Denver EAST HS ATHLETIC DIRECTOR/AP

Posted by | February 29, 2020 |

Athletic Director/Assistant Principal

Denver EAST HIGH SCHOOL

Traditional 215 work days

FTE: 1.0

Essential Functions and Objectives:

Assistant Principal (AP)The Assistant Principal supports the Principal with the overall direction and leadership of the school. Leads high-quality, data driven instruction by building the capacity of teachers to lead and perfect their craft. Strategically aligns people, time and money to drive student achievement. Applies teacher and staff performance management systems in a way that ensures a culture of continuous improvement, support, and accountability. Actively advocates for members of the school community and effectively engages family and community.

The DPS School Leadership Framework details the expectations required for all of our school leaders. The framework and the behaviors associated with each indicator are available here!

– Leads for equity toward college and career readiness

– Leads for culture of empowerment, continuous improvement and celebration

– Leads for high-quality, data driven instruction by building the capacity of teachers to lead and perfect their craft.

– Leads for the academic and social-emotional success of diverse student populations. Diversity includes race, ethnicity, gender, sexual orientation, socioeconomic status, language, mental/physical abilities (students with disabilities, gifted and talented), religion, age, and political beliefs. DPS places particular emphasis on the needs of students of color and students with disabilities in order to close achievement gaps for these groups of students.

– Leads for effective English Language Acquisition programming (ELA Program School Leaders)

– Applies teacher and staff performance management systems in a way that ensures a culture of continuous improvement, support, and accountability.

– Implements strong systems for identifying, recognizing, and distributing talent

– Leads the school’s vision, mission and strategic goals to support college readiness for all students.

– Distributes leadership to inspire change in support of an empowered school culture.

– Strategically aligns people, time and money to drive student achievement.

– Actively advocates for members of the school community and effectively engages family and community. Successful applicants will demonstrate the key leadership traits embedded within our framework:

– Evidence of the DPS Shared Values in interactions in the school, district, and community

– Strategic problem-solving and project management

– Strong communication and interpersonal skills, including the ability to connect and communicate with parents and the community

– Capability to build solid relationships

– Self-reflection and continuous professional growth

– Solid ethical commitment to this work

Athletic Director (AD)  

– Coordinate the recruitment, orientation and mentorship of coaching staff on a seasonal basis and offer guidance and assistance to the site administrators as needed.

– Maintain accurate records of league play, league champions, coaches of the year and participation numbers.

– Assist with pre-season and post-season coaches meetings and the development of clinics and in-services for coaches’ professional development.

– Enforce established guidelines for proper behavior of coaches and athletes, promote team spirit, including approval and participation in activities such as clinics and playoff games.

– Secure personnel necessary to conduct all athletic events and select officials for athletic games. This includes the coordination of pay for coaches, officials and game workers.

– Coordinate with the Transportation department student activity and athletic travel requirements.

– Inspect the playing site for safety and playability and make recommendations accordingly.

– Coordinate League Play including addressing weather condition issues, rule interpretation, scheduling conflicts and transportation conflicts.

– Attend athletic competition to observe and correct as necessary administration of these events.

– Insure that appropriate central office personnel are informed of the needs of the school with respect to personnel, equipment and supplies.

– Insure athletics and activities meet Title IX compliance.

– Administer the budgeted allocations and collaboratively recommend annual budget requirements.

– Coordinate with school personnel and purchasing for the selection and purchase of athletic equipment, supplies, trophies and related expenses, ensure budgetary compliance and provide timely and accurate reporting.

– Coordinate and manage data on athletic programs and instruction. Conduct evaluation of sport season prepare recommendations and reporting as instructed.

– Responsible for training and performance evaluations of coaches and other assigned staff.

– Develop positive relationships with various individuals, community groups, and businesses, local colleges and Universities for the benefit of the District’s athletic programs and athletes.

– Perform other related duties as requested.

Knowledge, Experience, & Other Qualifications:

– Bachelor’s Degree required.

– Master’s Degree and previous leadership experience preferred.

– A current, valid State of Colorado Principal License (professional or provisional) in place by the time the position starts.

– Alternative licensure is an option for candidates with demonstrated school leadership experience who require licensure and additional coursework.

About Denver Public Schools:

Denver Public Schools is committed to meeting the educational needs of every student with great schools in every neighborhood. Our goal is to provide every child in Denver with rigorous, enriching educational opportunities from preschool through high school graduation.  DPS is comprised of nearly 200 schools including traditional, magnet, charter and alternative pathways schools, with an enrollment of more than 90,000 students.

Under the leadership of Superintendent Susana Cordova and guided by the tenets of The Denver Plan, DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org.

Denver Public Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. It is our intention that all qualified applicants be given equal opportunity and that selection decisions be based on job-related factors.

Comments Off on ASSISTANT PRINCIPAL for ACADEMIC SYSTEMS

ASSISTANT PRINCIPAL for ACADEMIC SYSTEMS

Posted by | February 29, 2020 |

EAST HIGH SCHOOL

Central Regiou

Traditional 215 work days

FTE: 1.0

School Year: 2019-2020

 

Essential Functions and Objectives:


The Assistant Principal supports the Principal with the overall direction and leadership of the school. Leads high-quality, data driven instruction by building the capacity of teachers to lead and perfect their craft. Strategically aligns people, time and money to drive student achievement. Applies teacher and staff performance management systems in a way that ensures a culture of continuous improvement, support, and accountability. Actively advocates for members of the school community and effectively engages family and community.

 

The DPS School Leadership Framework details the expectations required for all of our school leaders. The framework and the behaviors associated with each indicator are available at www.leadindenver.com.

 

– Leads for equity toward college and career readiness

– Leads for culture of empowerment, continuous improvement and celebration

– Leads for high-quality, data driven instruction by building the capacity of teachers to lead and perfect their craft.

– Leads for the academic and social-emotional success of diverse student populations. Diversity includes race, ethnicity, gender, sexual orientation, socioeconomic status, language, mental/physical abilities (students with disabilities, gifted and talented), religion, age, and political beliefs. DPS places particular emphasis on the needs of students of color and students with disabilities in order to close achievement gaps for these groups of students.

– Leads for effective English Language Acquisition programming (ELA Program School Leaders)

– Applies teacher and staff performance management systems in a way that ensures a culture of continuous improvement, support, and accountability.

– Implements strong systems for identifying, recognizing, and distributing talent

– Leads the school’s vision, mission and strategic goals to support college readiness for all students.

– Distributes leadership to inspire change in support of an empowered school culture.

– Strategically aligns people, time and money to drive student achievement.

– Actively advocates for members of the school community and effectively engages family and community. Successful applicants will demonstrate the key leadership traits embedded within our framework:

– Evidence of the DPS Shared Values in interactions in the school, district, and community

– Strategic problem-solving and project management

– Strong communication and interpersonal skills, including the ability to connect and communicate with parents and the community

– Capability to build solid relationships

– Self-reflection and continuous professional growth

– Solid ethical commitment to this work

 

Knowledge, Experience, & Other Qualifications:

 

-Must possess a current Colorado Principal license.

-A minimum of five (5) years of instructional/classroom experience as an educator is required.

-Previous leadership experience preferred.

 

About Denver Public Schools:

 

Denver Public Schools is committed to meeting the educational needs of every student with great schools in every neighborhood. Our goal is to provide every child in Denver with rigorous, enriching educational opportunities from preschool through high school graduation.  DPS is comprised of nearly 200 schools including traditional, magnet, charter and alternative pathways schools, with an enrollment of more than 90,000 students.  

 

Under the leadership of Superintendent Susana Cordova and guided by the tenets of The Denver Plan, DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org.


Denver Public Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. It is our intention that all qualified applicants be given equal opportunity and that selection decisions be based on job-related factors.

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Executive Director

Posted by | February 26, 2020 |

Job Description – Executive Director

 A. Required Qualifications

 i. Leadership or managerial experience

ii. An advanced degree in education and/or business administration.

 B. Desired Qualifications

i. Three years of successful administrative experience.

ii. Five years of successful teaching experience.

iii. Principal’s License

 C. Leadership Duties

 i.  Demonstrates commitment to administering LSE in accordance with its vision and mission statements and communicates the vision and mission to school personnel, students, members, and the community.

ii.  Models LSE’s values for students, members, and the board.

iii.  Is a visible leader maintaining frequent contact with students and school personnel.

iv.  When practical, exercises a participatory management style with school personnel.

v.  Demonstrates effective written and oral communications.

vi.  Fosters a climate of innovation.

vii.  Facilitates activities for students, parents, and school personnel to encourage community and shared purpose.

viii.  Serves as an ex-officio, non-voting member of the board.

 D. Educational Leadership Duties

 i.  Interviews hire, evaluate, and supervises administration, faculty, and staff.

ii.  Oversees the planning and evaluation of programs and priorities.

iii.  Coordinates design of curriculum with faculty.

iv.  Administers all school-based programs.

v.  Assists faculty in evaluating their instructional methods and materials.

vi.  Designs schedules.

vii.  Develops cooperation and teamwork among school personnel.

viii.  Assists school personnel in accommodating individual student needs and abilities.

ix.  Monitors student progress, discipline, health, and safety.

x.  Provides a perspective on educational issues to the board.

xi.  Establishes a plan for improvement of instruction, adherence to school philosophy, and compliance with school policies.

xii.  Assists the board in evaluating the school’s progress towards established priorities and goals.

xii. Participates in professional development seminars and programs as the Board sees a need.

 E. Community Relations Duties:

 i. Develops and promotes a professional relationship with the board, school personnel, members, students, and the community.

ii.  Seeks and considers the opinions of others in a timely fashion.

iii.  Provides information to the community, the media, and other interested parties about LSE, its vision and mission, and its progress towards goals.

iv.  Serves in a liaison capacity with the District on any administrative and/or educational matters.

v.  Assists with the recruiting, scheduling, and training of volunteers within the school.

vi.  Ensures compliance with all applicable federal and state laws and regulations, district regulations and policies, and other requirements of the charter or contracts with the District.

 F. Managerial Duties

 i.  Approves and authorizes:

A. Building usage

B. Budget items

C. Temporary and permanent record storage and maintenance

D. Building maintenance

E. School-based activities and schedules

F. Purchase and utilization of material resources

G. Purchase and utilization of equipment

H. Purchase and utilization of textbooks and supplies

ii.  Actively participates in facility search, development and planning

iii.  Plans and implements the personnel development program.

iv.  Delineates all responsibilities and authority, establishing lines of communication and supervision.

v.  Develops enthusiasm and promotes positive morale among school personnel, students, and members.

vi.  Prepares and recommends to the board a master budget.

vii.  Provides for the generation, maintenance, and distribution of a parent-focused school calendar as well as an internal master calendar.

 In addition to these duties, the Executive Director is responsible for other duties as assigned.

 

 

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Site Director – Denver

Posted by | February 26, 2020 |

Position Overview

Site Directors are inspiring, visionary, and highly relational leaders. Their expertise combines the capacity to engage and connect across a wide range of internal and external stakeholders, with the instincts, authenticity, and gravitas to gain their trust and confidence. As practiced leaders, Site Directors drive results by holding and articulating an organization-wide vision, and tying it in a meaningful way to the aspirations, realities, and desired outcomes of a local site and community. They have a propensity for planning and managing competing priorities, and proven ability to marshal team members and resources and develop productive partnerships. They are equally adept at vision setting, operations, finance, and coaching. Site Directors are conduits to the national organization, carrying knowledge, tools, messages, mandates, and insights across channels, promoting mutual understanding and cohesion. While the Site Director role differs some by site and situation, its inhabitants are universally tenacious, agile, and adaptable, with unshakeable resolve and relentless commitment to strong student outcomes.

Primary Responsibilities Include:

  • Site Vision and Culture: Set a powerful vision for student achievement. Inspire the commitment and collaboration of others towards the shared vision, and ensure the alignment of all decisions with that vision. Build a strong and enduring site culture based on mission, vision, and organizational values. 
  • Staff Management: Recruit, lead, manage, and develop a site team of full-time and part-time employees (paid and volunteer) to ensure the overall success of students. Build a collaborative, cross-functional team of individuals committed to achieving excellence and meeting site and organizational goals. Establish role clarity and shared expectations about distribution of responsibilities, prioritizing based on student, site, and organizational needs.
  • General Site Management: Identify and support site specific needs related to location or site type (start-up, established, transitioning). Develop and execute site-responsive plans that allow site to achieve desired goals and outcomes for students. 
  • Student Recruitment and Enrollment: Build relationships with partner middle schools/high schools to ensure a robust applicant pool representative of College Track’s mission and reflective of organizational goals. Develop strategic plan for recruitment and selection process, and set benchmarks. Lead the application collection, selection, and communication process. Develop a contingency plan to backfill enrollees.
  • Family Engagement: Develop strategy and create the conditions for authentic family engagement by team members. Support team to build deep trust and cultivate productive partnerships with families to maximize student achievement.
  • Individual Student Planning and Monitoring: Work with site staff to assess student data continuously, manage student dismissal and discipline and ensure that at least 90% of students matriculate to a four-year college and 70% graduate from college within six years despite obstacles.
  • School and Community Partnerships: Develop and formalize partnerships with organizations and partner schools on behalf of the site. Manage relationships and collaborate with key stakeholders of partner schools on student recruitment and intervention efforts.  Together with the regional team, steward partnerships with community based organizations, local colleges, corporations, individuals, and districts, that result in additional resources for our students and improvements to our program model. Be abreast and active in emerging trends and practices within the high school, college, and community landscape.
  • Fiscal Management, Fundraising and Development: Develop and manage budget. Work in collaboration with the College Track development team, as the external leader of the site, to execute development activities that support long-term sustainability.
    Organization-wide Leadership: Participate as a member of the Regional Leadership and Strategy Teams, and liaise between site, regional, and national teams to support organizational cohesion.
  •  Organization-wide Leadership: Participate as a member of the Regional Leadership and Strategy Teams, and liaise between site, regional, and national teams to support organizational cohesion.
  • Team Leadership and Management: Manage and coach team on growth & development of key competencies to ensure team and individual success on individual goals & development.

Highest Priority Competencies

  • Vision: Co-creates a clear, inspiring vision. Invests others in it by helping them connect the vision to both daily work and long-term impact in a way that creates momentum and shared commitment to action.
  • Build Teams: Cultivates talent and assembles strong teams. Assigns work in a way that maximizes an individual’s assets and builds their leadership capabilities over time. Provides the right level of team support, tailored to the needs of individual team members.
  • Set Goals, Plan and Achieve Results: Clearly sets high expectations and holds others accountable. Identifies a manageable set of goals and progress indicators; creates monitors, and adjusts plans based on data. Proactively flags and mitigates risk, identifies root causes for challenges, and effectively problem solves. Focuses effort and resources on meeting those goals and takes responsibility for outcomes.
  • Resolve: Focuses on delivering outcomes despite obstacles. Takes setbacks in stride. sees challenges as opportunities to grow. Can galvanize oneself and others towards goals and impact.

Additional Skills, Experience and Characteristics Required

  • Ideally 7-10 years of experience building or managing a complex, youth-serving project, program, or organization leading students to breakthrough results, including 5 years leading teams
  • Track record of creating the conditions for high performance and talent retention by fostering a results-oriented, productive, diverse, equitable and inclusive team and culture of support, mutual-accountability, and impact  
  • Ability to oversee effective delivery of College Track’s core work, partnering with the regional and national teams to achieve goals
  • Success building relationships and communicating in a way that fosters trust, values differences, and furthers College Track’s mission
  • Experience proactively driving healthy change by taking initiative, and applying both an operational and programmatic lens, to improve systems and program delivery
  • High degree of flexibility and adaptability; can work within and drive decisions in the face of ambiguity and an ambitious, fast-moving environment; helps team move towards clarity and solutions
  • Unwavering belief in the potential of students in setting high expectations 
  • Minimum 4-year college degree (Master’s Degree preferred)
  • Connection to the local community in which the site is situated is preferred, but not required
  • Valid driver’s license and clean driving record required and ability to pass College Track’s drivers clearance process

Reporting Relationships

Site Directors report to Regional Executive Directors. The number of direct reports varies by site maturity and location, and generally includes one or more full time staff and a team of part-time paid staff and volunteers. The Denver Site has a combination of 4 full time staff and 5-10 Part Time Staff.

Compensation & Benefits

College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.

To Apply

Please upload a resume and cover letter with your application. We will only contact candidates chosen for further consideration. No phone inquiries please.

 

College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression. 

 

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Office Manager

Posted by | February 20, 2020 |

Status: Full-Time
FLSA Classification: Exempt
Reports To: Head of School
Annual Work Days: TBD

American Indian Academy of Denver (AIAD) is an Indigenized STEAM (science, technology, engineering, arts and math) public school opening at the beginning of the 2020 school year providing rigorous learning opportunities for 6-8th grade students.
We are committed to creating a sustainable environment where students, staff, and parents are safe, feel they belong, and are actively engaged. All variations within the identities of race, sex, gender identity, sexual orientation, ethnicity, religion, language, ability, nationality, tribal affiliation, immigration status, age, and class are honored; each member of the school community is deeply valued and provided with what they need to be healthy physically, socially, emotionally, mentally, and spiritually.
POSITION SUMMARY
The Office Manager will develop, implement and manage the efficient operations of the front office and assist the Head of School. This role will support in ensuring we have an effective and friendly atmosphere for students, parents, staff and visitors. The Office Manager serves as a support to the Head of School and operations with the following: financial record keeping, accounts receivables and payables, human resources, facilities and technology.
The Role and Responsibilities:
• AIAD Mission Ambassador:
o Greet and provide support to all visitors, always ensuring a great first impression for our school;
o Familiarize students and families with the AIAD program both individually and building-wide;
o Create a comfortable office environment where employees’ day-to-day needs are met.
• The Go to Person: Serve as a source of information on administrative, academic and procedural matters to students, prospective students, faculty and staff.
• HR Administrative Support: Ensure and maintain all required HR file management and compliance and supporting HR processes.
• Vendor Management: Partner with and manage internal and external vendors.
• Procurement: Manage and control the inventory of schools’ supplies.
• Accounting/Business Services: Process and support all Accounts Payable and Receivables and all Accounting and Business Office functions.
• Student Enrollment: Assist with student recruitment and admission.
• Data Management and Reporting: Compile and maintain statistical data and information to ensure accurate reporting.
• Communications: Prepare and maintain all correspondence/reports/calendars/meetings

EDUCATION AND EXPERIENCE REQUIREMENTS:
• Bachelor’s degree;
• You have 2-3 years in an office manager role, ideally in a public school or charter school environment or relevant experience or equivalent;
• You have excellent customer service skills;
• You possess good judgement with ability to make timely decisions;
• You have a high-level attention to detail, accuracy;
• You have strong abilities to multitask, organize, and problem solve;
• You have a get-it-done attitude and high level of ownership;
• You want to take on responsibility and solve tough, ambiguous challenges;
• You have processes, templates and strategies for managing and organizing a busy office;
• You love creating order out of chaos and you are self-starter;
• You have experience creating and implementing office policies and being the go-to person for our team;
• You have a desire to join a thriving fast-paced startup environment;
• Must pass background check.

STRONGLY PREFERRED:

• You have a passion for the continual development and establishment of a positive, diverse, and inclusive school culture;
• You have proficiency with Infinite Campus, or other School Information System;
• You have experience working with underserved, underrepresented and diverse populations;
• You are bilingual in Spanish.
COMPENSATION AND BENEFITS
• Salary is based upon education level, experience, and qualifications;
• Comprehensive benefits package included;
• Work in a mission-driven, collaborative, casual learning/work environment with a team that likes to solve problems and loves making a difference in the lives of kids.

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Instructional Coach

Posted by | February 18, 2020 |

Provide instructional support and coaching to Elementary or Middle Academy teachers

  • Conduct announced and unannounced classroom observations, providing written and in-person feedback that drives continuous growth in teacher practice and student achievement
  • Lead bi-weekly coaching cycles to achieve goals aligned with instructional and professionalism rubrics
  • Utilize a toolkit of coaching strategies that includes model lessons, observation and feedback, co-planning and co-teaching, peer observation, and live coaching
  • Supervise and support intellectual and practical preparation through unit and lesson unpacking and lesson plan feedback
  • Lead weekly grade-level academic data meetings to deepen teacher understanding of unit goals and analyze student work

 

Lead the implementation of curriculum, instruction, and assessments for all courses

  • Lead teachers in maintaining the integrity of the curriculum while continuously adapting to meet the needs of students
  • Design and lead content-based professional development that builds teacher knowledge and effective instructional practices
  • Manage a variety of assessment data to track student progress towards literacy standards – interim assessments, MAP, PARCC, STEP, and unit assessments
  • Facilitate data analysis with teams of teachers to identify trends of understanding, identify the root of student misunderstanding, and adapt instruction to support all students in making progress toward grade-level targets

 

Collaborate with members of the Academic Leadership Team to align instruction, culture, and staff leadership across grades and content areas

  • Engage in academic leadership team meetings, classroom learning walks, data analysis and action planning, and annual strategic planning on an as needed basis
  • Inform on all school-level decisions that impact our academic programming
  • Help plan school-wide professional development days and summer institute trainings
  • Participate in in-person interviews and inform hiring decisions within department
  • Build trusting relationships with students, staff, and families

 

Desired Qualifications:

  • Minimum three years of successful teaching experience
  • Minimum one year of educational leadership experience in an urban setting
  • Robust experience working with English Language Learners
  • Holds a bachelor’s degree (required)

Benefits

Vega Collegiate Academy offers a competitive compensation package including health benefits and contribution to PERA.

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Middle Academy Science Teacher

Posted by | February 18, 2020 |

Instruction

  • Lead engaging, data-driven instruction in subject area.
  • Prepare rigorous lessons that meet state standards for subject area.
  • Track and analyze student data to identify student learning needs and set ambitious, attainable goals for student progress.
  • Collaborate with other teachers, school leaders, the English Language Development Director and the Special Education team to ensure that instruction meets the needs of each learner.

Culture

  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning.
  • Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students.
  • Develop the necessary analytical, social-emotional, and academic skills so that students can effectively navigate their social conditions and mainstream culture in order to become agents of social transformation.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress. Develop meaningful relationships with families to ensure that they can be active advocates and supports for their students’ learning.
  • Own the success and achievement of all scholars in the school.

Development

  • Participate in Vega Collegiate Academy’s Summer Institute as well as professional development throughout the school year.
  • Attend and actively engage in weekly data meetings
  • Actively engage in regular instructional coaching meetings and content-based department meetings; self-advocate for specific needs in coaching or development as desired.

Desired Qualifications

  • Bachelor’s Degree (required)
  • Experience in urban education setting

Benefits

Salary based on experience.

Vega Collegiate Academy is a high-performing urban charter school in Aurora, Colorado. We believe that within a structured and joyful school community, and with an absolute focus on academic achievement, we will prepare K to 8 students for success in college and a life of opportunity. In 2018, Vega was #1 for math growth and #4 for reading growth in the state of Colorado. We proudly serve primarily students from low-income backgrounds who represent 13 different home languages.

We offer a generous compensation package that surpasses our local district and equip staff with the tools needed to succeed, including a dedicated workspace, laptop computer, email, high-speed internet access, and necessary classroom supplies.

As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability.

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Middle Academy Math Teacher

Posted by | February 18, 2020 |

Instruction

  • Lead engaging, data-driven instruction in subject area.
  • Prepare rigorous lessons that meet state standards for subject area.
  • Track and analyze student data to identify student learning needs and set ambitious, attainable goals for student progress.
  • Collaborate with other teachers, school leaders, the English Language Development Director and the Special Education team to ensure that instruction meets the needs of each learner.

Culture

  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning.
  • Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students.
  • Develop the necessary analytical, social-emotional, and academic skills so that students can effectively navigate their social conditions and mainstream culture in order to become agents of social transformation.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress. Develop meaningful relationships with families to ensure that they can be active advocates and supports for their students’ learning.
  • Own the success and achievement of all scholars in the school.

Development

  • Participate in Vega Collegiate Academy’s Summer Institute as well as professional development throughout the school year.
  • Attend and actively engage in weekly data meetings
  • Actively engage in regular instructional coaching meetings and content-based department meetings; self-advocate for specific needs in coaching or development as desired.

Desired Qualifications

  • Bachelor’s Degree (required)
  • Experience in urban education setting

Benefits

Salary based on experience.

Vega Collegiate Academy is a high-performing urban charter school in Aurora, Colorado. We believe that within a structured and joyful school community, and with an absolute focus on academic achievement, we will prepare K to 8 students for success in college and a life of opportunity. In 2018, Vega was #1 for math growth and #4 for reading growth in the state of Colorado. We proudly serve primarily students from low-income backgrounds who represent 13 different home languages.

We offer a generous compensation package that surpasses our local district and equip staff with the tools needed to succeed, including a dedicated workspace, laptop computer, email, high-speed internet access, and necessary classroom supplies.

As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability.

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Middle Academy ELA Teacher

Posted by | February 18, 2020 |

Instruction

  • Lead engaging, data-driven instruction in subject area.
  • Prepare rigorous lessons that meet state standards for subject area.
  • Track and analyze student data to identify student learning needs and set ambitious, attainable goals for student progress.
  • Collaborate with other teachers, school leaders, the English Language Development Director and the Special Education team to ensure that instruction meets the needs of each learner.

Culture

  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning.
  • Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students.
  • Develop the necessary analytical, social-emotional, and academic skills so that students can effectively navigate their social conditions and mainstream culture in order to become agents of social transformation.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress. Develop meaningful relationships with families to ensure that they can be active advocates and supports for their students’ learning.
  • Own the success and achievement of all scholars in the school.

Development

  • Participate in Vega Collegiate Academy’s Summer Institute as well as professional development throughout the school year.
  • Attend and actively engage in weekly data meetings
  • Actively engage in regular instructional coaching meetings and content-based department meetings; self-advocate for specific needs in coaching or development as desired.

Desired Qualifications

  • Bachelor’s Degree (required)
  • Experience in urban education setting

Benefits

Salary based on experience.

Vega Collegiate Academy is a high-performing urban charter school in Aurora, Colorado. We believe that within a structured and joyful school community, and with an absolute focus on academic achievement, we will prepare K to 8 students for success in college and a life of opportunity. In 2018, Vega was #1 for math growth and #4 for reading growth in the state of Colorado. We proudly serve primarily students from low-income backgrounds who represent 13 different home languages.

We offer a generous compensation package that surpasses our local district and equip staff with the tools needed to succeed, including a dedicated workspace, laptop computer, email, high-speed internet access, and necessary classroom supplies.

As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability.

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Elementary Academy Lead Teacher

Posted by | February 18, 2020 |

Job Responsibilities

  • Embody Vega Collegiate Academy’s mission, vision, and RISE with PRIDE values.
  • Participate in an annual four-week Summer Institute for staff orientation and training.
  • Develop and implement rigorous, standards-aligned lesson plans.
  • Participate in collaborative curriculum development, grade-level activities, and school-wide functions.
  • Communicate effectively and proactively with students and families on academics and behavior.
  • Analyze student achievement data collaboratively with colleagues and the Executive Director to respond to students’ needs.
  • Work to continuously improve effectiveness in instructional practices.
  • Be accountable for students’ mastery of academic standards.

Job Qualifications

  • Unwaveringly high expectations for all students with the belief that every child should have access to a college education.
  • Bachelor’s degree is required; Master’s degree preferred.
  • Minimum of two years of urban teaching preferred.
  • Colorado State teacher license/certification preferred.
  • Successful manager of an urban classroom who uses structure, incentives, and high expectations to drive student success.
  • Experienced classroom teacher with demonstrated quantifiable and objective student performance gains that surpass state or local averages.
  • Ability to work with a variety of students with different learning abilities, including those with special needs and low skill levels, in a heterogeneously grouped classroom setting.
  • Demonstrated ability to work well in a team, especially with parents and community members.
  • Analytical problem solver.
  • Basic understanding of data analysis.

Benefits

Vega Collegiate Academy, a new K – 8 charter school located in Northwest Aurora, invites energetic educators to apply to the position of Elementary Lead Teacher.

The school is founded on the belief that all students, regardless of their background, can learn and achieve at extraordinary levels when held to the highest expectations. It is our mission to ensure that every student has access to a high quality education that puts them on the path to college graduation and a lifetime of expanded opportunities.

Salary and Benefits

Vega Collegiate Academy offers a competitive salary and comprehensive health benefits package.

Commitment to Diversity

As an equal opportunity employer, Vega Collegiate Academy hires without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other protected category.

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Jeffco Educator Career Fair

Posted by | February 10, 2020 |

Jeffco Public Schools is hosting a career fair. We will be hiring for Licensed Teachers and Special Service Providers.
Meet and Greet will take place from 9:00am – 11:00am.
Interviews will take place from 11:00am – 3:00pm.
No pre-registration needed.
To view available positions, please visit:
jeffcok12jobs.org
Facebook:
@JeffcoPublicSchoolsColorado
@JeffcoK12Jobs
Twitter:
@JeffcoSchoolsCO
@JeffcoSchoolsHR
@JeffcoK12Jobs
Comments Off on Special Education Teacher

Special Education Teacher

Posted by | February 10, 2020 |

Who are we?

The CUBE high school opened in August 2019 serving an intentionally diverse student body.  We will expand one grade per year, to a full 9-12 high school – and are now looking for new teachers to join our team for the 2020-21 school year.   One of the main components of the CUBE is our curriculum model. We teach most of our courses as topic-based, six-week, co-taught, interdisciplinary classes.   Our innovative teaching method prepares learners to achieve at the highest academic levels, while also learning to think deeply, solve challenges, and practice creativity with compassion and empathy. When students graduate from our school, they not only have a solid foundation of knowledge, they also have the hands-on skills and the ability to convey their learning that will allow them to excel in their future.

The success of this model depends on passionate teachers who love working with kids. We aim to teach knowledge and passion, skills and character. And that means that we, as a staff, are knowledgable, passionate, skilled, and character-driven. It means that we love the subject we teach, and it means we love integrating it into the fabric of other content areas as well. It means we look for the biology in pizza-making, the physics in mountain biking, and the literary references in TV shows. Our staff members continually ask themselves the question, “what’s best for kids?”

What are we looking for?

The CUBE is looking for a Special Education teacher to join our team for the 2020-21 school year who shares our belief that learning is a unique experience for every student.  We are looking for someone that knows reading, writing, speaking, math and more are  made more powerful with students are able to make connections to their learning.   We need someone who knows that we can’t make those connections the same way for all learners.   This teacher sees opportunity in the challenges that unique learners face every day, and magnifies those opportunities through support, advocacy, and empathy. The Special Education teacher helps gen ed teachers make modifications to projects, see unique perspectives to curricular approach, and anticipates challenges before they arise.   This person is also gifted with a keen awareness to SPED law, details of IEP/504s, and the MTSS process. 

Desired Mindsets & Habits

    • Driven by a burning desire to see all students succeed
    • Collaborates openly and honestly, embracing a positive mindset
    • Encourages a culture of mutual respect and equitable practice
    • Self-reflective and exemplifies a growth mindset
    • Self-directed agent of his/her own learning
    • Believes in radical collaboration
    • Encourages and embraces productive conflict

The CUBE Teacher: 

    • Communicates effectively with students and families about classroom activities and student progress
    • Demonstrates content knowledge, including the Common Core State Standards
    • Effectively uses special education services as a tool to understand cross disciplinary subject areas
    • Sets high academic achievement expectations that foster exceptional student growth and proficiency
    • Identifies and supports students’ social, emotional, and behavior learning needs.
    • Implements effective modifications to Project-Based Learning techniques and strategies
    • Provides timely feedback and collaborates with faculty to offer specialized support
    • Fosters student growth through semi-annual Student-Led Conferences and Presentations of Learning
    • Scaffolds instructional activities that facilitate engaging and appropriate learning opportunities
    • Differentiates instruction based on feedback, needs, and learning levels
    • Provides opportunities for student engagement through “Voice and Choice”
    • Designs and implements strategies for all students in relation to formal and informal assessments that measure student progress
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Special Education Executive Director

Posted by | February 6, 2020 |

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.

Our mission is to engage and inspire all students to innovate, achieve and succeed in a safe environment by ensuring high-quality instruction in every classroom, every day.

SUMMARY:  Serves as part of the Learning Services team whose primary responsibilities are to: support schools, lead a comprehensive vision for teaching and learning and to model the way regarding best practices within the district. Provide senior level, district-wide leadership, advocacy and education to schools and other departments in regard to evidenced-based best practice and programming for students with special education needs. The scope of responsibility for this position includes leadership, supervision, guidance and support for all school support staff across special education.  Provide leadership for strategic professional development programming, in collaboration with the district professional learning team, for teachers and providers aligned to the District’s strategic plan and district-wide beliefs about adult learning.  Model strong and effective collaboration, interpersonal and problem-solving skills.  Responsible for creating and monitoring budgets and administering functional and compliance areas for special education.

EDUCATION AND RELATED WORK EXPERIENCE:
–  Master’s degree in special education plus additional coursework required for certification or licensure in educational leadership.
–  Minimum of (5) five years of experience in the field of public education, with leadership experience in serving special education programming and students.

LICENSES, REGISTRATIONS or CERTIFICATIONS:
–  Criminal background check required for hire.
–  Colorado administrator license with director of special education endorsement.
–  Endorsement in culturally and linguistically diverse preferred.

BENEFITS OVERVIEW:
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).  For more information, see our Benefits Overview page.

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Story Editor

Posted by | February 6, 2020 |

Chalkbeat the growing nonprofit news organization telling the story of public education across the country, seeks a story editor who will make our stories sing.

Chalkbeat has seven bureaus — Indiana, New York, Chicago, Colorado, Detroit, Newark, and Tennessee — plus a national desk. The story editor will edit two bureaus to be determined. Stories include daily news pieces, step-back analyses, and longer enterprise work. Our story editing process is thorough, collaborative, precise, and fast-paced. Story editors work one-on-one with bureau chiefs and reporters, providing crucial perspective, adding regional or national context, and ensuring that stories read logically, adhere to Chalkbeat style, and are properly sourced. While each piece that comes across the transom is different, all of our stories taken together should add up to a coherent whole, and the story editor is essential to achieving that goal through a mix of line editing, copy editing, and pulled-back critical thinking.

This position will report to the managing editor for style and standards.

Who are you?

You’re a diehard and experienced editor fluent in AP Style who believes that equity in education and incisive education coverage are critical to civic life. Although this position does not manage writers directly, you possess a mentoring spirit that’s able to coax the best story possible from reporters both green and seasoned. You believe it’s better to teach than to tell. You live by your gut instinct for a good story and whack your way through unnecessary words to smooth and tighten. You can write nut grafs in your sleep. You’re used to being busy and you thrive under pressure. You edit quickly and will occasionally work late.

Required background and skills:

  • 5+ years experience in daily journalism
  • Expertise in story shaping, line editing, and copy editing. 
  • Experience working in a CMS.
  • Stellar news judgment.
  • Strong interpersonal skills with a knack for working with opinionated reporters and editors.
  • Passion for education is a must; knowledge of education is a plus, but not required.
  • Journalism experience in New York, Denver, Indianapolis, Detroit, Memphis, Chicago, Newark, and/or the Bay Area is a plus.

Note: We know there are great candidates who may not have all the skills we list, or who have other skills we haven’t thought of. If that sounds like you, please still apply and tell us more about yourself!

The ideal candidate is based in New York or another Chalkbeat bureau, but remote candidates will be considered.

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from Dec. 24-Jan. 1.

About Chalkbeat:

Chalkbeat is the nonprofit news organization committed to covering one of America’s most important stories: the effort to improve schools for all children, especially those who have historically lacked access to a quality education. We are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission, values, and five-year strategic plan.

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ESL & Dual Language Job Fair

Posted by | February 6, 2020 |

Join us and learn about the many career opportunities available in Jeffco’s ESL and Dual Language Education programs:

  • Meet school staff
  • Apply for both ESL & Dual Language positions (ESL teachers, One-Way Dual Language teachers, Two-Way Dual Language teachers, Secondary Spanish Language Arts, Secondary Spanish for Heritage Speakers and Bilingual Special Education teachers)
  • Complete a language proficiency review (Dual only)
  • Interview for open positions

Candidates should bring:

  • Resume
  • Transcripts of ESL and/or bilingual coursework
  • Evidence of language proficiency in English and/or Spanish (for Dual positions)

When:

Saturday, February 22, 2020

9:00 am to 1:00 pm

Where: 

Jeffco Public Schools

1829 Denver West Drive, Building #27

Golden, CO 80401

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Principal

Posted by | February 6, 2020 |

SOAR Principal

2020-2021 School Year

WHO WE ARE

Founded in 2010, SOAR is a Kindergarten through 5th grade public charter school serving 435 students in Denver’s Far Northeast. At SOAR we believe:

  • Students learn best when learning is purposeful, relevant, active, and joyful.
  • Diversity of culture, thought, experience, and perspective is reflected in our work.
  • Community is built through authentic, respectful, collaborative, and meaningful relationships.
  • In cultivating and celebrating creative and critical thinking.
  • In building upon every child’s strengths, talents, and potential.
  • In the integration of academic and social-emotional learning.
  • 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.

This year, SOAR is celebrating its 10th anniversary and we are seeking a visionary leader who can build upon student achievement gains and lead SOAR’s students, staff, and community to the next level of academic, personal, and community excellence.

SOAR’s Principal reports directly to our six person Board of Directors and leads a talented team of over 40 leaders, teachers and support staff.

WHO YOU ARE

  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 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 distributive 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 and through school leadership.
  5. You are a visible, hands-on leader who values and encourages diversity of culture, thought, experience, and perspective and you have a demonstrated ability to build trusting and productive relationships with students, staff, and families.
  6. 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.
  7. You use (and supports others in using) data to help guide decisions about school priorities.
  8. You have the organizational skills and management savvy to turn abstract ideas into concrete plans.
  9. You model SOAR’s habits of respect, compassion, perseverance, responsibility, and integrity, and you have a deep commitment to SOAR’s vision and beliefs.
  10. 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 (professional or provisional) 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.
  • Design and cultivate a distributed leadership structure (coaching, professional learning, teacher leader pathways) that ensures staff have the skills and support 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 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 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 School 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

  • 3+ years of experience teaching in an urban school classroom delivering significant student achievement gains.
  • Bachelor’s Degree and a current, valid State of Colorado Principal License (professional or provisional) in place by the time the position starts.
  • Success in working with a diverse student population and second language learners.
  • Demonstrated experience coaching and developing other adults.

Strongly Preferred

  • 3+ years of experience as a Principal, Assistant Principal (or equivalent) or a similar leadership position at an elementary school serving a diverse student population.
  • Demonstrated experience designing and leading through distributed leadership models.
  • Master’s Degree and bilingual skills in Spanish.

WHAT WE OFFER

SOAR is an equal opportunity employer (EEO) and offers a competitive salary commensurate with qualifications and experience, performance incentives, and comprehensive medical, dental and wellness benefits.

 

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Assistant Superintendent of Secondary Schools

Posted by | February 5, 2020 |

Position Type:
Administration/Professional/Technical Instr./Assistant Superintendent for Secondary Schools

Date Posted: 1/15/2020

Location: District- 6

Closing Date: Until Filled

Assistant Superintendent of Secondary Schools, District

Classification/Salary Schedule: Administrative/ Professional/ Technical

Compensation:
Competitive salary and benefits, $135,000-$175,000, negotiable based on experience

Reports to: Superintendent of District-6

Contract Length/ Days: (2019-2020/ 260)

Date Posted: January 15, 2020

Position Starts:  – July 1, 2020 or sooner if available (negotiable upon offer)

Deadline for application: Until-filled (Applicant screening will begin 2/1/2020. Applications are accepted until the position is filled; however, applicants should submit as soon as possible).

Residency Requirement: A residency requirement in District 6 boundaries may be required for this position

Education/Experience:
Required:

  • Master’s degree in educational leadership
  • Colorado Administrative License and/or Colorado Principal’s License
  • Minimum four years of experience as a successful secondary principal or administrator in public school district office
  • Successful leadership in raising graduation rates and implementing school turnaround work

Preferred:

  • Doctorate, Juris Doctorate or PhD
  • High School Principal experience
  • District level experience, having successfully served on a Superintendent’s Cabinet


JOB DESCRIPTION
Summary/Objective
Leads and/or facilitates a wide range of district efforts for all programs in secondary schools, including: school leadership, staff development, counseling, career pathways, open enrollment/school of choice, district and state standards implementation, curriculum implementation, accountability, alternative schools, ; acts as representative of district in various community groups and forums; serves as a member of the district’s leadership team and Superintendent’s Cabinet.

Essential Functions

  • Design processes for implementing change and improving student achievement so that all students succeed
  • Create direction, leadership and vision for secondary schools through collaboration with sites, ensuring alignment with district vision, mission and goals
  • Work collaboratively with district level colleagues to improve achievement, close achievement gaps, and prepare all students for career and college readiness
  • Lead secondary school reform initiatives and collaborate with other assistant superintendents to create a district-wide reform effort
  • Provide leadership coaching to principals with an emphasis on quality instruction, student engagement and standards implementation
  • Monitor the implementation of school improvement plans
  • Lead graduation initiative implementation
  • Oversee school budget planning and expenditures
  • Work with staffing and attendance team to distribute and monitor staffing plans
  • Supervise creation of school schedules to ensure compliance with state requirements for instructional time
  • Supervise school-based contracts
  • Ensure compliance with Board of Education policies
  • Establish and communicate guidelines and expectations for handbooks, school websites, newsletters, etc. that enhance and improve communication with students and families
  • Oversee implementation of the state and federal career and technical education program guidelines as mandated by CCCS in conjunction with the district leadership team, principals, and teachers to ensure program compliance and optimal funding
  • Support community partnerships
  •  Provide supervision for expansion of internship partnerships and increase student participation in internships
  • Provides information and recommendations to the Superintendent and Board of Education on issues of curriculum, instruction, staff development, technology, accountability, accreditation, and other issues of general district concern
  • Demonstrates positive, collaborative leadership and participates in collegial problem-solving in a variety of situations, departments and schools, emphasizing teamwork and beneficial effects on student learning
  • Serves as a liaison representing the district in various community groups, state-level meetings, and in various settings as assigned by the superintendent
  • Facilitates the development of solutions, both long and short term, to issues and problems as needed within any department or school in the district or with groups or individuals outside the district
  • Follows through on other duties as assigned by the superintendent

Supervisory Responsibilities: Evaluate all secondary principals, Secondary Alternative programs, Director of Career and Technical Education and Counseling Services, Community and Business Partnership Administrator, and other administrators as assigned

Work Environment/ Physical Demands
Ability to sit for long periods of time, numerous distractions, visual, auditory and ambulatory acuity important, occasional lifting of up to 30 pounds

Travel
Required

Additional Qualifications:

  • Willingness and ability to work collaboratively with colleagues on the Superintendent’s Cabinet
  • Ability to communicate effectively with a wide range of staff and the general public, both verbally and in writing
  • Excellent interpersonal skills with the ability to develop and sustain positive, effective work relationships with staff and the general public
  • Flexibility to work effectively both independently and in teams, with a proven ability to work with various stakeholders to reach consensus
  • Knowledge and experience with Advanced Placement, International Baccalaureate
  • Sophisticated organizational skills
  • Proficiency with various forms of technology and various software platforms and Internet database


EEO/AAP Statement
Greeley-Evans School District 6 shall not discriminate in its employment or hiring practices on the basis of race, color, creed, sex, sexual orientation, religion, national origin, ancestry, age, genetic information, gender identity, marital status or disability. The district shall identify, solicit, and consider applicants for employment from a broad spectrum of qualified individuals who will contribute to that effort. The Superintendent is committed to cultural diversity among district personnel as a means of enriching educational experience. The district shall identify, solicit, and consider applicants for employment from a broad spectrum of qualified individuals who will contribute to that effort.
Apply online www.greeleyschools.org

Other Duties
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job.  Duties, responsibilities, and activities may change at any time with or without notice. Regular attendance is required for this position.

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Head of School, GALS Middle School

Posted by | February 3, 2020 |

Head of School – Girls Athletic Leadership School of Denver, Middle School (GALS)

GALS is a unique model of movement-based learning and positive gender focus combined with a powerful academic experience.  As the first and only single gender public middle school in Colorado, GALS Middle School shares a campus with GALS High School, and is part of the Denver network which includes The Boys School of Denver (also grades 6-8).  In the heart of Denver, GALS Middle School is in its tenth year and holds the strong value of our students being well known and well cared for.  Our inputs include a morning movement module in which all students and faculty participate, a team of therapeutic counselors to support all students and families navigate barriers to success, and a core-course focused on social emotional development called GALS Series/BOYS Series. We have an extremely diverse student body, not only in race, ethnicity and socio-economic status, but also in life experience and learning levels, and we draw from every corner of the city.  Our curriculum incorporates the seamless integration of academics, social, emotional and relational programming, and physical mastery in a healthy, competitive environment through lessons of Power, Flexibility, Focus, and Balance. We are seeking a Head of School who is a strong and compassionate leader with a student centered focus whose collaborative skills can maintain and grow our special culture to meet our mission of empowering all students to succeed academically, live boldly, lead confidently, and thrive physically.

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Coordinator of (Learner Centered) Instruction and Curriculum

Posted by | January 31, 2020 |

Coordinator of (Learner Centered) Instruction and Curriculum 

General Position and Organization Description:

This is not an ordinary educator  role, and this is not an ordinary school. Embark Education is a micro-school embedded in two small businesses in North Denver that support students to courageously inquire, engage, and discover a sense of self.  Our vision is for all members of our community to learn courageously. Embark is built upon three design pillars- Embedded, Integrated and Learner Centered.  

At Embark, we think of Pinwheel Coffee, Framework Cycles, our “Learning Hubs” and the greater Denver area as our classroom; curriculum and learning are, and will be, integrated regularly into the shop operations.  Learning is rigorous, but relevant to the work in the shops and students should never be left asking “why am I learning this?”. Researching world history, geography and climate will be a part of ordering and understanding where the beans for the coffee shop are sourced. Physics experiments will be interlaced with repairing bike gears, etc. This is not a role of a traditional educator and even the use of the title “Educator” is only relevant if you go to the Latin root “Educo,” meaning to draw out from what is already inside. The micro-school is learner centered and often self-directed learning environment and the role of the adults is to cultivate an environment where deep learning and exploration can occur.

The Coordinator of Instruction and Curriculum will be new to the Embark team but will be critical as we strengthen the learning opportunities for our students, codify our work (and learning) and continue our journey to be leaders in learner centered education.  The coordinator will work alongside our strong team of educators and and enterprise team as a strategic thought partner and capacity builder. They will also be charged with leading professional learning both internally and for educators seeking to grow in their learner centered practice, this may look like presenting at conferences, leading workshops, writing professional articles, etc.

Embark Education is a project of Great Work, Inc. a non-profit with a non-traditional work environment. As an organization, we are passionate about education, innovation and are dedicated to pioneering, enhancing and supporting education environments worldwide through professional development, piloting programs and projects, community outreach and engagement. As a culture, we are fluid and responsive to the changing landscape of those we serve. As team members, our roles have a focus area, but we also fill in where needed in support of the initiatives, projects and overall goals of the organization. While this job description is the backbone of this role’s work within the organization, all GWI staff regularly have responsibilities and tasks within other projects as skillsets and expertise are needed.

The education team is made up of dynamic individuals, steeped in understanding youth development, passionate about respecting and working with and alongside adolescents, and able to give students real leadership while still being accountable for measurable academics.

We know it’s a big ask and a non-traditional environment, but for the right candidate it will be the most fulfilling, inspiring and impactful educator role.  Simply put, we are looking for a change agent that has a deep passion and understanding of adolescents

His/Her primary responsibilities will be:

 

  • Learner Centered Instruction and Curriculum

 

      • Support and partner with students, educators and enterprise team 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
      • Manage student work within the embedded curriculum (interfacing between students and non-Embark staff, building systems to support adults and students- such as our burgeoning badging program)
      • Collect bodies of annotated student work to use as a mirror and catalyst for improved practice internally and distill to be shared externally
      • Analyze student achievement and oversee internal and external assessments(student work samples, interim assessments and performance-based assessments) to determine how to better develop materials and provide targeted, high quality teacher supports.
      • Build community partnerships to support across all content areas
      • Uncover, highlight, and develop the connections between all parts of the Embark student experience and the academic objectives and learner profile competencies
      • Identify current Embark practices for transferable learner centered content and, where necessary, composing the tools to capture those practices

 

  • 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
    • Have a command of the entirety of the Embark curriculum and 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
  • Embark Culture
    • Be an active member in the Embark community on a daily basis
    • Leadership role in cultivating community partnerships, connecting students with outside experts, coordinating field trips, etc.
    • Step in as primary point of student learning for educators as needed
    • Actively be a partner participant in developing culture (run Morning Meeting, restorative circles, be an Advisor)
    • Assist in student 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

The ideal candidate will have/be…

  • entrepreneurial acumen 
  • curriculum development experience
  • an understanding of competency based feedback and evaluation
  • experience in non-traditional education environments
  • attention to detail
  • Bilingual (preferred but not required)
  • able to seamlessly incorporate the words “aardvark” and “cornucopia” into a well-crafted cover letter (yes, we’re serious)
  • computer competence with: Word, Excel, Outlook, Power Point Google Docs, and basic office software.
  • a willingness to question convention, to experiment and to take risks, balanced with an organized approach to managing details. 
  • a sense of humor
  • the ability to thrive in a self-motivated, challenging and demanding role that will have varied and sometimes extended hours. 
  • a BA or equivalent combination of a degree and relevant experience.

Our expectations are high, our strategic plan is ambitious and our staff must be up for a challenge, but if you’re still reading and interested, you might be a good fit.

Please email an interesting (meaning, not, stock, boring or typical) cover letter and your resume to admin@embarkeducation.org. In order to ensure we are able to review your submission, please include your name and the position title in the subject line. 

 

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.

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Operations Manager

Posted by | January 29, 2020 |

About College Track


College Track is a national college completion program that empowers students from underserved communities to graduate from college. From the summer before 9th grade through college graduation, our 10-year program removes the barriers that prevent students from earning their college degree by providing them with comprehensive academic support, leadership training, financial and college advising, and scholarships. We teach them the skills necessary to succeed in college and beyond. In four years, a College Track student receives support equivalent to one extra year of high school.

College Track started in 1997 with a cohort of 25 students in East Palo Alto. Today, we serve over 2,400 high school and college students in East Palo Alto, Oakland, San Francisco, New Orleans, Colorado, Los Angeles and Sacramento. By 2020, we will double the number of students we serve and produce nearly 1,000 college graduates. Last year, 96% of our high school seniors were accepted to four-year colleges and our college graduation rate is 2.5 times the national average for low-income students.

Our Impact

College Track students graduate from college at a rate that is more than double the national average for low-income and first-generation students. Five years out of college, our graduates are employed full-time, and over 85% report earnings greater than their parents. By helping our students maximize the value of their four-year college degree, which includes minimizing student loan debt, securing internships, and limiting the need to work while in college–we prepare them to succeed in the 21st century economy. 

Our Values

At College Track, our values drive the way we do our work, and we look for individuals who share our passion. We blend an entrepreneurial spirit with our nonprofit roots, cultivating a dynamic culture where everyone’s contributions are valued and encouraged.

·       COMMITMENT: We have an unwavering belief in our students.

·       PASSION: We are dedicated to changing our nation’s college completion story.

·       JOY: We create environments rich with smiles and laughter.

·       AUTHENTICITY: We believe relationships matter.

·       EXCELLENCE: Our students deserve nothing but the best.

Position Overview

Operations Managers are highly disciplined, efficient and organized. They develop and implement systems, structures and plans for site operations in a way that brings order and a sense of stability to the team and program participants. The Operations Manager role is to be nimble, able to remain focused and composed in the face of shifting and competing demands and ambiguity, while balancing student/family support and monitoring, with traditional administrative, operations and facilities management. Working in concert with the Site Director, Operations Managers exercise judgement and confidence to identify and elevate potential barriers to site success, while leveraging influence and organizing capacity in order to mobilize collaborative action, achieve goals, foster cooperation and promote compliance.

Primary Responsibilities Include:

  • Lead and Manage Site Operations: Successfully manage the day-to-day site operations, including office management, technology, facilities, event coordination, site safety, and vehicles. Direct and manage part-time and volunteer operations staff. Coordinate with full-time staff, part-time staff and volunteers across program departments. Manage front desk administration and facility projects including oversee the inventory of supplies. Serve as the central point of contact for technology inventory and work with the IT consultant to address technology needs. Also manage the use of College Track vehicles for transporting students home and to field trip destinations.
  • Manage the Administration of Finance, Human Resources and Payroll: Support the Site Director with finance and accounting by gathering, analyzing, and reporting necessary data. This includes tracking and processing invoices and reimbursements for staff and vendors. Support site supervisors with employee onboarding, orienting them to sitewide policies and act as an HR and payroll liaison for all employees and volunteer staff.
  • Oversee Data Monitoring and Reporting: Manage the tracking and reporting of student recruitment and enrollment. Update student contact and attendance records on an ongoing basis using student databases. Synthesize data to elevate insights and trends.
  • Manage Student Scheduling and Attendance: Coordinate across departments to conduct planning meetings and complete workshop and enrollment templates. Implement and maintain schedules within Salesforce by partnering with site leadership and students. Train staff and students on attendance policy and procedures, holding them accountable to org-wide expectations and providing individualized/site-wide interventions, when necessary.
  • Support Student Recruitment: Partner with Site Director in the annual student recruitment process through delivering presentations aimed at identifying and recruiting prospective students and overseeing the record keeping process.
  • Student and Family Engagement: Foster productive relationships with students and families. Support enrollment and student success by ensuring that attendance policy is enacted sitewide, executing intervention and incentive processes, and analyzing sitewide attendance trends to identify potential need for program change.
  • New/Special Projects: Additional projects, including event planning logistics, as assigned by the Site Director. 

Highest Priority Competencies

  • Resolve: Focuses on delivering outcomes despite obstacles, takes setbacks in stride, and sees challenges as opportunities to grow.  Can galvanize oneself and others towards goals and impact. 
  • Manage Self: Reliably prioritizes the highest impact work amongst competing demands, delegates effectively, holds self accountable for their team’s outcomes and produces quality work consistently.    
  • Set Goals, Plan and Achieve Results: Clearly sets high expectations, motivates others to action and holds others accountable across varying levels of positional authority. Identifies a manageable set of goals and progress indicators. Creates, monitors, and adjusts plans based on data. Proactively flags and mitigates risk, identifies root causes for challenges and effectively problem solves. Focuses effort and resources on meeting those goals.
  • Emotional Intelligence: Demonstrates self-awareness, understands the perspectives of others and approaches interpersonal relationships with empathy. 
  • Collaboration: Builds and maintains positive working relationships with others, fosters cooperation and teamwork across their sphere of to expand organizational impact. 

Skills & Experience Required

  • Ideally 5 years of experience managing the operations of an organization, program (ideally youth serving) or school;
  • Demonstrated ability to create,  implement and evaluate systems that support efficient operations and program delivery
  • Demonstrable success using influence, vertically and across an organization, to manage to outcomes
  • Interpersonal and communication skills that engender trust and facilitate relationship building with students, families and other community stakeholders, and the desire to connect and engage
  • Basic aptitude and strong appetite to learn data and technology systems. Experience with Microsoft Office Suite, and Excel in particular, required. Experience with Salesforce or other databases, Google Suite, and budget software such as Adaptive preferred
  • Four-year college degree (preferred); high school diploma or equivalent required
  • Spanish language fluency (preferred)
  • Valid driver’s license and clean driving record required and ability to pass College Track’s drivers clearance process

Reporting Relationships

Operations managers report to Site Directors. The number of direct reports varies by site type and location.

Compensation & Benefits

College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.

We will only contact candidates chosen for further consideration. No phone inquiries please.


College Track works to remove barriers for first generation college students on their journey to college completion. Our commitment to removing barriers for first generation college students doesn’t stop when college ends. While we hire great people from a wide variety of backgrounds, we especially encourage applicants who identify as first-generation college graduates to apply for open opportunities on staff.

College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression.

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Principal – Basalt Elementary School

Posted by | January 28, 2020 |

Principal – Basalt Elementary School

 

Basalt, Colorado

 

The Roaring Fork School District is seeking applications for an experienced, self-directed, innovative leader to to serve as the Principal for Basalt Elementary School (BES).  BES is a dual language school, located in Basalt Colorado, serves a diverse student population of ~600 students.  The Principal will lead and support a dynamic team to improve academic achievement, growth and character education.

 

Ideal candidates will demonstrate significant skill and experience in:

 

  • Implementing the vision, mission, values, expectations and goals of BES
  • Creating trust and working collaboratively in a complex, multi-stakeholder environment
  • Developing and applying strategic plans, and employing data-driven analyses and decision-making
  • Identifying and promoting effective instructional practices
  • Applying top-notch interpersonal skills, including public speaking, Spanish bilingual preferred
  • Recruiting, hiring, coaching, and evaluating a wide range of personnel

 

  • Leading a diverse school in the successful attainment of ambitious student achievement goals
  • Understanding and successfully closing student achievement gaps
  • Creating an atmosphere that reflects student ownership of academic and character development
  • Participating as a team member while also leading
  • Understanding and leading the student success process (RtI, MTSS)

 

Candidates should have experience as an educator in a elementary setting as well as leadership experience.   Requires the ability to obtain and maintain an appropriate license through CDE for the position of Elementary School Principal.

 

Start Date:  July 1, 2020

 

Salary:  Commensurate with experience and education

Applications will be accepted through February 22, 2020 for consideration. 

 

RFSD is located in the Roaring Fork Valley on the western slope of Colorado amidst the majestic Elk Mountain Range, the waters of the Roaring Fork, Crystal and Colorado rivers, and the commanding presence of Mount Sopris. We are 13 schools with over 5,500 students in the communities of Glenwood Springs, Basalt and Carbondale.

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Operations Manager

Posted by | January 27, 2020 |

About College Track


College Track is a national college completion program that empowers students from underserved communities to graduate from college. From the summer before 9th grade through college graduation, our 10-year program removes the barriers that prevent students from earning their college degree by providing them with comprehensive academic support, leadership training, financial and college advising, and scholarships. We teach them the skills necessary to succeed in college and beyond. In four years, a College Track student receives support equivalent to one extra year of high school.

College Track started in 1997 with a cohort of 25 students in East Palo Alto. Today, we serve over 2,400 high school and college students in East Palo Alto, Oakland, San Francisco, New Orleans, Colorado, Los Angeles and Sacramento. By 2020, we will double the number of students we serve and produce nearly 1,000 college graduates. Last year, 96% of our high school seniors were accepted to four-year colleges and our college graduation rate is 2.5 times the national average for low-income students.

Our Impact

College Track students graduate from college at a rate that is more than double the national average for low-income and first-generation students. Five years out of college, our graduates are employed full-time, and over 85% report earnings greater than their parents. By helping our students maximize the value of their four-year college degree, which includes minimizing student loan debt, securing internships, and limiting the need to work while in college–we prepare them to succeed in the 21st century economy. 

Our Values

At College Track, our values drive the way we do our work, and we look for individuals who share our passion. We blend an entrepreneurial spirit with our nonprofit roots, cultivating a dynamic culture where everyone’s contributions are valued and encouraged.

·       COMMITMENT: We have an unwavering belief in our students.

·       PASSION: We are dedicated to changing our nation’s college completion story.

·       JOY: We create environments rich with smiles and laughter.

·       AUTHENTICITY: We believe relationships matter.

·       EXCELLENCE: Our students deserve nothing but the best.

Position Overview

Operations Managers are highly disciplined, efficient and organized. They develop and implement systems, structures and plans for site operations in a way that brings order and a sense of stability to the team and program participants. The Operations Manager role is to be nimble, able to remain focused and composed in the face of shifting and competing demands and ambiguity, while balancing student/family support and monitoring, with traditional administrative, operations and facilities management. Working in concert with the Site Director, Operations Managers exercise judgement and confidence to identify and elevate potential barriers to site success, while leveraging influence and organizing capacity in order to mobilize collaborative action, achieve goals, foster cooperation and promote compliance.

Primary Responsibilities Include:

  • Lead and Manage Site Operations: Successfully manage the day-to-day site operations, including office management, technology, facilities, event coordination, site safety, and vehicles. Direct and manage part-time and volunteer operations staff. Coordinate with full-time staff, part-time staff and volunteers across program departments. Manage front desk administration and facility projects including oversee the inventory of supplies. Serve as the central point of contact for technology inventory and work with the IT consultant to address technology needs. Also manage the use of College Track vehicles for transporting students home and to field trip destinations.
  • Manage the Administration of Finance, Human Resources and Payroll: Support the Site Director with finance and accounting by gathering, analyzing, and reporting necessary data. This includes tracking and processing invoices and reimbursements for staff and vendors. Support site supervisors with employee onboarding, orienting them to sitewide policies and act as an HR and payroll liaison for all employees and volunteer staff.
  • Oversee Data Monitoring and Reporting: Manage the tracking and reporting of student recruitment and enrollment. Update student contact and attendance records on an ongoing basis using student databases. Synthesize data to elevate insights and trends.
  • Manage Student Scheduling and Attendance: Coordinate across departments to conduct planning meetings and complete workshop and enrollment templates. Implement and maintain schedules within Salesforce by partnering with site leadership and students. Train staff and students on attendance policy and procedures, holding them accountable to org-wide expectations and providing individualized/site-wide interventions, when necessary.
  • Support Student Recruitment: Partner with Site Director in the annual student recruitment process through delivering presentations aimed at identifying and recruiting prospective students and overseeing the record keeping process.
  • Student and Family Engagement: Foster productive relationships with students and families. Support enrollment and student success by ensuring that attendance policy is enacted sitewide, executing intervention and incentive processes, and analyzing sitewide attendance trends to identify potential need for program change.
  • New/Special Projects: Additional projects, including event planning logistics, as assigned by the Site Director. 

Highest Priority Competencies

  • Resolve: Focuses on delivering outcomes despite obstacles, takes setbacks in stride, and sees challenges as opportunities to grow.  Can galvanize oneself and others towards goals and impact. 
  • Manage Self: Reliably prioritizes the highest impact work amongst competing demands, delegates effectively, holds self accountable for their team’s outcomes and produces quality work consistently.    
  • Set Goals, Plan and Achieve Results: Clearly sets high expectations, motivates others to action and holds others accountable across varying levels of positional authority. Identifies a manageable set of goals and progress indicators. Creates, monitors, and adjusts plans based on data. Proactively flags and mitigates risk, identifies root causes for challenges and effectively problem solves. Focuses effort and resources on meeting those goals.
  • Emotional Intelligence: Demonstrates self-awareness, understands the perspectives of others and approaches interpersonal relationships with empathy. 
  • Collaboration: Builds and maintains positive working relationships with others, fosters cooperation and teamwork across their sphere of to expand organizational impact. 

Skills & Experience Required

  • Ideally 5 years of experience managing the operations of an organization, program (ideally youth serving) or school;
  • Demonstrated ability to create,  implement and evaluate systems that support efficient operations and program delivery
  • Demonstrable success using influence, vertically and across an organization, to manage to outcomes
  • Interpersonal and communication skills that engender trust and facilitate relationship building with students, families and other community stakeholders, and the desire to connect and engage
  • Basic aptitude and strong appetite to learn data and technology systems. Experience with Microsoft Office Suite, and Excel in particular, required. Experience with Salesforce or other databases, Google Suite, and budget software such as Adaptive preferred
  • Four-year college degree (preferred); high school diploma or equivalent required
  • Spanish language fluency (preferred)
  • Valid driver’s license and clean driving record required and ability to pass College Track’s drivers clearance process

Reporting Relationships

Operations managers report to Site Directors. The number of direct reports varies by site type and location.

Compensation & Benefits

College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.

We will only contact candidates chosen for further consideration. No phone inquiries please.


College Track works to remove barriers for first generation college students on their journey to college completion. Our commitment to removing barriers for first generation college students doesn’t stop when college ends. While we hire great people from a wide variety of backgrounds, we especially encourage applicants who identify as first-generation college graduates to apply for open opportunities on staff.

College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression.

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Early Childhood Instructor

Posted by | January 24, 2020 |

Jeffco Public Schools, Colorado’s largest K-12 school district, with 85,000 students and approximately 14,000 employees, has provided educational excellence for more than 60 years. Nearly 10 percent of all Colorado K-12 students attend a Jeffco school and our employees benefit from partnerships with experienced, dynamic school leaders throughout our district. Our Jeffco Generations vision document and strategic plan map out with focus and clarity what we expect our schools to accomplish with our graduates. Come join us!

Based on our belief that all students can achieve limitless outcomes, we provide a foundation where learners are empowered to:

  • Learn at their own pace and to their full potential;
  • Advocate for themselves and others;
  • Develop as collaborators, risk takers, and problem solvers;
  • Foster joy and empathy; and
  • Engage in intellectual challenge and imaginative thinking.

Quality early childhood education is much more than just childcare. It is an academically and developmentally focused experience that provides students with early literacy and numeracy skills, as well as other academic experiences, so they come to school ready to learn. Expanding Early Childhood Education is a focus of the Jeffco Public Schools vision and aligned strategic plan. It is important to increase the quality and quantity of academically and developmentally focused opportunities for Pre-K students so that those students will enter kindergarten ready and will sustain academic proficiency.

Jeffco Public Schools is hiring Early Childhood Instructors at Litz Preschool! We are looking for friendly, motivated and dedicated individuals to support the learning and development of our Preschool students. If this sounds like you-please apply to our Early Childhood Instructor position at www.jeffcok12jobs.org job #5438.

Positions start at $14.91/hour, higher wages with previous experience and/or education
Previous experience working with children preferred
High School Diploma/GED and Early Childhood Teacher Qualifications required
Paid training provided
Flexible days and hours
Full-time positions available
PERA Retirement
Opportunities for career advancement
Benefits and time off available after 30 days

Comments Off on 38736 DIRECTOR, SUSTAINABILITY

38736 DIRECTOR, SUSTAINABILITY

Posted by | January 23, 2020 |

Apply Here:

https://ltmwebprod01.dpsk12.org/ltmprod/xmlhttp/shorturl.do?key=1LT

FACILITIES

235 work days

FTE: 1.0

Salary Range: $82,605K – $103,257K

  

Essential Functions and Objectives:

 

Director of Sustainability will develop, maintain and lead the district’s Sustainability program.  Manage and coordinate all budgetary and operational aspects of the District’s Sustainability department, including execution of the DPS Sustainability Management Plan, oversight of all utilities including budget development, energy education and procurement, conservation and building optimization programs.  The Director will also seek creative approaches for partnering with outside third parties to implement economically justified sustainability projects with particular emphasis on energy and water efficiencies in all district properties.  Coordinates, develops and assists in management of energy efficiency projects with Facility Management, Planning and Construction Services departments.  Coordinates and assists with commissioning and retro-commissioning of mechanical and electrical systems for existing buildings.  Manages and acts as District liaison and spokesperson for partnerships with utility suppliers and other local, state and federal agencies.  Manages and negotiates all rate and billing items with utility and wholesale (transport) natural gas suppliers.  Manages and coordinates HVAC scheduling and optimization program of all District sites in support of HVAC department.

 

– Manages and directs sustainability department staff, including Integrated Building Automation Systems (IBAS) controls and optimization initiatives.  Responsible for setting and leading performance expectations, support meaningful feedback, inform professional growth planning, and guide professional learning.

– Draw upon the enthusiasm and expertise residing in the broad and diverse DPS community (Board of Education, District Leadership, students, teachers, staffs and community) to lead and adopt innovations and ideas that reflect best practices locally, nationally and globally and to build support and understanding of sustainability projects and issues.

– Inspects and assesses facilities for operational efficiency, comfort levels, utilization and compliance with the District’s and national energy policies and procedures.  Manages HVAC scheduling for all sites and is responsible for overseeing building HVAC schedules through the District’s automated HVAC controls systems.  Works with grant coordinators to develop grants for garden and farm programs, existing and new buildings, remodels and energy efficiency projects.  Researches, tracks and supports initiatives based on national, state and local trends and statistics related to energy and water efficiency savings potential.  Analyze data and trends to develop and prepare annual utility budget recommendations.  Prepare supplemental budgetary and financial reports as needed.  Recommend and assist in efforts to increase use of renewable energy, energy conservation measures and energy acquisition strategies including managing the District’s purchase of fuel on the open market.

– Supports student and staff involvement in all utility efficiency and reduction initiatives.  Provides meaningful utility and educational data in support of student achievement in all schools.  With the implementation of The Denver Plan, DPS established a strong commitment to finding, growing and keeping great leaders across the organization and in each role that are committed to helping us achieve our vision, Every Child Succeeds. The Leadership Investment Framework for Talent (LIFT) is a tool that will support employees in their own development as a leader while narrowing the scope of leadership to what is meaningful and achievable for DPS today. The program clarifies expectations and helps achieve goals through accountability by fostering ongoing performance discussions to highlight employee successes and define growth opportunities.  This Director position will actively lead our sustainability group within this LIFT framework.

– At DPS, we share a common vision that Every Child Succeeds.  In order for us to achieve this vision, each child must have the same opportunities to learn and grow, to know they are valued and to believe they can succeed.  The Director of Sustainability is part of the greater DPS team who support our vision as well as providing every opportunity to support learning in a productive, creative and efficient environment.

– Other Duties as assigned.

 

 

Knowledge, Experience & Other Qualifications:

 

– 10+ years of related experience.

– Demonstrated proficiency with Microsoft Office products including Word, Excel and Outlook.

– Demonstrated experience managing and completing multiple projects (full life-cycle project planning and implementation.

– Demonstrated experience performing as an effective leader and team player, and recognizing and resolving conflicts or potentially controversial situations through diplomacy.

– Outstanding facilitation and communication skills, including ability to inspire others.

– Ability to communicate diplomatically, persuasively, effective oral, written and presentation skills.

– Strong interpersonal and leadership skills, including the ability to lead a high-performing team.

– Strong organizational and analytic skills and strong attention to detail.

– Superior leadership, coaching and mentoring skills.

– Ability to develop, plan, and implement short- and long-range goals, establish priorities, and organize resources.

– Strategic planning and organizational development knowledge and skills.

– Ability to work in a multi-ethnic and multi-cultural environment with district and school leaders, faculty, staff and students.

– CEM required.

– Additional AEE Certifications such as CEP and CLEP desirable.

– LEED Green Associate and/or LEED AP desirable.

Education Requirements: 

– Bachelor’s degree required.

– Master’s degree preferred.

Other information:

The COO Office has a dynamic team of highly experienced people working to maintain the integrity of Denver Public Schools and the accountability of what we do as a team.  We strive to meet all of the needs of our schools, Administrative buildings and constituents. The operations team encompasses Facilities, Enterprise Management, Transportation, Technology, School of Choice, Planning and Assessment, Safety and Security, Program Management, Operations Outreach and Engagement, Finance and Operations Support Services. We are the building blocks of the operations side of Denver Public Schools. We stand on our core values Integrity, Accountability, Equity, Collaboration, Fun and of course Students First. There are a lot of opportunities for anyone looking to work in an innovative, caring, and fast paced, growing entity. Come and check out Team DPS.

About Denver Public Schools:

Denver Public Schools is committed to meeting the educational needs of every student with great schools in every neighborhood. Our goal is to provide every child in Denver with rigorous, enriching educational opportunities from preschool through high school graduation.  DPS is comprised of nearly 200 schools including traditional, magnet, charter and alternative pathways schools, with an enrollment of more than 90,000 students.

Under the leadership of Superintendent Susana Cordova and guided by the tenets of The Denver Plan, DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org 

Denver Public Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. It is our intention that all qualified applicants be given equal opportunity and that selection decisions be based on job-related factors.

Comments Off on 38469 SENIOR PROGRAM INITIATIVES MANAGER, AR&D

38469 SENIOR PROGRAM INITIATIVES MANAGER, AR&D

Posted by | January 23, 2020 |

Apply Here: 

https://ltmwebprod01.dpsk12.org/ltmprod/xmlhttp/shorturl.do?key=1EE

 

ASSESSMENT, REPORTING & DATA SUPPORT (AR&D)

Traditional 235 work days

FTE: 1.0

Salary Range: Commensurate with experience

  

Essential Functions and Objectives:

 

Influences district decision-making for department priorities, support structures and resource allocation. Leads the execution, maintenance, projects’ implementation, change management, and cross-functional alignment of workstreams; ensures department and district compliance with relevant industry, state and federal regulations.

Increase impact by driving large-scale, strategic projects on behalf of AR&D in collaboration with multiple divisions, adding structure and processes that ensure key activities are running smoothly and serving and creating cohesion among teams and departments across the district.  This position will own specific projects that are cross-departmental and time sensitive. The Senior Program Initiatives Manager will also support the AR&D Executive Director in managing the department budget.

 

– Formulates and aligns department goals and objectives to achieve successful outcomes, as defined by the district; ensures governance and long-range strategic direction of the department with a broad understanding of the context, decision making rationale and district implications. Establishes systems, structures, tools, policies and procedures to enhance the efficacy of the department, including those related to communications and training.

 Directs, administers, and evaluates department operations, policies and procedures relevant to the lifecycle of the department; ensures effectiveness and demonstrates outcomes beyond department establishment. Coordinates and tracks department expenditures and adjusts project activities, specifications, proposals, contracts and schedules to meet overall department objectives within budget.

– Sets and monitors new department priorities, including: objectives, benefits, key deliverables and resources. Manages long and short term work plans and schedules to track progress; ensures milestone are attained; identifies, analyzes and mitigates project risks, solving for project ‘road blocks’; assesses outcomes and lessons learned; provides timely and accurate project deliverables.

 Conducts district-wide outreach to strengthen the department through relationships; engages community leaders, practitioners, partners and district stakeholder to encourage meaningful engagement at all levels of department operations and proactively enhances department value across the district. Identifies stakeholder needs, leverages assets and is a catalyst for strengthening the department within the community.

– Lead large scale strategic projects that extend across multiple divisions in support of division strategic initiatives priorities.  Work includes: translating vision into action, engaging with key stakeholders and developing project plans.

 Serve as a strategic thought partner, sounding board and confidante to the Executive Director in order to help inform organizational strategy and decision making.

– Support the Executive Director in establishing and monitoring progress on goals for the division, in alignment with the district goals and priorities, and corresponding mechanisms to support on-going progress monitoring and continuous improvement efforts.

 Manage and triage needs of departments that impact workflow. Prioritize, delegate and complete work on behalf of the Executive Director in order to increase visibility and accessibility.

– Lead and support meetings both within AR&D and in partnership with other departments by preparing content and facilitation protocols.

 Assist with staffing decisions, hiring, and onboarding in alignment with department priorities.  Update department onboarding materials as needed and develop customized onboarding plan and materials for newly hired department leaders.

 Develop and execute communication strategies to ensure effective communication from the division. Strategically manage division public record requests.

 

Knowledge, Experience & Other Qualifications:

 

– 5+ years of experience leading large scale change initiatives in K-12 education and/or large complex organizations.

 PMP preferred.

– Knowledge of program management best practices.

 Work style that yields high results when working independently or as part of a team.

– Ability to work in a multi-ethnic and multi-cultural environment with district and school leaders, faculty, staff and students..

 Ability to prioritize multiple projects.

– Ability to develop, plan, and implement short- and long-range goals, establish priorities, and organize resources.

 Ability to multi-task without compromising integrity or fidelity.

– Experience and proficiency with Microsoft Office products and/or Project Management Software (e.g. Excel, Word, Outlook and PowerPoint).

 High degree of integrity in handling confidential information.

– Inspired, visionary who can foster/generate excitement, buy-in and understanding with colleagues and employees outside of the team.

 High degree of integrity in handling confidential information.

– Ability to influence large, cross-functional teams without direct reporting responsibility is preferred.

 Successfully managing several large-scale, complex, and transformative projects from conception through implementation is preferred.

 Ability to effectively collaborate with staff at all levels of an organization – from cabinet level staff to individual contributors is preferred.

  

Education Requirements:

 

– Bachelor’s Degree in Business Administration, Information Management, Organizational Effectiveness, Education or a related field is required.

 Master’s Degree is preferred.

 

About Denver Public Schools:

 

Denver Public Schools is committed to meeting the educational needs of every student with great schools in every neighborhood. Our goal is to provide every child in Denver with rigorous, enriching educational opportunities from preschool through high school graduation.  DPS is comprised of nearly 200 schools including traditional, magnet, charter and alternative pathways schools, with an enrollment of more than 90,000 students.  

 

Under the leadership of Superintendent Susana Cordova and guided by the tenets of The Denver Plan, DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org 

  

Denver Public Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. It is our intention that all qualified applicants be given equal opportunity and that selection decisions be based on job-related factors.

 

Comments Off on Executive Director San Luis Valley Board of Cooperative Educational Services

Executive Director San Luis Valley Board of Cooperative Educational Services

Posted by | January 22, 2020 |

Announcement of Vacancy

Executive Director

San Luis Valley Board of Cooperative Educational Services

 

The major job duties and responsibilities are:

  • Serves as the Chief Executive Officer of the BOCES
  • Directly supervises all administrative staff along with certified special services providers
  • Provides leadership to the Board of Directors and Superintendents Advisory Council
  • Provides leadership for the development and execution of the policies and directions of the Board of Directors
  • Works with the Board of Directors, Superintendents Advisory Council and the staff to develop programs and services to meet the needs of the member districts
  • Maintains compliance with applicable federal, state, and local laws and regulations demonstrating knowledge about and the ability to apply relevant federal and state statutes, regulations, case law and policies that impact all children.

 

The BOCES Board of Directors is offering an annual salary of $85,000 – $100,000 (negotiable, depending on experience and educational attainment) and a competitive benefit package.

 

Application Deadline:  February 28, 2020

Interviews:  March 9th-12th, 2020

Date of Employment:  July 1, 2020

  • Note: In order to be considered a candidate for this position, all application materials must be received at the­­­­­­­­­­­­­­­ San Luis Valley BOCES Office by 4:30 p.m. Mountain Time on the Application Deadline of February 28, 2020.  All application materials received after this date WILL NOT be considered.

An application must include:

  • A completed and signed application (http://www.slvboces.org/)
  • A current professional resume
  • Transcripts, placement papers and/or credentials requested by you from college or university placement center (photocopies are acceptable)
  • Three recent letters of recommendation (dated within the past two years)
  • Answers to the following questions, citing examples of past experiences, no longer than two typewritten pages each:
  1. Discuss your professional goals and where you expect to be in 5-10 years.
    1. Describe how you would go about creating partnership among the BOCES member districts to meet the diverse needs of students and staff within the districts.
    2. Describe your professional educational background and discuss your highest achievements and greatest strengths.
    3. What are the key components of an effective communication system within the BOCES and between the BOCES and the districts it serves?

 

 

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Northwest BOCES Executive Director

Posted by | January 17, 2020 |

The Regional Community

NW BOCES is located in Steamboat Springs and serves seven rural school districts in Grand, Jackson, Routt and Moffat Counties in Northwest Colorado, an area totaling nearly 6,000 square miles with a population estimated at 56,000.  The member districts’ student populations range in size from approx. 180-2,700 students.  The area provides many recreational activities including world-class skiing, hiking, biking, camping, hunting, fishing and golf.

 

Major Job Duties and Responsibilities

  • Serves as the Executive Director of the NW BOCES for the six member districts and one associate member district in its service area
  • Hires and supervises all NW BOCES staff
  • Responsible for and facilitates the NW BOCES alternative licensure program and induction program for member districts
  • Provides supervision of BOCES programs and grants
  • Works with the Board of Directors, Superintendents Advisory Council, and the staff to develop and implement programs and services to meet the needs of the member districts
  • Provides leadership to the Board of Directors and Superintendents Advisory Council
  • Provides leadership for the development and execution of the policies and directions of the Board of Directors
  • Manages and supervises the NW BOCES organization in compliance with all policies of the Board of Directors
  • Maintains compliance and reporting with the applicable federal, state and local laws and regulations

Compensation

The BOCES Board is offering a full-time annual salary of $90,000-$120,000 (depending on experience and credentials) and competitive benefits including CO PERA Retirement Plan, vehicle, individual health, dental & vision insurance, and paid leave in accordance with BOCES policy.

NW BOCES

NW BOCES is an authorized agency under Colorado statutes, serving seven school districts in northwest Colorado (six member districts and one associate member, Moffat County School District).  NW BOCES provides shared services and programs which supplement and support those districts.

NW BOCES was formed in 1967 as the Child Study Center, when three founding districts recognized a need to provide extra services to children with special needs, by sharing specialists and funding.  The original charter – to provide mandated special education services among geographically distant mountainous districts – remains a primary focus today.

Programs offered through the NW BOCES include:

  • Special Education: the largest BOCES program, providing special education services to member districts and overseeing special education teachers and paraprofessionals employed by those districts.
  • Alternative Licensure: NW BOCES is a designated agency for alternative teacher preparation, and the Executive Director is responsible for all aspects of this program including content delivery.
  • Induction: this program serves newly licensed educators in 5 districts.
  • Professional Development: Includes an annual “COLLAB Day” for all educators in the Northwest region.
  • Gifted and Talented: support for district’s gifted and talented coordinators including a “Model-UN” event, and fiscal agency for regional GT funds.

 

NW BOCES currently employs 35 people including a special education director, an assistant special education director, school psychologists, occupational therapists, speech/language pathologists, other special service providers, and a support staff comprising: finance and human resources director, professional learning coordinator, technology and media manager, data & records manager and administrative assistant.

The BOCES Board is comprised of a representative member from each of the six member school districts, and is supported by the six superintendents and the Executive Director.  The Board has regular board meetings every other month and the Superintendents Advisory Council meets monthly.

 

NW BOCES is responsible for special education in its member school districts, and provides oversight to ensure compliance with state and federal laws and regulations.  Special education teachers and paraprofessionals are employed by the member districts.

 

Qualifications

The NW BOCES Board has determined the following qualities to be essential to the success of their future NWBOCES Executive Director.  We desire a Director who:

  • Holds or is eligible to hold a license for Administrator
  • Has extensive understanding of special education laws, regulations, and services. (SPED endorsement preferred; extensive supervision of SPED services required)
  • Is knowledgeable in Colorado state and federal school law
  • Has a broad PK-12 educational background including classroom and administrative experience
  • Has current knowledge of school finance, budgeting, and personnel policy
  • Can build and maintain partnerships among member school districts, service providers, and families to benefit students
  • Is collaborative, approachable, supportive, highly organized, creative, flexible, and positive
  • Has excellent listening and communication skills
  • Is a decisive, consistent leader who helps diverse groups unify
  • Values integrity and objectivity
  • Is willing to drive for non-local meetings frequently
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REGIONAL INSTRUCTIONAL SUPERINTENDENT

Posted by | January 17, 2020 |

Apply Here: 

https://ltmwebprod01.dpsk12.org/ltmprod/xmlhttp/shorturl.do?key=E5

REGIONAL INSTRUCTIONAL SUPERINTENDENT

235 work days

Salary Range: Commensurate with experience

  

Essential Functions and Objectives:

 

Responsible for leading multiple key functions within DPS. Directs, plans and oversees overall growth strategies. Implements and achieves strategic plans, translates district vision into operational goals, and sets the highest standards of excellence. 

 

Responsible for leading a regional network of 20-30 diverse schools to achieve high academic and whole child outcomes.  Supervises, evaluates, and supports school leaders and members of school Instructional Leadership Teams (ILTs) to become instructional leaders through implementation of their strategic school plan. Collaborate with principals, ILTs, teachers, and central departments regarding best practices and innovations in curriculum, instruction, and assessment and whole child development.

 

As a values-based organization, achieve goals through our shared commitment to Students First, Integrity, Equity, Collaboration, Accountability and Fun.

– Leads district change through developing and implementing nationally recognized or leading strategies using industry expertise, in depth knowledge and best practices. Prioritize, interpret and disseminate district goals to functional leaders and teams.

– Design and create integrated systems and processes that drive ongoing improvements, to meet both strategic and tactical goals. Develop, maintain and monitor operational budgets, to meet financial objectives.

– Create and build collaborative relationships and pro-active communication channels between the district, functions, departments and external stakeholders.

– 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.

– Maintain a culture of trust and developed leadership across functions. Manage succession planning, career development and performance per function. Ensure functional effectiveness by building high performance teams, communicating contributions, and engaging leadership.

– Lead a Region to a shared belief in and ownership of the academic and whole child success of every child; close achievement gaps through rigorous instruction, strong student-educator relationships, and monitoring learning and college and career readiness to meet state standards and board policies.

– Establish and drive region-wide accountability to equity through regional goals, strategic planning, change leadership, school improvement, and innovative practices, aligned District goals and instructional priorities, and grounded in data, with monthly maps and benchmarks.

 Promote regional and district improvement through sharing best practices, collaborating on policies and practices that address district strategies and the needs and contributions of the region and setting a climate for change, continuous improvement, problem solving, collaboration, and openness.

 Hire dynamic, effective school leaders; supervise and evaluate school leaders and regional team members and coach them in improving leadership practice to achieve better results; Support school leaders in fostering distributive leadership and developing pipelines for teacher leadership.

 Establish productive relationships with communities and among schools that contribute to a regional vision for equity and excellence that supports the learning of all students, fosters a culture of inclusion, honors a diverse set of viewpoints, and sets and accomplishes regional priorities.

 Build instructional and leadership capacity and accountability throughout the region and with similar schools in other regions by facilitating leaders to engage in regular learning cycles, peer-to-peer collaboration and capacity building opportunities to drive improved student outcomes. 

 Implement a regional assessment strategy that develops the ability of school leaders and their ILTs to build, implement and monitor a strategic school improvement plan, establish structures for data-driven instruction, and identify and monitor supports for students.

 

 

Knowledge, Experience & Other Qualifications:

 

– 7+ years of relevant experience.

 5+ years as a school leader or similar leadership role in education.

– Knowledge of applicable laws and regulations.

 Ability to effectively lead a function.

– Ability to develop, plan, and implement long-range goals, establish priorities, and organize resources.

 Demonstrated experience performing as an effective leader and team player, and recognizing and resolving conflicts or potentially controversial situations through diplomacy.

– Strong interpersonal and leadership skills, including the ability to lead a high-performing team.

 Superior leadership, coaching and mentoring skills.

– Looks for ways to significantly improve business performance and growth.

 Strong inter-personal skills and ability to work with individuals at all different levels in the organization.

– Focuses function on strategic goals.

 Encourages diversity and mutual respect among team members and demonstrates compassion and sensitivity.

– In-depth knowledge of instruction, standards-based education, and leadership is preferred.

 Ability to inspire others and communicate persuasively and diplomatically with effective oral, written and presentation skills is preferred.

 Ability to lead for equitable outcomes in a multi-ethnic and multi-cultural environment with district and school leaders, faculty, staff, students, families and communities is preferred.

 

Education Requirements:

 

– Master’s Degree in Education or related field.

 Ph.D. or Ed.D in Education or related field is preferred.

 

 

About Denver Public Schools:

 

Denver Public Schools is committed to meeting the educational needs of every student with great schools in every neighborhood. Our goal is to provide every child in Denver with rigorous, enriching educational opportunities from preschool through high school graduation.  DPS is comprised of nearly 200 schools including traditional, magnet, charter and alternative pathways schools, with an enrollment of more than 90,000 students.  

 

Under the leadership of Superintendent Susana Cordova and guided by the tenets of The Denver Plan, DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org 

  

Denver Public Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. It is our intention that all qualified applicants be given equal opportunity and that selection decisions be based on job-related factors.

 

 

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Senior Accountant

Posted by | January 15, 2020 |

The Roaring Fork School District is seeking applications for a Senior Accountant to serve on the district finance team which supports the effective and efficient delivery of financial services across all district departments including the adiministration of and compliance with all related district policies and state and federal laws, as well as short and long range financial planning. This position will perform mid to advanced level accounting functions specific to the District’s financial operations with an emphasis on general ledger accounting and financial reporting. This position plays a major role in the production of district interim and audited financial statements.  This role includes budget to actual analysis, recording transactions pertaining to day-to-day activities for the District, grant tracking and accounting, analysis and reconciliations of balance sheet and bank accounts for the District, and ensures accurate recording of transactions.

This position requires a bachelor’s degree from an accredited college or university in accounting and a minimum of five years experience in accounting. Certified Public Accountant (CPA) preferred.

Position start date: ASAP

Salary: Starting at $65,000 (with 5 years experience), commensurate with experience

Benefits: employer-paid health coverage for employee with opt-in family benefits including vision and dental care; retirement package under PERA; vacation and sick days; local employee discount programs (e.g., ski pass); access to employee housing options; Employee Assistance Program and other voluntary benefits

Work days: 252 per year (year-round Monday through Friday with time off for holidays and some school breaks including winter break and spring break)

 

PRIMARY DUTIES

1. Annual audits and financial statements

 

  • Prepare and review Prepared by Client (PBC) schedules, forms, and other requests.
  • Review of footnote disclosures for accuracy and completeness.
  • Prepare and review Management Discussion & Analysis supporting documentation

 

  1. 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.
  • Provide support to the annual budget development process and appropriate stakeholder groups.
  • Support schools in the development of their annual budgets
  • Provide training and coaching to school and department leaders regarding district financial policies and procedures.

 

  1. 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

 

  1. Policies, procedures and internal controls

 

  • Working with the Director of Financial Services, design, develop, and 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 consolidated federal grant.
  • Interpret policies and procedures and make recommendations for revisions to existing policies and addition of new policies.
  • Ensure compliance with existing policies through training and  periodic monitoring.

 

  1. Other accounting and finance duties

 

  • Collaborate with payroll, benefits and operations management teams and customer service among departmental teams.
  • Establish and maintain procedures for accounting for assigned funds and projects.
  • Research and document recommendations on governmental accounting standards, new pronouncements and proposed accounting treatments, with an emphasis on GASB and generally accepting accounting principles.
  • Maintain fixed asset records in accordance with state rules and regulations and generally accepted accounting principles including annual inventory, entry of additions and disposals in the district’s fixed asset system, and calculation and recording of depreciation.

 

  1. Other duties as assigned.

QUALIFICATIONS

 

Knowledge of:

 

  • Generally Accepted Accounting Principles
  • Governmental accounting practices
  • Methods and techniques used in accounting and financial management practices
  • Principles and practices of auditing and reporting
  • Methods and techniques of coding and balancing accounting records
  • English usage, spelling, grammar and punctuation
  • Modern office procedures and methods
  • Pertinent Federal, State and local codes, laws and regulations
  • Principles of business and letter writing and basic report preparation
  • Knowledge of Google Docs, spreadsheets, and Excel

 

Ability to:

 

  • Audit, reconcile and balance accounts.
  • Analyze problems, identify alternative solutions, project consequences of proposed actions and implement recommendations in support of goals
  • Prepare clear and concise administrative and statistical reports
  • Prepare and maintain accurate and confidential records and reports
  • Interpret and apply District policies and procedures
  • Operate and use modern office equipment including a computer and various software packages
  • Communicate clearly and concisely, both orally and in writing
  • Establish and maintain effective working relationships with those contacted in the course of work
  • Strong organizational and analytic skills and strong attention to detail.
  • Ability to multi-task and juggle management of several high-priority projects in parallel.

 

EXPERIENCE & TRAINING GUIDELINES

 

Experience:

 

  • Minimum of 5 years of accounting experience
  • Experience in a governmental accounting setting preferred.
  • Experience in preparation of audited financial statements preferred.

 

Training & Education

 

  • Bachelor’s degree in accounting, Certified Public Accountant (CPA) preferred

 

WORKING CONDITIONS

 

Office environment; exposure to computer screens.

 

Physical Conditions:

 

Primary functions may require maintaining physical condition necessary for sitting for prolonged periods of times; use of computer keyboard. Travel from site to site.

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Director of Legal and Policy Initiatives

Posted by | January 15, 2020 |

ORGANIZATION OVERVIEW

The Colorado Charter School Institute (CSI) is a statewide charter school authorizer whose mission is to foster high-quality public school choices, particularly those focused on closing the opportunity gap for underserved students. Governed by a board of nine members appointed by the Governor and Commissioner of Education, CSI currently oversees a diverse portfolio of 40 schools across the state of Colorado serving over 18,000 students. CSI is uniquely positioned to serve and promote charter school innovation in communities throughout Colorado and to be a leader in high quality authorizing. 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 outcomes.

REPORTS TO: Executive Director

OVERSEES: Legal and Policy Associate

ESSENTIAL DUTIES: DIRECTOR-LEVEL RESPONSIBILITIES (65%)

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.

  • Oversee the training on, technical assistance with, and compliance monitoring of state and federal statutory requirements and regulations.
  • Use effective written and oral communication to present information accurately while adapting to various stakeholders and other audiences.
  • Represent CSI with a variety of audiences, including schools, school leaders, school boards, the Colorado Department of Education, other charter authorizers, charter school support organizations and decision makers in public and high-stakes settings.
  • Engage in CSI-wide strategic planning that sets the vision and direction of the organization.
  • Provide operational support for the Executive Director.
  • Regularly engage with and report to the CSI Board and Board committees.
  • Collaborate with other Directors to ensure coordination and alignment of work across departments, effective allocation of resources, opportunities to learn from the in-depth work of the team, and inform broader organizational initiatives.
  • Set the vision and direction for the department that aligns with, and advances, broader strategic objectives.
  • Oversee the development and monitoring of annual goals, annual performance evaluations, and professional development of team members.
  • Contribute to the development, update, and access to resources related to the CSI Performance Framework.
  • Provide school performance and operational evaluation for inclusion in the CSI Annual Review of Schools.
  • Participate in the review of all charter applications as a member of the CSI Review Team, including regularly update charter application materials and rubrics.
  • Contribute to the development of contract conditions and milestones, risk assessments, and staff reports for recommendation to the Executive Director.
  • Ensure work and decisions align with national best practices to maintain high standards for charter schools, uphold school autonomy, and protect student and public interests.

ESSENTIAL DUTIES AND ROLE-SPECIFIC RESPONSIBILITIES (35%)

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.

  • Develop and implement a system for monitoring school governing board compliance with its bylaws, contract, rule, and law.
  • In collaboration with CSI staff, develop resources and conduct trainings that support strong governing board practices and appropriate school oversight.
  • Develop and expand CSI’s legal and policy initiatives in alignment with CSI’s mission, vision, and strategic plan, including the identification, reduction, or elimination of requirements that are unnecessary, duplicative, or obsolete.
  • Strategically develop and maintain critical partnerships and collaborations that expand opportunities for CSI and CSI schools.
  • Monitor and report legal and policy developments of state and national significance and draft policy documents to articulate the impact to CSI and to CSI-authorized schools.
  • Oversee the drafting, negotiating, and implementation of charter school contracts and amendments, including monitoring of contract conditions, milestones, and waiver replacement plans.
  • Provide intervention support and monitoring in response to situations of extreme non-compliance or emergencies, in coordination with legal counsel and CSI staff.
  • Coordinate and manage all relevant legal analysis and work, including execution of changes to CSI rules in coordination with the Attorney General’s office and in compliance with the Secretary of State’s office.
  • In collaboration with the Director of Finance, monitor and oversee compliance with transportation, food services, and facilities laws, rules and policies.
  • Monitor and oversee compliance with safety laws, rules, and policies.
  • Develop and manage new and updated CSI Board policies and CSI staff procedures at the direction of the Executive Director, including drafting of relevant resolutions and documentation for Board action.
  • Oversee the implementation of school revocation and closure procedures and policies.
  • Coordinate all CSI State Board appeals and Colorado Open Records Act requests on behalf of the Institute.

KNOWLEDGE, SKILLS & ABILITIES

  • Excellent written and verbal communication skills
  • Detail-oriented with demonstrated ability to follow-through on projects

EXPERIENCE

  • Minimum of 3 years work experience education or related field
  • Experience and familiarity with Colorado statutes, State Board of Education rules, and relevant policies associated with charter schools
  • Experience developing and implementing training resources and procedures

EDUCATION

  • Master’s Degree in public policy, law, or related field

JOB TYPE

  • This is a full time (1 Full-Time Equivalent) position

SALARY RANGE

  • Starting at $7,083-$8,333 per month plus competitive performance-based bonus

BENEFITS

As an employee of the Colorado Charter School Institute (State of Colorado), you will have access to a variety of benefits to include medical, dental, paid holidays, paid vacation and sick time, no-cost life and disability insurance (with additional paid options), Flex Spending and Health Savings Account options, and membership in Colorado Public Employees’ Retirement Association (PERA).

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 is 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.

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School Nutrition Program Manager

Posted by | January 15, 2020 |

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 18,000 PK-12 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.

 

The School Nutrition Program Manager will develop and implement CSI’s School Food Authority and oversee all aspects of the organization’s Child Nutrition Program (CNP) operation. The job functions include the planning, administration, implementation, and evaluation of the participating schools’ CNPs in order to meet the nutritional and educational needs of participating children. The School Nutrition Program Manager shall partner with participating schools and their communities to support the development and implementation of a sound nutrition assistance food program while following federal, state, and local guidelines. The School Nutrition Program Manager will work to provide an environment that supports healthy food habits while maintaining program integrity and customer satisfaction.

POSITION REPORTS TO: Director of Finance

ESSENTIAL DUTIES AND ROLE-SPECIFIC RESPONSIBILITIES 

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.

School Nutrition Program Oversight and Support

Oversee and support the Child Nutrition Programs of participating charter schools. Ensures participating schools implement the following program elements in accordance with State and Federal regulations and CSI board policy:

  • Program Management
    • Development of required bids and Request for Proposals (RFPs), for vended products and services to comply with federal procurement requirements.
    • Implements efficient management techniques to ensure all records and supporting documentation are maintained in accordance with local, state, and federal laws and policies.
    • Monitors child nutrition program KPI’s for effective and efficient management of financial and human resources.
  • Sanitation, Food Safety, and Employee Safety
    • Establishes procedures to ensure that food is prepared and served in a sanitary and safe environment.
    • Develops and integrates employee safety regulations into all phases of the school food service operation.
    • Establishes procedures and policies for risk management.
  • Food Production
    • Develops procedures to ensure the food production system provides safe nutritious food of high quality.
    • Ensures operational procedures for efficient and effective food production and distribution.
  • Nutrition and Menu Planning (for applicable school sites)
    • Develops cost-effective menus that maintain nutrition integrity and meet all local, state, and federal guidelines and regulations.
    • Assesses customer preferences, industry trends, and current research to plan menus that encourage participation in the CNP.
    • Works with school staff, teachers, parents, and physicians to plan menus for children with special nutrition needs.
  • Personnel Management
    • Implements personnel policies and procedures for the CNP according to local, state, and federal regulations and laws.
    • Establishes standards for the professional development of the district’s CNP personnel.
  • Facility Layout and Design and Equipment Selection
    • Assists with designing and planning facilities that ensure high quality customer service, wholesome food production, and efficient workflow.
    • Determines equipment needs and specifications consistent with program needs and budget.
  • Environmental Management
    • Establishes a waste management system for the CNP that is effective, economical, and environmentally safe.
  • Marketing and Communication
    • Develops a marketing plan to keep the following stakeholders informed: students, parents, teachers, administrators, support staff, and community.
  • Implements a plan for providing foodservice for special functions consistent with school policies.

CSI-Wide CNP Management

  • General Management
    • Develops and implements short and long-term goals through strategic planning for the CNP that supports the philosophy and policies of the CSI Board.
    • Implements policies and procedures to ensure the effective operations of the schools’ CNPs.
    • Develops a long-range program for establishing professional status for the CNP’s role in the education community.
    • Reviews current research information to determine health and nutrition-related trends and foodservice management developments; and develops innovative program changes and expansions based on this information.
    • Ensures CNP compliance with all local, state, and federal laws, regulations, and policies.
    • Communicate and monitor implementation of CSI Board of Education Policies and Administrative Procedures pertaining to Child Nutrition programs to ensure compliance. Develop, review, and update policies pertaining to Child Nutrition programs
  • Systems administration
    • Implements and administers all systems utilized by the CNP in order to increase and sustain the productivity and efficiency of the school food and nutrition operation.
    • Trains school staff to use the systems and maximize their efficiency and effectiveness.
  • Claims for State and Federal Reimbursements
    • Organize, submit, and track monthly claims for schools participating in CNP in order to obtain state and federal reimbursement for schools.
    • Process meal benefits eligibility applications and coordinate the Direct Certification process
    • Manage the Verification process of Free and Reduced priced meal applications.
    • Coordinate USDA commodity entitlements to ensure CSI schools adequately receive and utilize allotted amounts

CNP Professional Development and Training

  • Provides technical assistance and training for school foodservice personnel, school administrators, and other school support staff
  • Establishes role of the School Food Authority as a resource for expertise in the development and presentation of nutrition education materials and activities
  • Participate in professional growth opportunities and attend meetings and seminars to remain current in related school nutrition topics and maintain CDE’s professional standards
  • Facilitate start-up of Child Nutrition Programs at CSI schools not participating in Child Nutrition programs including providing information and training

DEPARTMENT RESPONSIBILITIES

  • Ensure that all training, technical assistance, and compliance monitoring includes tiered processes and actions based on school performance.
  • Provide school performance and operational evaluation for inclusion in the CSI Annual Review of Schools for all managed programs.
  • Participate in the review of all charter applications as a member of the CSI Review Team.
  • Provide operational support for the Director of Finance.
  • In coordination with the Finance Department, provide technical assistance and validate financial data for state and federal reporting.

KNOWLEDGE, SKILLS & ABILITIES

  • Excellent interpersonal and communication skills with a demonstrated ability to partner with a diverse portfolio of schools, CSI staff, and external agencies
  • Demonstrated ability to provide meaningful and effective training
  • Flexible and able to multi-task; can work within an ambiguous, fast-moving environment, while also driving toward clarity and solution
  • Demonstrated ability to coordinate and manage multiple projects with many stakeholders adhering to strict deadlines
  • Proficiency in Microsoft Office Suite, especially Microsoft Excel
  • A proven ability to proactively identify potential internal and external customer issues

EXPERIENCE

  • Minimum of 3 years of managerial experience in a Federal Child Nutrition Program
  • Experience in administration of a School Food Authority for a Child Nutrition Program (preferred)
  • Experience with Charter Schools (preferred)
  • Spanish language skills (preferred)

EDUCATION

  • Bachelor’s degree, or equivalent education experience, with an academic concentration in specified field* OR Bachelor’s degree in any academic major and at least 5 years of experience in management of school nutrition programs
    • *Specified Fields: food and nutrition, food service management, dietetics, family and consumer sciences, nutrition education, culinary arts.
  • Registered Dietitian (preferred)
  • SERV Safe Certified (preferred)
  • SNA Certification (preferred)
  • School Nutrition Specialist (SNS) credentials (preferred)

JOB TYPE

  • This is a full time (1 Full-Time Equivalent) position

SALARY RANGE

  • Starting at $5,416-$6,700 per month. Commensurate with experience.

BENEFITS

As an employee of the Colorado Charter School Institute (State of Colorado), you will have access to a variety of benefits to include medical, dental, paid holidays, ample paid vacation and sick time, no-cost life and disability insurance (with additional paid options), Flex Spending and Health Savings Account options, and participation in the Colorado Public Employees’ Retirement Association (PERA).

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. Must be able to obtain a valid Colorado Driver’s license and must be able to travel to school sites.

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 is 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.

Comments Off on English Language Development Teacher

English Language Development Teacher

Posted by | January 15, 2020 |

STRIVE Prep is a Denver-based community of public charter schools that challenges every student to strive for college and thrive throughout life by helping them to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond.

Our inclusive and transformative community seeks a Middle School English Language Development Teacher for an immediate start.

Objective: STRIVE Prep English Language DevelopmentTeachers will create exceptional outcomes and opportunities for students by providing high-quality, rigorous and engaging  English Language Development classes for our emergent bilinguals.

We seek dedicated educators that live STRIVE Prep’s  core values every day:

Core Beliefs – Achievement

  • Commitment 1:  I commit to celebrating academic and personal success for all.
  • Commitment 2:  I commit to holding myself and others accountable to high expectations.
  • Commitment 3: I commit to bringing passion and joy to my work.

Core Beliefs – Justice

  • Commitment 1:  I commit to intentionally disrupt inequity, bias, and systems of oppression.
  • Commitment 2:  I commit to creating an environment of safe body, mind, and heart.
  • Commitment 3:  I commit to building a community where each person can bring their full, authentic self.

Core Beliefs – Perseverance

  • Commitment 1:  I commit to the belief that we grow and get smarter through effort and by making mistakes.
  • Commitment 2:  I commit to showing up Con Ganas, where we never give up even when the work is hard.
  • Commitment 3:  I commit to showing up with integrity and doing the right thing even when the road is tough.

Must Haves:

  • A strong passion for diverse populations. You know the work is hard, and you get up each day excited that you have the privilege to teach our future leaders.
  • You are a culturally responsive teacher who plans each learning opportunity with student needs, interests, and readiness in mind.
  • Data drives your decisions! You use data to make instructional moves that improve or enhance student learning.
  • You know the power of books and are committed to building the love of reading in students.
  • Journeying with emerging bilinguals on their pathway to English language acquisition is food to your soul. You are well versed in teaching English language development, and know the various proficiency levels.

 Essential Duties and Responsibilities

Instruction:

  • Review and evaluate student achievement information in order to place students in appropriate academic English Language Development classes.
  • Analyze district assessment data in ELD to understand students’ needs in order to select and recommend evidence-based instructional interventions to implement.
  • Collaborate with teachers and coaches for the purpose of increasing student achievement by ensuring best instructional practices are being implemented, and differentiated instruction is being used to meet the needs of every student.
  • Lead engaging, data-driven instruction in English Language Development utilizing a demonstrated knowledge of language acquisition, bilingualism, and culturally responsive pedagogy
  • Maintain the ELD data dashboard to measure the effectiveness of programming and services in order to evaluate the impact on student achievement.
  • Plan and teach approximately five periods per day, as directed by the School Leader.
  • Teach daily student  English Language Development classes, providing individualized instruction based on student needs.
  • Analyze student data and use it to provide student feedback and set goals.
  • Collaborate with other teachers, school leaders, the English Language Development Director, Director of Intervention, Director of Middle School English Language Arts, and the special education team to ensure that instruction meets the needs of each learner.
  • Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m.

  Culture:

  • Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in an advisory of approximately 30 students.
  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.
  • Provide supervision of students during before and after school activities (arrival, dismissal, breakfast, lunch, and break).
  • Participate in family and community events, including twice-annual parent conferences and at least one student enrollment event or activity.
  • Own the success and achievement of all scholars in the school.

      Development:

  • Attend and participate in weekly staff and grade level meetings.
  • Participate in regular instructional coaching meetings and content-based department meetings.
  • Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

Requirements:

  • Bachelor of Arts or Sciences degree
  • Achieve Qualified Teacher status (teacher’s license not required) within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:
    • A valid Colorado Teacher License in the applicable endorsement area;
    • Sufficient college coursework (or degree in content area);
    • Passing score for the applicable Praxis ii or Colorado PLACE exam.
      • Read more about the available pathways to becoming a Qualified English Teacher
      • In addition, all teachers at STRIVE Prep must be fully qualified to provide English Language Acquisition (ELA) services through one of the following means: the DPS ELA Training Program, advanced coursework, or a Colorado endorsement. Teachers who are not ELA qualified at the time of hire will be required to complete the DPS ELA training program during their first two years of employment at STRIVE Prep.

 

 In addition, we strongly prefer the following:

  • Speaks Spanish and/or has experience working with English Learners
  • Demonstrated success working with students of color

What We Offer Our Network Staff:

  • Competitive compensation package.
  • Annual performance-based raises.
  • Participation in the Colorado PERA retirement program, including a PERA 401k contribution option.
  • Funding of 100 percent of individual medical benefits and a wide range of insurance plans.
  • Approximately eight weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually.

Join This Movement:

STRIVE Prep educators inspire and encourage our students to think critically, communicate clearly, and collaborate openly, both in and outside of the classroom. By bringing together challenging academics with celebration and joy, we fuel a sense of curiosity, creativity and lifelong possibility in our students and our teachers. No matter where you join us in your career, we welcome our teachers to help make STRIVE Prep a place where everyone in our community can STRIVE and THRIVE.

Equity and Inclusion

STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception.  We must challenge ourselves as educators on what it means to serve all students, families and each other through a lens of Dignity for All, all the time. To us, Dignity for All means honoring and respecting the rich diversity of who we are and the unique gifts and talents that each of us bring. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment.

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Policy Specialist

Posted by | January 9, 2020 |

About the Position

The Policy Specialist will be a contributing member of CASB’s policy team, including:
•    Assist member boards in developing and adopting board policies and regulations to govern their districts;
•    Prioritize and project manage policy projects and online policy systems;
•    Complete custom policy projects, policy manual audits, online policy updates, and other policy projects for member boards;
•    Respond to member requests for policy information;
•    Work with CASB policy and legal staff on policy projects and updates;
•    Compile data from policy field visits to improve policy services for members;
•    Develop and deliver presentations that provide general policy information/training to school board members and other school district personnel at district locations and CASB events.

A qualified candidate will have:
•    Bachelor’s degree required;
•    A minimum of 3 to 5 years of experience in public education;
•    Experience with public school board policy development and/or policy governance;
•    Knowledge of Colorado school law;
•    Detail-oriented with demonstrated excellence in written and oral skills, including editing and public speaking;
•    A genuine desire to work with people to improve public education in Colorado.

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Academic Affairs Manager – Aurora

Posted by | January 7, 2020 |

About College Track

College Track is a college completion program that empowers students from underserved communities to graduate from college. We serve over 2,400 high school and college students in East Palo Alto, Oakland, San Francisco, New Orleans, Colorado, Los Angeles, and Sacramento. Ninety-four percent of our high school seniors have been accepted to four-year colleges and our college students are graduating at a rate that is 2.5 times the national average for low-income students.

Our Commitment

From the summer before ninth grade through college graduation, our 10-year program removes barriers that prevent students from earning their college degree by providing them with comprehensive academic support, leadership training, financial and college advising, and scholarships. We teach them the skills necessary to succeed in college and beyond.

Our Values

At College Track, our values drive the way we do our work, and we look for individuals who share our passion. We blend an entrepreneurial spirit with our nonprofit roots, cultivating a dynamic culture where everyone’s contributions are valued and encouraged.

  • COMMITMENT: We have an unwavering belief in our students.
  • PASSION: We are dedicated to changing our nation’s college completion story.
  • JOY: We create environments rich with smiles and laughter.
  • AUTHENTICITY: We believe relationships matter.
  • EXCELLENCE: Our students deserve nothing but the best.

 

Position Overview

Reporting to the Academic Affairs Director, the Academic Affairs Manager is responsible for driving significant academic gains and ensuring college eligibility among students who are not on track to succeed in college. S/he identifies and manages a caseload of students who are not on track for college eligibility, creates individualized intervention plans and continuously monitors progress.

Additionally, this position is responsible for planning and managing an academic program focused on skill gaps that leads to significant gains in GPA, ACT and credit accumulation for targeted students. This individual has direct accountability for meeting the organization’s bottom line goals in the following areas: academic readiness, GPA, college eligibility, attendance, and student retention. 

Primary Responsibilities Include:

  • Ensure College Eligibility of Students: Lead and support a caseload of students who are not on track for college eligibility; create individualized intervention plans for each student and continuously monitor progress. Hire and manage part-time academic mentors and credit recovery tutors to support the success of our students.
  • High Quality Programming: Plan and manage an academic program focused on skill gaps that leads to significant gains in GPA, ACT and credit accumulation. Additionally, implement appropriate school year programming, ensuring students earn a 3.0 or higher GPA and reach math and English readiness goals on the ACT. Collaborate with academic team to implement summer programs and evaluate potential resources to ensure alignment with student needs.
  • Family and School Engagement: Collaborate with schools, families, and stakeholders to develop improvement plans to ensure student success. Lead family conferences each semester for On Track students.
  • Develop strong relationships with teachers and counselors and act as a resource for students and parents in regards to IEPs and 504 plans, school conferences and grade collection.
  • New Projects as assigned by the Academic Affairs Director and Site Director.

Skills & Experience Required

  • Minimum 2-3 years of teaching and/or assisting students to excel academically; history of driving significant gains in student achievement
  • Strong sense of possibility; approaches new challenges with optimism. Holds the highest expectations for students
  • Skilled at relationship building with students, families and schools. Builds relationships and communicates in ways that foster trust, value differences and further College Track’s mission
  • Demonstrated success in analyzing student data and developing targeted, data driven interventions
  • Desire to understand each individual’s barrier to success and experience in creating individualized action plans
  • Manages people, project and oneself to achieve excellent results and expand organizational impact
  • Focuses on delivering outcomes despite obstacles, seeks out challenges as opportunities to grow, takes unexpected setbacks in stride, and is able to galvanize self towards goals and impact.
  • Minimum 4-year college degree 

 Compensation & Benefits

College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.

To Apply

Please upload a resume and a thoughtful cover letter with your application. We will only contact candidates chosen for further consideration. No phone inquiries please.

College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression. 

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English Language Development Coach

Posted by | January 6, 2020 |

  • Are you passionate about Equity in Education? 
  • Are you passionate about Culturally and Linguistically Diverse Education?
  • Are you seeking a bridge to leadership and/or professional development positions in your field?

If so, APPLY NOW for Secondary ELD Instructional Coach with Roaring Fork Schools, located in the BEAUTIFUL Roaring Fork Valley of Colorado (Glenwood Springs, Carbondale, Basalt). 

Roaring Fork Schools is currently seeking applications for TWO full-time ELD Coaches (one for Basalt and one for Carbondale)

DEFINITION: Under supervision of the Director of Culturally and Linguistically Diverse Education, the ELD Coach ensures alignment, consistency, and continuous improvement in all aspects of Culturally and Linguistically Diverse Education Programming for emerging bilingual students throughout the school day.

Primary Locations: Middle & High School 

Salary Range: Commensurate with experience/ Annual per salary schedule

Shift type: Full Time

Job Contact:

Amy Fairbanks

Director of Culturally and Linguistically Diverse Education

afairbanks@rfschools.com

 

Outcomes and Expectations

  • The ELD Coach makes an enduring impact on instruction with regular classroom teachers and positively impact emerging bilingual student learning.

  • The ELD Coach ensures alignment, consistency, and continuous improvement in all aspects of Culturally and Linguistically Diverse Education (CLDE) programming for emerging bilingual students

  • The ELD ensures emerging bilingual students are making adequate growth in all academic areas.

 

Primary Duties and Responsibilities

  • The ELD Coach works with regular classroom teachers to impact instruction for emerging bilingual students by incorporating the WIDA Framework for content area instruction in math, science and social studies.

  • The ELD Coach ensures the school adheres to policies and procedures for determining ELD program eligibility, re-designation, monitoring and exiting.

  • The ELD Coach addresses required programming criteria:  All emerging bilingual students have English, math, science, social studies, specials/electives, and Literacy-Based ELD instructional settings are implemented.

  • The ELD Coach works with problem solving teams to help determine the root cause and make appropriate placements into ELD Instructional settings and/or Literacy Interventions for emerging bilingual students.

  • The ELD Coach attends regularly scheduled professional development sessions to enhance coaching skills, ensure alignment with the District ELD Team’s goals, and continuously improve practices.

  • The ELD Coach takes on several roles:  resource provider, data coach, ELD specialist, mentor, facilitator, leader and catalyst for change.

 

Qualifications

Knowledge and Skills

  • Experience and knowledge of English Language Development and theories of Bilingual Education is required.

  • Understanding of the WIDA Standards Framework, WAPT and ACCESS is required.

  • Demonstrated skills and success in providing the necessary supports in teaching content standards and incorporating appropriate language functions into product and process of instruction is necessary.

  • Prior experience working with adults regarding instruction and assessment is recommended and understands adult development.

  • The ELD Coach is able to diagnose and support the needs of teachers.

  • Bilingual in English and Spanish is preferred, but not required.

  • Positively and effectively advocates for the needs of emerging bilingual students and their families

  • Maintains high expectations for students and teachers.

  • Committed to continuous learning and improvement.  The ELD Coach understands knowledge about change, uses data to drive decisions, and maintains a positive and productive culture.

Experience

Minimum of five years experience teaching ELD and/or content area instruction to emerging bilingual students

Experience consulting and providing professional development to adults.

 

Training & Education

Equivalent to a Bachelor’s degree from an accredited college or university with major course work in Culturally and Linguistically Diverse Education: Bilingual or ESL.  A Master’s degree or higher in bilingual education is preferred. 

License:

Colorado Department of Education License with CLDE Bilingual endorsement is preferred.

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

 

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Elementary Principal

Posted by | December 20, 2019 |

EDUCATIONAL DELIVERY:
This position supports the development of academic, community and alternative partnerships that provide educational experiences for students through experiential learning opportunities, career and job exploration and the development of social emotional awareness.  Working collaboratively with community and school stakeholders, Principal is responsible for:
• Developing dynamic, innovative programming to align with student needs and current educational demands and trends;
• Continuously monitor and be knowledgeable of current and future experiential, explorative, academic, vocational programs, opportunities, demands/trends locally and regionally;
• Managing the development of curriculum and instructional programs that recognize the contributions of diverse groups and foster success for all students regardless of gender, sex, and/or disability;
• Understanding and leading the use of technology in performance based instructional programs;
• Championing a curricula that includes student’s social-emotional learning and growth exploration;
• Using data to analyze the current status of student learning and to serve as a catalyst for, benchmark of growth and continuous improvement.

INSTRUCTIONAL CURRICULUM:
Leadership in this dynamic field requires an understanding of the philosophy of standards based education, the D51 Learning Model, the Teaching and Learning Framework, the processes of curriculum development and how to measure its effectiveness in the school.  Responsibilities within this area include:
• Developing, implementing, monitoring the effectiveness, maintaining unified instructional standards, and growing the school’s instructional programs;
• Collaborating with academia, community employers, industry professionals, vocational teachers and others to develop student performance-based standards that are relevant and applicable to the D51 Learning Model and current environments;
• Implementing supervisory and evaluative processes for staff that includes applicable measures of student learning and promotes the unique goals of each curricula or program and its instructional influences/outcomes.

STAFF SUPERVISION AND DEVELOPMENT:
As a leader in our District, the Principal is charged with designing a staff development program for certified and classified staff that recognizes:
• Student success as the primary focus;
• Applied principles of collaborative adult learning;
Principals directly oversee the supervision of all school personnel in accordance with the District policies and applicable laws.  Supervising and evaluating vocational and academic teachers, counselors, support staff and administrators 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, rewarding and disciplining employee conduct,
• Addressing employee/student complaints and resolving problems.
Principal may delegate some supervisory responsibilities to the Assistant Principal as members are trained in human resource management skills and as appropriate.

Job Summary:

As the instructional leader, the Elementary School Principal is responsible for increasing student achievement by developing an aligned and coherent system that includes the District 51 Learning Model, Instruction-Based standards and a responsiveness to alternative and changing educational pathways.  Using the Teaching and Learning Framework the Principal establishes the school-wide vision for a commitment to high instructional standards and the expectation for the success of all students.  Administratively, and in accordance with Board of Education (BOE) policies the Principal also oversees and organizes the assigned school’s daily campus operations, staffing structures, and budget oversight.

Qualifications:

  • Must have or be eligible for Colorado Principal License
  • Master’s degree in education plus additional coursework required for certification or licensure*
  • Minimum of two years of experience in prior building administration role;
  • Minimum of five years of teaching experience in a classroom setting with demonstrated increasing leadership experience;
  • Valid Colorado Driver’s License

Working Conditions:
207 days/year

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School Social Worker

Posted by | December 17, 2019 |

POSITION DESCRIPTION

Position: School Social Worker
Reports to: School Principal and Director of Mental Health
Location: STRIVE Prep Federal, Southwest Denver

THE CHALLENGE

Are you up for the work as a school social worker that is both difficult and worthwhile? Do you want to make a positive, lasting difference in children’s lives?

OVERVIEW OF ROLE

STRIVE Preparatory Schools (STRIVE) is a Denver-based community of K-12 public charter schools that challenges every student to strive for college and thrive throughout life by helping them develop the knowledge, skills, and confidence necessary to succeed in college and beyond. The school social worker will help students as they face an assortment of challenges at our middle school, STRIVE Prep Federal. STRIVE Prep Federal serves 360 brilliant 6th through 8th-grade students in the Southwest Denver community, including 46% emerging bilinguals, and 15% of students with disabilities. The school social worker will work directly with children and adolescents; support students with mental health needs by providing counseling, skill instruction, and learning and support plans; assess and evaluate individual differences to identify intervention strategies; and work collaboratively with parents, teachers, and community supports to support children’s success to ultimately help students thrive at home, in school, and in life.

We seek dedicated educators that live STRIVE Prep’s  core values every day:

Core Beliefs – Achievement 

  • Commitment 1:  I commit to celebrating academic and personal success for all.
  • Commitment 2:  I commit to holding myself and others accountable to high expectations.
  • Commitment 3: I commit to bringing passion and joy to my work.

Core Beliefs – Justice 

  • Commitment 1:  I commit to intentionally disrupt inequity, bias, and systems of oppression.
  • Commitment 2:  I commit to creating an environment of safe body, mind, and heart.
  • Commitment 3:  I commit to building a community where each person can bring their full, authentic self.
Core Beliefs – Perseverance

  • Commitment 1:  I commit to the belief that we grow and get smarter through effort and by making mistakes.
  • Commitment 2:  I commit to showing up Con Ganas, where we never give up even when the work is hard.
  • Commitment 3:  I commit to showing up with integrity and doing the right thing even when the road is tough.

THE MUST-HAVES

Do the following must-haves resonate with how you are wired and demonstrable in your unique talents and experiences? If so, we invite you to apply and can’t wait to learn more about you!

  • You are a critical thinker: Part of what makes the work so challenging—and rewarding—is the fact that you will be constantly encountered with unique situations that will require you to be flexible while solutions-oriented.  That’s why critical thinking skills are very important in social work. After identifying the nature of the problems experienced by their students, social workers use critical and creative thinking to develop practical solutions. Social workers use logic, analysis, kindness, and creativity to identify the strengths and weaknesses of different approaches and find a solution for each case. Social workers must make important decisions based on a thorough understanding of the student’s needs and situation, the available resources, and applicable law and policies. Without this important skill, a social worker might miss clues, overlook opportunities, or act on personal bias.
  • You have a developed sense of empathy: Understanding others intellectually, culturally, and emotionally is important. Empathy is the ability to imagine yourself in someone else’s situation, and then be able to understand what that person may be experiencing. Empathizing is both an intellectual and emotional process that makes it far easier to understand and help others work through their problems and develop their deficits. Having empathy helps social workers develop strong relationships with the students and families and determine the best possible solution based on their unique experiences and circumstances.
  • You are an effective communicator: Social workers must be able to communicate in many different ways and with many different people every day. You will need to be able to express yourself with clarity to a wide variety of people in a diversity of contexts and have strong written and verbal communication skills are an absolute must. Good communication skills help social workers have difficult conversations with people in the midst of challenging life circumstances and emotional stress. Important communication skills that show you are engaged in the conversation and genuinely care about hearing what the other person has to say are validation, affirmation, and active listening. In addition, as the voice of their students, social workers routinely advocate on behalf of the individuals, groups, and families they serve. Advocacy involves speaking out and acting in the best interest of others.
  • You are organized: Social workers are often required to deal with busy schedules, heavy caseloads and large amounts of paperwork. Successfully managing and prioritizing the logistical aspects of the job can help you maximize the amount of time you’ll have on your schedule to provide meaningful services to your students. The ability to prioritize which work is required to be done in which order is extremely important. Related to organizational skills, social workers must also have strong time-management practices.

ESSENTIAL FUNCTIONS

Responsible Assessment and Intervention Practices in Special Education

  • Conducts valid, fair, and legally defensible evaluations for Special Education eligibility; Performs social-emotional-behavioral and adaptive assessments for students, including students in an Affective Needs Center
  • Interprets findings to identify student needs and develop subsequent appropriate interventions and services through IEP programming
  • Attends and contributes to IEP meetings as appropriate; present results in clear, understandable terms to a variety of audiences (e.g., parents, students, staff, community) so that the recipient can make informed choices

Tiered Model of School Mental Health Interventions, Services and Supports:

  • Uses skill-building strategies through direct and indirect service methods in a small group or individual settings to teach students effective, positive behaviors, such as self-regulation and self-monitoring planning/organization, impulse control, empathy, and healthy decision-making
  • Collaborates with families and community providers to develop student intervention/action and intervention plans
  • Work collaboratively with other school personnel to create and maintain a variety of services to support all students’ attainment of academic, social, emotional, and behavioral goals
  • Takes lead on filing for truancy/contempt and implementing court order; support campus team to develop attendance supports and delegate responsibilities

Preventative and Responsive Crisis Services  

  • Collaborates ​with ​school ​personnel, ​parents, ​students, ​and ​community ​resources ​to ​provide ​competent ​mental ​health support ​during ​and ​after ​crisis ​situations ​and support ​network ​crisis ​responses ​as ​needed ​and ​follow ​ERCM ​network response ​team ​procedures
  • Conducts suicide risk reviews and self-injury inventory process according to training and best practices (e.g., follow protocol, inform parents, provide recommendations and referrals to community services, and often provide follow up counseling and support at school)
  • Conducts threat response system process according to training and best practices (e.g., follow protocol, evaluation, and classification of the threat, appropriate response, and intervention, including notification and involvement of parents and a written action and intervention plan)
  • As appropriate, offers families resources and referrals for services in the community and support families in navigating those services

Social Work Professionalism   

  • Demonstrates personal integrity and maintains high professional and ethical standards practice in ways that are consistent with ethical, professional, and legal standards and regulations; engage in lifelong learning and formulate personal plans for ongoing professional growth
  • Fulfills departmental/administrative responsibilities and expectations; uses supervision and mentoring for effective practice; access, evaluate, and utilize information sources and technology in ways that safeguard and enhance the quality of services and responsible record keeping; participates in STRIVE Prep Summer Training as well as professional development and training throughout the school year; and assists administrators, teachers, and other school personnel, and parents in understanding and adhering to legislation and regulations relevant to regular education and special education

Our Aspiring School Social Workers:

  • Consciously choose to serve and transform the lives of school-age scholars by joining a team of educators who will do whatever it takes in a turnaround environment to support scholars in gaining access to college.
  • Highly invest themselves in constant growth and reflection as educators and professionals.
  • Be a tireless advocate for your students
  • Approach every day with unapologetic high expectations, persistence and a sense of humor.
  • (Preferred) Speak Spanish or have experience working with bilingual students.
  • Dedicate themselves to the educational success of all students, not some students.
  • Bring enthusiasm, professionalism, and positivity to their interactions with students and our adult community.
  • Assume the best in others and are willing to have courageous conversations in order to do what is best for students.
  • Work hard and approach challenges as opportunities for improvement.
  • Set high expectations for themselves and others and a willingness to hold themselves and others to those expectations.
  • Strive for cultural competence practice, are willing to learn more about the culture of the child through the child and family, and always work from a strength-based perspective.
  • Protect time for self-care, fortify your strengths and capacities, and seek support through one’s family, friends, and broader professional community

MINIMUM REQUIREMENTS

Standard Requirements for all Colorado Initial Special Services Licenses:

An Initial Special Services License from CDE may be issued in the endorsement areas listed below to an applicant who:

  • Holds a bachelor’s or higher degree from an accepted, regionally accredited institution of higher education. http://www.cde.state.co.us/cdeprof/Licensure_institutions.asp
  • Has completed an approved special services preparation program at an accepted, regionally accredited institution of higher education, including required supervised internship, practicum, and/or field experience.
  • Has provided an approved program verification form.
  • Has submitted a complete application for licensure, including official transcripts, associated fees, and other supporting documentation.

https://www.cde.state.co.us/cdeprof/checklist-initialspecialserviceprovider

Additional requirements per special services license: School Social Worker (0-21 years):

    • Master’s degree or higher in social work from an accepted institution of higher education
    • Documented evidence of completion of coursework in the areas of school and special education law, including content covering Functional Behavior Assessment (FBA) and the development of behavior intervention plans
  • Successful completion of Colorado-approved content exam: Colorado Assessment for Licensed Clinical Social Workers (ASWB) OR PLACE 47: Passing Score: 220. https://www.aswb.org/exam-candidates/
  • Successful completion of a supervised 900 clock-hour practicum in the field of social work which shall have been completed in a school, social service agency, mental health clinic or facility and/or hospital setting
  • Successful completion of at least one field experience with school-age children/students
  • To find out more about becoming a special service provider in a Colorado public school, please see the standard requirements for all Colorado Initial Special Services Licenses https://www.cde.state.co.us/cdeprof/licensure_ssp

COMPENSATION AND BENEFITS

  • Competitive compensation package and annual performance-based raises
  • Participation in the Colorado PERA retirement program, including a PERA 401k option
  • Funding of 100% of individual medical benefits and a wide range of insurance plans
  • Approximately three weeks of summer vacation and eight days of paid time off annually

DIVERSITY, EQUITY & INCLUSION

STRIVE works to make a college-prep education for all students in our community the norm rather than the exception. We are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment. STRIVE is an equal opportunity employer and actively encourages applications from people of all backgrounds.

Our culture of inclusion is rooted in the belief that when we create the conditions that align …

  1. Your unique gifts
  2. Your purpose/desire for impact
  3. The organization’s needs

… then you will have the opportunity every day to unleash your genius–individually and collectively with your colleagues–to ensure our students are Learning to Change the World. We create these conditions with intentional, strengths-based coaching through an equity and inclusion lens, and a culture that leverages the rich diversity of our team to inform the work and achieve breakthrough results for our students.

QUESTIONS?

Contact Amanda Jackson at amanda.jackson@striveprep.org

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Executive Director K-12 Charter School

Posted by | December 12, 2019 |

Executive Director – Essential Job Functions:

Community Leadership
Serve both as liaison and direct report to Frontier Academy’s Executive Committee
Represent Frontier Academy in the community
Develop, maintain, and/or oversee community partnerships with organizations such as University of Northern Colorado, Aims Community College, School District 6, local government and law enforcement, and North Range Behavioral Health
Direct communications with stakeholders and community members
Foster relationships among all stakeholders

School Leadership
Drive and coordinate Frontier Academy’s vision and mission
Supervise and support Elementary Principal, Secondary Principal, Finance Director, Homeschool Director, Elementary Enrichment Director, and Director of Development
Collaborate with the Executive Committee to organize an effective leadership structure in line with Frontier Academy’s vision and mission
Collaborate with the Executive Committee to develop, implement, and review the strategic goals of Frontier Academy

K-12 Oversight
Ensure intentional and planned implementation of vertical alignment both in education and operations
Collaborate with administration to implement best practices in the following areas:
Curriculum and instruction based on Core Knowledge and Colorado Academic Standards
Interpretation of testing data to monitor student achievement and growth
Vision for yearly professional development
Grade level progressions, including crucial transitions between 5th-6th and 8th-9th
Consistent communication and engagement with stakeholders, including special populations across all grade levels
Frontier Academy policies and procedures regarding student discipline and behavior
Align student, staff, and faculty procedures as necessary to create uniform stakeholder and employee experiences
Oversee Frontier Academy’s safety and security
Support diverse extracurricular activities

Human Resource Management
Support supervisors in areas of staff discipline and termination
Update and distribute annual employee agreement
Ensure highly qualified staff
Direct compliance of federal and state workplace regulations

Financial Supervision
Work with Finance Director in the creation of
Yearly budgets and forecasting
Financial strategic plan
Oversee appropriate use of MLO, bond and/or grant funding
Create consistent processes and negotiate contracts for purchasing from outside vendors
Ensure financial compliance

Operations Management
Manage all Frontier Academy facilities in regards to maintenance and capital improvement projects
Oversee and assist Transportation Director in maintaining compliance
Supervise Frontier Academy facilities’ master plan

Qualifications:

Master’s Degree or higher required
Minimum 5 years’ administrative experience in a school environment
Knowledge of charter school policies and funding
Education or experience in:
Organizational leadership and management
Public funding and budgeting
Educational law
Human resources
Facilities management

Frontier Academy’s Ideal Candidate Will:
Demonstrate strategic and adaptive thinking and learning
Work effectively in a community with a diverse set of stakeholders
Take initiative
Communicate clearly and effectively with a broad audience, both written and verbally
Understand and apply educational and instructional theories and practices to the instruction of students and the professional development of staff
Exhibit effective conflict resolution skills

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Community Superintendent

Posted by | December 10, 2019 |

This position will directly supervise a set of schools, with a focus on coaching and supporting principals in their work to deliver on the individual school’s mission and vision. This position will also support principals as they implement school improvement plans, effectively use data to monitor and improve student achievement, build and sustain shared leadership structures, provide direction and assistance with safety and security, develop and monitor budgets, align resources, engage families, and problem solve community and staff issues.  Strong instructional knowledge is required to successfully do this job.

Community Superintendents are responsible for the hiring and evaluation of principals, and will provide growth producing feedback as well as professional learning for principals in their schools with a focus on ensuring strong leadership skills in every principal.

Community Superintendents will also be responsible for effective implementation of the district strategic plan. An understanding of necessary conditions for instructional transformation in classrooms is preferred.

Qualified applicants will have already read and aligned their thinking with the Jeffco Generations Vision – Strategic Plan. A highly skilled Community Superintendent will engage with district departments in support of their efforts with schools and their communities.

Qualified Applicants Require:

  • 5 years of experience as a principal
  • Demonstration of strong coaching, supervision, and strategic planning experience
  • Bachelor’s degree; Master’s degree in a related field preferred
  • Must hold a current administrator/principal license

 

Comments Off on Principal, K-12

Principal, K-12

Posted by | December 10, 2019 |

Is your passion and purpose to truly change the trajectory and lives of students who otherwise might not advance to a high school diploma with multiple options in life? If so, consider working at one of Jeffco’s option schools, Sobesky Academy in Wheat Ridge. You will lead a team of passionate and dedicated staff to meet the intensive needs of students with disabilities for whom our neighborhood and alternative schools have not been effective.  At the same time, you will be a part of a larger continuum of services, serving an invaluable role in one of the largest school districts in the country.

 

About the School:

 

Our Mission Statement: At Sobesky Academy, we provide an individualized educational and therapeutic environment which supports social-emotional awareness, inspires personal growth and builds on students’ strengths in order to empower them for success.

 

Sobesky Academy is designed to provide more intensive services than a student is able to receive at a neighborhood or alternative school setting. Students may be in need of service due to determinations of emotional disability, autism, or other heath impairments that create barriers to a student’s ability to learn. Our trained team of educators are invested in promoting growth and skill building in the areas of social emotional learning, behavioral self-regulation and academic gap filling through the provision of a therapeutic and educational environment that is structured, predictable, consistent and supportive. The north star of the Sobesky Academy Team is to meet the individual needs of each student in a way that allows for skill building and practice that results in a student reintegrating into a less restrictive environment with typical peers.

 

About the District:

Jeffco Public Schools, Colorado’s largest K-12 school district, with 85,000 students and approximately 14,000 employees, has provided educational excellence for more than 60 years. Nearly 10 percent of all Colorado K-12 students attend a Jeffco school and our employees benefit from partnerships with experienced, dynamic school leaders throughout our District. Our 2020 Vision for Jeffco Students maps out with focus and clarity what we expect our schools to accomplish with our graduates. You lead a school, but join a team. Come join us!

 

The Ideal Candidate Will:

  • Passion and commitment to serve students who need extra support and focus to succeed.
  • Outstanding problem solving skills, flexibility, and creativity to work with students and staff in a controlled setting.
  • Exceptional communication skills that promote relationships, community, and support across the school and district.
  • The ability to thoughtfully prioritize and address complex and emotional obstacles, both unexpected and predictable.
  • A deep understanding of systems that contribute to a continuum of services for a diverse group of students, families, and communities.
  • Demonstrated expertise in building an intentional, positive and collaborative school culture.
  • Experience developing comprehensive and aligned programming that leads to measurable results in social emotional skills, academic growth, and post-secondary success with our students.
  • Demonstrated success in recruiting, selecting and developing teachers and staff with a skill set to work with students with intensive needs.

Job Requirements:

  • Three to five years of successful school leadership required
  • Colorado Department of Education Principal License required and Special Education Director’s License preferred

Compensation:

Jeffco offers a competitive salary and benefits package. Salary range: $109,000 to $129,000 determined by candidate experience.

 

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Principal- Elementary

Posted by | December 10, 2019 |

About the District:   Jeffco Public Schools has been providing educational excellence for more than 60 years. As Colorado’s second largest public school district, we serve over 85,000 students at 157 schools on 168 campuses. We work to keep the main thing, the main thing – Learning. We focus on strategies which have a direct impact on changing the student learning experience. Along with families and the community, we ensure that all students have the supports they need to engage successfully in the learning process. This work happens under the direction of, and in concert with, skilled and professional educators who serve and deliver an environment of high expectations for all students.

 

About the Job:   Join our diverse, inspired and committed team!  Jeffco is currently accepting applications for Elementary Principal roles for the 2020-21 School Year.

 

The Principal is responsible for academic excellence and personal growth of every student, through leadership of an elementary facility. Organizes school operations around improvement of instruction by maintaining a safe and orderly environment, upholding state laws, contracts and District Policies. Manages personnel, maintains facility to provide a quality learning environment, efficiently manages financial and facility resources, establishes effective public relationships, and coordinates effective instructional programs with a master schedule.
Traditional work days: 215
FTE: 1.0
School year: 2020-21

Compensation:   Commensurate with Experience

Instructional Leadership – Effective Instruction

  • The school leader ensures a common vision of effective instruction.
  • The school leader builds collective capacity of staff through the cultivation of a robust and equitable collaborative framework
  • The school leader works with teachers to ensure student engagement, including student voice, is evident in daily lessons

Instructional Leadership – Observations & Analysis of Instruction & Learning

  • The school leader collects data on instructional practices and leverages it to determine next steps for instructional practice and student intervention/enrichment
  • The school leader implements a Continuous Improvement Planning and Progress Monitoring process resulting in visible improvement in student outcomes and staff efficacy

 Instructional Leadership – Support for Teacher & School Growth

  • The school leader supports teacher growth using ongoing feedback, professional learning, coaching and a collaborative framework
  • The school leader evaluates staff performance using district evaluation resources
  • The school leader fosters collaborative structures such as professional learning communities to ensure collaboration, teaching learning, and opportunities for teacher leadership
  • The school leader uses evidence of student learning to plan and implement individual and whole-staff professional learning
  • The school leader provides for embedded professional learning that is aligned to the school improvement plan and the demonstrated needs of educators

Operational Leadership – Core Values

  • The school leader displays professional behavior, in accordance with all district policies, at all times and addresses inappropriate behaviors by staff members, including conflicts as they arise
  • The school leader ensures the School Vision, Mission and Strategic Goals are developed jointly with all stakeholders, aligned to Jeffco Generations, and make visible the expectations that all students will master core competencies.
  • The school leader builds a school culture which supports a collaborative and transparent approach to shared leadership and is welcoming to all stakeholders
  • The school leader models, and positively reinforces the vision and values of the school’s culture, and involves students, families, and staff in creating an inclusive and welcoming climate
  • The school leader demonstrates a commitment to a diverse population and inclusive climate, setting expectations that all students will succeed
  • The school leader designs and/or utilizes structures and processes which result in family and community engagement, support, ownership, and advocacy for the school; leverages community and district resources for the school
  • The school leader ensures a safe, caring and engaging environment

Operational Leadership – Safety & Security

  • The school leader certifies the Emergency Management Plan (EMP) is current and School Response Team is fully staffed and trained
  • The school leader ensures students and staff are trained on all EMP, Code of Conduct, and policies for the school as well as informed on procedures to report concerns to school officials
  • The school leader sets clear expectations and utilizes rules and procedures for all students and staff

 

Operational Leadership – Managerial Leadership

  • The school leader employs Shared Leadership, which includes at a minimum a school accountability committee and the collaborative structures outlined in the negotiated agreement
  • The school leader ensures the recruiting, hiring, assignment of staff is collaborative, aligned to school focus, and is determined by needs of students
  • The school leader provides for the mentors and dismissal of Staff in a timely manner and is conducted with respect for all stakeholders
  • The school leader manages people and resources aligned to the needs of school improvement plans, stakeholder input, and to ensure support for school’s focus on student achievement
  • The school leader stays current on knowledge of school laws, district policies, and negotiated agreements

Leadership Awareness – Clarity and Focus Leadership Awareness – Clarity and Focus

  • The school leader carefully selects and persistently clarifies expectations for all stakeholders
  • The school leader limits distractions to the school improvement plan

Leadership Awareness – Interpersonal/Emotional Intelligence

  • The school leader models and engenders reflective practice, confidence, humility, perseverance, inspiration, empathy and positivity, and uses situational awareness

Leadership Awareness – Communication Skills

  • The School Leader listens to understand and provides convincing rationale for actions through clear communications that are well timed
  • The school leader provides sense-making helping stakeholders understand policies and practices.

Leadership Awareness – Growth Mindset/Continuous Improvement

  • The school leader demonstrates leadership which promotes continuous growth, lifelong learning, and risk-taking
  • The school leader ensures a focus on results, based primarily on student learning

 

Job Requirements:

  • Must possess a valid Colorado Principal/Administrator license.
  • A minimum of five (5) years of actual instructional/classroom experience as an educator.
  • Citizenship, residency or work visa required

 

 

Paper screening will begin in January; we strongly recommend submitting application by early January for consideration.

 

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K – 5th Grade Teaching Fellow

Posted by | December 4, 2019 |

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 1,500 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.

Our Mission

Every child realizes their full potential through a rigorous and loving elementary education.

Our Vision and Commitment to Equity

We know potential is everywhere, but opportunity is not. We believe all children deserve access to a great public education. Our commitment to equity and academic rigor means that we help every student achieve. Our culture of love and inclusion means that we welcome, support, and challenge everyone with kindness and respect. You can see more about our commitment to equity here.

Where We Work

The Denver metro area is a vibrant and diverse community with great restaurants, outstanding culture, and access to all of the beauty and outdoor activities of Colorado. Our schools currently span four locations, and campuses will continue to grow each year to serve Pre-K through 5th grade.

Who We Seek

First and foremost, we are looking for staff members that deeply believe that every child deserves an outstanding education and that with the right supports, every child can realize his or her full potential. Our staff members have incredible growth mindsets – we don’t see problems, we see possibilities, and each and every one of us has a deep desire to continue to grow and learn. We also bring a track record of success and achievement from our previous classroom experiences or other educational and professional pursuits.

 

Our staff believes that when you love someone, you hold them to high expectations – and we apply this to our own work, the work of our colleagues, and the work of our scholars. We take our work seriously, but ourselves less so – we laugh and joke and bring joy to work every day. And finally, we value a diversity of perspectives and experiences, recognize the humanity of those around us, and seek to build an inclusive environment that models what we wish to see in the world. 

Overall, we’re good people with big hearts, who care a whole lot about our people – both big and small – and are constantly improving our practice to be the staff our scholars truly deserve. 

Our teaching fellows. . .

    • Support a culture of rigor and love with our co-workers and with our scholars
    • Use our high-quality curriculum and data systems to drive outstanding scholar growth and proficiency
    • Develop meaningful relationships with families and community members to build trust and partnership
    • Demonstrate a “by any means necessary” work ethic to ensure our scholars receive the education they deserve
    • Invest time and energy in the Master’s program at Relay GSE to deeply internalize the course material
    • Support the recruitment and enrollment of scholars, the recruitment and retention of staff, and family engagement activities, as needed
    • Participate in other duties, as required

In order to be a teaching fellow at RMP, you must. . .

    • Demonstrate a track record of success in your college experience or previous career
    • Be able to provide an official transcript demonstrating graduation from an undergraduate institution with at least a 2.75 GPA by July 2020
    • Be able to take and pass the Praxis 5001 exam
    • Pass a background check
    • Demonstrate eligibility to work in the United States

The RMP teaching fellowship provides a Master’s in Education program at the Relay Graduate School of Education, a $25,000 living stipend, access to paid medical, dental, and vision benefits, and on-the-job experience and training leading to Colorado teacher certification.

 

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 Director of Curriculum and Instruction

Director of Curriculum and Instruction

Posted by | December 3, 2019 |

The CUBE is seeking a progressive and experienced instructional leader to actualize our innovative academic vision and instructional practices. The Director of Curriculum & Instruction (DCI) at the CUBE will be charged with curriculum and programmatic oversight and alignment across all core content areas. The DCI will help to bring our CUBE instructional practices to life in our classrooms through designing and facilitating data-informed and equity-focused professional development for teachers and leaders. This person will be an expert in designing adult learning experiences, culturally responsive teaching practices, and purposeful and vertically aligned curriculum design that supports students to become independent learners. The DCI will work in close collaboration with a team of equity-minded and progressive instructional leaders committed to ensuring every child can achieve college and career readiness and become leaders in their own lives and communities.

Responsibilities and Outcomes

  • Lead and support systems and processes for the selection, development and curation of curricular resources in core content areas across 9-12 so that all students have access to high quality curriculum, with particular attention to needs of our most vulnerable student populations.
  • Provide direct support to teachers and leaders in understanding and designing from core instructional resources, lead teams in process of revision and refinement of core resources.
  • Lead and facilitate learning walks with Principal and organizational leaders to assess the quality of teaching & learning
  • Serve as observer and supervisor and/or coach of teachers in the CUBE teacher evaluation, growth, and development
  • Support Culturally Responsive pedagogy across all courses
  • Conduct curriculum audits and gather and utilize other sources of quantitative and qualitative data to monitor progress towards improved student and staff outcomes and assess the impact of shifts to curriculum and curricular resources, professional development, and instructional practices on student and staff outcomes.
  • Work with Principal to develop and effectively operationalize instructional vision.
  • Design, facilitate, and deliver professional development for leaders and teachers
Comments Off on 38114 SENIOR SPECIALIST, ASSESSMENT

38114 SENIOR SPECIALIST, ASSESSMENT

Posted by | November 21, 2019 |

ASSESSMENT, REPORTING, AND DATA SUPPORT (AR&D)

Traditional 235 work days

FTE: 1.0

Salary Range: $63,852- $77,316

  

Essential Functions and Objectives:

 

This position plans and coordinates the implementation of the Colorado Measures of Academic Success (CMAS), the state summative assessment in accordance with the district’s assessment plan.   This position resides in the Assessment, Reporting & Data Support department and supports teachers, school leaders and central office in understanding the goals of assessment, preparing for assessment, conducting assessments in accordance with state requirements, and using results to improve student achievement.  This position will provide training and customer support to school site assessment leaders to ensure successful administration.

– Acquire additional knowledge and skills in psychometric and statistical methods to support CMAS and NAEP operations as needed.

 Assume a lead role in developing and managing the implementation plan rollout for CMAS and NAEP.
– Develop and provide training and staff development in the areas of assessment administration, ethical assessment practices, and the appropriate application of accommodations to ensure valid data capture.

 Work with district, regional, and Colorado Department of Education staff to provide professional development and support to district schools to ensure administration preparedness, e.g. proficiency in using designated online systems to update student test registration data, deliver state assessments and to obtain digital assessment reports.

– Extract and merge student enrollment, demographic and accommodations data from various student information systems for timely test registration.

– Perform rigorous quality control checks to ensure data accuracy and integrity before, during and after testing.

– Conduct analyses of assessment operational data as needed.

 Collaborate with other department staff in the analysis of CMAS and NAEP results.

– Assist Research and Reporting Team in the development or modification of assessment reports.

 Provide tiered assessment support to schools across the district based on risk assessment as needed.

– Assist with the development of training district and school staff in the reporting and use of data from assigned assessments, including a deepened understanding the psychometric properties underlying the CMAS and NAEP assessments.

 Other Duties as assigned.

 

Knowledge, Experience & Other Qualifications:

 

– 5+ years of Teaching Experience or experience with Colorado Academic Standards and/or Common Core State Standards.

 At least 9 credit hours in Research, Statistics, Assessment, or comparable quantitative methods preferred.
– Experience with MS ACCESS and knowledge of Excel, SPSS or equivalent statistical package.

– Substantial experience with the management or development of assessments of student achievement.
– Substantial experience analyzing and interpreting assessment data.

– Demonstrated success in leading adult learning, including developing presentations and in presenting complex information to teachers, administrators, or other working professionals.
– Demonstrated success in working collaboratively with other professional staff.

– Excellent oral and written communication skills in English.
– Experience and proficiency with Microsoft Office and Google products (e.g. Word, PowerPoint, Google Docs).

– Experience with the administration and processing of high stakes, online assessments or an equivalent large scale project preferred.
– Experience in item development, item analysis and test form creation preferred.

– K – 12 or higher education teaching experience preferred.
– Bilingual skills in Spanish preferred.

 Ability to develop and present complex information to teachers, administrators, or other adults.

– Ability to successfully manage teams in the execution of complex, time sensitive projects.

 Ability to understand and interpret assessment data.

– Strong understanding of the fundamental assessment concepts (e.g., reliability, validity).

 Valid Colorado Driver’s License, appropriate insurance coverage and acceptable driving record for the past three years.

 

 

Education Requirements:

 

– Bachelor’s Degree in Education or related field.

 Master’s Degree is preferred.

 

 

Other information:

About Assessment, Reporting, and Data Support (AR&D):
From former classroom teachers to research analysts, we are a diverse team working to support positive academic outcomes and equity for all students. Some team members serve as a district resource for developing and administering district and state assessments in a multitude of content areas in both English and Spanish. Others analyze and report data, including data to help identify opportunity gaps among historically underserved students. Others focus on research and evaluation designed to impact district strategy, often with an explicit focus on issues of disproportionality. No matter the role, every member of AR&D is committed to providing information and resources that support school leaders, teachers and families in helping every student succeed regardless of their neighborhood or background. Supported by a strong team culture, we take advantage of the work-life balance, generous time off and professional learning opportunities offered by the district as well as all the perks available from working in a thriving city adjacent to the beautiful Rockies.

 

About Denver Public Schools:

 

Denver Public Schools is committed to meeting the educational needs of every student with great schools in every neighborhood. Our goal is to provide every child in Denver with rigorous, enriching educational opportunities from preschool through high school graduation.  DPS is comprised of nearly 200 schools including traditional, magnet, charter and alternative pathways schools, with an enrollment of more than 90,000 students.  

 

Under the leadership of Superintendent Susana Cordova and guided by the tenets of The Denver Plan, DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org 

  

Denver Public Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. It is our intention that all qualified applicants be given equal opportunity and that selection decisions be based on job-related factors.

 

 

 

Comments Off on ECE Program Director- Denver, CO

ECE Program Director- Denver, CO

Posted by | November 18, 2019 |

Job Description

Thrive Preschool is a new private and locally owned large preschool opening, August 2020, in the Englewood/Harvard Gulch area! This is not our first preschool, we are expanding and opening our sister location! We are looking to build upon our already nurturing and supportive community of early childhood professionals who share a passion for play and discovery. We are looking for a highly qualified Program Director to lead our new team at our new preschool, starting December 2019. Very competitive base pay with solid bonus structure. We are a Reggio Emilia and Waldorf inspired preschool. 

Program Director experience is required and experience working with and/or helping develop a new school and/or business is strongly preferred but not required. Knowledge of Reggio Emilia and/or Waldorf educational practices and philosophies is also strongly preferred. Email résumés to contact@thrivepreschool.com

Entry Requirements:

– Strong background in the ECE marketing & enrollment processes 

– A positive attitude, warm personality and passion for working with young children, families, and teachers

– Strong organization, leadership, and communication skills

– Looking to grow and evolve with a new and forward thinking organization for many years to come

– High Levels of Self-Awareness e.g Emotional IQ, emotional- self awareness, strengths & weaknesses, passionate about growth. 

– Intentional, Mindful and Reflective in Professional Practices e.g:  Ability to receive and utilize feedback and constructive criticism, ability to create and maintain professional and positive energies throughout the building and amongst staff. 

– A love of or appreciation for nature and spending time outdoors

– Dedicated to play-based learning

– Creative and “go-getter” mindset

– Ability to work occasional weekends and evenings (open houses, family-teacher conferences, seasonal holiday celebrations etc.)

– Must meet minimum qualifications for employment as a director of a large child care center in the state of Colorado, including training, experience, and background check requirements

Additional Qualifications:

– Experience as a director of a large child care center in the state of Colorado, 2 years minimum preferred. 

– A Bachelor’s degree in early childhood education from a regionally accredited college or university and/or a master’s degree with a major emphasis in child development, early childhood education, or early childhood special education

– Experience, training, and/or knowledge surrounding Reggio Emilia and/or Waldorf educational practices and philosophies

-Experience, training, and/or knowledge surrounding Conscious Discipline 

Schedule:

Full Time

Responsibilities:

– As a program director, you will work closely with ownership, program director at other location, classroom teachers, and support staff on the following,Including but not limited to:

– Oversee further development and implementation of inquiry based/mindful based curriculum, documentation, and work projects of children in accordance with our guiding educational philosophy

– Assist teachers in monitoring student progress

– Assist teachers in developing everyday classroom behavioral management solutions

– Confer with parents and staff to develop educational programming and school policies that will support all students

– Set educational standards and goals. Establish and uphold policies, procedures, and programs to carry them out

– Conduct classroom observations to assess teacher-student interactions and instructional methods.

– Support teachers and staff in goal-setting and overall quality program improvement

– Culture building that is in alignment with school missions and philosophies.

– Support teachers in data-gathering and assessment

– Direct and coordinate activities with teachers and staff, including monthly staff meetings, professional development, staff scheduling, and special events (i.e., open house events, back-to-school nights, parent-teacher conferences, holiday celebrations, etc.)

– Maintain all documentation as mandated by the State of Colorado (i.e. attendance logs, vaccination records, student and employee files)

– Oversee CRM Enrollment Systems 

– Oversee and assist in lead generation and enrollment processes 

– Oversee and assist in recruiting, hiring, training, and evaluating primary and supplemental staff

– Teach classes or courses or provide direct care to children when needed

– Stick to budgets and determine allocations of funds for classroom supplies, materials, and equipment. Authorize staff purchases. 

– Review and evaluate new and current programs to determine their efficiency, effectiveness, and compliance with state, local, and federal regulations. Recommend any necessary modifications

– Oversee facility safety, security, and maintenance operations and procedures

– Collect and analyze survey data, regulatory information, demographic/employment trends to forecast enrollment patterns and the need for program/curriculum changes

– Create and disseminate informational materials for program marketing, family/community engagement, and parent education

Compensation/Benefits:

-Competitive salary

-100% health, vision, dental insurance coverage

– 80 hours PTO/Year in addition to regular school holidays (see school calendar)

*Englewood /Harvard Gulch Area*

Comments Off on Higher Education Reporter

Higher Education Reporter

Posted by | November 15, 2019 |

Chalkbeat, the growing nonprofit news organization telling the story of public education in America, is seeking a reporter to join our Colorado team.

Chalkbeat’s Colorado bureau is looking for a smart, enterprising reporter who can pioneer our higher education coverage, bringing the same relentless focus on equity and opportunity that we bring to our coverage of K-12 and early childhood issues. Colorado has one of the nation’s most educated populations, but there are huge gaps in the rate at which low-income students of color pursue higher education compared to their white, better-off peers. At the same time, innovative work is underway to expand college access. The state is also a leader in developing new models for training students for the workplace, but struggling to bring promising practices to scale. We’re looking for someone who is passionate about bringing policy stories to life and committed to making Chalkbeat the go-to source for stories about higher education in Colorado. 

This position will also entail statehouse coverage from January to May, tracking both K-12 and higher education legislation as necessary. 

This position will report to Chalkbeat’s Colorado bureau chief.

Who are you? 

You are a strong enterprise reporter who can develop a beat from scratch. You believe journalism has an important role to play in highlighting problems and holding up solutions so more young people have the opportunity to reach their full potential. You’re adaptable enough to break news and carry out long-term projects. You approach complicated public policy issues with the nuance they deserve. You’re passionate about telling the human stories behind policy debates. You’re a team player who is enthusiastic about helping us connect with readers through events, social media, and newsletters. And you’re eager to visit schools and meet students and educators.

What background and skills do you have?

  • Experience covering education, government, or public policy
  • Experience with building sources and generating story ideas
  • Comfort or experience working with data, research, and reports 
  • The ability to write clearly, cleanly, and on deadline for quick-take, daily, and longer-form stories  

Note: We know there are great candidates who may not have all the skills we list, or who have other skills we haven’t thought of. If that sounds like you, please still apply and tell us more about yourself!

What will you be responsible for?

  • Developing a strong source network that ensures our higher education coverage is telling the most essential stories.
  • Pitching, reporting, and writing daily, weekly, and long-term enterprise stories on the higher education beat.
  • Tracking key education legislation and ensuring Chalkbeat has a regular presence at the Capitol. This position will be the primary legislative reporter with the bureau chief providing additional statehouse coverage.
  • Contributing to Chalkbeat’s social media presence and to our regular morning newsletter, as well as dedicated higher education and legislative newsletters.
  • Building relationships with readers and key players in the local community through our occasional open office hours and other events.

This position is based in Denver and may involve occasional travel around the state.

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 25 – January 1.

About Chalkbeat:

Chalkbeat is the nonprofit news organization committed to covering one of America’s most important stories: the effort to improve schools for all children, especially those who have historically lacked access to a quality education. We are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.

Comments Off on Program Associate

Program Associate

Posted by | November 14, 2019 |

The Colorado Education Initiative (CEI) is seeking a Program Associate to provide event support and project management across multiple projects. The ideal candidate for this role brings strong organizational skills and incredible attention to detail while balancing the need to be flexible and nimble in the execution of projects. This candidate sees our learning and project events as ways to create welcoming and meaningful experiences for educators; builds relationships and works effectively with a range of stakeholders with a high degree of customer service; is excited about helping CEI’s project teams effectively translate big ideas into reality; and seeks growth opportunities in project design and management, facilitation, and educator development.

About Colorado Education Initiative

Colorado Education Initiative (CEI) envisions a near-future in which every student in Colorado is prepared and unafraid to succeed in school, work, and life. We believe that all students, without exception, deserve an education that serves their academic, personal, professional, entrepreneurial, and civic needs. This requires accelerating educational improvement and innovation across Colorado to reimagine the K-12 education system for the 21st century in a way that promotes and prioritizes equitable outcomes for students.

CEI is a statewide nonprofit that has worked with educators as an inspired and supportive partner on the ground in more than 150 urban, suburban, and rural school districts over the past decade. CEI has a multi-faceted role serving as implementation expert, innovation thought leader, and state-wide convener and trusted partner.

Of note, we are also on an organizational journey to more deeply prioritize diversity, equity, and inclusion in the work we support across Colorado.  We are beginning to identify and embed promising practices in our culture and talent systems and are making a focused set of investments in the professional development of our team.  We believe our work demands this because of the historic and current experiences in the school systems in which we operate and because we believe the outcomes we seek for students requires the prioritization of equity.  In all roles, we welcome candidates who are eager to participate in and contribute to this work and whose lived experiences deepen our perspectives on the education system.

Responsibilities

Event Support:

  • Lead event planning and on-site support for project events
  • Ensure that events are planned and implemented successfully, embody CEI standards, and are of high quality
  • Represent our organization and serve as the primary point of contact for participants throughout an event
  • Manage and coordinate all event logistics; anticipate and solve problems that emerge
  • Coordinate and support event team members, external partners, and contractors to fulfill their roles in all events
  • Carry out event and project participant data collection activities

Project Management:

  • Create detailed project plans with support from project team members
  • Manage daily project activities against project plans
  • Provide budget management support to project leads as needed
  • Document project team notes and manage follow-up activities
  • Manage and route incoming communications with school and district partners
  • Identify, elevate, and solve for project needs

Knowledge Management and Continuous Improvement:

  • Schedule and participate in project debrief and reflection activities
  • Support teams in using tools, templates, and resources to document our process and work throughout a project
  • Coordinate with Project Leads to ensure that CEI integrates organizational learnings into projects

Qualifications

A successful candidate will have at least two years of experience assisting with project management and event logistics, including the preparation of materials and participant communications. They will have experience with event registration software or similar software tools. In addition, they will be highly organized, detail oriented, an outstanding verbal and written communicator, and able to manage multiple projects simultaneously. A demonstrated interest in and commitment to public education is preferred. The person in this role must be available and willing to travel for multiple days at a time for an estimated 25% of their time each month, primarily within Colorado.

Competencies

This position requires strong project management, organizational, interpersonal communication, collaboration, relationship building, multi-tasking skills, and the ability to anticipate and take initiative to predict and solve problems.

Compensation

  • Full-time position
  • Salary commensurate with experience in a range of $40,000-$55,000
  • Competitive benefits package and some flexible scheduling available
Comments Off on Administrative Assistant

Administrative Assistant

Posted by | November 14, 2019 |

American Indian Academy of Denver (AIAD) is a STEAM (science, technology, engineering, arts and math) school opening at the beginning of the 2020 school year providing rigorous learning opportunities for 6-8th grade students.
We are looking for: an experienced, reliable and task-oriented Administrative Assistant. The Administrative Assistant will work directly with both Head of School and Office Manager and will be responsible for performing several administrative duties. The ideal candidate is highly self-motivated, professional, and capable of managing their work load and prioritizing tasks in a fast-paced start-up environment.
Administrative Assistant: will perform clerical work supporting the Head of School and other administrators, interacting with students, providing information to families and community partners, and will complete various tasks assigned by the Head of School and/or Office Manager.
The Role and Responsibilities:
• Greet and provide support to all visitors, always ensuring a great first impression for our school
• Familiarize students and families with the AIAD program both individually and building-wide
• Provide administrative support for AIAD including correspondence (email, phone, face-to-face), editing, database organization and management, general office support
• Provide support for school events, community meetings, and student recruitment campaigns
• Provide registrar support for the AIAD to enroll new students and manage the student record system
• Learn MailChimp to assist in the creation of the AIAD newsletter, manage mailing lists promotional reminders, event invitations, and organize RSVPs
• Schedule meetings and appointments for Head of School
• Maintain an organized filing system of paper and electronic documents
• Uphold a strict level of confidentiality
• Develop and sustain a level of professionalism among staff
• Awareness of website content, sharing recommended edits with Head of School
Skill Requirements:
• Minimum of 2-3 years in an administrative assistant role, ideally in a public school or charter school environment or relevant experience or equivalent
• Advanced Microsoft Office skills, with an ability to become familiar with firm-specific programs and software
• Proficiency in collaboration and delegation of duties
• Strong organizational, project management and problem-solving skills with impeccable multi-tasking abilities
• Exceptional interpersonal skills
• Friendly and professional demeanor
Nice to Have:
• Passion for the continual development and establishment of a positive, diverse, and inclusive school culture
• Experience with basic accounting and budget management
• Experience working with underserved, underrepresented and diverse populations
• Bilingual in Spanish

Comments Off on Business Manager

Business Manager

Posted by | November 13, 2019 |

Who are we?

The CUBE High School opened in August 2019 serving an intentionally diverse student body.  We opened with a 9th grade and will add one grade per year, to a full 9-12 high school.  We teach most of our courses as topic-based, six-week, co-taught, interdisciplinary classes.   Our innovative teaching method prepares learners to achieve at the highest academic levels, while also learning to think deeply, solve challenges, and practice creativity with compassion and empathy. When students graduate from our school, they not only have a solid foundation of knowledge, they also have the hands-on skills and the ability to convey their learning that will allow them to excel in their future.

The success of this model depends on passionate teachers who love working with kids. We aim to teach knowledge and passion, skills and character. And that means that we, as a staff, are knowledgable, passionate, skilled, and character-driven. It means that we love the subject we teach, and it means we love integrating it into the fabric of other content areas as well. It means we look for the biology in pizza-making, the physics in mountain biking, and the literary references in TV shows. Our staff members continually ask themselves the question, “what’s best for kids?”

Please visit https://www.thecubeschool.org/join-our-team to apply.

What are we looking for?

The CUBE is looking for a Business and Operations Manager to skillfully manage all non-academic facets of the CUBE, including accounting, finance, operations, systems development, audit preparation, strategic management and grant reporting (lots more too).  This position is for the person who loves detail, and also loves creating, maintaining and improving systems that empower the mission and vision.  You have the opportunity to drive non-academic systems, creating smooth operations amidst a complex reporting environment.  We’re looking for that person who can make sense of complex problems, find beauty in the details, and creatively solve logistical problems — all with an intense desire to transform educational outcomes for our students.

Desired Mindsets & Habits

    • Driven by a burning desire to see all students succeed.
    • Works with a sense of urgency.
    • Demonstrates a relentless focus on achieving equity.
    • Self-reflective and exemplifies a growth mindset.
    • Self-directed agent of his/her own learning.
    • Embraces risk, fails forward, and pivots to capitalize on opportunities.
    • Encourages and embraces productive conflict.

Responsibilities and Outcomes

    • Nimble project manager, with demonstrated ability to proactively manage multiple deadlines — excellent planning and logistics skills
    • Demonstrates ability to connect and communicate with multiple stakeholders.
    • Detail oriented — sweats the small stuff and super organized.
    • Ability to define problems, collect data, establish facts and draw conclusions
    • Manage payroll system and payroll files, as well as point person on all HR systems
    • Ensure proper recording of all transactions in QuickBooks and prepare all financial reports for the Executive Director
    • Assist with preparing and monitoring the annual budget
    • Coordinate tax filings and 990 filing with auditor
    • Issue tax notices (1099s) to vendors and contractors
    • Work closely with Development Director to coordinate grant reporting as needed
    • Ensure proper documentation and implementation of government-funded grant programs
    • Prepare reports for Colorado Department of Education, Denver Public Schools and any other entity as needed.
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Site Director

Posted by | November 8, 2019 |

SCHOLARS UNLIMITED is a nonprofit organization that provides high quality, comprehensive after school and summer learning programs to elementary school children in the Denver metro area. Our mission is to support low-income, academically struggling young learners by providing rigorous literacy instruction and enrichment in order to help students achieve measurable success and to inspire life-long learning.

Scholars Unlimited is currently looking for two Site Directors for two school-based sites; one for SW Denver and the other for Westminster. Site Directors lead the staff in positive student interactions, while coordinating the overall site-based program. We are looking for someone with the ability to build relationships with the community, school, parents, students and other staff. The Site Directors should also have excellent programming and supervision skills.

Site Directors work 20  hours a week (4 hours a day, Monday – Friday). General hours are 2:00 PM – 6:00 PM. Compensation is $16.00 an hour. Training is provided and is paid.  The after school programs have started and will be done May 8th, 2020. The summer program will start on June 8th, 2020.

Job Responsibilities: Coordinate Scholars Unlimited’s school site-based extended learning tutoring, enrichment programs at public elementary schools including:

  • Overall program coordination and supervision
  • Oversee student activity planning ans scheduling
  • Student behavior and safety management
  • Child care compliance
  • Staff support and supervision
  • Occasional substituting for scholars Unlimited staff
  • Liaison between Scholars Unlimited and the school
  • Coordination of space, materials and equipment
  • committed to keeping the integrity of program design
  • Other duties as assigned

Skills and Experience:

  • Program coordination skills, including the ability to plan, specify tasks, supervise staff, problem solve and implement activities
  • Knowledge, experience and expertise in youth development, behavior management, enrichment programs, tutoring
  • Communication skills, including written, verbal and strong interpersonal skills
  • Attention to detail and ability to maintain records
  • Ability to follow protocol and adhere to program and external procedures
  • Ability to work both independently  and collaboratively, with minimal supervision
  • Ability to work with diverse populations and experience in working with children
  • Ability to be qualified as a child care program director, which includes educational experience/degree with an emphasis in education; child development; and/or recreation.
  • BA or BS degree preferred

 

 

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Academic Affairs Director – Aurora

Posted by | November 5, 2019 |

About College Track

College Track is a national nonprofit that empowers students from underserved communities to graduate from college. From ninth grade through college graduation, students access academic, financial, and social-emotional support along with one-on-one coaching, career exposure, and other holistic growth opportunities. Our uniquely seamless, 10-year commitment to students and individualized approach are the keys to our ongoing transformative impact: College Track students graduate from four-year colleges at double the rate of their low-income and first-generation peers; and, five years after graduation, 87% of alumni earn more than their parents.


Over more than 20 years, College Track has grown from a cohort of 25 students in a single East Palo Alto center to a network of 10 College Track centers across California, Colorado, New Orleans, and the D.C. Metro Area that now serve more than 3,200 students. With a disciplined approach to growth, we have increased the number of students we serve and continuously improved the quality and impact of the services we provide. By 2020, College Track will empower more than 3,650 students as they pursue four-year college degrees and celebrate 750 alumni rising in the workforce as models to their families, friends, and communities.

To learn more, please visit www.collegetrack.org

Our Impact

College Track students graduate from college at a rate that is more than double the national average for low-income and first-generation students. Five years out of college, our graduates are employed full-time, and over 85% report earnings greater than their parents. By helping our students maximize the value of their four-year college degree, which includes minimizing student loan debt, securing internships, and limiting the need to work while in college–we prepare them to succeed in the 21st century economy.  

 

Our Values

At College Track, our values drive the way we do our work, and we look for individuals who share our passion. We blend an entrepreneurial spirit with our nonprofit roots, cultivating a dynamic culture where everyone’s contributions are valued and encouraged.

  • COMMITMENT: We have an unwavering belief in our students.
  • PASSION: We are dedicated to changing our nation’s college completion story.
  • JOY: We create environments rich with smiles and laughter.
  • AUTHENTICITY: We believe relationships matter.
  • EXCELLENCE: Our students deserve nothing but the best.

 

Position Overview

The mission of the Academic Affairs Director role is to ensure the high academic achievement of all College Track students so they matriculate to and graduate with a bachelor’s degree within six years. Additionally, this position is responsible for implementing a high quality Academic Affairs program, managing the Academic Affairs budget, partnering with school staff to best serve students, and effectively managing full time and part-time staff members to achieve site goals.

Primary Responsibilities Include:

  • Program Development and Implementation: Lead, design and implement high quality academic programs that result in significant gains in GPA, ACT and math readiness. Successfully implement programs and services including tutoring, summer programming, case management and ACT preparation. 
  • Individual Student Planning and Monitoring: Assess student data continuously and provide meaningful interventions to ensure that students are on track to graduate from high school and thrive in a four-year college.
  • Staff Management: Hire, manage and develop a team of full-time and part-time employees who are highly effective in achieving site goals. 
  • High School and Community Outreach and Engagement: Develop strong and formalized partnerships with schools, district, families and community partners that result in additional resources for our students and improvements to our program model. Keep abreast of emerging trends and practices within the education landscape and community, and understand impact on our students. 
  • Financial and Resource Management: Manage the Academic Affairs program budget. Develop and oversee academic resources, including tutoring support, ACT preparation, workshop instruction, academic advising, student case management, and support for the college admission process.
  • Projects as assigned by the Site Director.

 

Skills & Experience Required 

  • Minimum 3-5 years of teaching and/or assisting students to excel academically; history of driving significant gains in student achievement
  • Holds the highest expectations for students. Demonstrated success in motivating, influencing and managing students. Strong interpersonal skills and has an empathetic approach to challenging conversations
  • Experience in hiring, developing and supporting talent. Creates the conditions for staff to learn, grow and do their work with ever increasing excellence
  • Skilled at relationship building with students, families and schools. Builds relationships and communicates in ways that foster trust, value differences and further College Track’s mission
  • Focuses on delivering outcomes despite obstacles, seeks out challenges as opportunities to grow, takes unexpected
    setbacks in stride, and is able to galvanize self towards goals and impact.
  • Manages people, project and oneself to achieve excellent results and expand organizational impact.
  • Skilled at analyzing student data and developing targeted interventions
  • Minimum 4-year college degree (Master’s Degree preferred) 

 

Compensation & Benefits

College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.

 

To Apply

Please upload a resume and a thoughtful cover letter with your application. We will only contact candidates chosen for further consideration. No phone inquiries please.

 

College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression.

Comments Off on DENVER EAST HS ASSISTANT PRINCIPAL for ACADEMIC SYSTEMS

DENVER EAST HS ASSISTANT PRINCIPAL for ACADEMIC SYSTEMS

Posted by | October 31, 2019 |

DENVER EAST HIGH SCHOOL

Central Region

Traditional 215 work days

FTE: 1.0

School Year: 2019-2020

 

Essential Functions and Objectives:


The Assistant Principal supports the Principal with the overall direction and leadership of the school. Leads high-quality, data driven instruction by building the capacity of teachers to lead and perfect their craft. Strategically aligns people, time and money to drive student achievement. Applies teacher and staff performance management systems in a way that ensures a culture of continuous improvement, support, and accountability. Actively advocates for members of the school community and effectively engages family and community.

 

The DPS School Leadership Framework details the expectations required for all of our school leaders. The framework and the behaviors associated with each indicator are available at www.leadindenver.com.

 

– Leads for equity toward college and career readiness

– Leads for culture of empowerment, continuous improvement and celebration

– Leads for high-quality, data driven instruction by building the capacity of teachers to lead and perfect their craft.

– Leads for the academic and social-emotional success of diverse student populations. Diversity includes race, ethnicity, gender, sexual orientation, socioeconomic status, language, mental/physical abilities (students with disabilities, gifted and talented), religion, age, and political beliefs. DPS places particular emphasis on the needs of students of color and students with disabilities in order to close achievement gaps for these groups of students.

– Leads for effective English Language Acquisition programming (ELA Program School Leaders)

– Applies teacher and staff performance management systems in a way that ensures a culture of continuous improvement, support, and accountability.

– Implements strong systems for identifying, recognizing, and distributing talent

– Leads the school’s vision, mission and strategic goals to support college readiness for all students.

– Distributes leadership to inspire change in support of an empowered school culture.

– Strategically aligns people, time and money to drive student achievement.

– Actively advocates for members of the school community and effectively engages family and community. Successful applicants will demonstrate the key leadership traits embedded within our framework:

– Evidence of the DPS Shared Values in interactions in the school, district, and community

– Strategic problem-solving and project management

– Strong communication and interpersonal skills, including the ability to connect and communicate with parents and the community

– Capability to build solid relationships

– Self-reflection and continuous professional growth

– Solid ethical commitment to this work

 

Knowledge, Experience, & Other Qualifications:

 

-Must possess a current Colorado Principal license.

-A minimum of five (5) years of instructional/classroom experience as an educator is required.

-Previous leadership experience preferred.

 

About Denver Public Schools:

 

Denver Public Schools is committed to meeting the educational needs of every student with great schools in every neighborhood. Our goal is to provide every child in Denver with rigorous, enriching educational opportunities from preschool through high school graduation.  DPS is comprised of nearly 200 schools including traditional, magnet, charter and alternative pathways schools, with an enrollment of more than 90,000 students.

 

Under the leadership of Superintendent Susana Cordova and guided by the tenets of The Denver Plan, DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org.

Denver Public Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. It is our intention that all qualified applicants be given equal opportunity and that selection decisions be based on job-related factors.

Comments Off on Social Studies Teacher High School

Social Studies Teacher High School

Posted by | October 31, 2019 |

Position:  Social Studies Teacher High School  

Start Date: September,  2019

Salary range: $35,000 to $55,000/annual

At STEM School Highlands Ranch we put innovation in the center of learning to unleash the potential of all students and prepare them for an exponentially changing world. Don’t just read about our school; See what we do every day!  

We believe:

  1. We equip students to succeed in an exponentially changing world. 
  2. We leverage the power of collaboration. 
  3. We relentlessly reinvent and adapt. 
  4. We forge pathways of discovery through continuous inquiry and experimentation. 
  5. We nurture the unlimited human potential. 
  6. We ethically and positively impact the world.

What we expect:

At STEM School Highlands Ranch, we expect teachers to be agile learners who design thoughtful curriculum that ensures unlimited student engagement. 

 

What you can expect:

A community of committed professionals who engage in constant collaboration and innovation in order to nurture unlimited teacher and student potential.

Position: 

  • STEM School is a K through 12th grade Charter School in the Douglas County School District located in Highlands Ranch, Colorado.
  • As a teacher, you will be expected to plan, organize, and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential.  You are challenged with new teaching methods and educational tools in an ever changing and strategic environment.
  • You will plan, prepare and deliver instructional activities that facilitate active learning experiences and establish and communicate clear objectives for all learning activities.  You will utilize technology and integrate the use of technology to provide a variety of learning materials and resources for use in educational activities, instruct and monitor students in the use of learning materials and equipment, observe, evaluate, encourage and provide feedback on students’ progress and development preparing required reports on students and activities.
  • Teachers are responsible for managing student behavior in the classroom by establishing and enforcing rules and procedures, maintain discipline in accordance with the rules and disciplinary system of the school, and applying appropriate disciplinary measures where necessary.  Our teachers are an integral part of the school and the school community, performing certain duties including, but not limited to, student support, counseling students with academic problems and supporting certain extracurricular activities such as social activities, sporting activities, clubs and student organizations, participating in department and school meetings, and parent meetings.

Qualifications Required:

  • Bachelor’s degree or higher from an accredited institution with a valid state teaching license and highly qualified content knowledge.
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Secondary Math Teacher

Posted by | October 31, 2019 |

At STEM School Highlands Ranch we put innovation in the center of learning to unleash the potential of all students and prepare them for an exponentially changing world. Don’t just read about our school; See what we do every day!  

We believe:

  1. We equip students to succeed in an exponentially changing world. 
  2. We leverage the power of collaboration. 
  3. We relentlessly reinvent and adapt. 
  4. We forge pathways of discovery through continuous inquiry and experimentation. 
  5. We nurture the unlimited human potential. 
  6. We ethically and positively impact the world.

What we expect:

At STEM School Highlands Ranch, we expect teachers to be agile learners who design thoughtful curriculum that ensures unlimited student engagement. 

What you can expect:

A community of committed professionals who engage in constant collaboration and innovation in order to nurture unlimited teacher and student potential.

Position: 

  • STEM School is a K through 12th grade Charter School in the Douglas County School District located in Highlands Ranch, Colorado.
  • As a teacher, you will be expected to plan, organize, and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential.  You are challenged with new teaching methods and educational tools in an ever changing and strategic environment.
  • Teachers will utilize technology and integrate the use of technology to provide a variety of learning materials and resources for use in educational activities, instruct and monitor students in the use of learning materials and equipment, observe, evaluate, encourage and provide feedback on students’ progress and development preparing required reports on students and activities.
  • Our teachers are an integral part of the school and the school community, performing duties including, but not limited to, student support, counseling students with academic problems and supporting certain extracurricular activities such as social activities, sporting activities, clubs and student organizations, participating in department and school meetings, and parent meetings.

POSITION REQUIREMENTS:

  • Plan and implement problem-based lessons based on state standards and college-level expectations. 
  • Create engaging lessons that integrate technology, science and engineering that also develops student critical thinking and problem solving skills. 
  • Ensure the success of all students by continually assessing student progress toward mastery of standards and keep students and parents well informed of student progress. 
  • Provide accommodations and modifications for growth and success of all students. 
  • Collaborate with colleagues with the intent of deepening pedagogical content knowledge, improving teaching practices, and creating problem-based learning opportunities.

Qualifications Required:

Bachelor’s degree or higher from an accredited institution with a valid state teaching license and highly qualified content knowledge.

Comments Off on Social Media Strategist

Social Media Strategist

Posted by | October 18, 2019 |

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a social media strategist to grow our audience, help develop and maintain online communities on- and off-platform, and advise our local and national bureaus on daily social best practices.

Chalkbeat’s social media strategist will join a growing engagement team to help our network of local bureaus and national desk take full advantage of opportunities to promote our work and embrace new readers. The social media strategist will dive deep into our readership on Facebook, Twitter, Instagram, Reddit, and emerging platforms to cultivate relationships with niche audiences, and expand our reach to bring vital education reporting to the people that need it most.

Who are you?

You are committed to local journalism and put the audience first. You have a capacity for creating safe, inclusive spaces online and stoking productive conversation among readers. You’re sharp, thorough, and organized, with a deep affection for spreadsheets and systems. You’re a self-starter who can keep up with the daily flow of stories publishing while also developing strategy for long-term projects. You like collaborative work, and can adapt social media plans for the newsroom’s various levels of familiarity and capacity. You’re known for your follow-through, and enjoy running experiments, collecting results, and making recommendations based on solid data. 

What background and skills do you have?

  • 2+ years of work experience in digital media and/or journalism
  • Strong overall writing and editing skills
  • Excellent news judgment
  • Detail-oriented and able to work autonomously
  • Experience with growing a brand’s audience and boosting loyalty through social media
  • Experience using data to inform your work
  • Knowledge of SEO best practices

We know there are great candidates who may not have all the skills we list, or who have other skills we haven’t thought of. If that sounds like you, please still apply and tell us more about yourself! 

What will you be responsible for?

  • Fine-tune social media strategy for the entire Chalkbeat network (seven local bureaus + national desk), according to best practices
  • Manage scheduling for Chalkbeat’s main Facebook and Twitter profiles
  • Support local bureaus with strategies to boost reach and make major features, projects, and investigations get the readership they deserve
  • Collaborate with reporters, editors, and your engagement colleagues to identify and execute on growth opportunities, including new platforms 
  • Develop and maintain online forums (e.g., Facebook Groups) for new and existing Chalkbeat readers

Ideally, you’d be based in one of seven cities where Chalkbeat bureaus already exist: Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, or New York City. However, working remotely is a possibility for the right candidate. 

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 25 – January 1.

About Chalkbeat:

Chalkbeat is the nonprofit news organization committed to covering one of America’s most important stories: the effort to improve schools for all children, especially those who have historically lacked access to a quality education. We are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values, and what’s in store for our next five years

Comments Off on Chalkbeat 2020 Reporting Internships

Chalkbeat 2020 Reporting Internships

Posted by | October 8, 2019 |

We’re looking for interns to report on education in Chicago, Denver, Detroit, Indianapolis, New York City, and Memphis. 

Chalkbeat, the growing nonprofit news organization telling the story of education in America, is seeking motivated undergraduate or graduate students to serve as summer reporting interns. Our reporting teams cover schools in seven cities — Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, and New York City — and our national bureau covers issues affecting schools across the country.

The 10-week paid internship from June to August 2020 offers students the opportunity to work alongside some of the nation’s top education journalists at a dynamic, rapidly growing organization. At this critical moment for an active, independent press, join us as we produce journalism that matters.

Interns will work 40-hour weeks and undertake daily education news assignments, work on enterprise stories, and participate in our reporting teams in every way. 

Learn more about what it’s like to be an intern at Chalkbeat here.

Who are you?

You’re energized by our mission and excited to help us build a news organization that reimagines daily newsgathering while upholding traditional journalistic values. You have a passion for public policy and social issues journalism, plus strong reporting and writing skills, and you’re eager for feedback to become even better. You’re an entrepreneurial, creative, energetic, and tenacious reporter. 

Candidates should have:

  • Clips that demonstrate strong reporting and writing skills.
  • Meaningful high school, college, or professional journalism experience.
  • A passion for and curiosity about education.

About Chalkbeat:

Chalkbeat is the nonprofit news organization committed to covering one of America’s most important stories: the effort to improve schools for all children, especially those who have historically lacked access to quality education. We are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.

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Graphic Designer/Project Manager

Posted by | September 20, 2019 |

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a graphic designer with strong project management skills to join the product team. Chalkbeat’s mission is to provide deep, local coverage of education policy and practice to inform the decisions and actions that lead to better outcomes for children and families, especially those in low-income communities. We believe that every child deserves an excellent education and that a strong press is vital to making that happen. In our seven bureaus (and growing), we’re working with communities to reimagine and recreate the press public education deserves. Learn more about how our unique model — a nonprofit newsroom covering a single topic in multiple locations — represents a promising path forward for local news.

Chalkbeat’s product team is responsible for our digital products and visual storytelling. We also provide support for editorial and revenue initiatives that require product thinking, such as newsletters, investigative projects, and membership. That support comes in many forms and degrees, from envisioning strategy to tactical execution. 

Your impact as the graphic designer/project manager will be:

  • Designing and building new products to reach parents, teachers and other members of our communities to increase Chalkbeat’s sustainability and audience engagement.
  • Elevating our brand while designing daily. From event flyers and social media assets to branding for new products to internal reports and pitch templates, you’ll work with teams across Chalkbeat and ensure brand consistency across our external and internal materials. 
  • Enhance the visual presentation of Chalkbeat’s journalism by developing an illustration strategy, maintaining our photo archives and managing freelance photography.

What background and skills do you have?

  • You’ve designed and delivered a wide range of visual materials, from printed flyers and banners to digital media assets.
  • You are comfortable working remotely or with remote team members.
  • You enjoy working in fast-paced environments, such as a newsroom.
  • You are a solid communicator who knows how to ask for help, empathize with teammates and take ownership of your work.
  • You are highly organized and adept at managing projects. 
  • You use modern design tools, such as Adobe Illustrator, InDesign and Photoshop and web design software, such as Figma, Sketch or InDesign. 
  • Bonus points for: Fluency in HTML and modern CSS (including SCSS/SASS). An understanding of web accessibility requirements and best practices.

We recognize that every candidate brings interesting skills and experiences that we haven’t thought of. Don’t hesitate to apply and tell us about yourself.

This position is remote and reports to a manager in Austin, Texas. If you prefer to work in an office, you’re welcome to join us in one of Chalkbeat’s bureaus in Chicago, Denver, Detroit, Indianapolis, Memphis, Washington D.C. or New York City.

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 26-31.

About Chalkbeat:

Chalkbeat is the nonprofit news organization committed to covering one of America’s most important stories: the effort to improve schools for all children, especially those who have historically lacked access to a quality education. We are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.

Comments Off on Special Education Department Chair

Special Education Department Chair

Posted by | September 19, 2019 |

STRIVE Prep is a Denver-based community of public charter schools that challenges every student to strive for college and thrive throughout life by helping them to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond.

Our inclusive and transformative community seeks a Special Education Department Chair (Teacher Leader) for an immediate start for the remainder of the 2019-20 school year.

STRIVE Prep Secondary Special Education Department Chairs/ Teacher Leaders will create exceptional outcomes and opportunities for students via a hybrid role that includes Special Educator instructional and case management responsibilities, as well as Campus Special Education leadership and Special Education Instructional Coaching.

We seek dedicated educators that live STRIVE Prep’s  core values every day:

  • Con Ganas: The work we do is challenging, but every challenge is seen as an opportunity and we rarely give up.
  • The High Road: We do the right thing and we treat one another with respect and dignity.
  • Joy Factor: We work to create a joyful and optimistic work environment that values levity and laughter.
  • Accountable Action: We hold clear, high expectations for our work, and we are appropriately held accountable to those expectations by ourselves and others.
  • Growth Mindset: We continue to develop professionally and operate with a growth mindset in order to create the best school possible for our students and families.
  • Lean In: We communicate with one another professionally, appropriately, honestly, and transparently, both in person and in writing.
  • We Serve:  Every day is an opportunity to partner with and learn from our students and families, whom we serve with grace and humility.

Essential Duties and Responsibilities

Case Management:

  • Create, review and implement Individualized Education Plans (IEPs) for a partial caseload, including scholars with emotional or behavioral needs.
  • Effectively progress monitor student achievement and gather evidence in order to deliver individualized instruction and supports that are aligned to students’ goals.
  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment.
  • Analyze student assessment data and use it to determine next steps.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.

Culture:

  • Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in an advisory of approximately 15 students.
  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning..
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.
  • Provide supervision of students during before and after school activities (arrival, dismissal, breakfast, lunch, and break).
  • Participate in family and community events, including twice annual parent conferences and at least one student enrollment event or activity.
  • Own the success and achievement of all scholars in the school.

Leadership and Coaching:

  • Build and manage a campus team of Special Educators that work together, collaborate, and problem-solve challenges.
  • Create and implement systems and structures that increase the efficiency, effectiveness and cohesion of your team.
  • Coach and evaluate Special Education teachers on their instructional and case management processes.
  • Ensure compliance with IDEA by attending IEP meetings quarterly, consulting on cases as needed, reviewing completed IEPs, monitoring discipline data, and consulting with STRIVE’s Central Special Education Support and DPS Support Partner as needed.
  • Provide more intensive guidance and support to new Special Education teachers and onboard any mid-year hires.
  • Collaborate and communicate consistently with Central Support, school  administrators, teachers, and district providers to ensure students with IEPs receive meaningful and legally required programming.
  • Participate in the Campus Instructional Leadership Team to act as  thevoice of the Special Education department and  continuously drive the Special Education vision at the campus level.
  • Work with Special Education team and Central Support to assess gaps and needs and then deliver whole-school and Special Education-specific professional development needs to address those gaps.
  • Take on case management of any mid-year transfers and any Initial IEPs that are required throughout the year.
  • Participate in professional development throughout the school year.

  

Requirements:

  • Bachelor of Arts or Sciences degree
  • At least 3 years of Special Education teaching experience
  • Write exceptional Individualized Education Plans (required) and has efficiently and effectively utilized the Enrich IEP writing platform for case management purposes (preferred)
  • Achieve Qualified Teacher status within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:
        • A valid Colorado Teacher License with Special Education endorsement OR
        • Transfer a Special Education license from another state

In addition, we strongly prefer the following:

  • At least 1 year of instructional coaching experience
  • Understand, appreciate and can pull from experience teaching in an urban setting
  • Speaks Spanish and/or has experience working with English Learners
  • Demonstrated success working with middle school students of color

 

What We Offer Our Network Staff:

  • Competitive compensation package.
  • Annual performance-based raises.
  • Participation in the Colorado PERA retirement program, including a PERA 401k contribution option.
  • Funding of 100 percent of individual monthly medical premiums and a wide range of insurance plans.
  • Approximately three weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually.

Join This Movement:

STRIVE Prep educators inspire and encourage our students to think critically, communicate clearly, and collaborate openly, both in and outside of the classroom. By bringing together challenging academics with celebration and joy, we fuel a sense of curiosity, creativity and lifelong possibility in our students and our teachers. No matter where you join us in your career, we welcome our teachers to help make STRIVE Prep a place where everyone in our community can STRIVE and THRIVE.

Equity and Inclusion

STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception.  We must challenge ourselves as educators on what it means to serve all students, families and each other through a lens of Dignity for All, all the time. To us, Dignity for All means honoring and respecting the rich diversity of who we are and the unique gifts and talents that each of us bring. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment.

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Assistant Principal of Operations

Posted by | September 19, 2019 |

THE CHALLENGE

Do you want to build and lead best-in-class school operations that positions and supports students and instructional staff to deliver on the promise of excellent instructional results?

OVERVIEW OF ROLE

STRIVE Prep is a Denver-based community of K-12 public charter schools, that challenges every student to discover and develop the skills, knowledge, and confidence necessary to succeed in college and beyond.  The Assistant Principal of Operations (APO) will co-create a shared vision and lead the implementation and maintenance of clear operational systems that allow the instructional team to focus on teaching and learning. This individual will also serve as the key liaison between the operations, finance, human resources, data, and external affairs team at the Central Office.

THE MUST HAVES

Do the following must haves resonate with how you are wired and demonstrable in your unique talents and experiences? If so, we invite you to apply and can’t wait to learn more about you!

  • You have a strategic mind: You are exceptional at digesting large amounts of disparate and contradictory information and getting to the point quickly. You can rapidly identify the root cause of problems, and are tenacious in seeking out information that informs these decisions. You have a sixth sense for creating the right next steps in managing emergent situations.  Your communication skills are exceptional and you pride yourself on translating unfamiliar information to your colleagues in an easily understandable fashion.
  • You are a people whisperer: Your experience has shown you that an investment in people and culture can lead to transformative change in an organization. You proactively build meaningful and authentic relationships with your school staff, central office colleagues and external partners, which positions you to influence these stakeholders to live out your vision for operational excellence.
  • You know and love Ops: You are good at “making things work.” The idea of coordinating a volunteer day for clean-up of a school gym gets you just as excited as management of complex scheduling processes. You understand that as operations we do back-of-the-house work and you advocate for operations in intentional ways among academic leadership. You do what it takes to get the job done and motivate others to do the same.
  • You never panic: You are cool as a cucumber. When things feel out of control, you keep a level head and inspire the others around you to do the same. You have an intuitive ability to talk people off the ledge and put them in a position to manage the situation. You take challenges and master them with the right action steps, and clear communication to/accountability for the other staff impacted.

ESSENTIAL FUNCTIONS

Project Management:

  • Utilize effective project management skills which includes, but is not limited to: identifying key milestones, designing backwards plans, getting investment from all necessary stakeholders, driving project completion through effective execution.
  • Collaborate and manage with leadership team to implement standardized test administration and serve as the Site Assessment Leader.
  • Create and manage school-wide master schedule. This includes development of the schedule in anticipation of the following school year and management of all alternative schedules (in the event of half days, teacher absences, etc.).
  • Support with student recruitment and enrollment.

Systems and Processes:

  • Develop, implement and manage systems and procedures for arrival, lunch, and dismissal that are safe and efficient and ensure adequate staff supervision.
  • Create, implement, and manage school’s emergency response processes, including evacuations, shelter in place scenarios, and lockdown/active shooter situations.
  • Manage campus budget ensuring resources are appropriately allocated to meet instructional needs, minimize waste and protect excess funds.
  • Manage and oversee the school’s physical condition in relationship with DPS Facilities.
  • Coordinate with the Principal and other administrators to ensure campus vision is being executed and operations systems are being adhered to.
  • Ensure school-wide compliance with Emergency Response Crisis Management, health and safety laws, charter contracts, and state education mandates
  • Schedule and provide logistical support for family/teacher conferences and Parent Council. Assist with logistics and preparations for other school events and activities as needed.
  • Provide tier 1 support for student computers, staff laptops, classroom AV systems and escalate incidents to the Central IT team for resolution.
  • Manage tracking systems for staff PTO and leave requests.

School Leadership:

  • Ensure students are safe and maximize learning time by upholding school-wide behavioral expectations and supporting larger student discipline issues, as needed.
  • Develop, implement and manage systems and routines in order to create a safe, purposeful and welcoming school environment.
  • Lead campus administrative team to set campus vision and identify areas of operational project ownership and campus priorities as well as oversee the ongoing operations of the school.
  • Collaborate with Principal to design and implement excellent professional development.
  • Supervise the Office Manager and other campus based operations staff.
  • Manage external relationships with shared campus partners(nursing services, food services, transportation, etc.)

MINIMUM REQUIREMENTS (OR PREFERENCES WHERE NOTED)

  • Bachelor’s degree (strongly preferred)
  • 2-3 years of previous operational leadership experience (preferred)
  • 2-3 years of previous experience in education (preferred)

COMPENSATION AND BENEFITS

  • Competitive compensation package and annual performance-based raises
  • Participation in the Colorado PERA retirement program, including a PERA 401k option
  • Funding of 100% of individual medical benefits and a wide range of insurance plans
  • Approximately three weeks of summer vacation and eight days of paid time off annually

DIVERSITY, EQUITY & INCLUSION

STRIVE works to make a college prep education for all students in our community the norm, rather than the exception. We are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment. STRIVE is an equal opportunity employer and actively encourages applications from people of all backgrounds.

Our culture of inclusion is rooted in the belief that when we create the conditions that align…

  1. Your unique gifts (Bring your full self, skills/knowledge, & unique lens on the work)
  2. Your purpose/desire for impact(What challenges do you most want to tackle?)
  3. The organization’s needs(STRIVE’s strategic goals and value we seek from this role)

…then you will have the opportunity every day to unleash your strengths–individually and collectively with your colleagues–to ensure our students are Learning to Change the World. We create these conditions with intentional, strengths-based coaching through an equity and inclusion lens, and a culture that leverages the rich diversity of our team to inform the work and achieve breakthrough results for our students.

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Early Childhood Instructors and Instructional Partners

Posted by | September 13, 2019 |

Quality early childhood education is much more than just childcare. It is an academically and developmentally focused experience that provides students with early literacy and numeracy skills, as well as other academic experiences, so they come to school ready to learn. Expanding Early Childhood Education is a focus of the Jeffco Public Schools vision and aligned strategic plan. It is important to increase the quality and quantity of academically and developmentally focused opportunities for Pre-K students so that those students will enter kindergarten ready and will sustain academic proficiency.

Jeffco Public School’s Early Childhood Program is hiring for Instructors and Instructional Partners.  Multiple positions available across the district.

View available positions at:  www.jeffcok12jobs.org  Keyword: Early Childhood

Meet with our Early Childhood representatives directly!

Friday, September 27, 2019

Adams Elementary

6450 W 95th Place

Westminster, CO 80021

9:00-11:30am

 

Warren Tech

1330 W 2nd Place

Lakewood, CO 80228

1:00-3:30pm

For questions please contact our Human Resources Welcome Center at:  303-982-6515, Option 7

 

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Site Director – Aurora

Posted by | September 13, 2019 |

About College Track

College Track is a national college completion program that empowers students from underserved communities to graduate from college. From the summer before 9th grade through college graduation, our 10-year program removes the barriers that prevent students from earning their college degree by providing them with comprehensive academic support, leadership training, financial and college advising, and scholarships. We teach them the skills necessary to succeed in college and beyond. In four years, a College Track student receives support equivalent to one extra year of high school.

 

College Track started in 1997 with a cohort of 25 students in East Palo Alto. Today, we serve over 2,400 high school and college students in East Palo Alto, Oakland, San Francisco, New Orleans, Colorado, Los Angeles and Sacramento. By 2020, we will double the number of students we serve and produce nearly 1,000 college graduates. Last year, 96% of our high school seniors were accepted to four-year colleges and our college graduation rate is 2.5 times the national average for low-income students.

Our Commitment
From the summer before ninth grade through college graduation, our 10-year program removes barriers that prevent students from earning their college degree by providing them with comprehensive academic support, leadership training, financial and college advising, and scholarships. We teach them the skills necessary to succeed in college and beyond.

Our Values

At College Track, our values drive the way we do our work, and we look for individuals who share our passion. We blend an entrepreneurial spirit with our nonprofit roots, cultivating a dynamic culture where everyone’s contributions are valued and encouraged.

 

  • COMMITMENT: We have an unwavering belief in our students.
  • PASSION: We are dedicated to changing our nation’s college completion story.
  • JOY: We create environments rich with smiles and laughter.
  • AUTHENTICITY: We believe relationships matter.
  • EXCELLENCE: Our students deserve nothing but the best.

Position Overview

The Site Director is the inspiring leader who sets a powerful vision for student achievement and is responsible for ensuring that at least 90% of students matriculate to a four-year college and 70% graduate from college within six years. S/he leads a team of full time and part time employees and builds and maintains the positive presence of College Track in the local community.

 

Primary Responsibilities Include:

  • Site Vision and Culture: Set a powerful vision for student achievement; inspire the commitment of others towards the shared vision, and ensure all decisions are aligned to and support the vision. Build a strong and enduring site culture based on mission, vision and organization’s values.
  • Individual Student Planning and Monitoring: Work with program directors to assess student data continuously and ensure that students are on track to graduate from high school and thrive in four-year universities. Focus relentlessly on delivering outcomes despite obstacles, ensuring students graduate from high school and receive a college degree.
  • Staff Management: Recruit, lead, manage and develop a high-performing site team of full-time and part-time employees (paid and volunteer) to ensure the overall success of students. Build a collaborative team of individuals committed to achieving excellence and meeting site goals.
  • School and Community Partnerships: Develop strong and formalized partnerships with community based organizations, schools and districts that result in additional resources for our students and improvements to our program model. Keep abreast of emerging trends and practices within the education landscape and community, and be active in the educational and community landscape.
  • Fundraising and Development: Work in collaboration with the College Track development team, as the external leader of the site, to execute development activities that support long-term sustainability.

Skills & Experience Required

  • Minimum 5-7 years of teaching and/or supporting students to excel academically; strong history of driving significant gains in student achievement
  • Demonstrated success in leading and inspiring others under a shared vision of excellence
  • Builds strong relationships and communicates with internal and external audiences in ways that foster trust, value differences and furthers College Track’s mission
  • Minimum 5-7 years of management experience; proven track record in successfully recruiting, hiring, leading and developing people and teams. Creates the conditions for staff to learn, grow and do their work with ever increasing excellence
  • Demonstrated success in managing people, projects and oneself to achieve excellent results and expand organizational impact in highly complex environments
  • High degree of flexibility and adaptability; can work within and thrive in an ambitious, fast-moving environment, while also driving toward clarity and solution
  • Unwavering belief in economic, racial and social justice; makes all decisions through the lens of what is best for the students and families we serve
  • Minimum 4-year college degree (Masters Degree preferred)

Compensation & Benefits

College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.

 

To Apply

Please upload a resume and cover letter with your application. We will only contact candidates chosen for further consideration. No phone inquiries please.

 

College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression. 

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Legal and Policy Associate

Posted by | September 10, 2019 |

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 18,000 PK-12 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.

DEPARTMENT: Legal and Policy

REPORTS TO: Director of Legal and Policy Initiatives (“DLPI”)

ESSENTIAL DUTIES AND ROLE-SPECIFIC RESPONSIBILITIES 

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.  Assignment of duties may depend upon the strengths of the person filling the position.

Assist the DLPI with:

Authorizing Functions:

  • Reviewing charter school applications to determine whether an application meets minimum legal requirements, sets forth plans for a viable charter school, and is in the best interest of students.
  • Drafting, negotiating, and overseeing the implementation of charter school contracts and amendments, including monitoring of contract conditions, milestones, and waiver replacement plans.
  • Providing intervention support and monitoring in response to situations of extreme non-compliance or emergencies, in coordination with legal counsel and CSI staff.
  • Monitoring and overseeing compliance with relevant rules, regulations, laws and policies, including revising CSI policies as necessary.
  • Monitoring and overseeing compliance with laws, rules, and policies, including revising CSI policies as necessary.
  • Annually reviewing various policies and practices of CSI Schools through the Organizational Submissions process to determine compliance and evaluate the School’s performance.
  • Implementing the CSI Compliance Policy through issuance of written notices of noncompliance or implementation of another remedial action.

Legal and Policy Support

  • Developing and expanding CSI’s legal and policy initiatives in alignment with CSI’s mission, vision, and strategic plan, including the identification, reduction, or elimination of requirements that are unnecessary, duplicative, or obsolete.
  • Expanding CSI’s suite of legal and policy resources for CSI schools through the issuance of written guidance, sample policies, and trainings.
  • Developing and managing new and updated CSI Board policies at the direction of Executive Director and DLPI.
  • Monitoring the Colorado legislature and reporting on legal and policy developments as well as drafting policy documents to articulate the impact to CSI and to CSI-authorized schools.
  • Researching legal and policy-related issues, including searching state and federal statutes, state and federal regulations, and State Board documents.
  • Reviewing all proposed legislation and state board rules that may affect CSI Schools, and issuing guidance to CSI Schools on changes to state laws and regulations on at least an annual basis.
  • Providing governance support and resources to the governing boards of CSI Schools.

Administrative

  • Preparing resolutions, motions, and other documents needed for CSI Board meetings.
  • Fielding parent or community complaints, respectfully and effectively communicating any complaints to the appropriate school-level individuals, and identifying any areas that require intervention by CSI.
  • Coordinating Colorado Open Records Act request responses made to CSI.
  • Managing the Legal and Policy compliance tracker.

KNOWLEDGE, SKILLS & ABILITIES

  • Excellent written and verbal communication skills
  • Detail-oriented with demonstrated ability to follow-through on projects
  • Ability to evaluate complex legal issues and provide clear and concise guidance to non-lawyers on such issues
  • Forward-thinker who has the ability to identify potential issues before they become problematic
  • Strong interpersonal skills and ability to handle conflicts in a respectful and effective manner

EXPERIENCE

  • Minimum of 3 years work experience in education or related field
  • Experience and familiarity with Colorado statutes, State Board of Education rules, and relevant policies associated with charter schools
  • Experience developing and implementing training resources and procedures
  • Experience resolving conflicts and fielding complaints
  • Experience drafting clear and concise policies that meet federal and state requirements
  • Experience with school operations and compliance

EDUCATION

  • Master’s Degree in public policy, law, or related field is preferred but all candidates with relevant work experience will be considered. It is encouraged that all individuals with relevant work experience and who desire to grow in a legal and policy role apply.

JOB TYPE.

  • This is a full time (1 Full-Time Equivalent) position.

SALARY RANGE

  • Starting at $4,583-$5,416 per month. Commensurate with experience.

BENEFITS

As an employee of the Colorado Charter School Institute (State of Colorado), you will have access to a variety of benefits to include medical, dental, paid holidays, ample paid vacation and sick time, no-cost life and disability insurance (with additional paid options), Flex Spending and Health Savings Account options, and participation in the Colorado Public Employees’ Retirement Association (PERA).

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 is 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.

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Upper School (5th-8th) Math Teacher

Posted by | September 4, 2019 |

SUMMARY

Stone Creek Charter School (SCCS) is a K-8 independent charter school that creates a collaborative learning environment that challenges and supports students. We cultivate relationships with students as look to “develop the mind, excite the spirit, and change the world.”  The thoughts reflected in this description provide the structure to the responsibilities and accountabilities for this position. Stone Creek Charter School expects to employ professionals who will work beyond job descriptions, creating both fulfilling career environment and very successful outcomes for our students. Values we hold high are: trustworthiness, honesty diligence, open communication, fairness, and politeness, and we expect to see them evidenced in our staff, parents, and students.

 

The Upper School Teacher is responsible for the education of each pupil in his or her charge and for working with students, parents, other teachers and staff toward achieving the goals set forth in the Stone Creek Mission Statement. The Teacher reports to the leadership team at SCCS 

 

DUTIES AND RESPONSIBILITIES

  1. Responsible for conducting an organized and professional classroom:
    • Develops and implements curriculum, communicates the curriculum in a syllabus, and completes it it in the given timeframe according to curriculum guidelines specified by Stone Creek Charter School.
    • Implements curriculum and instruction in a manner consistent with Stone Creek Charter School’s Mission Statement, including understanding, modeling and fostering independent thinking skills, creative problem-solving and abstract reasoning. Shows empathy and understanding of students. Shares ideas and observations with students and parents. 
  2. Develops with parents and students a cooperative partnership based on mutual respect and objectivity: 
    • Assesses student performance frequently and objectively
    • Facilitates resolution of problems that might arise with students and parents
    • Holds parent/student/teacher conferences in a manner consistent with Stone Creek Charter School’s Handbook.
  3. Continues intellectual and professional development and pursues further education in primary academic discipline. 

 

  1. May provide leadership to select extracurricular school activities, act as teacher liaison to select committees.

 

  1. Follows policies established by the Stone Creek Charter School Board of Directors, Charter School Institute, and Colorado State mandated guidelines, except where Stone Creek Charter School has received waivers.
  2. Other duties assigned.

 

SUPERVISORY RESPONSIBILITIES

This position does have supervisory responsibilities.

 

REPORTING STRUCTURE

The Upper School teacher reports directly to the Executive Principal and/or Assistant Principal

 

QUALIFICATIONS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed above and below are representative of the knowledge, skill, and/or abilities required. 

 

EDUCATION and/or EXPERIENCE

 

  • Teaching experience in a public or private setting; although a teacher’s license is not required, Stone Creek Charter School expects that teachers without a license will work toward completing their licensure over time
  • B.A. or B. S. required
  • Demonstrated experience working with challenge groups in a student-centered environment within the classroom, including using assessments to place students, curriculum compacting, flexible pacing, flexible instruction, grouping and regrouping, acceleration, enrichment, and independent study to meet student needs
  • Demonstrated experience in the instruction of students with varied learning styles and levels of mastery
  • Demonstrated experience in effectively solving challenging problems through a positive, collaboration approach
  • Expert-level written and oral communication
  • Commitment to SCCS’s curriculum and programming (Singapore Math/Math in Focus)
  • Knowledge of and commitment to Character Education
  • Demonstrated initiative and skills in the following areas; relationship and community building, educational leadership, communication, conflict resolution, creativity, problem solving, decision making, and time management
  • Entrepreneurial outlook and charter school commitment 
  • Ability to assess grade level needs and plan and organize accordingly
  • Strong self-starter; able to work with limited direction
  • Ability to apply superb judgement

 

LANGUAGE SKILLS  

Ability to read and interpret documents such safety rules, policy and expectation documents, staff agreements, evaluation rubrics, curriculum maps and materials, and student assessment documents. Ability to effectively document classroom observations, analyze data to improve instructional practices and correspond with staff from all levels. Ability to speak effectively before groups of staff, students, Board of Directors, Administrators and parents.

 

REASONING ABILITY 

Ability to apply common sense understanding to carry instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.

 

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 the individuals with disabilities to perform the essential functions.

 

While performing the duties of this job, the employee is regularly required to talk and hear. The employee frequently is required to sit and reach with hands and arms.  The employee is occasionally required to stand and walk. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. 

 

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. The hours may be long when specific needs arise,  thus some extended schedules will be necessary. This position that must attend the needs of staff, Administrators, Stone Creek Charter School Board of Directors and parents. Work may consist of ten (10) plus hour days. Stone Creek Charter School is a dynamic school subject to changing work environments, adaptation of new educational principles and values, and shifting culture. Adaptability to change is essential. 

 

SALARY RANGE: $38,000 – $47,471 per year

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Para Educator Preschool Professional

Posted by | August 16, 2019 |

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Senior Program Manager

Posted by | August 13, 2019 |

SENIOR PROGRAM MANAGER – TEACH COLORADO

TEACH Colorado is seeking a full-time Senior Program Manager to lead a statewide initiative aimed at improving the quality and diversity of Colorado’s teacher pipeline, primarily by building and maintaining relationships with Education Preparation Programs (EPPs), Local Education Agencies (LEAs), state education agencies and partner organizations.   

The ideal candidate is a results-oriented person, who excels at building relationships with multiple stakeholders, possesses strong project management skills, and has knowledge of Colorado’s education landscape. He or she will be committed to supporting LEA and EPP partners in meeting their goals, getting results in a fast-paced environment and leading the statewide effort.

ABOUT TEACH COLORADO 

TEACH Colorado is a statewide, cross-sector effort to improve the perception of teaching and attract more talent into the profession. This will be accomplished through a statewide PSA ad campaign, a direct outreach campaign on college and high school campuses, digital media, online experiences, a Talk-to-a-Teacher program, and events that expose prospects to teaching. These resources will inspire prospective teachers to join the profession, dispel misperceptions, and support the steps they need to take to enter the profession.

The success of TEACH Colorado is predicated on the roles and responsibilities of the following stakeholders, all of which the Senior Program Manager will be responsible for communicating and coordinating various activities with:

– Education Preparation Programs (EPPs) and Local Education Agencies (LEAs) partners: In June, all Colorado school districts, charters, and educator preparation programs were invited to join TEACH Colorado. As of July 1st, a diverse group of 25 EPPs and 31 LEAs from across the state have signed on. The Senior Program Manager will be responsible for maintaining these existing relationships and supporting EPPs and LEAs in carrying out TEACH Colorado deliverables throughout the school year.

– State-level partners: TEACH Colorado’s statewide partners include the Colorado Department of Education (CDE), Colorado Department of Higher Education (CDHE), Colorado Education Association (CEA), Colorado Association of School Executives (CASE), Colorado Education Initiative (CEI), Colorado Workforce Development Council (CWDC), Landed, Public Education Business Coalition (PEBC), Rose Community Foundation. The state-level partners are responsible for enabling communications with EPPs and LEAs and lending time, funding, support, and advice to drive the results of TEACH Colorado.

– National partner: TEACH is a national partner that has implemented similar initiatives in other regions across the country. TEACH will oversee the PSA campaign and digital components to power a tech-forward teacher recruitment infrastructure that leverages Colorado’s existing efforts.

JOB RESPONSIBILITIES

– Lead the TEACH Colorado initiative and collaborate with multiple stakeholders to articulate the value of current and future plans for TEACH Colorado

– Build and manage relationships with Education Preparation Program Partners (EPPs) and Local Education Agency partners (LEAs). Support all partner EPPs and LEAs on successfully meeting their action items and commitments to build the teacher pipeline

– Work closely with the Colorado Department of Education (CDE) and Department of Higher Education (CDHE) to coordinate efforts and stay informed about policy updates and conversations related to teacher recruitment, preparation, and retention

– Maintain a close working relationship with TEACH and act as an effective bridge between TEACH and the state-level partners

– Regularly convene TEACH Colorado partners to report on progress and collaborate on ways they can contribute to the success of the initiative

– Manage partner communications (e.g., monthly newsletters, campaign tools, etc.)

– Source Colorado-specific content for general webpages and campaigns

– Represent TEACH Colorado at local events / conferences

QUALIFICATIONS

– Relationship-building & partner management: demonstrated track record of developing and maintaining strong relationships with diverse stakeholders. Previous experience effectively gaining buy-in and motivating others to follow-through on commitments

– Facilitation skills: Outstanding meeting planning and facilitation skills, with a keen eye towards clear and actionable follow through

– Data driven and results-oriented: has a track record of producing results and using data to inform actions that drive impact

– Project management skills: stays on top of multiple projects without dropping balls, plans backwards and anticipates obstacles, identifies and involves stakeholders appropriately, uses resources wisely

– Growth mindset: as this will be TEACH Colorado’s launch year, this person needs to be able to strive in a flexible, start-up environment, and be committed to continuous improvement

– Communication skills: Strong presentation and communication skills with both internal and external stakeholders

– Background: Candidate must possess knowledge of Colorado’s educational ecosystem and prior experience in education (PK-12 and/or higher education). Ideal candidates will also possess one or more of the following skill sets: experience in early-stage organizations, education policy, digital marketing, communications, talent recruitment, sales/account management, cross-sector partnerships, and/or online products and services

– Education level: Bachelor’s degree required, Master’s preferred

– Travel: Willingness to travel throughout Colorado 2-4 times per month to meet with EPP and LEA partners and other stakeholders

TIME FRAME & COMPENSATION

Ideal start date for the Senior Program Manager is September 1st. Candidate selected for this role will be given a full time salary and a comprehensive benefits package. Salary will depend on experience and is highly competitive. We are an equal opportunity employer, and we make a particular effort to recruit people of color to apply for open positions.

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In-Home Childcare Educator

Posted by | August 6, 2019 |

Passionate about kids? Families in Colorado need you!

Have you worked at a preschool, daycare, or school setting but would love more flexibility, freedom, and increased income potential? Or, maybe you don’t, but you just love working with kids or have kids of your own and are looking for a more fulfilling career that allows you to strike a balance between work and family, be home with your own kids, set your own schedules and also earn a steady income of up to $66,000 per year? It that sounds like you, we would love to talk!

 

MyVillage, founded by two moms, is on a mission to harness the power of community to create exceptional care for every child. We help people like YOU who are passionate about kids easily turn that passion into a career by starting their own in-home childcare program.

 

How it works:

  • Connect with us to learn more about each other and see if starting your own childcare program or preschool with MyVillage is the right opportunity for you. We are here to answer any questions you may have! It’s important to make sure it’s a great fit for both of us as we’re in this together.
  • MyVillage will get you up and running with 3 months or less – which includes training, licensing, pairing you up with a local mentor, liability insurance, professional photography, and marketing materials.
  • We provide you with the backend business tools to efficiently run and grow your program, tax support, ongoing training and professional development and…the best part…an amazing community of other like-minded people doing the same to grow and celebrate together.

Your MyVillage team has your back from day one and is with you every step of the way. Our community is our heart (just ask the many others across Colorado who have already joined our fast-growing community of in-home Educators), and we are looking for more exceptional educators like YOU to start your own in-home childcare program or preschool with MyVillage.

 

Learn more today. Copy/paste the link below in a browser to visit our website and connect directly with our team.

https://www.myvillage.com/learnmoretoday/?utm_medium=jobboard&utm_source=chalkbeat&utm_campaign=g_educator__aug19__paidpost_&utm_content=&utm_term=

 

We know that it takes a village to raise our children, and we would be honored to have YOU join our community of exceptional in-home Educators.

 

The MyVillage team

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Director of Talent Acquisition

Posted by | August 6, 2019 |

THE CHALLENGE

Do you want to unleash your out-of-the-box ideas for recruiting and hiring diverse top talent who will change the game for K-12 students in traditionally underserved communities in Denver?

 

OVERVIEW OF ROLE

STRIVE Prep is a Denver-based community of K-12 public charter schools, that challenges every student to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond. The Director of Talent Acquisition (DTA) joins the Talent Team at an exciting yet challenging time of transformation, where we are: 1. Evolving our internal and network-wide culture to be more diverse, equitable, and inclusive (DEI); and 2.) Transforming the employee experience by creating best-in-class talent acquisition, Human Resources (HR), and organizational development functions within STRIVE amidst an increasingly complex national and local landscape for K-12 education. The DTA plays a critical role in this transformation by:

  • Executing a vision that breaks the mold for attracting and hiring diverse top talent (ie. principals, teachers, support professionals) for 11 schools and the central office;
  • Revamping the hiring process to create a world class candidate and hiring manager experience;
  • Strategically revising a recruitment strategy to reach diverse top talent.

In so doing, we will build a 500-strong dream team who will ensure the academic and lifelong success of our 3,800 brilliant students across 11 schools, who are Learning to Change the World.

 

THE MUST HAVES

Do the following must-haves resonate with how you are wired and demonstrable in your unique talents and experiences? If so, we invite you to apply and can’t wait to learn more about you!

  • You find fun in the doing the impossible: This context? The external environment? The internal conditions of our organization? They don’t phase you, because the harder the challenge, the more excited you become, and the more out-of-the-box ideas flow. You make these ideas a reality daily through a disciplined approach to execution that focuses and holds your team accountable to a narrow set of the most important goals and initiatives. You generate high and contagious energy amongst your team and throughout the network because you let everyone know routinely whether or not we’re winning and collaborate to course correct when we’re not.
  • You always be recruitin’You have an eye for spotting great diverse talent everywhere, which instantly sets off the matchmaking game in your head connecting them to open and future roles within STRIVE. Your network is vast and diverse, and you proactively find meaningful and authentic ways to keep them engaged that results in a robust candidate pipeline and list of connectors. You make yourself known in the community and routinely enlist the resources in the ecosystem to ensure the best talent supports our students everyday.
  • You are tech savvy and a systems builder: You have experience building the efficient systems needed to support an ambitious vision.You leverage data/technology/social media, outline processes, document policies, effectively communicate, thoughtfully train, and strategically incorporate learning into revised processes. This cycle of improvement energizes you.

 

ESSENTIAL FUNCTIONS

Recruiting & Hiring

  • Proactively build relationships with each school leader; execute a sourcing, recruiting, and hiring strategy customized to their school and context.
  • Develop and execute on network-wide cultivation strategies that result in robust and diverse candidate pools, short and long-term pipelines, and lists of connectors.
  • Identify and execute on the highest leverage recruiting/sourcing opportunities and partnerships locally and nationally to attract the very best diverse educators, school leadership, and support professionals to STRIVE.
  • Leverage our 500-strong team members across STRIVE as active recruiters.
  • Revamp the recruiting and hiring process through a DEI lens with strong customer orientation that is responsive and delivers a world class experience for candidates and hiring managers.

 

Additional Duties

  • Assist with other duties/tasks as needed or assigned by senior leadership team members.
  • As a member of the Central Team, you will regularly support schools throughout the year on campus (including potentially working directly with students) and be a required active participant in network and school level activities/events.

 

MINIMUM REQUIREMENTS (OR PREFERENCES WHERE NOTED)

  • Bachelor’s degree or 10 year equivalent work experience (required)
  • 1-3 year teaching and/or school-based experience (strongly preferred)
  • Minimum of 2 years talent acquisition/recruiting/hiring experience (at least 100 positions annually strongly preferred)
  • Independent travel in the Denver metro area and nationally (required)

 

COMPENSATION AND BENEFITS

  • Competitive compensation package and annual performance-based raises
  • Participation in the Colorado PERA retirement program, including an employer match and PERA 401k option
  • Funding of 100% of individual medical benefits and a wide range of insurance plans
  • Approximately three weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually

 

DIVERSITY, EQUITY & INCLUSION

STRIVE works to make a college prep education for all students in our community the norm, rather than the exception. We are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment. STRIVE is an equal opportunity employer and actively encourages applications from people of all backgrounds.

 

Our culture of inclusion is rooted in the belief that when we create the conditions that align…

  1. Your unique gifts (Bring your full self, skills/knowledge, & unique lens on the work)
  2. Your purpose/desire for impact(What challenges do you most want to tackle?)
  3. The organization’s needs(STRIVE’s strategic goals and value we seek from this role)

…then you will have the opportunity every day to unleash your genius–individually and collectively with your colleagues–to ensure our students are Learning to Change the World. We create these conditions with intentional, strengths-based coaching through an equity and inclusion lens, and a culture that leverages the rich diversity of our team to inform the work and achieve breakthrough results for our students.

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Middle School Special Education Teacher Leader

Posted by | August 6, 2019 |

STRIVE Prep Secondary Special Education Teacher Leaders will create exceptional outcomes and opportunities for students via a hybrid role that includes Special Educator instructional and case management responsibilities, as well as Campus Special Education leadership and Special Education Instructional Coaching.

STRIVE Prep is a Denver-based community of public charter schools that challenges every student to strive for college and thrive throughout life by helping them to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond.

Our inclusive and transformative community seeks a Special Education Teacher Leader for the 2019-20 school year.

We seek dedicated educators that live STRIVE Prep’s  core values every day:

  • Con Ganas: The work we do is challenging, but every challenge is seen as an opportunity and we rarely give up.
  • The High Road: We do the right thing and we treat one another with respect and dignity.
  • Joy Factor: We work to create a joyful and optimistic work environment that values levity and laughter.
  • Accountable Action: We hold clear, high expectations for our work, and we are appropriately held accountable to those expectations by ourselves and others.
  • Growth Mindset: We continue to develop professionally and operate with a growth mindset in order to create the best school possible for our students and families.
  • Lean In: We communicate with one another professionally, appropriately, honestly, and transparently, both in person and in writing.
  • We Serve:  Every day is an opportunity to partner with and learn from our students and families, whom we serve with grace and humility.

Essential Duties and Responsibilities

Case Management:

  • Create, review and implement Individualized Education Plans (IEPs) for a partial caseload, including scholars with emotional or behavioral needs.
  • Effectively progress monitor student achievement and gather evidence in order to deliver individualized instruction and supports that are aligned to students’ goals.
  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment.
  • Analyze student assessment data and use it to determine next steps.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.

Culture:

  • Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in an advisory of approximately 15 students.
  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning..
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.
  • Provide supervision of students during before and after school activities (arrival, dismissal, breakfast, lunch, and break).
  • Participate in family and community events, including twice annual parent conferences and at least one student enrollment event or activity.
  • Own the success and achievement of all scholars in the school.

Leadership and Coaching:

  • Build and manage a campus team of Special Educators that work together, collaborate, and problem-solve challenges.
  • Create and implement systems and structures that increase the efficiency, effectiveness and cohesion of your team.
  • Coach and evaluate Special Education teachers on their instructional and case management processes.
  • Ensure compliance with IDEA by attending IEP meetings quarterly, consulting on cases as needed, reviewing completed IEPs, monitoring discipline data, and consulting with STRIVE’s Central Special Education Support and DPS Support Partner as needed.
  • Provide more intensive guidance and support to new Special Education teachers and onboard any mid-year hires.
  • Collaborate and communicate consistently with Central Support, school  administrators, teachers, and district providers to ensure students with IEPs receive meaningful and legally required programming.
  • Participate in the Campus Instructional Leadership Team to act as  thevoice of the Special Education department and  continuously drive the Special Education vision at the campus level.
  • Work with Special Education team and Central Support to assess gaps and needs and then deliver whole-school and Special Education-specific professional development needs to address those gaps.
  • Take on case management of any mid-year transfers and any Initial IEPs that are required throughout the year.
  • Participate in STRIVE Prep’s Special Education Department Chair Boot Camp and Summer Training Institute as well as professional development throughout the school year.

  

Requirements:

  • Bachelor of Arts or Sciences degree
  • At least 3 years of Special Education teaching experience
  • Write exceptional Individualized Education Plans (required) and has efficiently and effectively utilized the Enrich IEP writing platform for case management purposes (preferred)
  • Achieve Qualified Teacher status within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:
        • A valid Colorado Teacher License with Special Education endorsement OR
        • Transfer a Special Education license from another state OR
        • Enroll in an alternative licensure program to obtain a Special Education license.

In addition, we strongly prefer the following:

            • At least 1 year of instructional coaching experience
            • Understand, appreciate and can pull from experience teaching in an urban setting
            • Speaks Spanish and/or has experience working with English Learners
            • Demonstrated success working with middle school students of color

What We Offer Our Network Staff:

            • Competitive compensation package.
            • Annual performance-based raises.
            • Participation in the Colorado PERA retirement program, including a PERA 401k contribution option.
            • Funding of 100 percent of individual medical benefits and a wide range of insurance plans.
            • Approximately three weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually.

Join This Movement:

STRIVE Prep educators inspire and encourage our students to think critically, communicate clearly, and collaborate openly, both in and outside of the classroom. By bringing together challenging academics with celebration and joy, we fuel a sense of curiosity, creativity and lifelong possibility in our students and our teachers. No matter where you join us in your career, we welcome our teachers to help make STRIVE Prep a place where everyone in our community can STRIVE and THRIVE.

Equity and Inclusion

STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception.  We must challenge ourselves as educators on what it means to serve all students, families and each other through a lens of Dignity for All, all the time. To us, Dignity for All means honoring and respecting the rich diversity of who we are and the unique gifts and talents that each of us bring. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment.

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Teacher/Special Service Provider

Posted by | August 1, 2019 |

Jeffco Public Schools is currently hiring for great teachers and special service providers!

Jeffco Public Schools, Colorado’s largest K-12 school district, with 85,000 students and approximately 14,000 employees, has provided educational excellence for more than 60 years. Nearly 10 percent of all Colorado K-12 students attend a Jeffco school and our employees benefit from partnerships with experienced, dynamic school leaders throughout our district. Our Jeffco Generations vision document and strategic plan map out with focus and clarity what we expect our schools to accomplish with our graduates. Come join us!

Teachers:

  • Elementary
  • Math
  • Science
  • Social Studies
  • Spanish- World Language
  • Special Education- ASD
  • Special Education- Learning Specialist
  • Special Education- Significant Support Needs

 

Special Service Providers:

 

  • Nurse
  • Social Emotional Learning Specialist
  • School Social Worker
  • School Psychologist

 

 

 

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Bilingual Regional Manager of Youth and Family Services

Posted by | July 25, 2019 |

THE CHALLENGE 

Are you up for the work as a bilingual regional manager of family and youth services that is both difficult and worthwhile? Do you want to make a positive, lasting difference in children’s lives?

 

OVERVIEW OF ROLE 

STRIVE Preparatory Schools (STRIVE) is a Denver-based community of K-12 public charter schools that challenges every student to strive for college and thrive throughout life by helping them develop the knowledge, skills and confidence necessary to succeed in college and beyond. The manager of family and youth services will help students as they face an assortment of mental health challenges in our STRIVE Prep Schools. This position will support multiple STRIVE Prep Schools across three regions of Denver. The manager of family and youth services will work directly with children and adolescents and families; support students with mental and behavioral health needs by providing crisis counseling and skill instruction and implementing safety support plans; and work collaboratively with parents, teachers, and community supports to support children’s success to ultimately help students thrive at home, in school, and in life.

 

THE MUST HAVES 

Do the following must haves resonate with how you are wired and demonstrable in your unique talents and experiences? If so, we invite you to apply and can’t wait to learn more about you!

 

  • You are a critical thinker: Part of what makes the work so challenging—and rewarding—is the fact that you will be constantly encountered with unique situations that will require you to be flexible while solutions-oriented.  That’s why critical thinking skills are very important as a manager of family and youth services. After identifying the nature of the problems experienced by their students, the manager of family and youth services uses critical and creative thinking to develop practical solutions. The manager of family and youth services uses logic, problem-solving, analysis, kindness, and creativity to identify the strengths and weaknesses of different approaches and find a solution for each case. He/She/They must make important decisions and solve problems based on a thorough understanding of the student’s needs and situation, the available resources, and applicable law and policies. Without this important skill, a manager of family and youth services might miss clues, overlook opportunities, or act on personal bias.
  • You have a developed sense of empathy: Understanding others intellectually, culturally, and emotionally is important. Empathy is the ability to imagine yourself in someone else’s situation, and then be able to understand what that person may be experiencing. Empathizing is both an intellectual and emotional process that makes it far easier to understand and help others work through their problems and develop their deficits. Having empathy helps the manager of family and youth services develop strong relationships with the students and families and determine the best possible solution based on their unique experiences and circumstances.
  • You are an effective communicator: The manager of family and youth services must be able to communicate in many different ways and with many different people every day. You will need to be able to express yourself with clarity to a wide variety of people in a diversity of contexts and having strong written and verbal communication skills are an absolute must. Good communication skills help the manager of family and youth services have difficult conversations with people in the midst of challenging life circumstances and emotional stress, while staying calm. Important communication skills that show you are engaged in the conversation and genuinely care about hearing what the other person has to say are validation, affirmation, and active listening. The manager of family and youth services needs to exhibit their interpersonal skills in order to work effectively with other team members. In addition, as the voice of their students, the manager of family and youth servicesroutinely advocates on behalf of the individuals, groups, and families they serve. Advocacy involves speaking out and acting in the best interest of others.
  • You are organized: The manager of family and youth services is often required to deal with busy schedules, heavy caseloads and large amounts of paperwork. Successfully managing and prioritizing the logistical aspects of the job can help you maximize the amount of time you’ll have on your schedule to provide meaningful services and supports to your students and families. The ability to plan, organize, and prioritize which work is required to be done in which order is extremely important. Related to organizational skills, the manager of family and youth services must also have strong time-management practices.

 

ESSENTIAL FUNCTIONS

Targeted Tiered Model of Youth and Family Interventions, Services and Supports: 

  • Obtains and processes information from campus mental health provider; Performs intakes and assessments of children and youth in crisis to determine the level of needs and appropriate safety planning
  • Uses skill-building strategies through direct and indirect service methods in a small group or individual settings to teach students effective, positive behaviors, such as coping skills, self-regulation and self-monitoring, planning/organization, impulse control, empathy, and healthy decision-making
  • Responsible for providing intensive support, consultation, counseling and crisis intervention services to children (e.g., individual, small group) and families in the school setting (may use components of SFBT, DBT, and CBT in the work and should have experience and knowledge with trauma-informed practices and grief counseling)
  • Empowers youth and family to share responsibility in the goals and objectives outlined in the safety plan
  • Conducts family engagement and psychoeducational activities (i.e., family learning sessions, meet and greets, home visits)
  • Collaborates with the campus school mental health provider and/or school staff to create and maintain a variety of services to support all students’ attainment of academic, social-emotional, and behavioral goals
  • Maintains working knowledge of community resources and provides assistance and support to families enabling them to access community resources
  • Collaborates with families and community providers to develop student interventions/action and intervention plans/safety plans

 

Preventative and Responsive Crisis Services  

  • Collaborates ​with ​school ​personnel, ​parents, ​students, ​and ​community ​resources ​to ​provide ​competent ​mental ​health support ​during ​and ​after ​crisis ​situations ​and support ​network ​crisis ​responses ​as ​needed ​and ​follow ​ERCM ​network response ​team ​procedures
  • Conducts suicide risk reviews and self-injury inventory process according to training and best practices (e.g., follow protocol, inform parents, provide recommendations and referrals to community services, and often provide follow up counseling and support at school)
  • Conducts threat response system process according to training and best practices (e.g., follow protocol, evaluation and classification of the threat, appropriate response, and intervention, including notification and involvement of parents and a written action and intervention plan)

 

Professionalism   

  • Demonstrates personal integrity and maintains high professional and ethical standards practice in ways that are consistent with ethical, professional, and legal standards and regulations; engage in lifelong learning and formulate personal plans for ongoing professional growth
  • Fulfills departmental/administrative responsibilities and expectations; uses supervision and mentoring for effective practice; access, evaluate, and utilize information sources and technology in ways that safeguard and enhance the quality of services and responsible record keeping; participates in STRIVE Prep Summer Training as well as professional development and training throughout the school year; and assists administrators, teachers, and other school personnel, and parents in understanding and adhering to legislation and regulations relevant to regular education and special education

OUR ASPIRING MANAGERS OF YOUTH AND FAMILY SERVICES: 

  • Consciously choose to serve and transform the lives of school-age scholars by joining a team of educators who will do whatever it takes in a turnaround environment to support scholars in gaining access to college.
  • Highly invest themselves in constant growth and reflection as educators and professionals.
  • Be a tireless advocate for your students
  • Approach every day with unapologetic high expectations, persistence and a sense of humor.
  • (Required) Speak Spanish and have experience working with bilingual students and families.
  • Dedicate themselves to the educational success of all students, not some students.
  • Bring enthusiasm, professionalism, and positivity to their interactions with students and our adult community.
  • Assume the best in others and are willing to have courageous conversations in order to do what is best for students.
  • Work hard and approach challenges as opportunities for improvement.
  • Set high expectations for themselves and others and a willingness to hold themselves and others to those expectations.
  • Strive for cultural competence practice, are willing to learn more about the culture of the child through the child and family, and always work from a strength-based perspective.
  • Member of STRIVE Prep’s Mental Health Team
  • Protect time for self-care, fortify your strengths and capacities, and seek support through one’s family, friends, and broader professional community

MINIMUM EDUCATION/REQUIREMENTS/SKILLS 

  • Master’s Degree in related field of behavioral health (e.g., social work, counseling, psychology)
  • Strongly preferred to hold a license LPC, LMFT, LCSW or comparable license
  • Be bilingual in English/Spanish
  • Experience with children and adolescents in mental health or related field in inpatient, residential, crisis prevention, juvenile corrections, or other similar settings strongly preferred.
  • Ability to facilitate group activities. Capable of high quality documentation. Ability to teach and work with children and adolescents with mental health needs. Training and demonstrated skills in crisis intervention.

COMPENSATION AND BENEFITS

  • Competitive compensation package and annual performance-based raises
  • Participation in the Colorado PERA retirement program, including a PERA 401k option
  • Funding of 100% of individual medical benefits and a wide range of insurance plans
  • Approximately three weeks of summer vacation and eight days of paid time off annually
  • Transportation stipend $500/year

 

DIVERSITY, EQUITY & INCLUSION

STRIVE works to make a college prep education for all students in our community the norm, rather than the exception. We are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment. STRIVE is an equal opportunity employer and actively encourages applications from people of all backgrounds.

 

Our culture of inclusion is rooted in the belief that when we create the conditions that align …

  1. Your unique gifts (Bring your full self, skills/knowledge, & unique lens on the work)
  2. Your purpose/desire for impact(What challenges do you most want to tackle?)
  3. The organization’s needs(STRIVE’s strategic goals and value we seek from this role)

… then you will have the opportunity every day to unleash your genius–individually and collectively with your colleagues–to ensure our students are Learning to Change the World. We create these conditions with intentional, strengths-based coaching through an equity and inclusion lens, and a culture that leverages the rich diversity of our team to inform the work and achieve breakthrough results for our students.

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Relationship Manager

Posted by | July 24, 2019 |

About Landed

We’re on a mission to uphold all the people who uphold all of us, which is why we help essential professionals, starting with educators, build financial security in or near the communities they serve. We achieve this by showing up with humility, prioritizing the human in every interaction, owning our growth (and helping others do the same), and finding what’s fair for all parties involved, even when it’s the hardest thing to do.

Today, we primarily focus on helping educators buy homes. We do this by investing alongside them when they are ready to buy a home. We call this model shared equity down payment support. Here’s how it works. The company, founded in 2015 and based in San Francisco, has the backing of: Initialized Capital, Y Combinator, top banking executives, former directors of federal housing authorities, affordable housing policy experts, union organizers, philanthropists, and Stanford economists. Helping great educators become homeowners keeps them in the classroom and improves student outcomes. That’s why Landed is financially supported by great organizations like the DRK Foundation and the Chan Zuckerberg Initiative. Recent news coverage about Landed can be found here.

Hear what our customers have to say.

About the Relationship Manager role 

Our team at Landed is growing! We’re excited to be hiring a fantastic Relationship Managers to support our homebuyers in Denver, and regions on the East and West Coast. You will join an energetic, driven group of humans on the Customer Experience team working together to ensure we provide a fantastic experience to every educator who’s interested in learning more about Landed. This role reports to the Head of Customer Experience and is based in our Denver office.

As a Relationship Manager, you will consistently work to build and strengthen authentic, long-term relationships with all customers in the regions you support.  You’ll provide an easy, personalized and education-oriented experience to Landed’s customers as they work with you to determine the right next steps in their homebuying journey. In particular, you’ll deliver stellar and clear communication and an unprecedented level of support that surprises and delights. Above all, you’ll prioritize and advocate for homebuyers in everything you do.

As a Relationship Manager, you will:

  • Qualify, convert, and nurture relationships with educators through leading 40+ calls (or texts, or emails, or video chats, etc), and converting 25+ customers per week. Prioritize genuinely understanding who our customers are, what their goals are, and how our products/services may be able to help them achieve their goals. At Landed, we focus on what’s best for each individual buyer — even when the best option may not result in revenue for Landed. We believe that the best way to build a sustainable and customer-focused organization is by doing the right thing for customers, every time.
  • Deliver a consistent, high quality customer experience to all current and potential Landed customers. Bring genuine curiosity, positivity, and a resourceful, problem-solving orientation to everybody’s unique situations. Focus on providing clear and helpful information to empower customers to what’s right for them. Do the hard work to be transparent and explain the rationale behind decisions.
  • Manage and engage a pipeline of hundreds of customers in your region. Organize, analyze and prioritize who to engage when. You’re constantly thinking about the individual customers you’re working with, and what information or resource can best help them. Collaborate closely with Homebuying Programs Leads to ensure customers are having a stellar experience through every stage of their homebuying process. Once homebuyers become homeowners, you proactively find ways to support them further, which may include letting them know about other opportunities and products at Landed.
  • Reach new potential homebuyers in your regions by leveraging customer referrals, partner relationships, community events, and more. You’ll build champions of Landed and you know how to message the mission, purpose, and value of Landed effectively.
  • Collaborate with the entire Customer Experience team, Regional Organizers, and the rest of the Landed team to test new ideas to drive better outcomes for customers in your region. When a pilot goes well, support expanding the idea to the whole team; when a pilot doesn’t go well, share your learnings with the team so we can focus on getting better together.

You will bring the following strengths to the role:

  • Relationship Management. Success in this role hinges upon the ability to build and manage authentic, trusting working relationships. You’re a fantastic and empathetic listener, who brings an orientation toward partnership and finding ways to add value to all your relationships. Most importantly, you’ll establish and grow meaningful connections with our homebuyers. You’ll build trust and manage sometimes tricky situations that inevitably come up with calm, positivity and deep care for the other humans in the interaction.
  • Problem Solving Orientation.  You love to solve problems, and are strategic in your approach. You’re skilled at getting to the bottom of an issue, and resourceful in resolving it efficiently — especially when a customer is depending on you. You’re comfortable in ambiguity and in situations that don’t necessarily have a clear answer. You excel at finding the simplest solution that not only gets the job done, but surprises and delights. You’re always looking for ways for Landed to be doing things better.
  • Communication. Working with a diverse group of stakeholders, you’re a natural connector. You thrive at explaining difficult concepts simply.  You hear what people say, seek understanding, and listen to what they really mean. You adjust your communication style to meet the unique needs of people, and translate messages among different stakeholders internally and externally.
  • Motivated. You are a motivator and encourager. You bring commitment and positivity to support customers through what can be a challenging process. Your positive energy compels people to gravitate towards Landed.

We think you’ll be great for this role if you’re…

  • A people’s person who’s energized by talking to a large, diverse group of homebuyers every day.
  • Bringing previous sales or account management experience.
  • A professional with at least 3 years of work experience.
  • Your natural mode is to be positive.
  • You’re willing and excited to learn from failure, and get right back at it.
  • Someone who loves to learn and grow every day.Good-natured and enjoy spending time with a diverse group of people both inside and outside of work.
  • Motivated to enroll others in something you believe in.
  • Wanting to advocate for and think like a Landed homebuyer.
  • Willing and able to support homebuyers across multiple time zones and have some flexibility during evenings for homebuyer communication.
  • Excited to work in Landed’s Denver office

We’d be even more excited if you’re…

  • A fluent Spanish speaker.
  • Bringing previous experience in real estate or education.

This role may not be the best for candidates who are looking for…

  • An established position with precedent to follow and a set blueprint to carry out; we need self-starters.
  • Easy hours, low risk, slow paced.
  • A strategy role without execution.

Here are some more specifics…

  • This is a full-time, exempt role based in Denver, CO.
  • This total expected compensation for this role is $55,000-$65,000 including base salary and commission; with equity at a high-profile, Series A start-up.
  • We offer full health & wellness benefits, including a wealth of other benefits to support your professional growth (example: an annual $10,000 personal/professional development budget). We also encourage and accommodate schedules that take into consideration the diversity of responsibilities and goals our teammates have outside of the office.
  • You may travel occasionally (1-2 days every 4-6 weeks) to regions you support as well as Landed HQ for training and retreats.
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Business Manager

Posted by | July 17, 2019 |

JOB TITLE:                     Business Manager

REPORTS TO:                Chief Financial Officer/Executive Director

POSITION HOURS:      12 Month Position/ 215 Days Per Year

Flexible Summer schedule with Reduced Hours

STARTING SALARY:    $25.00 – $27.00 Per Hour ($43,000 to $46,440 per Year)

 Summary:

Perform a wide variety of tasks pertaining to the School’s business office management, accounting functions, and facility and security operations for both the East and West campuses.  Promote the vision and mission of Vanguard Classical School. Personally model and actively support the school-wide goals, mission and intent of the charter applications and charter contracts.  This position will work with a wide variety of school personnel in addition to parents, volunteers, and vendors. Candidate must have strong written and verbal communication skills paired with the ability to organize and prioritize.

 Qualifications

  • Minimum 5 years of accounting/bookkeeping experience or equivalent combination of education and experience preferred.
  • Minimum 5 years experience in the use of a computer accounting system (e.g. QuickBooks).
  • Experience in facility management preferred.
  • Minimum 2 years of payroll experience or equivalent combination of education and experience preferred.
  • Understanding of general principles and procedures of accounting, auditing, budgeting, bookkeeping, and fiscal record keeping.
  • Current knowledge of Workers Compensation claim processing and FMLA compliance is beneficial to support HR functions.
  • Basic understanding of safety and security procedures preferred.
  • Prior supervision experience preferred.
  • High School Degree or equivalent required. College Degree preferred.

Skills

  • Working knowledge of computer: keyboarding, database, spreadsheet and word processing.
  • Effective communication and interpersonal skills utilizing positive conflict management strategies.
  • Problem solving capabilities and ability to work with minimal supervision and direction.
  • Self-motivated, self-directed and flexible, with good organizational and planning skills.
  • Ability to organize and prioritize work to meet deadlines.
  • Ability to work as a team member to manage the total office workload, develop and streamline procedures and take such training as is appropriate and available.
  • A working knowledge of word processing and spreadsheet programs. (e.g. Microsoft Office).
  • Ability to communicate and problem solve effectively using courtesy, tact and discretion in contacts of a difficult, sensitive or specialized nature.
  • Physical ability to perform the required duties.

Responsibilities and Duties:

Accounting

  • Maintain all accounting records for VCS.
  • Billing and collection of student fees, athletic fees, etc.
  • Assist parents with questions relating to student fees and other student related fees.
  • Maintain records for accounts receivables and collect on unpaid accounts, in accordance with School procedures.
  • Receive all payments for the School and make deposits as required, in accordance with School policies.
  • Manage and pay all bills according to set schedule and in accordance with School policies. Ensure proper supporting documentation and approvals and present and in accordance with spending authority.
  • Monitor copier lease and maintenance contracts.
  • Provide periodic budget updates to department heads upon their request.
  • Assist in the development of annual budget.
  • Assist with the annual audit, including preparation of working papers.
  • Set up, file and sort a variety of documents, which include sensitive and confidential information.
  • Monitor petty cash accounts, if applicable.
  • Maintain financial transparency on school website in accordance with CDE requirements.
  • Prepare annual 1099 forms for vendors and State and Federal filing agencies.

Payroll

  • Assist in the collection of time sheet information.
  • Distribute and collect new hire documents.
  • Assist in the on boarding process for new hires.
  • Distribute checks to employees and process payroll liability payments (e.g. 401K contributions).

Grants

  • Monitor all revenue and expenditures grants awarded to the School.
  • Assist management in preparing financial reports for submission with grant proposals and reporting requirements.
  • Prepare quarterly invoices and provide necessary documentation to bill district for grant reimbursement.

Purchasing

  • Coordinate purchase orders and purchase requisitions in order to order materials, goods and supplies.
  • Participate in the selection of suppliers in accordance with the School’s purchasing policy.
  • Investigate purchasing options for better pricing, quality, or other factors.
  • Place orders with suppliers.
  • Deal with non supplied, under orders, over orders and damaged goods.

Facilities Operations and Maintenance

  • Monitor and supervise grounds maintenance, building cleaning, photography, technology, phone/intercom, and equipment vendors and contracts/leases.
  • Obtain certificates of insurance from grounds maintenance, building cleaning, photography, technology, phone/intercom, and equipment vendors.
  • Act as the liaison for the School with outside contractors for grounds maintenance, building cleaning, photography, technology, phone/intercom, and equipment vendors as needed.
  • Coordinate equipment maintenance and provide emergency troubleshooting and maintenance with support of outside contractors as needed.
  • Order supplies for equipment (copiers, laminators, etc.).
  • Check all equipment in/out to faculty and staff as needed.
  • Dispose of unneeded school property in accordance with policies and procedures, as needed.
  • Create and maintain system for student lockers.
  • Manage lockers, checking in/out students as needed throughout the year.
  • Coordinate the maintenance of cameras, FOBS, keys, and employee IDs.
  • Assign keys and FOBS to staff members and manage check in/out.
  • Monitor and create systems as needed and approved, if needed, by administration.

Safety and Security

  • Coordinate 24/7 on-call operational and facility support to School.
  • Support Principals and Assistant Principals in conducting and scheduling emergency drills and revise emergency systems as needed.
  • Maintain up to date contact lists for emergency responders and district security personnel.
  • Contact district security personnel and authorities with security alerts.
  • Understand and maintain adherence to all fire and health codes for public schools.
  • Train all staff on fire and health code requirements during in-service and provide timely reminders throughout the school year.
  • Train staff on proper usage of emergency radios and maintain radios.
  • Update Material Safety Data Sheet and Chemical Hygiene Plan and keep in compliance.
  • Work with Science Department on maintaining up to date chemical inventory and safety plan, as well as training new science teachers on proper storage and disposal of chemicals.
  • Work with staff to check doors and passageways throughout the day, report safety violations to administration.

FF&E

  • Work with Principal and staff to assess needs and best use all building and exterior spaces.
  • Provide building information to the Executive Director, Principals and VCS Board as requested.
  • Work with staff to assess furniture and equipment needs.
  • Make recommendations to administration for room measurements and space layouts as needed.
  • Order furniture and equipment as needed.
  • Schedule times and organize tasks during in-service with administration for staff-wide effort in moving furniture and equipment as needed.

General Office

  • Maintain the confidentiality of sensitive information seen or heard.
  • Assist in ensuring a calm and professional office environment is maintained at all times.
  • Perform other assigned comparable duties which are within the scope of knowledge, skills and abilities required by this position.

EMPLOYMENT INFORMATION

  • This position is year-round, and will not follow the school calendar, or hours. Hours may fluctuate during the year.
  • This is an AT-WILL employment position. This means that the employee may be discharged for any reason or no reason at any time at the will of the school.
  • While this position description describes the primary function of the position, it is not a complete description of all responsibilities. As a school, we require flexibility and cooperation.

 

Vanguard Classical School shall not unlawfully discriminate on the basis of race, sex, religion, national origin, age, marital status, sexual orientation, or disability in admission or access to, or treatment or employment in, its education programs or activities.

 

Comments Off on Business Manager

Business Manager

Posted by | July 17, 2019 |

JOB TITLE:                     Business Manager

REPORTS TO:                Chief Financial Officer/Executive Director

POSITION HOURS:      12 Month Position/ 215 Days Per Year

Flexible Summer schedule with Reduced Hours

STARTING SALARY:    $25.00 – $27.00 Per Hour ($43,000 to $46,440 per Year)

 Summary:

Perform a wide variety of tasks pertaining to the School’s business office management, accounting functions, and facility and security operations for both the East and West campuses.  Promote the vision and mission of Vanguard Classical School. Personally model and actively support the school-wide goals, mission and intent of the charter applications and charter contracts.  This position will work with a wide variety of school personnel in addition to parents, volunteers, and vendors. Candidate must have strong written and verbal communication skills paired with the ability to organize and prioritize.

 Qualifications

  • Minimum 5 years of accounting/bookkeeping experience or equivalent combination of education and experience preferred.
  • Minimum 5 years experience in the use of a computer accounting system (e.g. QuickBooks).
  • Experience in facility management preferred.
  • Minimum 2 years of payroll experience or equivalent combination of education and experience preferred.
  • Understanding of general principles and procedures of accounting, auditing, budgeting, bookkeeping, and fiscal record keeping.
  • Current knowledge of Workers Compensation claim processing and FMLA compliance is beneficial to support HR functions.
  • Basic understanding of safety and security procedures preferred.
  • Prior supervision experience preferred.
  • High School Degree or equivalent required. College Degree preferred.

Skills

  • Working knowledge of computer: keyboarding, database, spreadsheet and word processing.
  • Effective communication and interpersonal skills utilizing positive conflict management strategies.
  • Problem solving capabilities and ability to work with minimal supervision and direction.
  • Self-motivated, self-directed and flexible, with good organizational and planning skills.
  • Ability to organize and prioritize work to meet deadlines.
  • Ability to work as a team member to manage the total office workload, develop and streamline procedures and take such training as is appropriate and available.
  • A working knowledge of word processing and spreadsheet programs. (e.g. Microsoft Office).
  • Ability to communicate and problem solve effectively using courtesy, tact and discretion in contacts of a difficult, sensitive or specialized nature.
  • Physical ability to perform the required duties.

Responsibilities and Duties:

Accounting

  • Maintain all accounting records for VCS.
  • Billing and collection of student fees, athletic fees, etc.
  • Assist parents with questions relating to student fees and other student related fees.
  • Maintain records for accounts receivables and collect on unpaid accounts, in accordance with School procedures.
  • Receive all payments for the School and make deposits as required, in accordance with School policies.
  • Manage and pay all bills according to set schedule and in accordance with School policies. Ensure proper supporting documentation and approvals and present and in accordance with spending authority.
  • Monitor copier lease and maintenance contracts.
  • Provide periodic budget updates to department heads upon their request.
  • Assist in the development of annual budget.
  • Assist with the annual audit, including preparation of working papers.
  • Set up, file and sort a variety of documents, which include sensitive and confidential information.
  • Monitor petty cash accounts, if applicable.
  • Maintain financial transparency on school website in accordance with CDE requirements.
  • Prepare annual 1099 forms for vendors and State and Federal filing agencies.

Payroll

  • Assist in the collection of time sheet information.
  • Distribute and collect new hire documents.
  • Assist in the on boarding process for new hires.
  • Distribute checks to employees and process payroll liability payments (e.g. 401K contributions).

Grants

  • Monitor all revenue and expenditures grants awarded to the School.
  • Assist management in preparing financial reports for submission with grant proposals and reporting requirements.
  • Prepare quarterly invoices and provide necessary documentation to bill district for grant reimbursement.

Purchasing

  • Coordinate purchase orders and purchase requisitions in order to order materials, goods and supplies.
  • Participate in the selection of suppliers in accordance with the School’s purchasing policy.
  • Investigate purchasing options for better pricing, quality, or other factors.
  • Place orders with suppliers.
  • Deal with non supplied, under orders, over orders and damaged goods.

Facilities Operations and Maintenance

  • Monitor and supervise grounds maintenance, building cleaning, photography, technology, phone/intercom, and equipment vendors and contracts/leases.
  • Obtain certificates of insurance from grounds maintenance, building cleaning, photography, technology, phone/intercom, and equipment vendors.
  • Act as the liaison for the School with outside contractors for grounds maintenance, building cleaning, photography, technology, phone/intercom, and equipment vendors as needed.
  • Coordinate equipment maintenance and provide emergency troubleshooting and maintenance with support of outside contractors as needed.
  • Order supplies for equipment (copiers, laminators, etc.).
  • Check all equipment in/out to faculty and staff as needed.
  • Dispose of unneeded school property in accordance with policies and procedures, as needed.
  • Create and maintain system for student lockers.
  • Manage lockers, checking in/out students as needed throughout the year.
  • Coordinate the maintenance of cameras, FOBS, keys, and employee IDs.
  • Assign keys and FOBS to staff members and manage check in/out.
  • Monitor and create systems as needed and approved, if needed, by administration.

Safety and Security

  • Coordinate 24/7 on-call operational and facility support to School.
  • Support Principals and Assistant Principals in conducting and scheduling emergency drills and revise emergency systems as needed.
  • Maintain up to date contact lists for emergency responders and district security personnel.
  • Contact district security personnel and authorities with security alerts.
  • Understand and maintain adherence to all fire and health codes for public schools.
  • Train all staff on fire and health code requirements during in-service and provide timely reminders throughout the school year.
  • Train staff on proper usage of emergency radios and maintain radios.
  • Update Material Safety Data Sheet and Chemical Hygiene Plan and keep in compliance.
  • Work with Science Department on maintaining up to date chemical inventory and safety plan, as well as training new science teachers on proper storage and disposal of chemicals.
  • Work with staff to check doors and passageways throughout the day, report safety violations to administration.

FF&E

  • Work with Principal and staff to assess needs and best use all building and exterior spaces.
  • Provide building information to the Executive Director, Principals and VCS Board as requested.
  • Work with staff to assess furniture and equipment needs.
  • Make recommendations to administration for room measurements and space layouts as needed.
  • Order furniture and equipment as needed.
  • Schedule times and organize tasks during in-service with administration for staff-wide effort in moving furniture and equipment as needed.

General Office

  • Maintain the confidentiality of sensitive information seen or heard.
  • Assist in ensuring a calm and professional office environment is maintained at all times.
  • Perform other assigned comparable duties which are within the scope of knowledge, skills and abilities required by this position.

EMPLOYMENT INFORMATION

  • This position is year-round, and will not follow the school calendar, or hours. Hours may fluctuate during the year.
  • This is an AT-WILL employment position. This means that the employee may be discharged for any reason or no reason at any time at the will of the school.
  • While this position description describes the primary function of the position, it is not a complete description of all responsibilities. As a school, we require flexibility and cooperation.

 

Vanguard Classical School shall not unlawfully discriminate on the basis of race, sex, religion, national origin, age, marital status, sexual orientation, or disability in admission or access to, or treatment or employment in, its education programs or activities.

 

Comments Off on Operations Manager- Denver

Operations Manager- Denver

Posted by | July 10, 2019 |

About College Track

College Track is a comprehensive college completion program that empowers students from underserved communities to graduate from college. From ninth grade through college graduation, our 10-year program removes the academic, financial, and social-emotional barriers that prevent low-income and first-generation students from earning their college degree. In 1997, we started with 25 students in East Palo Alto, and today, we have ten centers located in underserved communities across California, Colorado, Louisiana, and the D.C. Metro Area with more than 3,000 students on the path to upward social mobility.

To learn more, please visit www.collegetrack.org

Our Impact

College Track students graduate from college at a rate that is more than double the national average for low-income and first-generation students. Five years out of college, our graduates are employed full-time, and over 85% report earnings greater than their parents. By helping our students maximize the value of their four-year college degree, which includes minimizing student loan debt, securing internships, and limiting the need to work while in college–we prepare them to succeed in the 21st century economy.

 

Our Values

At College Track, our values drive the way we do our work, and we look for individuals who share our passion. We blend an entrepreneurial spirit with our nonprofit roots, cultivating a dynamic culture where everyone’s contributions are valued and encouraged.

  • COMMITMENT: We have an unwavering belief in our students.​
  • PASSION: We are dedicated to changing our nation’s college completion story.​
  • JOY: We create environments rich with smiles and laughter.​
  • AUTHENTICITY: We believe relationships matter.​
  • EXCELLENCE: Our students deserve nothing but the best.

 

Position Overview

The Operations Manager is responsible for ensuring that all site operations function efficiently and effectively. This position will manage the day-to-day of site operations and the administration of finance, human resources and payroll. Additionally, s/he will oversee data reporting and monitoring at the site level and support the Site Director in student recruitment. This is a critical role in ensuring effective site operations so that the team can best serve students every day.

Primary Responsibilities Include:

  • Lead and Manage Site Operations: Successfully manage the day-to-day of site operations including office management, technology, facilities and vehicles. This position will manage front desk administration, oversee the inventory of supplies, project manage facility projects, serve as the central point person for managing the inventory of technology and will work with the IT consultant to address technology needs. S/he will also manage the use of College Track vehicles for transporting students home and to field trip destinations.  ​
  • Manage the Administration of Finance, Human Resources and Payroll: Support the Site Director with budget development by gathering, analyzing and reporting necessary data; track and process invoices and reimbursements for staff and vendors. Support site supervisors with employee onboarding and orientation; act as an HR and payroll liaison for all employees and volunteer staff.​
  • Oversee Data Monitoring and Reporting: Serve as the in-house Salesforce expert and ensure the tracking and reporting of student attendance. Maintain site dashboards and update information on an ongoing basis using student databases.​
  • Support Student Recruitment: Assist the Site Director in the annual student recruitment process including delivering presentations aimed at identifying and recruiting prospective students and overseeing the record keeping process.​
  • New/Special Projects: Additional projects as assigned by the Site Director.

 

Skills & Experience Required

  • Minimum of 1-2 years of experience managing the operations for an organization, program or school
  • Skilled at managing self; reliably prioritizes the highest impact work amongst competing demands, delegates effectively, holds self accountable and produces quality work consistently.
  • Skilled at communicating and managing vertically and horizontally. Effective at being able to work across the organization, through influence, to achieve goals
  • Focuses on delivering outcomes despite obstacles, seeks out challenges as opportunities to grow, takes unexpected setbacks in stride, and is able to galvanize self towards goals and impact.
  • Demonstrated ability to create efficient systems for completing work
  • Basic aptitude and strong appetite to learn data and technology systems. Experience with Microsoft Office Suites required. Experience with Salesforce or other databases, preferred
  • Minimum 4-year college degree

Compensation & Benefits

College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.

 

To Apply

Please upload a resume and a thoughtful cover letter with your application. We will only contact candidates chosen for further consideration. No phone inquiries please.

 

College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression.

Comments Off on Academic Affairs Director- Aurora

Academic Affairs Director- Aurora

Posted by | July 10, 2019 |

About College Track

College Track is a comprehensive college completion program that empowers students from underserved communities to graduate from college. From ninth grade through college graduation, our 10-year program removes the academic, financial, and social-emotional barriers that prevent low-income and first-generation students from earning their college degree. In 1997, we started with 25 students in East Palo Alto, and today, we have ten centers located in underserved communities across California, Colorado, Louisiana, and the D.C. Metro Area with more than 3,000 students on the path to upward social mobility.

To learn more, please visit www.collegetrack.org

Our Impact

College Track students graduate from college at a rate that is more than double the national average for low-income and first-generation students. Five years out of college, our graduates are employed full-time, and over 85% report earnings greater than their parents. By helping our students maximize the value of their four-year college degree, which includes minimizing student loan debt, securing internships, and limiting the need to work while in college–we prepare them to succeed in the 21st century economy.

 

Our Values

At College Track, our values drive the way we do our work, and we look for individuals who share our passion. We blend an entrepreneurial spirit with our nonprofit roots, cultivating a dynamic culture where everyone’s contributions are valued and encouraged.

  • COMMITMENT: We have an unwavering belief in our students.​
  • PASSION: We are dedicated to changing our nation’s college completion story.​
  • JOY: We create environments rich with smiles and laughter.​
  • AUTHENTICITY: We believe relationships matter.​
  • EXCELLENCE: Our students deserve nothing but the best.

 

Position Overview

The mission of the Academic Affairs Director role is to ensure the high academic achievement of all College Track students so they matriculate to and graduate with a bachelor’s degree within six years. Additionally, this position is responsible for implementing a high quality Academic Affairs program, managing the Academic Affairs budget, partnering with school staff to best serve students, and effectively managing full time and part-time staff members to achieve site goals.

Primary Responsibilities Include:

  • Program Development and Implementation: Lead, design and implement high quality academic programs that result in significant gains in GPA, ACT and math readiness. Successfully implement programs and services including tutoring, summer programming, case management and ACT preparation.
  • Individual Student Planning and Monitoring: Assess student data continuously and provide meaningful interventions to ensure that students are on track to graduate from high school and thrive in a four-year college.
  • Staff Management: Hire, manage and develop a team of full-time and part-time employees who are highly effective in achieving site goals.
  • High School and Community Outreach and Engagement: Develop strong and formalized partnerships with schools, district, families and community partners that result in additional resources for our students and improvements to our program model. Keep abreast of emerging trends and practices within the education landscape and community, and understand impact on our students.
  • Financial and Resource Management: Manage the Academic Affairs program budget. Develop and oversee academic resources, including tutoring support, ACT preparation, workshop instruction, academic advising, student case management, and support for the college admission process.
  • Projects as assigned by the Site Director.

 

Skills & Experience Required

  • Minimum 3-5 years of teaching and/or assisting students to excel academically; history of driving significant gains in student achievement
  • Holds the highest expectations for students. Demonstrated success in motivating, influencing and managing students. Strong interpersonal skills and has an empathetic approach to challenging conversations
  • Experience in hiring, developing and supporting talent. Creates the conditions for staff to learn, grow and do their work with ever increasing excellence
  • Skilled at relationship building with students, families and schools. Builds relationships and communicates in ways that foster trust, value differences and further College Track’s mission
  • Focuses on delivering outcomes despite obstacles, seeks out challenges as opportunities to grow, takes unexpected
    setbacks in stride, and is able to galvanize self towards goals and impact.
  • Manages people, project and oneself to achieve excellent results and expand organizational impact.
  • Skilled at analyzing student data and developing targeted interventions
  • Minimum 4-year college degree (Master’s Degree preferred)

 

Compensation & Benefits

College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.

 

To Apply

Please upload a resume and a thoughtful cover letter with your application. We will only contact candidates chosen for further consideration. No phone inquiries please.

 

College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression.

Comments Off on Student Life Director- Aurora

Student Life Director- Aurora

Posted by | July 10, 2019 |

About College Track

College Track is a comprehensive college completion program that empowers students from underserved communities to graduate from college. From ninth grade through college graduation, our 10-year program removes the academic, financial, and social-emotional barriers that prevent low-income and first-generation students from earning their college degree. In 1997, we started with 25 students in East Palo Alto, and today, we have ten centers located in underserved communities across California, Colorado, Louisiana, and the D.C. Metro Area with more than 3,000 students on the path to upward social mobility.

To learn more, please visit www.collegetrack.org

Our Impact

College Track students graduate from college at a rate that is more than double the national average for low-income and first-generation students. Five years out of college, our graduates are employed full-time, and over 85% report earnings greater than their parents. By helping our students maximize the value of their four-year college degree, which includes minimizing student loan debt, securing internships, and limiting the need to work while in college–we prepare them to succeed in the 21st century economy.

 

 

Our Values

At College Track, our values drive the way we do our work, and we look for individuals who share our passion. We blend an entrepreneurial spirit with our nonprofit roots, cultivating a dynamic culture where everyone’s contributions are valued and encouraged.

  • COMMITMENT: We have an unwavering belief in our students.​
  • PASSION: We are dedicated to changing our nation’s college completion story.​
  • JOY: We create environments rich with smiles and laughter.​
  • AUTHENTICITY: We believe relationships matter.​
  • EXCELLENCE: Our students deserve nothing but the best.

 

Position Overview

Under the direction of the Site Director, the Student Life Director (SLD) is responsible for the vision and implementation of the Student Life program, ensuring that all students define their dreams, have access to experiential learning opportunities during the academic year and summer, and engage in and reflect upon meaningful community service. Additionally, the SLD will advocate for and support students in achieving their goals of a college education and a productive future.

Primary Responsibilities Include:

  • Program Development and Implementation: Work with the Site Director to successfully implement the Student Life (SL) program and ensure that goals across the site are met in the following program components: experiential learning workshops, summer engagement, community service, and biannual showcase events.
  • Staff Development and Recruitment: Recruit, hire, develop and evaluate SL part-time staff and volunteers.  Support site team in creating purpose-driven programming.
  • Individual Student Planning and Monitoring: Assist every College Track student in cultivating a sense of purpose by declaring and working toward his/her dream.  Continuously assess student data and provide meaningful interventions to ensure that students develop leadership skills, complete community service hours and participate in activities that prepare them for college.
  • School and Community Outreach and Engagement: Lead a strong community partnership effort, representing College Track at events intended to build the capacity of youth as well as recruit students to the program. Additionally, the SLD will be active in community organizations and professional societies and remain current on best practices in youth development.
  • Financial and Resource Management: Monitor and meet the expense budgets for Student Life Program. Identify and develop external sources of funding for program. Lead fundraising efforts for student enrichment opportunities.
  • New Projects: Projects as assigned by the Site Director.

 

Skills & Experience Required

  • Leads and inspires others under a shared vision of excellence
  • Minimum 3-5 years of experience successfully motivating and managing high school students to meet high expectations in youth development, experiential learning, and/or service learning
  • Demonstrated success in closing the “experience gap” for low-income students
  • Demonstrated ability to cultivate and leverage resources to achieve outcomes
  • Builds relationships and communicates in ways that foster trust, value differences and further College Track’s mission
  • Focuses on delivering outcomes despite obstacles, seeks out challenges as opportunities to grow, takes unexpected setbacks in stride, and is able to galvanize self towards goals and impact.
  • Manages people, project and oneself to achieve excellent results and expand organizational impact
  • Minimum 4-year college degree

 

Compensation & Benefits

College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.

 

To Apply

Please upload a resume and a thoughtful cover letter with your application. We will only contact candidates chosen for further consideration. No phone inquiries please.

 

College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression.

Comments Off on After School STEM Enrichment Instructor

After School STEM Enrichment Instructor

Posted by | July 9, 2019 |

Now Hiring Part Time Instructors for Fall 2019 After School Enrichment Classes

 Do you have experience working with kids? Do you want to share your passion for technology with the next generation of kids? Or are you interested in learning about technology and shaping the future of education? Silicon STEM Academy is an award winning program in providing after school technology enrichment for students of all ages. 

As an instructor at Silicon STEM Academy, you will lead after school coding, robotics, and game design classes for kids in grades K – 8, inspiring hundreds of students and equipping them with valuable skills. Our instructors teach hour-long classes at various schools throughout Denver and Douglas County. Compensation for teaching begins at $20 per hour, and instructors can teach up to 5 classes per week. Guaranteed at least two hours of pay per class. Training time is $12 an hour. Programming or coding experience is helpful, but not necessary; we will provide training!

 Desired qualifications:

  • Impeccable communication skills –  applicants who are comfortable working with and communicating with students, their parents and school staff
  • Experience with and enthusiastic about leading groups of children (8-10 children at a time)
  • Experience or willingness to learn kid-friendly programming languages like Scratch
  • Access to a car
  • Available for at least one afternoon a weekday afternoon between the hours of 2:00-5:00 for 6-12 week long sessions

Jobs and training will begin in August but hiring process is going on now.

Comments Off on Staff Attorney

Staff Attorney

Posted by | July 1, 2019 |

About CASB

The Colorado Association of School Boards was established in 1940 to provide a structure through which school board members could unite in their efforts to promote the interests and welfare of Colorado’s 178 school districts.

CASB represents and advocates for more than 1,000 school board members and superintendents statewide to groups both within and outside the K-12 education community. CASB provides services, information, and training programs to support school board members as they govern their local districts. Membership benefits and solutions are designed to enhance school board effectiveness and help board members increase their knowledge, boost their efficiency, and connect with their communities.

CASB also cultivates relationships with dozens of governing bodies and other education stakeholders—at both the state and national level—to ensure a unified and effective voice and presence on behalf of its members. The association is guided and governed by a 22-member board of directors comprised of school board members representing 12 CASB regions across the state.

CASB Vision

The Colorado Association of School Boards through leadership, service, training, and advocacy prepares local boards of education to advance a system of public schools where all students are challenged to meet their full potential.

CASB Mission

Advancing excellence in public education through effective leadership by locally elected boards of education.

About the Position

The Staff Attorney will be a contributing member of CASB’s member legal resources team, including:

  • Research and develop resources to keep CASB members apprised of current legal issues affecting Colorado school districts;
  • Serve as a resource for CASB-member school boards seeking general legal information;
  • Provide legal support to CASB’s policy team;
  • Develop and deliver presentations that provide general legal information to school board members and other school district personnel at district locations and CASB events.

A qualified candidate will have:

  • Juris Doctor degree and be licensed to practice law in Colorado or another state and be willing to seek admission to the Colorado bar;
  • A minimum of 3 to 5 years of experience in education or public sector law preferred;
  • Experience with policy research and/or development preferred;
  • Demonstrated excellent oral and written skills, including public speaking;
  • A genuine desire to work with people to improve public education in Colorado.

Industry: Education

Salary: CASB will offer a competitive salary, commensurate with experience.

Job Posting Date: July 1, 2019

Application Deadline: July 31, 2019 at 4:00pm

Anticipated start date: To be negotiated

Comments Off on Business Manager

Business Manager

Posted by | June 26, 2019 |

JOB TITLE:                     Business Manager

REPORTS TO:                Chief Financial Officer/Executive Director

POSITION HOURS:      12 Month Position/ 215 Days Per Year

Flexible Summer schedule with Reduced Hours

STARTING SALARY:    $25.00 – $27.00 Per Hour ($43,000 to $46,440 per Year)

 Summary:

Perform a wide variety of tasks pertaining to the School’s business office management, accounting functions, and facility and security operations for both the East and West campuses.  Promote the vision and mission of Vanguard Classical School. Personally model and actively support the school-wide goals, mission and intent of the charter applications and charter contracts.  This position will work with a wide variety of school personnel in addition to parents, volunteers, and vendors. Candidate must have strong written and verbal communication skills paired with the ability to organize and prioritize.

 Qualifications

  • Minimum 5 years of accounting/bookkeeping experience or equivalent combination of education and experience preferred.
  • Minimum 5 years experience in the use of a computer accounting system (e.g. QuickBooks).
  • Experience in facility management preferred.
  • Minimum 2 years of payroll experience or equivalent combination of education and experience preferred.
  • Understanding of general principles and procedures of accounting, auditing, budgeting, bookkeeping, and fiscal record keeping.
  • Current knowledge of Workers Compensation claim processing and FMLA compliance is beneficial to support HR functions.
  • Basic understanding of safety and security procedures preferred.
  • Prior supervision experience preferred.
  • High School Degree or equivalent required. College Degree preferred.

Skills

  • Working knowledge of computer: keyboarding, database, spreadsheet and word processing.
  • Effective communication and interpersonal skills utilizing positive conflict management strategies.
  • Problem solving capabilities and ability to work with minimal supervision and direction.
  • Self-motivated, self-directed and flexible, with good organizational and planning skills.
  • Ability to organize and prioritize work to meet deadlines.
  • Ability to work as a team member to manage the total office workload, develop and streamline procedures and take such training as is appropriate and available.
  • A working knowledge of word processing and spreadsheet programs. (e.g. Microsoft Office).
  • Ability to communicate and problem solve effectively using courtesy, tact and discretion in contacts of a difficult, sensitive or specialized nature.
  • Physical ability to perform the required duties.

Responsibilities and Duties:

Accounting

  • Maintain all accounting records for VCS.
  • Billing and collection of student fees, athletic fees, etc.
  • Assist parents with questions relating to student fees and other student related fees.
  • Maintain records for accounts receivables and collect on unpaid accounts, in accordance with School procedures.
  • Receive all payments for the School and make deposits as required, in accordance with School policies.
  • Manage and pay all bills according to set schedule and in accordance with School policies. Ensure proper supporting documentation and approvals and present and in accordance with spending authority.
  • Monitor copier lease and maintenance contracts.
  • Provide periodic budget updates to department heads upon their request.
  • Assist in the development of annual budget.
  • Assist with the annual audit, including preparation of working papers.
  • Set up, file and sort a variety of documents, which include sensitive and confidential information.
  • Monitor petty cash accounts, if applicable.
  • Maintain financial transparency on school website in accordance with CDE requirements.
  • Prepare annual 1099 forms for vendors and State and Federal filing agencies.

Payroll

  • Assist in the collection of time sheet information.
  • Distribute and collect new hire documents.
  • Assist in the on boarding process for new hires.
  • Distribute checks to employees and process payroll liability payments (e.g. 401K contributions).

Grants

  • Monitor all revenue and expenditures grants awarded to the School.
  • Assist management in preparing financial reports for submission with grant proposals and reporting requirements.
  • Prepare quarterly invoices and provide necessary documentation to bill district for grant reimbursement.

Purchasing

  • Coordinate purchase orders and purchase requisitions in order to order materials, goods and supplies.
  • Participate in the selection of suppliers in accordance with the School’s purchasing policy.
  • Investigate purchasing options for better pricing, quality, or other factors.
  • Place orders with suppliers.
  • Deal with non supplied, under orders, over orders and damaged goods.

Facilities Operations and Maintenance

  • Monitor and supervise grounds maintenance, building cleaning, photography, technology, phone/intercom, and equipment vendors and contracts/leases.
  • Obtain certificates of insurance from grounds maintenance, building cleaning, photography, technology, phone/intercom, and equipment vendors.
  • Act as the liaison for the School with outside contractors for grounds maintenance, building cleaning, photography, technology, phone/intercom, and equipment vendors as needed.
  • Coordinate equipment maintenance and provide emergency troubleshooting and maintenance with support of outside contractors as needed.
  • Order supplies for equipment (copiers, laminators, etc.).
  • Check all equipment in/out to faculty and staff as needed.
  • Dispose of unneeded school property in accordance with policies and procedures, as needed.
  • Create and maintain system for student lockers.
  • Manage lockers, checking in/out students as needed throughout the year.
  • Coordinate the maintenance of cameras, FOBS, keys, and employee IDs.
  • Assign keys and FOBS to staff members and manage check in/out.
  • Monitor and create systems as needed and approved, if needed, by administration.

Safety and Security

  • Coordinate 24/7 on-call operational and facility support to School.
  • Support Principals and Assistant Principals in conducting and scheduling emergency drills and revise emergency systems as needed.
  • Maintain up to date contact lists for emergency responders and district security personnel.
  • Contact district security personnel and authorities with security alerts.
  • Understand and maintain adherence to all fire and health codes for public schools.
  • Train all staff on fire and health code requirements during in-service and provide timely reminders throughout the school year.
  • Train staff on proper usage of emergency radios and maintain radios.
  • Update Material Safety Data Sheet and Chemical Hygiene Plan and keep in compliance.
  • Work with Science Department on maintaining up to date chemical inventory and safety plan, as well as training new science teachers on proper storage and disposal of chemicals.
  • Work with staff to check doors and passageways throughout the day, report safety violations to administration.

FF&E

  • Work with Principal and staff to assess needs and best use all building and exterior spaces.
  • Provide building information to the Executive Director, Principals and VCS Board as requested.
  • Work with staff to assess furniture and equipment needs.
  • Make recommendations to administration for room measurements and space layouts as needed.
  • Order furniture and equipment as needed.
  • Schedule times and organize tasks during in-service with administration for staff-wide effort in moving furniture and equipment as needed.

General Office

  • Maintain the confidentiality of sensitive information seen or heard.
  • Assist in ensuring a calm and professional office environment is maintained at all times.
  • Perform other assigned comparable duties which are within the scope of knowledge, skills and abilities required by this position.

EMPLOYMENT INFORMATION

  • This position is year-round, and will not follow the school calendar, or hours. Hours may fluctuate during the year.
  • This is an AT-WILL employment position. This means that the employee may be discharged for any reason or no reason at any time at the will of the school.
  • While this position description describes the primary function of the position, it is not a complete description of all responsibilities. As a school, we require flexibility and cooperation.

 

Vanguard Classical School shall not unlawfully discriminate on the basis of race, sex, religion, national origin, age, marital status, sexual orientation, or disability in admission or access to, or treatment or employment in, its education programs or activities.

 

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Assistant Principal

Posted by | June 20, 2019 |

Status: Full-Time
FLSA Classification: Exempt
Reports To: Principal or Head of School
Annual Work Days:

American Indian Academy of Denver (AIAD) is a STEAM (science, technology, engineering, arts and math) school opening at the beginning of the 2020 school year providing rigorous learning opportunities for 6-8th grade students.
POSITION SUMMARY
AIAD is a mission-driven, community-based school looking for an Assistant Principal who, under the supervision of the Principal or Head of School, assists the Principal or Head of School as the educational leader and chief administrator of the AIAD; plan and directs the instructional programs and school plant operations; participates in and helps plan staff, student and community activities; organizes, directs, evaluates and supervises assigned certificated and classified staff. Responsibilities also include school safety, student attendance, and student discipline and community relations.

Join us if the following questions inspire you!

● How do we spend 1 (PAID) year to refine our school model grounded in Indigenous belief systems and values with our community design team (students, parents, educators, and community partners)?
● How do we create a sense of belonging for students, educators, families, and community partners?
● How do we inspire, retain, and empower students, staff, and families to invest in school vision and to iterate our systems until we reach our vision?
● How do we enforce school practices and student policies that honor individual differences and protect the dignity of every student?
● How do we create a “no-blame highly productive culture of data where teams own data and are grounded in searching for root causes and testing hypotheses”?
● How do we courageously engage in difficult conversations with students, families educators and community partners to deepen quality of learning and instruction?
● How do we create a culture of culturally-sensitive communication that leverages the strengths of linguistic, cultural, and socio-economic diversity?
● How do we support and coach educators to scaffold strategies and techniques so students can internalize different techniques for self-advocacy?

REQUIRED EDUCATION, SKILLS AND MINDSET
● A master’s degree from an accredited college or university in educational administration, instructional technology, or a closely related field.
● Valid Colorado teaching, pupil personnel service or administrative services credential.
● At least four years of successful elementary, middle or junior high school teaching experience, including the completion of an administrative training program.
● At least one year of verifiable experience in a non-classroom leadership position such as coordinator, instructional coach, etc.
● English Language Acquisition (ELA) endorsement, advanced degree, or other qualifications that demonstrate ELA expertise
● Commitment to decolonized mindsets and practices
● Deep internalization of shared leadership model and co-creation processes
● Deep understanding of what it means to live as part of a marginalized group of people
● Great relationship skills and high emotional intelligence
● Fostering positive adult and youth culture that welcomes failure and growth mindsets

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Assistant Principal

Posted by | June 20, 2019 |

Status: Full-Time
FLSA Classification: Exempt
Reports To: Principal or Head of School
Annual Work Days:

American Indian Academy of Denver (AIAD) is a STEAM (science, technology, engineering, arts and math) school opening at the beginning of the 2020 school year providing rigorous learning opportunities for 6-8th grade students.
POSITION SUMMARY
AIAD is a mission-driven, community-based school looking for an Assistant Principal who, under the supervision of the Principal or Head of School, assists the Principal or Head of School as the educational leader and chief administrator of the AIAD; plan and directs the instructional programs and school plant operations; participates in and helps plan staff, student and community activities; organizes, directs, evaluates and supervises assigned certificated and classified staff. Responsibilities also include school safety, student attendance, and student discipline and community relations.

Join us if the following questions inspire you!

● How do we spend 1 (PAID) year to refine our school model grounded in Indigenous belief systems and values with our community design team (students, parents, educators, and community partners)?
● How do we create a sense of belonging for students, educators, families, and community partners?
● How do we inspire, retain, and empower students, staff, and families to invest in school vision and to iterate our systems until we reach our vision?
● How do we enforce school practices and student policies that honor individual differences and protect the dignity of every student?
● How do we create a “no-blame highly productive culture of data where teams own data and are grounded in searching for root causes and testing hypotheses”?
● How do we courageously engage in difficult conversations with students, families educators and community partners to deepen quality of learning and instruction?
● How do we create a culture of culturally-sensitive communication that leverages the strengths of linguistic, cultural, and socio-economic diversity?
● How do we support and coach educators to scaffold strategies and techniques so students can internalize different techniques for self-advocacy?

REQUIRED EDUCATION, SKILLS AND MINDSET
● A master’s degree from an accredited college or university in educational administration, instructional technology, or a closely related field.
● Valid Colorado teaching, pupil personnel service or administrative services credential.
● At least four years of successful elementary, middle or junior high school teaching experience, including the completion of an administrative training program.
● At least one year of verifiable experience in a non-classroom leadership position such as coordinator, instructional coach, etc.
● English Language Acquisition (ELA) endorsement, advanced degree, or other qualifications that demonstrate ELA expertise
● Commitment to decolonized mindsets and practices
● Deep internalization of shared leadership model and co-creation processes
● Deep understanding of what it means to live as part of a marginalized group of people
● Great relationship skills and high emotional intelligence
● Fostering positive adult and youth culture that welcomes failure and growth mindsets

Comments Off on Upper School Administrative Assistant

Upper School Administrative Assistant

Posted by | June 20, 2019 |

This Administrative Assistant position provides administrative support for the Upper School Principal and faculty and provides assistance to students and parents, as needed. The support includes, but is not limited to, managing the upper school office, recording student attendance, coordinating and planning for upper school events. This individual must professionally represent the school in all interactions. This is a full-time, non-exempt position which reports to the Upper School Principal.

DUTIES & RESPONSIBILITIES:

  • Provides administrative support for the Upper School including greeting visitors and answering phones.
  • Provides administrative support for the Upper School Principal including taking calls, assisting with correspondence and scheduling meetings.
  • Provide student support including taking attendance, organizing transportation and facility usage for student programs, and collecting emergency information.
  • Tracks use of substitute teachers.
Requirements:
  • Familiarity with Blackbaud’s SIS (onRecord) or a similar platform
  • High comfort level with technology across a range of platforms
  • Experience within educational organization(s) at the secondary or college level preferred

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

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

Colorado Academy does not discriminate in any of its programs, procedures, or practices on the basis of age, color, disability, marital status, national or ethnic origin, political affiliation, race, religion, gender, sexual orientation, military service, or other protected status.

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Colorado Director – Center for High School Success

Posted by | June 13, 2019 |

The Role

Your role stands at the center of the fight to change the odds for underserved students. As a key member of Stand’s leadership at a moment of tremendous need and opportunity, you build on the significant progress to date to create the capacity to help hundreds of high schools across multiple states to lift their on-time graduation rates by effectively implementing the University of Chicago Network for College Success’ proven Freshman Success Approach.  As someone motivated by results and impact, you get the opportunity to work with colleagues who not only care deeply about justice and equity, but who are bold and strategic and take responsibility for achieving substantial progress toward greater justice and equity every year, everywhere we work. Through your strategic leadership of Stand’s Center for High School Success (CHSS) in Colorado, you’ll take Stand’s impact to new heights while empowering and developing the capability of thousands of educators working in under tapped communities in the process.

 

The Organization

Stand is a non-profit education advocacy organization focused on ensuring all students receive a high quality, relevant education, especially those whose boundless potential is overlooked and under-tapped because of their skin color, zip code, first language, or disability.

Responsibilities

  • Lead the expansion in Colorado of Stand’s efforts to embed the Freshman Success Approach and related student supports in high schools across the state;
  • Create a Freshman Success Network of districts that are committed to implementing the Freshman Success Approach with fidelity and deliver Freshman Success Institutes;
  • Provide on-going coaching and technical assistance to educators in our growing network of partner high schools;
  • Hire, manage, and develop a Coach/Coaches and ensure we provide outstanding training, coaching, convening, tools, and data to educators in our partner high schools;
  • Participate in ongoing dialogues with appropriate colleagues in other Stand affiliate states and with Stand National on how to continuously improve CHSS’ training and technical assistance provision and model through analysis of data, qualitative feedback, periodic site visits;
  • Develop and manage key partnerships to facilitate high quality support of CHSS partner schools;
  • Ensure effective CHSS marketing and communications and dissemination of CHSS-developed tools and resources;
  • Serve as a spokesperson for the CHSS work in Colorado as needed and appropriate before policymakers and the media in partnership with the Government Affairs Director and Marketing & Communications Director;
  • Assist the Colorado Executive Director with fundraising as needed.

 

Qualifications

  • Passionate and unwavering belief in that all children can and must graduate from high school prepared for and with access to college or career training;
  • Demonstrated success as a school or school system leader in implementing the Freshman Success Approach specifically and/or early warning and intervention systems generally;
  • Demonstrated success in leading, managing, growing, and continually improving a large-scale, multi-site, data-driven education program that achieved significant results;
  • Demonstrated track record of recruiting, developing, and retaining a diverse staff;
  • Exceptional oral, interpersonal, presentation, and written skills;
  • Superb, proven management skills, ideally within a matrix management organization;
  • Ability to be stationary for extended periods of time and to travel to meetings outside of the office; Ability to lift more than 10 pounds, on occasion; May require the ability to climb stairs.

 

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Kindergarten Teacher

Posted by | June 13, 2019 |

Job Title: Kindergarten Teacher, 2019-2020 school year

Location: Carbondale Community School, Carbondale, Colorado

Carbondale Community School is a district charter school managed by Compass for Lifelong Discovery.

With 135 students, Carbondale Community School  (CCS) provides a balanced, integrated educational experience that encourages inquisitive, independent and self-motivated learners and incorporates strong academic skills woven into project-based learning opportunities. Our curriculum is achieved within the context of community, service, social-emotional development, outdoor education, and the visual and performing arts.

At CCS, our highly qualified staff work in tandem with families and our community to maintain a healthy social, emotional, and physical environment with high educational standards and a focus on the four guiding points of our school’s compass:

  • Social Justice: Teaching and modeling social responsibility, respect, tolerance, diversity, service, caring, compassion, integrity, equity and peace.
  • Community: Building a strong sense of community through parental, student, teacher and community involvement and volunteerism.
  • Responsibility: Embracing individuality, personal responsibility and accountability.
  • Lifelong Learning: Pursuing a progressive, child-centered approach to creative, self-directed, lifelong learning.

The children are why we are here. The work we do is to make the world a better place, for and with the children.

Required Qualifications:

  • Current Colorado Teaching License with Elementary endorsement

Desired Qualifications:

  • Experience teaching in a Kindergarten classroom  
  • Committed to facilitating high quality, multi-age learning experiences independently, with colleagues, and with community partners
  • Proficient at creating a positive, cooperative classroom culture through high expectations, consistent routines, and a focus on restorative practices, social-emotional development, and service leadership
  • Accomplished at planning and delivering engaging, research-based literacy and math instruction
  • Expert at integrating academic standards and arts into play-based and project-based units of learning
  • Adaptable and capable of implementing research-based interventions in response to individual needs
  • Skilled at using frequent formal and informal assessment, delivering timely growth-minded written and verbal feedback, analyzing data, and adjusting instruction to achieve exceptional results
  • Experience planning and leading outdoor education trips throughout the year, that include camping, hiking, snowshoeing, or skiing. First Aid and CPR certified.
  • Strong desire to be a part of high functioning, positive, and student-focused team
  • Excellent organization, communication and problem-solving skills
  • Willingness to lead innovative improvement efforts and to grow professionally and personally
  • Bilingual (Spanish and English)
  • Certified to drive a Type A School Bus (Mini-Bus)

Submit resume and cover letter to: Sam Richings-Germain, Principal  srichings@discovercompass.org

Position open until filled.

Compensation is based on experience  $34,000- $62,000.

**CCS staff are employed by Compass for Lifelong Discovery. Compensation is based on experience.

***Do not use the online application for this position.  

 

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District Title IX Compliance Coordinator – Job ID 3364

Posted by | June 11, 2019 |

SUMMARY 

Conduct, coordinate, and document investigations implicating Title IX of the Education Amendments Act of 1972, including, but not limited to, investigating and resolving complaints of sex based discrimination including sexual harassment and sexual violence involving students and employees of Jeffco Public Schools.   Work collaboratively with department attorneys and directors, other district agencies, outside counsel and local law enforcement departments to resolve complaints and produce a detailed, unbiased report regarding the findings of the investigation.

 

ESSENTIAL DUTIES AND RESPONSIBILITIES

Compliance Coordinator: 

  • Ensure district compliance with Title IX of the Education Amendments Act of 1972.
  • Build a database to track and monitor complaints and identify patterns.
  • Conduct audits to ensure the district staff’s compliance with Title IX’s administrative requirements.
  • Coordinate the administration of the district’s procedures for investigating and resolving Title IX complaints.
  • Build proactive programs to combat negative patterns/trends.
  • Research and analyze federal, state, and local rules and regulations, and make suggested revisions to process, procedure and policy.
  • Build and maintain good partnerships with law enforcement agencies.

 

Trainer:

  • Educate school communities on Title IX complaint process.
  • Provide training and technical assistance on school policies related to sex discrimination for student, and staff including, but not limited to:
  • Basic knowledge related to Title IX.
  • How and when to initiate a Title IX investigation.
  • How to utilize templates and reporting tools.
  • Confer what support is available.

 

Investigator: 

  • Evaluate, investigate and resolve complaints alleging sexual harassment
  • Gather, organize, and analyze complaint information. Perform initial analysis of all complaints. Partner with other team members to determine investigative strategy.
  • Examine and analyze documentary evidence to include, but not be limited to, employee records and law enforcement reports.
  • Assemble pertinent data, records and other evidence to support written investigative reports.
  • Use effective interview techniques to gather information from complainant, witnesses and accused wrongdoers.
  • Prepare legally and administratively sound and comprehensive investigative reports.
  • Exercise judgment regarding the resolution of complaints including informal resolution and formal investigation.
  • Professionally communicate with complainant, parents/guardians, district administrators, Department of Human Services, and law enforcement agencies.
  • Consult regularly with partnered team members regarding appropriate actions from investigative report results.
  • Report out and collaborate the decision making at resolution conferences with team partners and staff.
  • Assist in-house and outside counsel in administrative and legal case preparation.
  • Manage and maintain case database to generate reports and audits.
  • Utilize collected data to predict trends to effectively implement district policies and procedures.
  • Multi-task with ease while prioritizing the most urgent matters.
  • Convey appropriate empathy, patience and listening skills.

 

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.

 

EXPERIENCE

Five (5) years or more combined years or more of experience in the following areas:  Title IX compliance work; developing and presenting Title IX trainings to diverse audiences; conducting Title IX or other workplace investigations.

 

EDUCATION AND TRAINING

Bachelor’s degree from an accredited college in a related field or equivalent education and/or experience equivalent.

 

CERTIFICATES, LICENSES, REGISTRATIONS

Valid Colorado driver’s license. Title IX training and certification from ATIXA or other recognized organization preferred.

Comments Off on Director of Development- Colorado

Director of Development- Colorado

Posted by | June 6, 2019 |

About College Track

College Track is a comprehensive college completion program that empowers students from underserved communities to graduate from college. From ninth grade through college graduation, our 10-year program removes the academic, financial, and social-emotional barriers that prevent low-income and first-generation students from earning their college degree. In 1997, we started with 25 students in East Palo Alto, and today, we have ten centers located in underserved communities across California, Colorado, Louisiana, and the D.C. Metro Area with more than 3,000 students on the path to upward social mobility.

To learn more, please visit www.collegetrack.org

Our Impact

College Track students graduate from college at a rate that is more than double the national average for low-income and first-generation students. Five years out of college, our graduates are employed full-time, and over 85% report earnings greater than their parents. By helping our students maximize the value of their four-year college degree, which includes minimizing student loan debt, securing internships, and limiting the need to work while in college–we prepare them to succeed in the 21st century economy.

 

Our Values

At College Track, our values drive the way we do our work, and we look for individuals who share our passion. We blend an entrepreneurial spirit with our nonprofit roots, cultivating a dynamic culture where everyone’s contributions are valued and encouraged.

  • COMMITMENT: We have an unwavering belief in our students.
  • PASSION: We are dedicated to changing our nation’s college completion story.
  • JOY: We create environments rich with smiles and laughter.
  • AUTHENTICITY: We believe relationships matter.
  • EXCELLENCE: Our students deserve nothing but the best.

 

Position Overview

The Director of Development serves as a key leadership team member and an active participant in making strategic decisions affecting College Track in Colorado. Reporting to the Regional Executive Director, the Director of Development is responsible for all regional fundraising and development activities. The Director of Development both supports the Executive Director’s fundraising activities and is a key fundraiser responsible for expanding and diversifying the funder base. The position requires the ability to develop and implement a strategic development plan and build and manage a team of development professionals. The Director of Development must be confident in his or her ability to raise $1.3M in their first year, with the expectation of raising more than $3.5M by 2025, and confident in their ability to cultivate and steward major gifts from individual philanthropists ($10,000+). The successful candidate will help forge new relationships to build the visibility, impact, and financial resources of College Track in Colorado.  He/she must be an exceptional manager who sets high expectations and is passionate about enabling the development team to meet those expectations.

 

Primary Responsibilities Include:

Regional Development Strategy

  • Create and implement an effective, region-wide development strategy across a wide-range of development programs that meet or exceed revenue goals supporting the long-term sustainability of our existing centers in Aurora and Denver.
  • Oversee the development and execution of individual and institutional giving strategies and manage team toward meeting or exceeding revenue goals
  • Develop strategies to host regional development events that raise funds and awareness of College Track’s work in Denver
  • In partnership with College Track’s national office and the Regional Executive Director, create and lead the implementation of strategies to leverage marketing, branding, and social media opportunities to raise awareness of College Track and advance the region’s revenue goals
  • Deeply understand College Track’s work and programmatic needs and build relationships with the site teams, students, local alumni and college students to support fundraising efficacy
  • Help shape organizational strategy and play a leadership role in implementing the region’s local operating plan as a member of the Leadership Team

 

Major Gifts

  • Support the development of the Individual Giving Manager to create a revenue growth plan and strategy
  • Build a major gifts program that drives growth to support the goals of the region
  • Identify, cultivate, and solicit a diverse base of individual donors, including local advisory board members with the potential to contribute at a level of $10,000 or more annually
  • Identify major donors’ philanthropic interests and oversee the implementation of a major donor stewardship strategy that provides donors an outstanding experience through their charitable investment of time, advocacy, and financial support
  • Work with the Regional Executive Director and College Track’s national development team to partner with members of the Local Advisory Board and the National Board of Directors to identify and capitalize on major gift opportunities
  • Serve as a primary development contact for major donors

 

Development Operations

  • Oversee the creation of regional development systems to manage the entire development process, from prospect research through collections to stewardship and everything in between
  • Identify areas for operational improvements and drive continual improvements of processes
  • Design regional systems to produce grant proposals and reports, generate social media posts and newsletters, organize marketing and stewardship materials, and plan events
  • Oversee the regional development team to document all development activities in Salesforce and send thank you letters within 48 hours
  • In partnership with the Regional Executive Director, develop the region’s annual revenue projections
  • Lead monthly regional development meetings with the Vice President of Development, Chief of Regions, the regional development team and Regional Executive Director
  • Ensure College Track Colorado collaborates with national finance and development staff so that all grant proposals, proposal budgets, regional financial documents, and grant reports are timely, accurate, and aligned with organizational strategic priorities and grant obligations

 

Team Management

  • Hire, manage, coach, and retain a team of high performing development professionals who effectively execute fundraising across different aspects of the development pipeline – institutional philanthropy and individual giving
  • Establish and maintain a development team culture that embodies College Track’s values and operating principles

 

National and Local Advisory Board

  • In partnership with the Regional Executive Director, create a Local Advisory Board strategy and help recruit new board members
  • Develop strategies to leverage each Local Advisory Board member’s individual skills, inspiring them to invest personally in College Track, help organize College Track events, and actively open doors and fundraise on behalf of College Track
  • Oversee the creation of agendas and materials, and help lead Local Advisory Board meetings
  • In partnership with the Regional Executive Director and national development team, support engagement of National Board members to meet and exceed fundraising targets

 

Skills & Experience Required

  • Minimum 7-10 years of experience in nonprofit fundraising
  • Demonstrated success building a development function
  • Proven ability to effectively develop and steward long-term relationships with high net worth individuals
  • Proven track record in corporate, foundation, government and major gift fundraising, including closing six figure gifts
  • Exceptional verbal and written communication skills; ability to influence and engage a wide range of donors and build long-term relationships
  • Strategic thinker with ability to manage short-term and long-term plans and goals, with a record of achieving results.
  • Demonstrated successful management of a team, including demonstrated experience driving the professional growth of staff members required.
  • Strong organizational skills
  • Extensive experience with donor database management; Salesforce experience highly preferred.
  • Ability to work both independently without close oversight, but also a team player who will productively engage with others at varying levels of seniority within and outside College Track
  • Bachelor’s degree required; graduate degree preferred

Qualities:   

  • Belief in the potential of all students to reach their full potential.
  • Committed to succeeding in a team environment.
  • Driven by results.
  • Tenacious problem solver
  • Compelling conversationalist and intelligent listener.
  • Exceptional level of authenticity and integrity.
  • High standard of discipline.
  • Oriented by a growth mindset.
  • Comfortable relating to diverse people and personalities.
  • Extensive experience with donor database management; Salesforce experience highly preferred.
  • High level of self-awareness, humility, interpersonal skills, and emotional intelligence.

 

Compensation & Benefits

College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.

 

To Apply

Please upload a resume and cover letter with your application. We will only contact candidates chosen for further consideration. No phone inquiries please.

 

College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression.

Comments Off on Director of Student Life and Wellness (Denver)

Director of Student Life and Wellness (Denver)

Posted by | May 30, 2019 |

About College Track
College Track is a college completion program that empowers students from underserved communities to graduate from college. We serve over 2,400 high school and college students in East Palo Alto, Oakland, San Francisco, New Orleans, Colorado, Los Angeles, and Sacramento. Ninety-four percent of our high school seniors have been accepted to four-year colleges and our college students are graduating at a rate that is 2.5 times the national average for low-income students.

Our Commitment
From the summer before ninth grade through college graduation, our 10-year program removes barriers that prevent students from earning their college degree by providing them with comprehensive academic support, leadership training, financial and college advising, and scholarships. We teach them the skills necessary to succeed in college and beyond.

 

Our Values

At College Track, our values drive the way we do our work, and we look for individuals who share our passion. We blend an entrepreneurial spirit with our nonprofit roots, cultivating a dynamic culture where everyone’s contributions are valued and encouraged.

 

  • COMMITMENT: We have an unwavering belief in our students.
  • PASSION: We are dedicated to changing our nation’s college completion story.
  • JOY: We create environments rich with smiles and laughter.
  • AUTHENTICITY: We believe relationships matter.
  • EXCELLENCE: Our students deserve nothing but the best.

 

 

Position Overview:
The Student Life and Wellness Director is responsible for the design and implementation of the Student Life and Wellness Department. The Student Life and Wellness program is responsible for student growth and development in the areas of identity formation, social-emotional learning and student wellness. These program elements are delivered through experiential education opportunities, service learning, workshops and 1:1 meetings. 

This position has two essential categories of responsibility: 

  1. Support students’ identity formation, social-emotional learning, and development of an intrinsic motivation to become a college graduate through workshops, internship placements, and service opportunities; 
  2. Provide or ensure provision of appropriate acute wellness services to students in need of counseling while supervising a cohort of wellness interns from local graduate counseling programs who work 1:1 and lead workshops with students from a wellness perspective. 

Primary Responsibilities Include:

  • Supervision and Management of Student Life Program: promote student leadership by ensuring that 100% of students are engaged in meaningful summer activities, complete 100 hours of service work and cultivate a sense of purpose by declaring and working toward his/her dreams.
  • Creation, Supervision and Management of Wellness Program: promote student social/emotional learning, wellness and non-cognitive skill acquisition through the creation, management, supervision and evaluation of  student Wellness Program.  Supervise graduate interns and ensure that they are appropriately coaching students, individually and through workshops, in developing skills and resources in wellness areas. Work with acute students 1:1 as necessary. Refer students to community resources and conduct family meetings as necessary.
  • Program Design, Curriculum Development and Implementation: Work with the Site Director and National Staff to successfully create and deliver high quality Student Life and Wellness program.  Ensure that site goals are attained and quality programming is delivered in the following program components: experiential learning workshops, 1:1 and group student support, summer engagement, community service and social/emotional learning.
  • Staff Development and Recruitment: Recruit, hire, develop, manage, supervise and evaluate graduate mental health interns and Student Life and Wellness part-time staff and volunteers. Support site team in creating purpose-driven programming.
  • Graduate Intern Training Program Development and Management: Develop university partnerships with graduate mental health programs. Recruit, hire, train, supervise and manage a team of graduate psychology and social work interns and their work with students to ensure the overall health, wellbeing and success of students. Build a collaborative team of individuals committed to supporting students’ social/emotional health and train them to be excellent clinicians.
  • Assessment and Measurement: Actively work to measure and demonstrate the efficacy of Student Life and Wellness programming to assist with student performance and college completion.  
  • Staff Support: Train colleagues and facilitate discussions from whole student perspective. Serve as a consultant to all staff regarding student wellness, social-emotional learning and non-cognitive skill development. Be a resource to staff on how to manage and assist struggling high school and college students. 
  • Financial and Resource Management: Monitor and meet the expense budgets for Student Life and Wellness Program. Identify and develop external sources of funding for program. Supervise fundraising efforts for student enrichment opportunities.
  • New Projects: Projects as assigned by the Site Director and the Quality and Learning Director.
  • Maintain Continuing Education and Licensure: Learn about new developments in the health and wellness field by reading professional literature, attending continuing education classes and seminars and through maintaining contact with community resources. Keep license active and current.

Skills & Experience Required:
First and foremost, the Student Life and Wellness Director must embrace College Track’s vision and mission for transforming low-income communities into places where college readiness and college graduation are the norms. Must also have:

  • Strong leadership skills and ability to motivate and inspires others under a shared vision of excellence
  • Demonstrated success in counseling, motivating and managing high school students to meet high expectations in youth development, wellness, social/emotional learning, experiential learning, and/or service learning
  • Demonstrated success in training, supervising and managing graduate mental health interns
  • Strong experience in program design and curricular development
  • Excellent relationship building skills and communicates in ways that foster trust, value differences and further College Track’s mission
  • Focus on delivering outcomes despite obstacles, seeks out challenges as opportunities to grow, takes unexpected setbacks in stride, and is able to galvanize self towards goals and impact
  • Manages people, project and oneself to achieve excellent results and expand organizational impact
  • Results-driven; commitment to utilizing data and evidence-based practices to meet student needs (particularly Strengths-Focused, CBT, DBT and Motivational Interviewing)
  • A minimum of a master of arts degree in a mental health profession with professional license (LPCC, LMFT, LCSW, etc.)
  • Knowledge of applicable legislation, standards, policies and procedures in mental and behavioral health fields

Compensation & Benefits

College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.

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College Completion Advisor (Aurora)

Posted by | May 30, 2019 |

About College Track
College Track is a college completion program that empowers students from underserved communities to graduate from college. We serve over 2,400 high school and college students in East Palo Alto, Oakland, San Francisco, New Orleans, Colorado, Los Angeles, and Sacramento. Ninety-four percent of our high school seniors have been accepted to four-year colleges and our college students are graduating at a rate that is 2.5 times the national average for low-income students.

Our Commitment
From the summer before ninth grade through college graduation, our 10-year program removes barriers that prevent students from earning their college degree by providing them with comprehensive academic support, leadership training, financial and college advising, and scholarships. We teach them the skills necessary to succeed in college and beyond.

 

Our Values

At College Track, our values drive the way we do our work, and we look for individuals who share our passion. We blend an entrepreneurial spirit with our nonprofit roots, cultivating a dynamic culture where everyone’s contributions are valued and encouraged.

 

  • COMMITMENT: We have an unwavering belief in our students.
  • PASSION: We are dedicated to changing our nation’s college completion story.
  • JOY: We create environments rich with smiles and laughter.
  • AUTHENTICITY: We believe relationships matter.
  • EXCELLENCE: Our students deserve nothing but the best.

Position Overview

The College Completion Advisor is responsible for supporting students in owning their college experience and ensuring that 70% of College Track students graduate with a bachelor’s degree within six years. The ideal candidate is a motivated, hard-working individual with experience advising, influencing and supporting first-generation college students.

Primary Responsibilities:

Manage a caseload of college students to achieve the following:

  • Student Transition Support: In collaboration with the College Completion team, provide individualized support and create college transition plans for high school seniors to ensure students matriculate to college.
  • Academic Achievement: Review college student data consistently. Provide direct coaching and utilize motivational interviewing techniques to ensure students make changes that lead to health, success, and ultimately, are on track to graduate. Whenever possible, refer students to appropriate non-College Track resources and College Track partners (e.g. financial aid office, mental health center, tutoring program, etc).
  • College Affordability: Support students in graduating from college with manageable debt. Ensure students apply for and receive all available financial aid and scholarships.
  • Future Opportunities: Serve as a resource to students by connecting them to career and leadership development opportunities for the summer and through out college.

 

Skills & Experience Required

  • Experience advising and supporting first-generation college students and utilizing data to establish best practices.
  • Holds the highest expectations for students. Demonstrated success in motivating, influencing and managing students. Strong interpersonal skills and effective at relationship building with students and families.
  • Strong sense of possibility; approaches new challenges with optimism and flexibility.
  • Emphasis on team work and reliably prioritizes the highest impact work amongst competing demands, delegates effectively, holds self accountable and produces quality work consistently.
  • Focuses on delivering outcomes despite obstacles, seeks out challenges as opportunities to grow, takes unexpected setbacks in stride, and is able to galvanize self towards goals and impact.
  • Minimum of 2 years relevant post-graduate work experience.
  • Minimum 4-year college degree.

 

Compensation & Benefits

College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.

 

 

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Special Education Department Chair

Posted by | May 30, 2019 |

STRIVE Prep is a Denver-based community of public charter schools that challenges every student to strive for college and thrive throughout life by helping them to discover and develop the knowledge, skills and confidence necessary to succeed in college and beyond.

Our inclusive and transformative community has openings at all school levels for a Special Education Department Chair for the 2019-20 school year.

Elementary School

Middle School

High School

Objective: STRIVE Prep Special Education Department Chairs will create exceptional outcomes and opportunities for students via a hybrid role that includes Special Educator instructional and case management responsibilities, as well as Campus Special Education leadership and Special Education Instructional Coaching

We seek dedicated educators that live STRIVE Prep’s  core values every day:

  • Con Ganas: The work we do is challenging, but every challenge is seen as an opportunity and we rarely give up.
  • The High Road: We do the right thing and we treat one another with respect and dignity.
  • Joy Factor: We work to create a joyful and optimistic work environment that values levity and laughter.
  • Accountable Action: We hold clear, high expectations for our work, and we are appropriately held accountable to those expectations by ourselves and others.
  • Growth Mindset: We continue to develop professionally and operate with a growth mindset in order to create the best school possible for our students and families.
  • Lean In: We communicate with one another professionally, appropriately, honestly, and transparently, both in person and in writing.
  • We Serve:  Every day is an opportunity to partner with and learn from our students and families, whom we serve with grace and humility.

Essential Duties and Responsibilities

Case Management:

  • Create, review and implement Individualized Education Plans (IEPs) for a partial caseload, including scholars with emotional or behavioral needs.
  • Effectively progress monitor student achievement and gather evidence in order to deliver individualized instruction and supports that are aligned to students’ goals.
  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment.
  • Analyze student assessment data and use it to determine next steps.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.

Culture:

  • Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in an advisory of approximately 15 students.
  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning..
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.
  • Provide supervision of students during before and after school activities (arrival, dismissal, breakfast, lunch, and break).
  • Participate in family and community events, including twice annual parent conferences and at least one student enrollment event or activity.
  • Own the success and achievement of all scholars in the school.

Leadership and Coaching:

  • Build and manage a campus team of Special Educators that work together, collaborate, and problem-solve challenges.
  • Create and implement systems and structures that increase the efficiency, effectiveness and cohesion of your team.
  • Coach and evaluate Special Education teachers on their instructional and case management processes.
  • Ensure compliance with IDEA by attending IEP meetings quarterly, consulting on cases as needed, reviewing completed IEPs, monitoring discipline data, and consulting with STRIVE’s Central Special Education Support and DPS Support Partner as needed.
  • Provide more intensive guidance and support to new Special Education teachers and onboard any mid-year hires.
  • Collaborate and communicate consistently with Central Support, school  administrators, teachers, and district providers to ensure students with IEPs receive meaningful and legally required programming.
  • Participate in the Campus Instructional Leadership Team to act as  thevoice of the Special Education department and  continuously drive the Special Education vision at the campus level.
  • Work with Special Education team and Central Support to assess gaps and needs and then deliver whole-school and Special Education-specific professional development needs to address those gaps.
  • Take on case management of any mid-year transfers and any Initial IEPs that are required throughout the year.
  • Participate in STRIVE Prep’s Special Education Department Chair Boot Camp and Summer Training Institute as well as professional development throughout the school year.

  

Requirements:

  • Bachelor of Arts or Sciences degree
  • At least 3 years of Special Education teaching experience
  • Write exceptional Individualized Education Plans (required) and has efficiently and effectively utilized the Enrich IEP writing platform for case management purposes (preferred)
  • Achieve Qualified Teacher status within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:
        • A valid Colorado Teacher License with Special Education endorsement OR
        • Transfer a Special Education license from another state OR
        • Enroll in an alternative licensure program to obtain a Special Education license.

In addition, we strongly prefer the following:

  • At least 1 year of instructional coaching experience
  • Understand, appreciate and can pull from experience teaching in an urban setting
  • Speaks Spanish and/or has experience working with English Learners
  • Demonstrated success working with middle school students of color

What We Offer Our Network Staff:

  • Competitive compensation package.
  • Annual performance-based raises.
  • Participation in the Colorado PERA retirement program, including a PERA 401k contribution option.
  • Funding of 100 percent of individual medical benefits and a wide range of insurance plans.
  • Approximately three weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually.

Join This Movement:

STRIVE Prep educators inspire and encourage our students to think critically, communicate clearly, and collaborate openly, both in and outside of the classroom. By bringing together challenging academics with celebration and joy, we fuel a sense of curiosity, creativity and lifelong possibility in our students and our teachers. No matter where you join us in your career, we welcome our teachers to help make STRIVE Prep a place where everyone in our community can STRIVE and THRIVE.

Equity and Inclusion

STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception.  We must challenge ourselves as educators on what it means to serve all students, families and each other through a lens of Dignity for All, all the time. To us, Dignity for All means honoring and respecting the rich diversity of who we are and the unique gifts and talents that each of us bring. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment.

Comments Off on Middle School Math Teacher (2019-2020 School Year)

Middle School Math Teacher (2019-2020 School Year)

Posted by | May 30, 2019 |

STRIVE Prep is a Denver-based community of public charter schools that challenges every student to strive for college and thrive throughout life by helping them to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond.

Our inclusive and transformative community seeks Middle School Math Teachers for the 2019-2020 school year at various campuses across the Denver Metro Area.

Objective: STRIVE Prep Middle School Math Teachers will create exceptional outcomes and opportunities for students by providing high-quality, rigorous and engaging instruction.

Essential Functions

     Instruction:

  • Lead engaging, data driven instruction in Math, using the Engage NY curriculum.
  • Teach daily student interventions, providing individualized instruction based on student needs.
  • Analyze student data and use it to provide student feedback and set goals
  • Collaborate with other teachers, school leaders, curriculum directors, the English Language Development Director and the special education team to ensure that instruction meets the needs of each learner.
  • Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m.

 

      Culture:

  • Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in an advisory of approximately 15 students.
  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning.
  • Communicate regularly with families to both solicit their input and share student social and academic progress.
  • Provide supervision of students during before and after school activities (arrival, dismissal, breakfast, lunch, and break).
  • Participate in family and community events, including twice annual parent conferences and at least one student enrollment event or activity.
  • Own the success and achievement of all scholars in the school.

 

      Development:

  • Attend and participate in weekly staff and grade level meetings.
  • Participate in regular instructional coaching meetings and content-based department meetings.
  • Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

 

Minimum Requirements:

  • Bachelor of Arts or Sciences degree
  • Achieve Qualified Teacher status (teacher’s license not required) within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:
  • A valid Colorado Teacher License in the applicable endorsement area;
  • Sufficient college coursework (or degree in content area);
  • Passing score for the applicable Praxis ii or Colorado PLACE exam.
      • Read more about the available pathways to becoming a Qualified Math Teacher.

Preferences:

  • Speaks Spanish and/or has experience working with English Learners
  • Demonstrated success working with middle school students of color

 

Compensation and Benefits:

  • Competitive compensation package.
  • Annual performance-based raises.
  • Participation in the Colorado PERA retirement program, including a PERA 401k contribution option.
  • Funding of 100 percent of individual medical benefits and a wide range of insurance plans.
  • Approximately eight weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually.

DIVERSITY, EQUITY & INCLUSION

STRIVE Prep works to make a college prep education for all students in our community the norm, rather than the exception. We are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment. STRIVE Prep is an equal opportunity employer and actively encourages applications from people of all backgrounds.

 

Our culture of inclusion is rooted in the belief that when we create the conditions that align…

  1. Your unique gifts (Bring your full self, skills/knowledge, & unique lens on the work)
  2. Your purpose/desire for impact(What challenges do you most want to tackle?)
  3. The organization’s needs(STRIVE Prep’s strategic goals and value we seek from this role)

…then you will have the opportunity every day to unleash your genius–individually and collectively with your colleagues–to ensure our students are Learning to Change the World. We create these conditions with intentional, strengths-based coaching through an equity and inclusion lens, and a culture that leverages the rich diversity of our team to inform the work and achieve breakthrough results for our students.

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Middle School Paraprofessional

Posted by | May 30, 2019 |

STRIVE Prep has multiple openings for paraprofessionals and Special Education teachers. Please visit our job board for more options.

STRIVE Prep refers to our paraprofessionals as Educational Assistants to reflect the dignity of the role in our network and the significant contribution our EAs make to the education of our students on a daily basis.

STRIVE Prep is a Denver-based community of public charter schools that challenges every student to strive for college and thrive throughout life by helping them to discover and develop the knowledge, skills and confidence necessary to succeed in college and beyond.

Our inclusive and transformative community seeks an Multi-Intensive Educational Assistant for the 2019-20 school year.

Objective: STRIVE Secondary Multi-Intensive Educational Assistants will create exceptional outcomes and opportunities for students within the Multi-Intensive Center by providing high-quality instructional support in academics and life-skills.

We seek dedicated educators that live STRIVE Prep’s  core values every day:

  • Con Ganas: The work we do is challenging, but every challenge is seen as an opportunity and we rarely give up.
  • The High Road: We do the right thing and we treat one another with respect and dignity.
  • Joy Factor: We work to create a joyful and optimistic work environment that values levity and laughter.
  • Accountable Action: We hold clear, high expectations for our work, and we are appropriately held accountable to those expectations by ourselves and others.
  • Growth Mindset: We continue to develop professionally and operate with a growth mindset in order to create the best school possible for our students and families.
  • Lean In: We communicate with one another professionally, appropriately, honestly, and transparently, both in person and in writing.
  • We Serve:  Every day is an opportunity to partner with and learn from our students and families, whom we serve with grace and humility.

Essential Duties and Responsibilities

     Instruction:

  • Support students in all academic settings as directed by Special Education and GenEd teachers.
  • Assist GenEd classroom teachers in providing accommodations and modifications for students.
  • Provide instruction at centers or small groups as directed by the MI-S Center Director.
  • Be actively involved in the lesson/activity and support the GenEd or Special Education teacher as needed.
  • Actively identify students that are struggling and provide assistance.
  • Ensure students are given time to be independent. This includes:
    • Giving students the opportunity to attempt and/or complete the task on their own.
    • Giving students processing time and not providing answers if they do not immediately respond to questions.
    • Not attempting to put words in students’ mouths or guess what they are saying/thinking.
    • Being realistic with the amount of processing time and not allowing students to purposely waste time.
  • Help students read questions and passages in math, science and life skills when necessary.
  • Monitor student progress on assignments in all classes using proximity (i.e. walking around the classroom) and not sitting with one student the entire class period (unless specifically assigned as a one-on-one).
  • Communicate regularly with teachers about students who are struggling.
  • Attend meetings with teachers share concerns/suggestions and stay informed.
  • Be prepared to teach lessons independently, without assistance or presence from other teachers.
  • Attend weekly MI Center team meetings and discuss lesson plans, behavioral concerns and upcoming events.
  • Assist in grading and entering grades, making copies and other assorted organizational tasks.

      Culture:

  • Refer to students using first-person language (i.e. “Josue is a student with autism” not “Josue is an autistic student).
  • Actively listen to all directions given in the classroom and be ready to repeat these instructions to students multiple times, if necessary.
  • Attend students’ lunch time when possible in order to build relationships with outside of the learning environment.
  • Provide supervision of students during both lunch and recess activities.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.

      Development:

  • Participate in STRIVE Prep’s Summer Training Institute in July as well as professional development throughout the school year.
  • Attend and participate in weekly staff and grade level meetings.
  • Participate in regular instructional coaching meetings.

Requirements:

  • Proudly hold a Bachelor of Arts or Science degreeorare able to submit proof of Qualified status withinsix weeks of startingthrough one of the following channels outlined by the Colorado Department of Education:
    • Hold a bachelor level degree
    • Have earned 48 or more college-level credit hours
    • Have or are able to pass the WorkKeys exams
    • Read more about the available pathways to becoming a QualifiedEducational Assistant.

In addition, we strongly prefer the following:

  • Speaks Spanish and/or has experience working with English Learners
  • Demonstrated success working with students of color

What We Offer Our Network Staff:

  • Competitive compensation package.
  • Annual performance-based raises.
  • Participation in the Colorado PERA retirement program, including a PERA 401k contribution option.
  • Funding of 100 percent of individual medical benefits and a wide range of insurance plans.
  • Approximately eight weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually.

Join This Movement:

STRIVE Prep educators inspire and encourage our students to think critically, communicate clearly, and collaborate openly, both in and outside of the classroom. By bringing together challenging academics with celebration and joy, we fuel a sense of curiosity, creativity and lifelong possibility in our students and our teachers. No matter where you join us in your career, we welcome our teachers to help make STRIVE Prep a place where everyone in our community can STRIVE and THRIVE.

Equity and Inclusion

STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception.  We must challenge ourselves as educators on what it means to serve all students, families and each other through a lens of Dignity for All, all the time. To us, Dignity for All means honoring and respecting the rich diversity of who we are and the unique gifts and talents that each of us bring. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment.

Comments Off on Finance Director (CFO) – The Mtns are Calling!

Finance Director (CFO) – The Mtns are Calling!

Posted by | May 28, 2019 |

The Roaring Fork School District is seeking applications for an experienced, self-directed, innovative leader to serve as the Director of Financial Services (CFO). The district serves a diverse student population of over 5,650 PreK-12th grade students. This position is responsible for providing leadership in aligning district financial priorities to 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 the district, including the administration of and compliance with all related policies and state and federal laws
  • Short and long range financial planning
  • Management of food service, payroll, and finance teams
  • Annual budget development process

 

Ideal candidates will demonstrate significant skill and experience needed to:

 

  • Develop and implement the vision, mission, values, expectations and goals of a high functioning finance department to ensure alignment of the budget to the priorities of the district’s strategic plan
  • Provide financial reports to and respond to inquiries from Board of Education, community, Colorado Department of Education, and others; and coordinate annual audits
  • Prepare and update enrollment projections by school
  • Implement a strong system of internal controls including policies, procedures, communication, training for staff, and periodic monitoring to ensure compliance
  • Engage in capital planning, including working with the Director of Facilities on the five-year capital improvement plan and working with the Chief Operating Officer on the ten-year facilities master plan
  • Create trust and work collaboratively in a complex, multi-stakeholder environment
  • Understand Generally Accepted Accounting Principles, governmental accounting practices, auditing and reporting, accounting and financial management practices, pertinent codes, laws and regulations
  • Manage and organize complex, multiphase processes and projects
  • Select, train, coach and evaluate personnel on payroll and finance teams
  • Develop and apply strategic plans, and employ data-driven analyses and decision-making
  • Participate as a team member while also exhibiting strong leadership skills
  • Analyze problems, identify alternative solutions, project consequences of proposed actions and implement recommendations in support of strategic plan
  • Apply top-notch interpersonal and communication skills, including public speaking

 

Candidates should have a bachelors degree from an accredited college or university (Certified Public Accountant preferred); a minimum of five years experience in developing and implementing large budgets; at least three years of administrative and supervisory responsibilities. Successful experience directing financial activities of a school system and previous experience in governmental accounting are preferred. Spanish bilingual preferred.

Position start date: August 1, 2019

 

Salary: $100,000+ depending on experience

 

Benefits: employer-paid health coverage for employee with opt-in family benefits including vision and dental care; retirement package under PERA; vacation and sick days; local employee discount programs (e.g., ski pass); access to employee housing options; Employee Assistance Program and other voluntary benefits

 

Work days: 252 per year (year-round Monday through Friday with time off for holidays and some school breaks including winter break and spring break)

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Director- Student Services

Posted by | May 24, 2019 |

SUMMARY Provide leadership to support mental health and academic guidance professionals, with an emphasis on school counselors, in an effort to implement academic and behavioral supports to ensure student success. Implement a Comprehensive Guidance and Counseling Program focused on graduation assurance and post secondary readiness through a six year planning process with students. Serve as a District Leader in supporting the implementation of Response to Intervention (RtI). Serve as the District liaison for Child Protection Services, Mental Health Crisis Response Teams and Student Threat Assessment. Actively involve students, parents and community agencies in the healthy, holistic development of youth in Jeffco schools.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.

Supervise the implementation of a Comprehensive Guidance and Counseling Program in the Domains of Academics, Career Development and Personal Social Skills.

Oversee the Counselor Leadership Team, New Counselor Induction Program, Counseling Internship and Supervision Programs as well as Counselor focused staff development.

Oversee District social emotional learning programming ensuring alignment with Jeffco Generations Strategic Plan and the Collaborative for Academic, Social and Emotional Learning (CASEL) core competencies.

Hire, manage, and evaluate members of the Student Services staff.

Manage the processes to determine and respond to the prevention/intervention needs of students regarding wellness, suicide prevention, substance abuse and violence in the District.

Oversee the development, management, and training of the District 504 program. .

Collaborate with Security and Emergency Management Division regarding crisis response, crisis recovery, safe school practices and threat assessment process.

Coordinate the utilization of community resources to help children succeed in school. Facilitate District and County committees as appropriate. Represent the District in interagency partnerships related to youth and school success. Serve as the District liaison for Child Protection Services and for Mental Health Crisis Response.

Identify and evaluate materials and resources appropriate for the development of mentally and physically healthy students. Monitor student academic and behavioral trends and make recommendations for school improvement strategies through MTSS Problem Solving Process.

Develop budget and accountability plans to utilize District and Grant funds in an integrated way.

Collaborate with all Departments within the Student Success Division including working closely with school social workers, psychologists, wellness personnel and school nurses, to ensure holistic, seamless integration of support services.

Other duties as assigned.

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.

EXPERIENCE 3-5 years’ experience in School Related Mental Health Field and Administrative License. Administrative experience preferred.

EDUCATION AND TRAINING Master’s degree in counseling, administration, or related area

CERTIFICATES, LICENSES, REGISTRATIONS Valid Colorado driver’s license

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Human Resources Generalist

Posted by | May 23, 2019 |

THE CHALLENGE

Do you want to leverage your Human Resources expertise to help create a culture and work environment where STRIVE Prep’s K-12 educators and staff can bring their full selves to work and be unleashed to enable breakthrough results for students?

 

CONTEXT & OVERVIEW OF ROLE</