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Comments Off on Special Education Teacher Grades 3-6

Special Education Teacher Grades 3-6

Posted by | February 27, 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

Comments Off on Executive Director

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.

Comments Off on Instructional Coach

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.

Comments Off on Middle Academy Math Teacher

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.

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

San Luis Valley Board of Cooperative Educational Services Executive Director/Director of Exceptional Student Services

Posted by | January 27, 2020 |

Executive Director

POSTED ON TUESDAY, OCT 08, 2019 12:00:00 AM DEADLINE: UNTIL POSITION IS FILLED.

Executive Director/Director of Exceptional Student 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.
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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.

 

 

 

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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.

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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
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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

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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.

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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

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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

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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

Comments Off on Human Resources Generalist

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

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 HR Generalist will join STRIVE’s Talent Team at an exciting time of transformation where we are: 1. Evolving our internal and network-wide culture with a diversity, equity, and inclusion (DEI) focus; and 2. Redefining our HR service model to provide more site-based support and relationship building, which are both key to achieving our talent strategy to be the best place for diverse top talent to work in education in Denver. The successful candidate will manage their portfolio of campuses throughout the employee life cycle including but not limited to: onboarding, benefits enrollment, employee relations, performance management, workers’ compensation, leaves of absence, compliance, and offboarding. In so doing, we will create a best-in-class culture and work environment that unleashes breakthrough results in each of our 500 team members and 3,800 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 are a people whisperer with a strong lens on DEI: You proactively build meaningful and authentic relationships with your schools’ team members and central office colleagues, and have a gift for creating inclusive spaces in every interaction. You instinctively balance empathy and accountability, and are able to put team members at ease in their most vulnerable moments, especially when there are cultural differences and/or communication barriers. You value diverse perspectives, seek feedback to inform your work, and innately keep those on the margins top of mind, which contributes to an inclusive environment.

 

You KNOW and LOVE HR: You think, breathe, and eat HR. Your expertise shows up in your ability to quickly and effectively respond to the scope of responsibilities outlined in the Essential Functions section of this job posting. You are driven and agile, instinctively adapting your approach to fit the unique context of each of the schools in your portfolio.

 

Your customer service is legendary: You know and believe that HR is all about customer service and you keep the customer service experience of team members top of mind. Your time management is impeccable, and you take pride in your ability to ensure 100% follow through on every task and consistently meeting deadlines. Knowing that HR isn’t Monday-Friday, 9-5, you routinely make yourself available to team members through numerous communication methods, and are proactive in alerting others to any limitations to your availability.

 

ESSENTIAL FUNCTIONS

With the must haves driving your daily approach to the work, the successful HR Generalist will perform the essential functions of the role for their portfolio of campuses within STRIVE’s 11 schools and Central Office.

 

WIthin Portfolio of Campuses & Central Office:

 

Benefits, Wellness, & Leave of Absences

  • Administers network employee serving benefits and wellness programs.
  • Manages benefits orientation.
  • Coordinates and manages leave of absences in accordance with applicable policies and laws.

 

Technology, Human Resource Information System (HRIS) & Data Integrity

  • Ensures accuracy of all employee data in HRIS.
  • Executes reporting and compliance requests on an ongoing basis.
  • Trains employees and managers to efficiently and effectively use HRIS.
  • Manages data transfer from applicant tracking system (ATS) to HRIS.
  • Manages HR ticketing system.

 

Onboarding & Offboarding

  • Manages a best-in-class onboarding and orientation experience that reflects a strong culture of inclusion.
  • Administers systems and processes to ensure proper monitoring, improvement, and cross-functional coordination of onboarding and offboarding activities.
  • Manages a best-in-class offboarding experience for departing team members.

 

Employee Relations

  • Ensures policies, procedures, and practices are implemented through a DEI lens.
  • Communicates, advises, and trains on policies, procedures, and relevant labor and employment laws to ensure proper administration and compliance.
  • Conducts employee relations investigations.
  • Provides coaching to employees to address their concerns or enhance their contributions to the business.

 

Performance Management & Insights

  • Assists with performance review and evaluation process in accordance with STRIVE’s pay-for-performance program for teachers.
  • Assists with STRIVE’s performance evaluation system with a special lens on DEI, teacher voice, and the strategic direction of STRIVE.
  • Collaborates with portfolio leadership and employees to support a strengths-based team ensuring both psychological safety and accountability to breakthrough results.

 

Law, Policy, Compliance

  • Ensures HR policies, procedures and programs are consistently administered.  Maintains knowledge of industry trends and relevant, federal, state and local employment legislation and their applicability to STRIVE.
  • Reviews and makes recommendations to Senior Director for improvement of the organization’s policies, procedures and practices on personnel matters.
  • Coordinates and manages applicable portfolio information and data for any required compliance testing and reporting.

 

Talent Team and Network-wide Support:

 

Team Collaboration

  • Collaborates with Talent Team to develop, execute, and achieve strategic team goals, and ensure DEI best practices are at the foundation of STRIVE’s culture, mindsets, systems and processes.
  • Partners with Talent Team to ensure consistency in HR processes and messaging across campuses.
  • Attends and actively participates in all Talent Team meetings, Central Office meetings, retreats, professional development opportunities and coaching sessions with Senior Director.

 

Relationship Building & Partnerships

  • Develops and fosters strong working relationships with employees across departments.
  • Participates in applicable committees, groups, etc. as identified by team and network need.

 

Additional Duties

  • Assist with other duties/tasks as needed or assigned by the Senior Director and other senior leadership team members.
  • As a member of the Central Team, you will be an active participant in network and school level activities and/or events including but not limited to: summer training testing, normed grading, and other interactions with scholars.

 

MINIMUM REQUIREMENTS (OR PREFERENCES WHERE NOTED)

  • Bachelor’s degree (required). Degree in HR, labor relations, organizational development, (preferred)
  • 5+ years HR experience ( in an organization with 350+ staff is strongly preferred)
  • Charter school or school district HR experience (preferred)
  • SHRM-CP or HRCI-PHR certification (strongly preferred)
  • Spanish fluency (preferred)
  • Independent travel (60%-80%)  in the Denver metro area (required)

 

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 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 a DEI 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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Director- Talent Acquisition

Posted by | May 20, 2019 |

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!

As the Talent Acquisition Director of one of the largest school district’s in Colorado, the successful candidate will possess a deep understanding to the full recruitment lifecycle, best practices for selection, employment law, collective bargaining agreements and pre-employment protocols.   In addition to leading a large team, you will be responsible for designing and implementing organization wide strategy and programs; as well as driving departmental training and culture initiatives.    Key to your success is the ability to be highly collaborative and implement creative solutions regarding recruitment  by leading with emotional intelligence, a technological aptitude and a service support mindset to deliver high quality customer service in our evolving district needs.

SUMMARY Responsible for all aspects of District employment including classified, licensed, administrative and substitute recruitment and hiring.  These responsibilities include planning, developing and implementing recruiting strategies; providing quality candidates for administrative, teacher, classified, and substitute employment; managing the District hiring process; supporting applicants, employees, and managers with their employment and human resources needs; collaborating with Employment Records on the job classification process; developing and updating job descriptions;  managing the background check processes; managing the on boarding process for new employees; and directing the review of credentials for new and existing licensed employees as defined by the Colorado Department of Education.

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

Direct administrative, teacher, classified, and substitute recruitment and employment processes.

Develop recruitment strategies and evaluate processes to establish diverse, quality applicant pools. Establish relationships with colleges and their educational preparatory programs to establish a talent pipeline for Jeffco and to impact teacher prep programs. Direct student teaching processes including selection, placement, and support to provide a pipeline of qualified teacher candidates.

Partner with Employee Records and Budget Department on position management activities including Human Resource planning, advertising, and position descriptions throughout the District.

Implement Board policy; negotiated agreements; and local, state, and federal legislation in all employment matters.

Partner with Employee Records to determine contract types and compensation for licensed administrators, teachers, classified employees and substitutes.

Oversee licensure compliance, background checks, and highly qualified review for licensed administrators, teachers, and substitutes.

Manage Human Resources Welcome Center to provide one-call resolution for applicants and employees.

Supervise Jeffco’s physical and drug testing programs including strategic direction of program in coordination with risk management; vendor selection and management; all billing and payment activities; and development of metrics and results measures.

Supervise the fingerprint process for non-licensed hires in the District.

Represent the District leadership on association boards and committees. Serve as Jeffco’s representative to CASPA, Colorado Association of School Personnel Administrators.

Develop, update and monitor Human Resources employment website.

Direct District leadership on hiring procedures and requirements. Support principals with their employment questions and personnel issues.  Partner with Achievement Directors on hiring of school principals.

Partner with Employee Records and Employee Benefits to on-board all new employees.

Implement Equal Employment Opportunity Programs.

Develop and allocate Employment Services budget.

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  5-7 years’ experience in Human Resources, preferably in a school setting. School-based experience as a principal will be considered in lieu of direct HR experience.

EDUCATION AND TRAINING Bachelor’s degree required; relevant Master’s degree preferred. Prefer coursework and/or certification Human Resources Management (PHR or SPHR certification).

CERTIFICATES, LICENSES, REGISTRATIONS  Colorado Principal or Administrator License desired but not required. Will consider candidates holding teacher license if education and training qualifications are met.

SKILLS, KNOWLEDGE, & EQUIPMENT  Requires experience in human resource management. Prefer experience with PeopleSoft Human Resources Management System. Knowledge and use of policies, procedures, employee contracts and understanding of employment laws and regulations and collective bargaining.  Knowledge of school leadership, supervision, teacher employment, and performance evaluation.  Demonstrated conflict management, problem-solving, resource allocation, prioritization, data analyses, collaborative decision making, relationship building, group facilitation, writing and speaking skills.

 

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Director / Principal of Early Childhood Prgorams

Posted by | May 20, 2019 |

 

Job Title:  Director / Principal of Early Childhood Programs

Revised: May 2019

Salary Grade:  $60-65,000

Work Year:  210 days

Department:  The Center Early Childhood Programs

Reports To:  Superintendent, Lake County School District

SUMMARY        The Director / Principal is responsible for all aspects of running the preschool.  The Director / Principal is responsible for overseeing instruction, curriculum, assessment, family engagement, and professional development, as well as for ensuring that the school meets all the requirements of Head Start and the State of Colorado.  The Director / Principal is expected to demonstrate leadership skills in all aspects of the job.  He or she is responsible for the collective success of the school, including the learning, growth and achievement of both children and staff.  She or he will create systems that maximize the utilization of resources and human capital, foster collaboration, and facilitate constructive change with a commitment to equity and continuous improvement.

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

D             15%        Lead, participate in, and monitor the development and implementation of goals, objectives, and policies of The Center Early Childhood Programs (including Early Head Start, Head Start, CPP and Child Care). Develops and implements plans to support program improvement both to enhance quality and correct noted deficiencies.

D             15%       Provide support, oversight and leadership to the management team on all projects including but not limited to overall program design, data collection and use, ongoing-monitoring, curriculum and child and family services for both home visiting and preschool program structures, family engagement practices, health and safety structures, transportation, and overall coordination of services for children and families.

A             15%        Prepare grant packages with the assistance of the Business Manager for submission to Administration for Children and Families (ACF), Colorado Preschool Program, Head Start, CACFP, and private foundations (AV Hunter Trust and Temple Hoyne Buell Foundation). Facilitate the completion of reporting requirements for all preschool grants.  Serve as the Head Start Director and CPP coordinator.  Facilitate monthly enrollment reporting for Head Start and Early Head Start.  Facilitate CPP Request for Proposals process and selection in the community.

W            3%          Oversee and support the Business Manager with preparation and management of all budgets including Early Head Start, Head Start, CPP, and The Center Child care budget.

M            5%          Facilitate annual review and update of Community Assessment and annual on-going monitoring and self-assessment systems.  Design data collection needs, review of data, compile information and reports for these documents.  Facilitate the program planning process.  Coordinate PIR report. Ensure that the program design reflects community needs, program strengths and areas for improvement, as well as meeting all State and Federal guidelines.

M            5%          Lead hiring and staffing decisions.  Conduct regular management team meetings and staff PLC as necessary. Facilitate orientation processes for all new hires.  Develop transition and training plans.

W            5%          Develop and coordinate annual training and professional development for overall program, governing board and Policy Council, and also the individual needs of The Center’s staff including the management team, and teaching and home visiting staff.

W            5%          Provide oversight and coaching to the Early Head Start home visitor. Assist with training needs and provide support with implementation of Parents as Teachers Curriculum. Participate with home visits and group socialization events as necessary for support and to ensure quality services and adherence to Early Head Start performance standards.

W            15%        Supervise management team (FCPM, Health Manager, Transportation Manager, Business Manager, Child Care Director, Assistant Director of Education), preschool (teachers, assistant teachers, aides), and home visiting staff (Home Visitor) including the completion of performance appraisals. Oversee supervision of support staff.  Revise job descriptions and evaluations forms.

A             3%          Create the annual daily schedule for teachers and support staff. Support the Child Care Director in monitoring and maintaining staff, substitutes and scheduling to provide appropriate coverage.

W            2%          Collaborate with child care programs, community agencies, and School District programs, including K-2 staff to provide quality services to Head Start and CPP families and streamline services at The Center Early Childhood Programs.

W            3%          Place children in classrooms and develop the class list. Participate in the Child Care Collaboration team to insure seamless services to all preschool children and families from enrollment through program completion.

D             2%          Provide oversight with the health and developmental screening and referral process to ensure children with special concerns are identified.  Participate with preschool the CAT process. Assist with the oversight and implementation of behavior plans, and act as the point person for preschool discipline concerns and support.

W            2%          Monitor staff qualification levels and determine next steps and needs. Create professional development plans for teaching staff.  Support and monitor teacher progress in meeting educational goals as required by the Head Start Act.

W            2%          Participate in and attend a variety of professional group meetings, and participate in an effective communication system supported by the groups.  Attend Policy Council, BERT Team, and Interagency meetings. Facilitate manager meetings. Attend Colorado Head Start Association Serve as a resource to assure duties are understood in accordance with Head Start shared governance requirement and CPP Quality Standards.  Attend School Board meetings when requested.

Y             1%          Follow-up on an ongoing self-assessment and monitoring system to improve program operation and services to families.  Monitor annual program goal strategies & progress including committee work.

D             1%          Develop monthly Director reports for governing boards.

D             1%          Be an expert in the regulations, guidelines & procedures for Early Head Start, Head Start & The Center contained in the Colorado State Childcare Regulations, Head Start Performance Standards and Colorado Preschool Program guidelines. Work with the Management Team to insure that all regulations and procedures are followed.

Ongoing 1%         Perform other duties as assigned.

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Director of Elementary Education

Posted by | May 20, 2019 |

The Director of Elementary Education will work collaboratively with the Director of Secondary Education to oversee all decisions, planning, and coordination of resources, professional development, and instructional practices in the district.

QUALIFICATIONS:

  • MA degree in pertinent academic area
  • Hold or be Eligible to Hold a Colorado Teaching Certificate
  • Colorado Type D certificate or Administrator License Preferred
  • Five (5) years of successful administrative or equivalent leadership experience
  • Demonstrated effective problem solving skills
  • Effective communication and interpersonal skills
  • Knowledge Second Language Acquisition regulations and strategies for services
  • Collaborative problem solver
  • Extensive experience with curriculum development, assessment and models of instruction
Comments Off on Managing Editor for Style and Standards

Managing Editor for Style and Standards

Posted by | May 16, 2019 |

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a Managing Editor for Style and Standards to lead our editing team, oversee editorial operations, and boost our newsroom leadership.

The Managing Editor for Style and Standards will help elevate our overall story quality and improve our collective skills so that our journalism is the best it can possibly be. This person will supervise a team of four story editors, oversee style and voice guides, and manage onboarding and training programs for reporters and editors. The role will blend day-to-day guidance on story editing with strategic thinking on how the newsroom functions.

This position will report to the executive editor and sit on the network management team that helps guide organization-wide strategy and planning.    

Who are you?

You know that good writing starts with good reporting, and that editing starts before any words hit the page. You recognize the value of context. You believe that style standards matter, and so does voice, both organizationally and individually. You’re committed to providing learning opportunities no matter how experienced the employee (all of us can always improve!), and you understand the importance of a new reporter’s first few months. You geek out on process (perhaps you even enjoy a good spreadsheet). You want to make a difference, and you see how impact-driven local journalism can do that. You’re not a pageview chaser — you believe in listening to audiences and forging lasting relationships. Whether or not you have experience covering education, you find the topic fascinating.

What background and skills do you have?

  • 10+ years of work experience, with 5+ years of working in a digital environment
  • Experience editing breaking news, daily, and/or enterprise stories
  • Proven track record of team management with positive culture
  • Experience managing copy and other workflows, with examples of improvements you’ve made
  • Experience with onboarding and training programs, even informal ones, with examples of ones you’ve overseen
  • Ability to work autonomously while sharing pertinent information up, down, and across
  • Excellent news judgment

We know that many strong candidates will not have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!

What will you be responsible for?

  • Supervising a team of four story editors, likely with more to come in the next year as Chalkbeat continues its growth trajectory, to create compelling, impactful journalism
  • Managing and updating our style and voice guides
  • Examining and optimizing our newsroom workflows and systems so that they better support our journalism
  • Working with our Operations team to revise our current onboarding programs for reporters and editors
  • Working with other team leads in Chalkbeat’s “networked model” to help guide newsroom decisions
  • Representing local needs to network leadership, and organizational priorities to story editors and local teams
  • Working with the Executive Editor and other leaders on organizational growth planning, with an eye toward future expansion
  • Collaborating with the Director of Product on CMS improvements  

Ideally, you’d be based in one of seven cities where Chalkbeat bureaus already exist: Chicago, Denver, Detroit, Indianapolis, Memphis, New York City or Newark. However, working remotely is a possibility for the right candidate.

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 26-31.


About Chalkbeat:

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

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Colorado Reading Corps & Corps for a Change

Posted by | May 14, 2019 |

Colorado Youth for a Change is recruiting for two (2) AmeriCorps programs to help us serve our mission to solve the dropout crisis. Positions are available in Denver & surrounding counties, as well as northern Colorado (Larimer and Weld county). Read below for more information on our specific programs and their benefits:

Colorado Reading Corps

Position Title: Elementary Literacy Tutor

Reports to: Program Coordinator/Manager and Internal Coach

Service Locations: Positions available in Denver Metro area and northern Colorado (Larimer County and Weld County)

Program Overview

Colorado Reading Corps is an AmeriCorps program with the mission of ensuring that all students in Colorado are reading proficiently by the end of third grade. Colorado Reading Corps is replicated from the successful Minnesota Reading Corps.

Nationally, the Reading Corps program is a breakthrough AmeriCorps program that is changing academic outcomes for thousands of students. With more than 1,900 tutors serving in 12 states and Washington D.C., Reading Corps is helping more than 40,000 students each year become successful readers. It combines the power of national service with literacy science to deliver proven approaches that help struggling learners transform into confident students – something that translates into all areas of their lives.

Because Reading Corps tutors are in the schools full-time, they are providing consistent, daily tutoring, which is the reason why this model has a greater impact on student success. Tutors commit to a term of service, and receive rigorous training plus ongoing expert literacy coaching throughout the year. With the use of rich data assessments, they ensure their efforts produce the desired results – helping children achieve grade-level reading proficiency.

Position Summary

The Elementary Literacy Tutor is placed at an elementary school to provide supplemental practice to children in kindergarten through third grade to develop their reading skills. The elementary literacy tutor will use scripted, evidence-based literacy interventions as guided by his or her coaches and will conduct weekly 1-minute assessments to ensure each student is on track to read at grade level. This is an AmeriCorps service member position with the AmeriCorps program, Colorado Reading Corps.

Essential Functions

Early Literacy Intervention and Assessment

Conduct one-on-one tutoring sessions with students using scripted, evidence-based literacy interventions provided by Reading Corps; achieve a high degree of fidelity to the scripted interventions.
Assist children in improving their reading skills and abilities to reach grade level expectations.
Provide opportunities for family literacy involvement for Reading Corps students, including implementing the Reading Corps family engagement literacy intervention – Read at Home! (RAH!).
Develop and maintain a weekly tutoring schedule for students which maximizes the number of students served (approximately 15-18 tutoring sessions daily) and maximizes the weekly dosage of 20-minute reading sessions for each child
Identify students who qualify for Reading Corps tutoring services based on a Reading Corps designed assessment with direction from the Internal Coach and Master Coach.
Assess, with a high level of accuracy, students’ continual progress using tri-annual benchmark assessments and ongoing progress monitoring assessments.
Provide complete, accurate, and timely documentation of students’ weekly progress scores and interventions using an online database; maintain confidentiality of all student data.
Regularly review student data with Internal Coach and Master Coach to gauge the effectiveness of the literacy intervention being used and determine if a change in strategy is necessary.
Participate in coaching sessions (includes observation of tutor); act on constructive feedback from coaching sessions.
Communication

Communicate and interact with students in an age and developmentally appropriate way.
Build professional relationships and communicate regularly with classroom teachers, Internal Coach, and the Master Coach regarding student schedules, interventions, student progress, etc.
Communicate effectively with Reading Corps staff and school site personnel.
Attendance

Regular, timely attendance during school hours Monday-Friday, along with before/after school hours as scheduled.
Commit to service for the full service term, serving the total commitment of hours (1,220 for tutors starting in the fall, reduced terms with proportionate benefits may be offered to tutors starting later in the school year) within the term.
Attend all required Reading Corps-sponsored training sessions, meetings, and coaching sessions, including peer professional development/cluster meetings, and member meet-ups; travel as necessary.

Secondary Functions

Attend site-sponsored activities (e.g., family night) and participate in site-sponsored meetings or other activities.
Attend service projects, as applicable, commemorating September 11, 2001, Martin Luther King, Jr. Day, and Cesar Chavez Day. These may include occasional evening and/or weekend hours.
Collaborate with other program participants to complete group service projects.
Complete and maintain hours plan to ensure completion of service hours in collaboration with the Internal Coach and Program Staff.
Complete additional tasks as part of an action or professional development plan as assigned by the Internal Coach, Master Coach, or Program Staff.
Complete Service Reflections, success highlights, and other outreach activities.
Service Conditions

The service is performed primarily in a school setting, however, there are a few service days that may be performed under other conditions, such as outside in a park, at a donations sorting center, or in a conference center for training and professional development.

Corps for a Change 

Colorado Youth for a Change is hosting 25 AmeriCorps members for 2019-2020 who will engage with in and out of school youth to assist in combating the dropout crisis. AmeriCorps members will focus on interventions such as home visits, phone calls, tutoring, and addressing individual student barriers to improve attendance, reduce truancy rates, and re-enroll youth that are dropped out. The goal of the Corpsmember term of service is to engage students, improve attendance, and help support a path toward academic success. Members serve within our Attendance program.

Position Duties

Attendance Program:

  • Quickly build relationships with youth identified with low attendance
  • Monitor student attendance and conduct one on one meetings to support students in being successful in school
  • Engage parents/guardians through phone calls, meetings, and home visits
  • Tutor students in the classroom
  • Address barriers to student learning by connecting them with local community service providers so they may focus on school
  • Track all students’ progress within CYC’s database, school databases, and other spreadsheets

Service Location:

CYC AmeriCorps members will be placed at one main site during their term of service. This site may be a school or community organization. There will be monthly opportunities to connect as a larger team with your fellow Corpsmembers in addition to bi-weekly supervision with your CYC supervisor. Service locations sites are located in, though not limited to, Denver, Englewood, Commerce City, Aurora, Fort Collins, Greeley, Jefferson County, and Thornton.

CYC is committed to inclusion and prohibits unlawful discrimination on the basis of genetic information, sex, sexual orientation, gender identity, gender expression, race, color, national origin, age 40 and over, religion, disability, or any other applicable status protected by federal, state or local law.

CYC, Colorado Reading Corps and Corps for a Change will make reasonable accommodation for otherwise qualified individuals with known disabilities or whose service requirements interfere with a religious belief unless doing so would result in an undue hardship or a direct threat to CYC/Reading Corps/Corps for a Change. Please contact Human Resources at 303.292.2779 to request accommodation or for questions/concerns regarding this policy.

Information for both CYC AmeriCorps programs

Hours and Term of Service

Members are required to serve during a typical school schedule, with some mandatory night and weekend hours. 1200 hours of service are to be completed between late  August (August 19th, 2019 for Corps for a Change) and May 31st, 2020. Members are required to participate in monthly team meetings.

Requirements

  • 18 years of age or older
  • Be a U.S. citizen or lawful permanent resident
  • Have a high school diploma or G.E.D; College degree or some college experience preferred.
  • Not have served more than the allowed number of AmeriCorps terms previous to this term.
  • Submit to a full background check, including a sex offender registry check, state criminal history registry check, and FBI fingerprint-based check. This position has recurring access to vulnerable populations and selection is contingent upon satisfactory results of these checks.

Preferred Qualifications

  • Excellent oral and written communication skills
  • Independent, self-motivated work style
  • Excellent follow-through and strong organization skills
  • Experience working with middle and high school age youth, especially disadvantaged youth
  • Volunteer experience and interest in service learning
  • Access to a reliable vehicle and valid driver’s license
  • A passionate and committed belief that youth can rise above seemingly insurmountable obstacles and return to school, graduate, and enter into post-secondary education.
  • Bilingual – Spanish/English a plus (Corps for a Change)

Benefits for AmeriCorps members at CYC

  • Living allowance distributed semi-monthly up to $10,000 for the service term
  • Eli Segal Education Award of up to $4,266.50 for the 1220 hour term (for tutors starting Aug-Early October), $3,047.50 for the 920 hour term(starts later in the fall), and $2,321 for the 700 hour term (starts January)
  • Transit assistance for service related travel outside of normal commute (in the form of mileage reimbursement or public transit assistance)
  • Federal Loan Forbearance
  • Ongoing professional development

Minimum Qualifications

Must be 18 years of age or older by start date.
Must have at least a high school diploma or recognized equivalent by start date.
Must be either a citizen, national, or lawful permanent resident alien of the United States.
Must pass mandatory pre-service background check.
Must not have served 4 or more prior terms of service with AmeriCorps.
Speak, read, and write English fluently.
Interest in education, specifically helping young children develop early language and literacy skills.
Dedication to community service.
Basic computer skills, including the ability to navigate online systems and email.
Energetic, results-oriented, student-focused style.
Strong planning and time-management skills.
Strong capacity to be flexible and adaptable to varied circumstances, paired with a conscientious commitment to adhere to the Reading Corps tutoring model with fidelity.
Consistent follow-through.
Ability to accept and incorporate constructive feedback from coaches and program staff.
Ability to work with diverse personalities.
Ability to adapt to a sometimes challenging and high-pressure environment.
Strong personal standards of excellence, ethics, and integrity.
Preferred: College degree or equivalent work experience.

Job Type: Full-time

Organization Overview

Colorado Youth for a Change (CYC) is an educational nonprofit organization with a statewide scope. CYC’s mission is to solve Colorado’s dropout crisis. CYC provides a continuum of services from Kindergarten through High School to help students find success through tutoring, case management, and outreach to help in-school youth remain in school or out-of-school youth return to school. Reading Corps is the first step along that continuum to support students.

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Reading Partners AmeriCorps Site Coordinator

Posted by | May 10, 2019 |

Reading Partners AmeriCorps Site Coordinator (2019-20)

Denver, CO

Reading Partners is changing the education landscape. We are a leader in working to solve the literacy crisis in our country by leveraging community volunteers and AmeriCorps service members in under-resourced elementary schools. Our dedicated and expansive volunteer base provides one-on-one tutoring to students twice weekly, and our program is proven to help children master the reading fundamentals they need to unlock their potential as successful and confident readers in school and in life. Our people are the heart and soul of our organization, and our greatest resource; we are all passionately rallied around our mission to help children become lifelong learners by empowering communities to provide individualized instruction that works. Join our stellar team leading the charge to deepen our impact and expand our service. Learn more about us at www.readingpartners.org.

AmeriCorps engages more than 80,000 Americans in intensive service each year at nonprofits, schools, public agencies, and community and faith-based groups across the country. Since the program’s founding in 1994, over 1 million AmeriCorps members have contributed more than 1.4 billion hours in service across America while tackling pressing problems and mobilizing more than 2.3 million volunteers for the organizations they serve.

At Reading Partners we mobilize 350 AmeriCorps members to serve in various positions across the country.  This AmeriCorps service opportunity is school-based supporting and implementing the Reading Partners mission while at the same time exemplifying the AmeriCorps motto of “getting things done.” Reading Partners strives to recruit AmeriCorps members dedicated to a year of service in the community. Read on for more details about our service opportunities!

 

The Role

The AmeriCorps Site Coordinator is the face of Reading Partners within our reading centers in elementary schools, leading the full-time program coordination, operations, and relationship development at their school. This is an exciting opportunity to serve directly with kids, coach volunteers, build partnerships with faculty and staff, and gain hands-on-experience with a literacy program that works!

What you’ll do & how you’ll do it:

Program Implementation

Coordinate the day-to-day operations of Reading Partners’ program at a partner school to ensure the Reading Partners’ program and curriculum meet students’ learning needs.  

  • Leading program implementation is a huge responsibility! As the head of a reading center, Site Coordinators demonstrate a strong understanding of our program and can effectively coach volunteer tutors through the curriculum. Superb organizational skills are paramount in meeting student enrollment goals (an average of 40-80 students), coordinating constantly changing schedules, managing accurate student and tutor data records, and tracking student progress through regular assessments. Site Coordinators also serve directly with students to provide ongoing tutoring throughout the year.

Relationship Management & Communication

Forge and maintain positive relationships within the school community to create a welcoming environment for students, volunteer tutors, faculty, and staff.

  • Fostering relationships within the school community is a key component of a Site Coordinator’s success. Site Coordinators demonstrate an aptitude for communication, adapting their communication styles to best suit the needs of students, volunteer tutors, Reading Partners colleagues, and school-based faculty/staff. The ability to motivate kids in their learning and to manage their behavior is a significant responsibility, as is the ability to train, guide, and give feedback to volunteer tutors.

About You!

You’ll be successful in this role if you:

  • Are dedicated to national and community service
  • Understand this position is an AmeriCorps service commitment and are dedicated to successfully completing a full term term of service.
  • Demonstrate a passion for working with children
  • Possess a natural ability to connect with people
  • Are eager for a dynamic schedule
  • Pay strong attention to detail and manage competing priorities effectively
  • Boast a deep belief in and passionately promote our mission
  • Demonstrate a love for relationship building and public speaking
  • Have flexibility and adaptability in both work style and work environment
  • Take initiative in meeting goals and seeking professional growth
  • Can problem-solve through challenges and failures
  • Can quickly learn new technology systems like Salesforce, and have a high level of comfort with Microsoft Office and Google Apps
  • Root your work in our core values
  • Possess a high school diploma or GED
  • Hold US Citizenship or Permanent Resident Status
  • Have not completed more than three (3) prior AmeriCorps or VISTA service terms

Bonus Points if you:

  • Are an AmeriCorps, Peace Corps, and other national service alum/alumna
  • Have experience volunteering with other community-based or education programs

What we offer:

  • AmeriCorps members earn an annual living stipend of $18,000
  • AmeriCorps members are eligible for medical, dental, and vision coverage at no cost for our members;childcare assistance is available through AmeriCorps for those who qualify.
  • AmeriCorps members can earn an education award of $6,095 after successfully completing their service term.
  • You may be eligible for student loan forbearance on federal student loans.
  • We offer an exciting and dynamic culture, and we commit to investing in and supporting our amazing people to grow their careers with us. As such, we provide ongoing professional development opportunities .

The other things you need to know:

  • Service Terms:  AmeriCorps members serve full-time (approximately 40 hours/week) from August 2019 through June 2020 , and must commit to a service term of 1700 hours over an 11-month period.
  • Travel : AmeriCorps members regularly travel to school sites throughout the week, and need access to reliable transportation on a daily basis. AmeriCorps members also make occasional trips to regional offices and service day events.
  • Reading Partners AmeriCorps Orientation : At the start of each program year, Reading Partners holds an intensive program orientation training to take a deeper dive into our program, foster relationships with regional teams, and learn the skills necessary to execute their respective AmeriCorps role.

We look forward to hearing from you!

_________________________________

Reading Partners is an Equal Opportunity Organization, with a strong commitment to diversity in the workplace.

Applications will be considered on a rolling basis. Position will remain posted until filled. No phone inquiries.

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Mild Moderate Special Education Teacher

Posted by | May 7, 2019 |

504 Team Member and  Student Assessment Leader (SAL)

 

As the 504 Team Member, this employee will;

  • Work with a team including School Psychologist, Nurse, MTSS Coordinator, Assistant Principal and General Education Teachers to evaluate and assess student reports and data, determine 504 eligibility and develop 504 plans
  • Experience in the assessment systems related to special education and 504 development
  • Coordinate data collection from teachers
  • Complete academic assessment and written summaries
  • Attend all MTSS and 504 meetings
  • Facilitate 504 meetings with parents, teachers, and other school partners
  • Serve as case manager for students
  • Provide 504 related guidance for parents

As Student Assessment Leader (SAL)

  • Partner with Assistant Principal on development and implementation of assessment program
  • Prioritize communication with school district and testing organizations to assure solid implementation of assessment program
  • Provide communications and training to school staff related to all assessment programs and protocols
  • Primary focus on accountability level assessments and surveys (ACCESS, SAT, PSAT, CMAS, APPL, Parent Surveys, Student Perception Survey, etc), with development and support provided for formative assessment systems

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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Core Teacher 1st/2nd grade

Posted by | May 2, 2019 |

About The Logan School

At Logan, students develop their own individualized units of study, allowing personal passion and interest to drive the development of academic skills and deep critical thinking. Students engage in the wide world around them through hands-on and experiential learning which ensures that their learning experience mirrors the infinite nature of their curiosity. The Logan School approach is as unique and individual as the children who make up our community.

Mission Statement

To cultivate the curiosities of gifted children.

About the Position: Logan is accepting applications for a 1st/2nd grade Core Teacher position for the 2019-2020 school year. Responsibilities include developing a personalized curriculum for each student and leading one overnight trip 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:

  • Lead a classroom in a manner consistent with Logan’s philosophy of creating individual units of study through exploration and problem solving
  • Plan and implement a class Environmental Education unit and other activities that provide students the opportunity to work together and to integrate subject matter
  • Monitor academic skill levels of students
  • Provide guidance in the areas of emotional and social growth

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.

Equal Opportunity Employer: The Logan School is an equal opportunity employer and does not discriminate against otherwise qualified applicants on the basis of race, color, creed, religion, ancestry, age, sex, marital status, sexual orientation, gender expression, national origin, disability or handicap, or veteran status.

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Secondary Spanish

Posted by | May 2, 2019 |

Do you think like we do?

Are you a trailblazer, observer, visionary, and innovator ready to discover learning with purpose alongside a team of students? We are. And we are looking for creative, curious, student-centered educators to join our team. We believe in place-based education that shifts learning out of the traditional classroom setting and puts kids into the community ready to share their unique genius to be positive change-makers in the world.

We opened in August 2018, serving a diverse population of 150 students in grades 6-10 from around Fort Collins. We will grow to include 200 students in grades 6-12 over the next two years. Employing a transdisciplinary, venture project-based curriculum with support from our national educational partners, Big Picture Learning and No Barriers Youth, we inspire thoughtful and creative problem-solvers who aspire to live with integrity and compassion. We explicitly teach and help them practice the skills that will help them thrive in a rapidly changing world. Our entrepreneurial teaching methods prepare students to think deeply, design creatively, and iterate mindfully while achieving at the highest academic levels. Compass Community Collaborative is dedicated to personalized, competency-based learning to help all students discover learning with purpose, to author the best story of their lives and our collective future.

What does it mean to be a Spanish teacher at Compass?  

Compass is looking for a Spanish teacher who is ready to collaborate across disciplines to show students that being able to speak, understand, and read and write in Spanish opens doors to cultural understanding and professional opportunities.  We are looking for a teacher who is not afraid to ask students to grapple with the complexity of our world through an empathetic lens that the study of a second language inspires. This teacher understands their responsibility to help students demonstrate their thinking and questions with skills of reading, speaking, and writing in Spanish. In terms of logistics, the right person for this job will be thrilled to teach daily an Advisory, and three levels of Spanish (I, II, and III) throughout the year in three, one-hour long classes that meet each weekday except Wednesdays.

  • Your day will be done by 1:20p on Monday, Tuesday, Thursday, and Friday.
  • All teachers at Compass are advisors and are responsible for an advisory class in which social-emotional learning, school culture development, and career exploration are explicitly taught and practiced.
  • On Wednesday mornings, you will join us for our weekly staff meeting at 7:30a, and then after Advisory, you will be available for working with students during Academic Support period and then offering a fun, hands-on application of Spanish during a signup seminar. Your day will be done by noon on Wednesdays.

  Compass Teachers:

  • Demonstrate a strong belief in the Compass core values (Love, Community, Equity & Integration, Entrepreneurship, Cultural Diversity).
  • Encourage a culture of mutual respect and equitable practice.
  • Exhibit knowledge of student cognitive development, social-emotional learning, and various learning style preferences.
  • Demonstrate a growth-mindset in their professional responsibilities and encourages the same growth-mindset in their work with students.
  • Communicate regularly with students, families and community members collaborating on projects.
  • Collaborate effectively with team members to teach and learn with students and community partners.
  • Love learning and demonstrates this with courage and commitment to continual growth and development as a teacher, a human, and a team member.

Professional Qualifications & Responsibilities

  • Licensed to teach Spanish in the state of Colorado
  • Committed to continual research and learning.
  • Facilitates student learning utilizing community-engaged, project-based learning strategies and methodology
  • Manages and differentiates learning with multi-age student groups
  • Actively engages students in learning opportunities while emphasizing “voice and choice”
  • Models and maintains high academic and social-emotional/behavior expectations
  • Utilizes backward design model to create and align lessons, activities, and assessments
  • Designs formal and informal assessments that measure student progress and growth
  • Scaffolds instructional activities that facilitate engaging and appropriate learning opportunities
  • Engages in professional development opportunities related to ongoing responsibilities
  • Provides regular and timely feedback to students on their learning and growth
  • Seeks growth and development in areas of social-emotional skills and effective communication skills. This includes seeking out and incorporating constructive feedback for improvement and providing this same level of reflective feedback to peers.
  • Collaborates with team to regularly showcase student work in the Compass building as well as the surrounding community

Compass Community Collaborative is dedicated to the principles of equal employment opportunity. CCC does not discriminate against workers or job applicants and prohibits unlawful discrimination on the basis of race, color, religion, sex, national origin, disability, age, marital status, ancestry, actual or perceived sexual orientation, or veteran status, including disabled veterans.

What do we provide?

  • A shared value that social-emotional learning alongside critical thinking and problem-solving cultivates an environment where all people thrive.
  • A chance to positively impact students, their families, our city, and the world by being part of our mission to positively impact education and equity.
  • Collaborative, not competitive working relationships. Being a CCCS teacher will help you achieve your individual professional goals while meaningfully contributing to the overall profession.
  • A competitive salary and PERA retirement contribution. The salary range for this position is $20,000- $23,000 depending on experience and qualifications. In addition, we will contribute 20.15% of your salary toward PERA, the state issued retirement plan.

 

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Middle School Principal

Posted by | April 30, 2019 |

Candidates will not be considered without an updated cover letter.

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 Principal for the 2018-2019 school year.

Objective: STRIVE Prep Principals will create exceptional outcomes for scholars by implementing high quality school wide systems and leading procedures for school wide routines, as well as providing instructional coaching support for teachers.

About STRIVE Prep – Sunnyside:

  • Currently in its seventh year of operations, STRIVE Prep-Sunnyside opened in 2010 (originally as West Denver Prep – Highland), as a result of a grassroots parent movement to create a high quality middle school option in the neighborhood.
  • The Sunnyside campus serves approximately 270 students in grades 6-8; the student population is approximately 92% Latino, 84% FRL, 65% ELL, and 13% special education.

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

   Academic Program::

  • Lead an effective, student achievement focused administration team of 5-6 people.
  • Implement the network’s common curriculum, ensuring teachers have internalized and are prepared each day to deliver the rigorous, comprehensive, standards-based curriculum in alignment with the Common Core State Standards
  • Model and ensure high quality observation/feedback cycles, student work analysis protocols, and real-time coaching.
  • Lead and oversee a rigorous system for student assessment, data tracking, and appropriate student interventions.
  • Design and deliver comprehensive professional development during summer training and throughout the school year.
  • Oversee all supporting logistics for the academic program, including staffing structure and schedule.
  • Partner with the network team to recruit and select high quality teachers and staff.

  Student Culture:

  • Set, model, maintain, and monitor a vision for strong student culture.
  • Build and sustain rituals, systems, and structures that prioritize and promote student safety and college access and preparation.
  • Implement network-wide systems to support student conduct and discipline.
  • Lead community gatherings that set the tone for the academic program.
  • Oversee extracurricular activities, including after-school sports, partnerships with outside providers, and other areas of interest.

   Staff Culture:

  • Model and hold adults accountable for excellence.
  • Care for and empower staff members.
  • Model professionalism.

Talent Management

As Primary Talent manager for your campus you will:

  • Own and prioritize staff retention
  • Oversee evaluation of all staff members twice annually
  • Regularly collaborate with Talent Team on hiring strategies and cultivation of quality candidates
  • Collaborate with Talent Team to determine hiring competencies for each role upon posting
  • Prioritize recruitment within your school and leveraging the staff for referrals
  • Designate time in weekly schedule for in person interviews, candidate follow up and recruitment

  Community:

  • Ensure excellent parent satisfaction and parent participation.
  • Ensure high levels of student attendance.
  • Engage external partners to add value to the students’ experience.

  Network Leadership:

  • Regularly collaborate with other principals and Central staff.
  • Be a network leader, always considering the needs of the network and the needs of the campus.
  • Effectively implement network programming.

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.
  • Can pull from at least 2 years of demonstrated experience in a school leadership role or in instructional coaching.
  • Bachelor of Arts or Sciences degree

In addition, we strongly prefer the following:

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

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.

Questions?

Contact Desiree’ Beckett (Staffing Manager) at dbeckett@striveprep.org

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Middle School Principal

Posted by | April 30, 2019 |

Reports to: Managing Director of Schools

Location: STRIVE Prep – Westwood – SW Denver, CO

THE CHALLENGE

Do you want to inspire a shared vision that rallies STRIVE Prep – Westwood’s school community to co-create a high performance, inclusive culture that leads to breakthrough results for each student, and moves the school from a yellow to a blue rating in 3 years?

OVERVIEW OF THE 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. STRIVE Prep – Westwood serves 340 brilliant students in the Southwest Denver community, including 64% emerging bilinguals, and 12% students with varying special needs. The Principal of STRIVE Prep – Westwood will be the cultural and instructional leader of the school and will lead the team effectively to create exceptional outcomes for each student by inspiring a clear vision and accountability for success. The Principal will build deep relationships with and leverage the strengths of students, families, staff, and community to co-create and implement: 1.) A school climate that fosters safety and learning, respects and supports the cultural identity of students and families, and builds strong restorative practices school-wide for both student and adult culture that reflects the pride of a Westwood Panther; and 2.) An aligned academic plan that makes it possible to lead the school from a yellow to a blue rating in three years, and enables the lifelong success of each of our students and 43 team members 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: You have an unyielding belief and trust in the brilliance of each student and team member which enables you to collaboratively set high standards of excellence with clear expectations for achieving them. You make these standards a reality daily through a disciplined approach to execution that focuses and holds students and staff accountable to a narrow set of the most important goals and initiatives. You generate high and contagious energy throughout the school because everyone knows routinely whether or not we’re winning and collaborates to course correct when we’re not.
  • This is not your first rodeo: You have deep experience as a school principal and have a history of moving students and staff to transformational gains in challenging contexts (ie. turnaround, students with significant opportunity gaps, etc.). You’ve also had disappointing failures and draw upon all your lessons learned routinely to craft impactful strategies to fit the unique context of your school challenges. Your proven mastery of the change management process critical in any school improvement effort has earned you the reputation for being the calm in the eye of the storm.
  • You are a people whisperer: Your experience has shown you that an investment in people and culture can lead to transformative change in a school. You value diverse perspectives, seek feedback to inform the work, and innately keep those on the margins top of mind, which enables you to truly maintain an inclusive school environment. You proactively build meaningful and authentic relationships with your Managing Director, teachers, support staff, parents, students, & community members. You intentionally build context, and authentically listen to others without judgment or offense–which enables you to individualize your approach and manage effectively across lines of difference.

ESSENTIAL FUNCTIONS

With the must haves driving your daily approach to the work, the successful Principal will manage a school leadership team of five that supports a staff of 43 overseeing instruction, operations, culture, and student services.  The Principal will collaborate with their supervisor, the Managing Director of Schools, to identify strategic priorities for year one and beyond.

Academic Program::

  • Lead an effective, student achievement focused administration team of 5-6 people.
  • Implement the network’s common curriculum, ensuring teachers have internalized and are prepared each day to deliver the rigorous, comprehensive, standards-based curriculum in alignment with the Common Core State Standards
  • Model and ensure high quality observation/feedback cycles, student work analysis protocols, and real-time coaching.
  • Lead and oversee a rigorous system for student assessment, data tracking, and appropriate student interventions.
  • Design and deliver comprehensive professional development during summer training and throughout the school year.
  • Oversee all supporting logistics for the academic program, including staffing structure and schedule.
  • Partner with the network team to recruit and select high quality teachers and staff.

 

  Student Culture:

  • Set, model, maintain, and monitor a vision for strong student culture.
  • Build and sustain rituals, systems, and structures that prioritize and promote student safety and college access and preparation.
  • Implement network-wide systems to support student conduct and discipline.
  • Lead community gatherings that set the tone for the academic program.
  • Oversee extracurricular activities, including after-school sports, partnerships with outside providers, and other areas of interest.

 Staff Culture:

  • Model and hold adults accountable for excellence.
  • Care for and empower staff members.
  • Model professionalism.

Talent Management

  • Own and prioritize staff retention
  • Oversee the evaluation of all staff members twice annually
  • Regularly collaborate with Talent Team on hiring strategies and cultivation of quality candidates
  • Collaborate with Talent Team to determine hiring competencies for each role upon posting
  • Prioritize recruitment within your school and leveraging the staff for referrals
  • Designate time in weekly schedule for in person interviews, candidate follow up and recruitment

  Community:

  • Ensure excellent family engagement and satisfaction based on intentionally building meaningful relationships with families and students that respects and values their social and cultural identities..
  • Ensure high levels of student attendance.
  • Engage external partners to add value to the students’ experience.

  Network Leadership:

  • Regularly collaborate with other principals and Central staff.
  • Be a network leader, always considering the needs of the network and the needs of the campus.
  • Effectively implement network programming.

MINIMUM REQUIREMENTS (OR PREFERENCES WHERE NOTED)

  • 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).
  • Can pull from at least 5 years of demonstrated experience in a school leadership role, including at least 2 years in challenging contexts (strongly preferred).
  • Demonstrated success developing and retaining staff (strongly preferred).
  • Speaks Spanish fluently (required)
  • Bachelor of Arts or Sciences degree (required)

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

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 leverage your individual and collective team strengths 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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K-8 Principal

Posted by | April 24, 2019 |

K-8 Principal Position:  Elementary/Middle School

Qualifications/Job Description:
West Grand School District 1-JT is seeking a K-8 principal to provide vision and leadership for our Elementary and Middle School, which houses approximately 280 students and over 50 employees. This person will oversee the full K-8 operation, supervise the K-8 Assistant Principal, and work closely with other department heads and school administrators. West Grand is on a 4-day school week with the 2019-2020 School Year starting for students on August 19, 2019.

Job Qualifications

  • Masters Degree, Colorado Principal License or be eligible for one.
  • 5 years of successful teaching experience.
  • Training and experience in supervision and evaluation of certified teachers.
  • Teaching experience using Project-based Learning, Standards Based Learning, and Educational Best Practices.
  • Collaborative approach with staff, parents and community.
  • Proven record of improving student achievement and longitudinal growth.
  • Proven ability to build and sustain positive school culture and climate.
  • Experience in promoting and coordinating staff development and professional growth.
  • Understanding and practical experience in utilizing data for educational improvement.
  • Strong communication skills.
  • Promote the development of the total child in a balanced education.
  • Comprehensive understanding of Multi-tiered systems of support (MTSS) and positive behavior interventions and supports (PBIS).
  • Proven understanding of budget creation and management.
  • Experience in analyzing and developing curriculum and assessment strategies.

Salary Range: $69,100 – $78,100 Depending on education and experience

Position Starts:
August 5, 2019

Application Deadline:
Open Until Filled

Contact:
Darrin Peppard, Ed.D.
Superintendent of Schools
P.O. Box 515
715 Kinsey Avenue
Kremmling, CO  80459
(970) 724-3217

Comments Off on Principal – Roaring Fork High School (Beautiful Carbondale, CO)

Principal – Roaring Fork High School (Beautiful Carbondale, CO)

Posted by | April 18, 2019 |

Principal – Roaring Fork High School  

 

Carbondale, Colorado

 

The Roaring Fork School District is seeking applications for an experienced, self-directed, innovative leader to to serve as the Principal for Roaring Fork High School.  RFHS, located in Carbondale Colorado, serves a diverse student population of ~350 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 RFHS
  • 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, 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 secondary setting as well as leadership experience.   Requires the ability to obtain and maintain an appropriate license through CDE for the position of High School Principal.

 

Start Date:  July 1, 2019

 

Salary:  Commensurate with experience and education

 

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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Mathematics Instructor

Posted by | April 15, 2019 |

Position Summary: The Mathematics Instructor at Futures Academy must be energetic, innovative and passionate about implementing trauma-informed teaching and learning techniques in a multi-level classroom that helps students prepare for careers, college-level coursework, the Accuplacer, and the GED. This is a year-round, full time position and located in Aurora, Colorado.

Futures Academy serves students ages 17 to 21, who have too few credits to receive a traditional high school diploma, but are interested in furthering their education and pursuing post-secondary opportunities. Through a partnership with Colorado Youth for a Change (CYC) and Aurora Public Schools, Futures Academy provides students with the resources, guidance, and academic instruction that allow them to earn college credits (up to an associate’s degree), technical certifications, a GED, or a combination of the three. Futures Academy combines a competency-based approach to teaching and learning with restorative practices and targeted case management to help students overcome barriers to academic and personal success in a safe and supportive learning community that respects and values the strengths and experiences of each student.

Essential Functions
The primary duties of a classroom instructor include:
• Contribute to a curriculum and instruction team – consisting of the Instructors, Academic Support Specialists, Principal, and Instructional Coordinator – that continuously develops and refines teaching and learning techniques
• Integrate elements of competency-based education into classroom practices, by:
Connecting lessons and activities to specific, measurable, student-friendly learning targets
Developing and utilizing student-friendly assessment tools that monitor attainment of learning targets, as well as enable productive dialogue with students about their academic progress

Establishing a student-centered classroom in which the instructor acts as facilitator, guide, or coach and
Developing flexible, individualized learning pathways that allow students to make progress regardless of where, how, or when they are in class

• Differentiate instruction and materials according to students’ learning needs, interests, and goals
• Use standardized assessment tools such as TABE, Accuplacer, and GED Ready to evaluate students’ entry points and academic growth throughout the program
• Access and utilize data and reports available in the CYC database to improve and support job functions.
• Collaborate with Academic Support Specialists and volunteers about the best ways to leverage time and resources while striving to meet the unique needs and goals of all students
• Coordinate with the entire instructional team to maintain consistency in practices and classroom norms across content areas
• Work in conjunction with student advisors to address any barriers to student learning
• Make suggestions for the purchase of resources to support teaching and learning
• Integrate technology with learning goals
• Other duties as assigned by the Principal and Instructional Coordinator

The primary duties of the mathematics instructor include:

• Teach skills and concepts related to Mathematical Thinking, Numeracy, Data Analysis, Algebra, and Geometry
• Design and implement lessons, activities, and projects that contextualize mathematics and provide real world applications specific to students’ postsecondary and professional goals
• Provide students with opportunities to develop problem-solving, critical thinking, and abstract reasoning skills within mathematics contexts, regardless of their incoming abilities and experiences with math

Other Duties

The primary duties of a Future Academy staff member include:

• Integrating CYC’s culture statements into daily practice: Passion for CYC’s Mission, striving for professional growth and learning, inclusion, professionalism, and appropriate boundaries.
• Working as a team with other staff to help orient and retain students in the program
• Maintaining high expectations for all students regardless of their incoming abilities and experiences
• Participating on committees that develop, improve, and maintain school structures
• Participating in and seeking out professional development opportunities provided by  Futures Academy, CYC, or external organizations
• Attend and participate in staff meetings as required
• Run errands as needed using personal transportation
• Attend relevant community and school meetings
• Other duties as assigned by the Principal

Knowledge, Skills, and Abilities
• Computer skills in Microsoft Word and Excel, along with
• Excellent written and oral communication and interpersonal skills
• Desire and ability to work within a team
• Desire and ability to work with diverse student populations, at-risk youth, and English language learners
• A willingness to engage in ongoing personal and professional reflection and growth, and a desire and ability to work within a team
• Demonstration of clear and appropriate boundaries with youth
• A passionate and committed belief that youth can rise above seemingly insurmountable obstacles and return to school, graduate, and succeed into post-secondary education
• Dependable transportation and being insurable as a driver on the auto liability policy of Colorado Youth for a Change is preferred
• Commitment to supporting & being a part of CYC’s effort to continually strive toward inclusivity, growth & appreciation of the organization and each individual’s unique strengths and perspectives, including a commitment to self-development identity work
• Dedication to engaging staff and students across social identities
• Bilingual in English/Spanish preferred

Minimum Qualifications
• Hold Colorado teaching license (or be currently eligible for one with the appropriate endorsement for this position or be otherwise “highly qualified” for the position as defined by the Colorado Department of Education)
• Demonstrate solid knowledge of subject matter.

Experience teaching math to secondary or postsecondary students, particularly in alternative settings

We offer a competitive salary. Exempt position and starting salary is depending upon experience. We also offer a medical, dental, vision, retirement plan, company paid short and long term disability and a life insurance policy. Vacation and sick time hours available. We also give paid spring break and winter break. This position is located in Aurora, Colorado.
We are an equal opportunity & affirmative action employer. An applicant with a disability or a disabled veteran can request reasonable accommodation to apply for one of our positions.
To request accommodations for the purpose of applying for one of our positions,
contact Human Resources at 303-292-2779

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Silverthorne Elementary School Principal

Posted by | April 15, 2019 |

Summit School District has an elementary school principal opening for the 2019-20 school year.  Our District’s goal is to “Develop Caring Learners for the 21st Century” and we are seeking applications from outstanding educators to lead this diverse and dynamic elementary school.  Our District serves a diverse socioeconomic and ethnic community and is located in the central Rocky Mountains.

 

Silverthorne Elementary School (SVE) is located in Silverthorne, Colorado, surrounded by the stunning views of the Rocky Mountains. Our District covers approximately 516 square miles in Summit County, Colorado where students, families and staff alike find great opportunities for outdoor adventures.

 

Summit School District students, staff and community members work together in an atmosphere of care and respect to offer each student an array of educational programs designed to foster each student’s unique academic, career, technical and personal strengths.  As an International Baccalaureate (IB) authorized district, we strive to deliver a world class education and to develop internationally minded people who help to create a better world.  Our Vision 2020 Strategic Plan prioritizes engaging all families in their students’ learning, raising the academic bar for all students, STEM and Blended learning, career and technical experience, Technology One2World classroom instruction and Early Childhood Education.

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Consultant, Early Childhood Education Program

Posted by | April 11, 2019 |

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Principal Summit High School

Posted by | April 9, 2019 |

Summit School District has a high school principal opening for the 2019-20 school year.  Our District’s goal is to “Develop Caring Learners for the 21st Century” and we are seeking applications from outstanding educators to lead this dynamic high school.  Our District serves a diverse socioeconomic and ethnic community and is located in the central Rocky Mountains.

Summit High School (SHS) is located in Breckenridge, Colorado, surrounded by the stunning views of the Rocky Mountains. Our District covers approximately 516 square miles in Summit County, Colorado where students, families and staff alike find great opportunities for outdoor adventures.

Summit School District students, staff and community members work together in an atmosphere of care and respect to offer each student an array of educational programs designed to foster each student’s unique academic, career, technical and personal strengths.  As an International Baccalaureate (IB) authorized district, we strive to deliver a world class education and to develop internationally minded people who help to create a better world.  Our Vision 2020 Strategic Plan prioritizes engaging all families in their students’ learning, raising the academic bar for all students, STEM and Blended learning, career and technical experience, Technology One2World classroom instruction and Early Childhood Education.

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High School Principal

Posted by | April 8, 2019 |

Category: Administration/High School Principal
Date Posted: 04/01/2019
Location: Moffat County High School
Date of Availability: 08/01/2019
Date Closing: Upon Filled

Starting Salary:  $85,594, dependent upon experience

Position begins: August 1, 2019

Position Qualifications:

  • Colorado Principal License or valid license prior to beginning of employment contract
  • Screening Questionnaire: In order to complete an application for Moffat County School District Administration position, you must complete application questions, which are included on the online application.
  • MCSD Application and Materials:  Your application will be considered when all required materials have been received.  MCSD application requirements include, copy of current licenses/certifications, current resume, three current (within one year) letters of recommendation, and copy of university transcripts including those listing earned degree/s.

Essential Job Competencies:

  • Ability to work collaboratively and positively with building and District staff to provide success to all students
  • Excellent written and oral communication skills
  • Computer literate and possess an interest in expanding the use of technology in education
  • Ability to evaluate and coach teachers and classified employees; promoting professional growth
  • Demonstrate ability and commitment in staff and parent relations
  • Ability to lead instruction with Understand by Design Curriculum framework.
  •   Ability and commitment to collect, analyze and use student achievement and other data to drive the educational program
  • Ability to implement a comprehensive student discipline program
  • Knowledge of special needs populations
  • Knowledge of school accreditation process

Supervises and Evaluates:
Teachers, Paraprofessionals, Secretaries and Custodians
Objective:
The successful candidate must demonstrate a strong commitment to academic excellence and personal growth of every student, successful experience with English language learners, staff development, supervision and instructional improvement, and in-depth knowledge of curriculum development and middle school program design. Also, the successful candidate must have experience and deep commitment to the professional learning community concept and success building and sustaining a collaborative group model. The expectation of the high school principal will be that the majority of the principal’s role will be spent on teaching and learning. The candidate must also possess a strong background in serving at-risk students, strengthening literacy achievement and understanding the needs of second language learners.

Application Process:
Persons wishing to apply should do so online. www.moffatsd.org

In compliance with Title VI & VII of the Civil Rights Act of 1964, Title IX of the Education Amendment of 1972; Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act, the Genetic Information Nondiscrimination Act of 2008, and Colorado law, Moffat County School District RE-1 does not unlawfully discriminate on the basis of race, color, sex, religion, national origin, ancestry, creed, age, marital status, sexual orientation, genetic information, disability or need for special education services in admissions, access to, treatment, or employment in educational programs or activities which it operates. English speaking ability will not be a barrier to participation and admission to District programs. Complaint procedures have been established for students, parents, employees or need for special education services. The following person(s) have been identified as the compliance officer for the District. Dave Ulrich, Superintendent, Renae Dove, Executive Director of School Support and Personnel, 775 Yampa Ave, Craig, CO  81625, 826-4249.

If you have any other questions you can contact the HR office @ 826-6264

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Associate Teacher K-8

Posted by | April 3, 2019 |

POSITION ANNOUNCEMENT
ASSOCIATE TEACHER GRADES K-8
2019-20 School Year

About The Logan School: The Logan School for Creative Learning was founded in 1989 with the mission of providing an experience-based educational opportunity for gifted children of all backgrounds that allows each child to develop individually to her/his full potential. The school enrolls approximately 245 students from four through fourteen years of age. The core of our program features individual student units. Unit topics are chosen by each student and the teacher then helps design an individual unit of study. 

Please take the time to learn about Logan through our website: www.theloganschool.org. We ask that you address your interest in our educational approach in your cover letter.

About the Position: Each Associate Teacher works with a Lead Teacher in a mixed-age classroom. Depending on level, overnight trips are a part of the position, ranging from a single night to ten or more nights per year.

Status: Associate Teacher is a salaried, exempt 1.0 FTE position.

Direct Supervisor: Lead teacher 

Overall Responsibilities May Include:

Teaching (dependent on age level):

  • Collaborating with Lead teacher to execute individual and small group lesson plans
  • Facilitating student learning with regards to social and emotional lessons
  • Assessing student’s social, emotional and academic needs and collaborate with Lead teacher to leverage student strengths and support areas of need
  • Collaborating with students to create individual units of study
  • Creating and leading math lessons, assign and grade homework and create and grade tests without direct supervision of the lead teacher. May be responsible for their own math groups.
  • Supervising students as they are working on individual work
  • Leading or assisting with reading/book groups
  • Leading or assisting with writing workshops and other language arts workshops and lessons
  • Integrating math, reading, writing, etc. into student lessons

Planning and Assessing:

  • Agenda conferences: support students on-on-one with their weekly work schedule
  • Units: prepare, brainstorm, develop, monitor and assess student work throughout the year
  • Conduct research, organize papers, collect resources, shop for materials for individual and class unit work
  • Observe and take notes on student progress, behavior and/or difficulties to report back to lead teacher so they can use this information to provide feedback to students and parents as well as to help best support the student in their work
  • Brainstorm with lead teacher on unit ideas and how best to work with individual students
  • Work with lead teacher on student feedback forms
  • Gather resources for unit work
  • Respond to student journals and reflections
  • Edit and give comments on student writing/papers

Supervising and Supporting:

  • Assist lead teacher with classroom management or in some cases, be in charge of classroom management so lead teacher can focus on other teaching responsibilities
  • Take over class as needed when lead teacher is unavailable
  • Support lead teacher and EE teachers with class management on field trips
  • Supervise students at lunch and recess
  • Problem solve with teacher and students to support individualized learning
  • Provide social and emotional support to students. Act as a mentor.
  • Classroom management

Other:

  • Attend parent/student/teacher conferences and other parent meetings
  • Attend all required staff meetings and school-wide events
  • Collaborate with lead teacher on student feedback forms and idea generation for unit support
  • Go on overnight trips as required by the age group
  • Other duties as assigned by lead teacher or dean

 Qualifications:

  • Bachelor’s degree
    • Excellent written communication skills and attention to detail
    • Experience in teaching
    • Computer literate 
    • Ability to pass a background check and drug screening
    • Valid driver’s license 

Compensation:
Salary is $30,000 to be paid over a full year (August-July). Benefits offered include employer-paid health insurance, paid time off, retirement plan matching contributions and a flexible benefits program. Contact the Business Office for a full benefits description and eligibility requirements.

Equal Opportunity Employer
The Logan School is an equal opportunity employer and does not discriminate against otherwise qualified applicants on the basis of race, color, creed, religion, ancestry, age, sex, marital status, sexual orientation, gender expression, national origin, disability or handicap, or veteran status

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President & CEO

Posted by | April 2, 2019 |

Who Are We

The Denver Preschool Program (DPP) is an independent, non-profit organization that administers the City and County of Denver’s universal preschool initiative first approved by voters in November of 2006 and renewed and expanded in 2014. Through a 0.15 percent Denver sales-tax, revenue is collected by the City and allocated to the Denver Preschool Program to provide tuition assistance to families of preschoolers, invest in quality improvement for preschool programs, engage in parent and community outreach, and evaluate the success of the program. Our vision is that every child in Denver enters kindergarten ready to reach their full potential. And, our mission is to help Denver fulfill its commitment to its youngest learners.  We champion, fund and increase access to preschool across our community.  Since its initial authorization in 2006, DPP has provided more than $106 million in tuition support to more than 50,000 children.

 

The board of the Denver Preschool Program now seeks a new President & CEO to lead this critically important work.

 

Position Overview

The President & CEO oversees all organization activities.  The President & CEO, in consultation with the Board, is responsible for developing a clear strategy for the Denver Preschool Program’s mission-based activities and executing those activities.

 

The President & CEO:

  • Provides direction and leadership toward the achievement of the organization’s philosophy, mission, strategy, and its annual goals and objectives.
  • Implements the strategic goals and objectives of the organization.
  • With the Chair of the Board, enables the Board to fulfill its governance function effectively and professionally.

 

Strategic Orientation

DPP’s strategic orientation for the next few years is to build upon our successes in providing quality preschool to Denver’s 4-year-olds while achieving measurable gains in quality, access and choice.

 

As the Denver Preschool Program enters its 13thyear, we are proud of how far we have come and excited for what comes next to make a difference in our community.   We have a strong, healthy organization with proven and highly committed board and staff members.  The Denver Preschool Program has developed partnerships across the metro area to support families and providers, and we are ready to mobilize more efforts with those partners in new ways.

 

The incoming President & CEO will have the opportunity to lead our next chapter of innovation and impact.  The Denver Preschool Program is seen by communities across the country as a model of what early childhood education support can look like, and we want to take a more active role in leading that conversation around the country.  DPP is ready for a leader who can help us take our deep data about children and education outcomes and mine that for ideas and initiatives that will strengthen our work and early childhood education approaches more broadly.  Our new President & CEO will lead efforts to invest in new programs and approaches and will help us adapt to changing opportunities and changing priorities locally and across the state.  Most importantly, this new leader will identify and execute our objectives to enroll more 4 years in quality programs.

What Does it Take

To lead the Denver Preschool Program in its next chapter of development and impact, qualified candidates will have a background in these areas:

 

Commitment to our Work– Passion for and involvement with early childhood education with a proven commitment to equipping the youngest members of our community with the ability to grow and succeed.

 

Leadership–Strong skills in organization, staff, and community leadership with evidence of vision, creativity, innovation, and impact.  These skills can come from a variety of professional sectors including nonprofit, public service, or corporate environments.  Some knowledge of how to develop and leverage a sophisticated governing board highly preferred.

 

Financial & Operations Management– Proven success in managing complex operations, delivering results, ensuring integrity and accountability of processes and staff, finding innovative and impactful mechanisms to invest in new programs and initiatives, and developing systems to grow effectively.  Experience in helping organizations grow into their next stage of development and identifying additional funding sources highly valued.

 

People Development –Strong commitment to and demonstrated skills in developing skills in staff members with experience in mentoring, coaching, and evaluating staff at different levels.  Operates with calm, professional demeanor and brings fun and camaraderie to the workplace.

 

Communications– Strong ability to communicate with different audiences in individualized ways; proven ability to partner effectively with stakeholders with diverse backgrounds, interests, and concerns.  Ability to be an inspirational and motivating ‘face’ of an organization.

 

Public Policy– Knowledge of how to develop, implement, and monitor public policy measures with experience in working in strong partnership with elected and appointed government officials.

 

Cultural Competency– Understands how to effectively communicate and work with diverse populations across our community; proven ability to develop trust, confidence, and authentic relationships.

 

Quality Delivery– Clear commitment to leading quality programs with experience in measuring quality, impact, and return on investment.

 

The Board of the Denver Preschool Program seeks a visionary, results-oriented leader who can help a mature, smooth-running organization deliver more.  We need someone who is not satisfied with the status quo, who can inspire others to support our vision for young children, and who can lead the Denver Preschool Program to deliver value to families and providers in innovative ways.

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Celebration of Diversity & Equity

Posted by | March 29, 2019 |

We are currently hiring Teachers, Special Service Providers, and Leaders for the
2019-20 school year. Join us for an evening to celebrate and learn more about Jeffco Public Schools and the district’s focus on both student and employee diversity, inclusion, and equity initiatives.

Tuesday, April 2
4:30 – 6:30 pm
Lakewood High School, West Atrium
9700 W. 8th Ave.
Lakewood, 80215

Learn more about the following initiatives …..
• Jeffco Generations, the Strategic Plan
• The district’s commitment to diversify our workforce
• Employee professional development opportunities with a focus on student equity,
inclusion, social justice, & cultural competency
• Employee resources groups (ERG’s) to recognize contributions of our Educators of
Color and LBGTQ colleagues
• Programs and schools focus on dual language, SPED, option schools, teacher
pathways, and scholarships

 

 

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DENVER EAST Asst Principal for Academic Systems

Posted by | March 29, 2019 |

EAST HIGH SCHOOL

Central Region

Traditional 212 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 atwww.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 have access to a current Colorado Principal license.

-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 Tom Boasberg 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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School Turnaround Project Manager (Colorado)

Posted by | March 26, 2019 |

School Turnaround Project Manager

Education Solutions Group

(Colorado location)

JOB SUMMARY

Our national, public sector consulting firm is seeking a School Turnaround Project Manager for our Education Solutions Group.  The Project Manager will have a demonstrated understanding of school systems and in particular building level management of all aspects of education.  Responsibilities will include working onsite with schools and clients in the state of Colorado.

MAJOR DUTIES

  • Lead and coach school principal and leadership team for identified client (school) in a multi-year project
  • Manage onsite MGT and consultant team
  • Recommend personnel and staffing needs to Client Portfolio Manager
  • Lead development and execution of school achievement plan
  • Facilitate monthly data monitoring
  • Facilitate leadership team and PLC in collaboration with MGT team
  • Ensure all aspects of contract are delivered at the school level

MINIMUM QUALIFICATIONS

  • Master degree or Doctorate in Education Leadership, Curriculum or Supervision or related field within education
  • Five (5) or more years of experience in school turnaround, leadership, and coaching
  • Extensive understanding of public school systems and in particular, building level management of all aspects of education
  • Ability to lead large diverse teams and facilitate consensus and support for major change

SUPERVISORY CONTROLS

  • Position will report to the MGT Colorado Client Portfolio Manager.

PREFERRED QUALIFICATIONS

  • Bilingual: Spanish
  • Experience with any of the following: project-based learning, instructional coaching, portfolio assessment, a competency-based education model, collaborative learning, integration of technology and cross-disciplinary learning
  • Extensive experience in coaching and professional development
  • Communicates and builds relationships with internal and external constituencies
  • Identifies and implements strategies to improve individual and group productivity and content mastery
  • Uses excellent listening, observation, reading, verbal, nonverbal and writing skills
  • Ability to be flexible to and adapt to the dynamic nature of consulting engagement
  • Ability to travel between 25-50% of the time, depending on the sales cycle and client needs
  • Experience with a Project Management Software, such as Mavenlink
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Teacher-Early Childhood

Posted by | March 25, 2019 |

Are you passionate about early learning?  Jeffco Public Schools is hiring for Licensed Preschool Teachers.  We have multiple positions across the district.  Please see our jobs board for positions posted and locations.

SUMMARY: Responsible for the instruction of preschool learners. The teacher will utilize evidence-based data, best practices and frequent monitoring to influence instruction. The teacher will lead the team in ensuring District initiatives are implemented and that licensing regulations are followed.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:

Demonstrate effective support of children’s language/reading, math, and social and emotional development, utilizing P-3 Best Developmental Core Practices.

Demonstrate an understanding of creating and maintaining environments that are conducive to child learning (e.g., well- managed classrooms that promote young children’s executive functioning, including self-regulation of emotions and behavior).

Establish a safe climate for learning through positive classroom management techniques, utilizing routines and structures to model and communicate behavioral expectations.

Complete observations to evaluate student progress using district approved assessments. Document all observations and assessments in district approved system. Demonstrate increased effectiveness in responding to individual children’s development and learning needs.

Work collaboratively with teachers, special education staff, instructional coach, classroom volunteers and all other school employees.  Demonstrating common and cohesive instructional practices that are developmentally appropriate and differentiated to meet the needs of all children.  Demonstrating a shared language about student learning.  Demonstrating knowledge of instructional practices across the full PreK-3rd continuum, not just the age/grade-level for which responsible.

Using observational tools to observe each other’s classroom practices and effectiveness, to identify areas of disconnect, and to provide peer-to-peer feedback.

Perceive feedback received (from principals, teachers, instructional coaches, Early Learning Office and others) on instructional effectiveness to be constructive and supportive; use feedback received to improve practice.

Facilitate communication among students, team members (including other teachers, special education team, curriculum coach and principal) and parents.

Participate in continuous improvement; cooperate in implementation of school-wide and department-wide goals.

Demonstrate leadership in identifying, delivering, and evaluating timely content for own professional development. Stay current on licensing regulations, and ensure staff and student files are up-to-date as per district and CDHS requirements.

Perform administrative duties as needed.

Other duties as assigned.

QUALIFICATIONS  Must hold a valid Colorado Teaching License. Must meet early childhood teacher certification prior to beginning position.

EXPERIENCE  Minimum one year successful teaching experience, preferably in preschool. Experience with curriculum, instruction and assessment preferred.

Comments Off on Chief Student Success Officer

Chief Student Success Officer

Posted by | March 25, 2019 |

ABOUT THE DISTRICT

Jeffco Publick Schools Logo

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!

ABOUT THE SCHOOL/DEPARTMENT

The Division of Student Success is comprised of 5 unified departments intently focused on serving students and families whose unique needs necessitate thoughtful support structures. These collaborative departments include; Student Services, Student Engagement, Gifted and Talented, Health Services, and Special Education. The combined efforts of these departments serves students experiencing learning disabilities, foster care, health complications, homebound status, risk of drop-out, mental health issues, substance abuse concerns, and giftedness, as well as a wide variety of other needs.

HOURS AND DAYS WORKED

Chief Student Success Officer
Annual Position 
FLSA: Exempt
FTE: 1.00, Hours/Day: 8.00, Year Round Position
Salary Plan, Grade, Step: JCA – Administrator – 229 days, G14, 1
Min-Mid Annual Salary Range: $106,255 – $135,060

RESPONSIBILITIES

SUMMARY:  Develop, direct, and implement comprehensive systems and programs to serve students and families who require educational, physical, and emotional support beyond standard programming. Provide leadership and management for the following departments: special education; gifted and talented; health services; homebound instruction; student services; healthy schools; and student engagement.  Design and support initiatives to accomplish Jeffco’s strategic vision. Support rigorous student learning opportunities for our most highly impacted students. Maintain on-going partnerships with outside agencies who help support services to students.

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

Lead administrators in their implementation of departmental goals and requirements. Provide management guidance in the accomplishment of departmental responsibilities.

Ensure compliance with state and federal laws, Board of Education policies and regulations, and negotiated agreements in regards to the departments supervised.

Supervise, recommend, implement and monitor budget in excess of $100 million; ensure alignment of budget with strategic goals and department requirements.

Provide fiscal and managerial oversight for wide array of local, state and federal grants.

Represent the superintendent and the Board of Education with all components of the school community in areas of responsibility as designated.

Provide strategic planning direction to ensure alignment with Jeffco’s strategic plan.

Provide leadership, direction and support to school principals in the coordination and alignment of effective research-based programs that result in high academic achievement for all student groups.

Proven ability to share leadership and collaborate with department and school leadership, staff, parents, community members and other stakeholders to drive student learning.

Recruit, select, and develop high-performing teams.

Promote a work environment that is student-centered, results-oriented and focused on instructional improvements and increased student achievement for every child.

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  Master’s degree in education or related field with certification in educational leadership/administration. Experience in leadership at a District level.  Experience as a principal preferred.

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

CERTIFICATES, LICENSES, REGISTRATIONS  Colorado Principal/Administrative License, valid Colorado driver’s license . Certifications, endorsements, administrative experience, and/or expertise in special education required.  Colorado Administrator Licensure preferred.

DECISION MAKING  Decision making involves developing strategy, and comprehensive understanding of Board policy, District policy, and state and federal laws and regulations.  Requires project and long-term planning skills, negotiation skills, analysis, and synthesis.  Prepare and recommend policies to the Superintendent, Cabinet, and the Board for approval.  Decisions impact procedures and programs.  Error in decision making could result in substantial embarrassment or cost to the district.

COMMUNITY RELATIONS    Work with the leaders of the employee organizations to build strong, trusting relationships.  Work with school leaders to engage the community in the schools.  Present and discuss district work to community groups and individuals. Work with public agencies to exchange information and maintain relationships, and with state legislature/ congressional staff to recommend policy.  Work with advisory committees and the media to exchange information and maintain relationships.

SPAN OF CONTROL  Directly supervises employees.  Carries out supervisory responsibilities in accordance with the organization’s policies and applicable laws.  Responsibilities include interviewing, hiring, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems.  This position is responsible for both budget development and accountability.

EDUCATIONAL DELIVERY  Provide direct services for implementation of instructional programs; supervision and evaluation of personnel that work directly with students on a regular basis; and supervision of programs designed to positively impact student achievement. The majority of time is not spent on the school site.

COMPLEXITY OF WORK   Work is guided by the Superintendent, Board and District Strategic Plan.  Requires high degree of independent judgment to interpret and implement district policies and procedures, strategic planning to formulate priorities and goals for the division/district, and leadership to manage the operations of the division.  Decision making may establish precedent or alter programs within the district.

The physical demands, mental functions, and work environment characteristics 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.

PHYSICAL DEMANDS While performing the duties of this job, the employee is regularly required to talk or listen.  The employee frequently is required to use hands to finger, handle, or feel.  The employee is occasionally required to stand, walk, sit, and reach with hands and arms.  The employee must occasionally lift and/or move up to 25 pounds.

MENTAL FUNCTIONS  While performing the duties of this job, the employee is regularly required to compare, analyze, communicate, coordinate, synthesize, evaluate, use interpersonal skills, and negotiate.  The employee is frequently required to instruct.  The employee is occasionally required to copy, compute, and compile.

WORK ENVIRONMENT  While performing the duties of this job, the employee is occasionally exposed to outside weather conditions.  The noise level in the work environment is usually quiet.

BENEFITS

EQUAL EMPLOYMENT OPPORTUNITY

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

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Lead Teachers

Posted by | March 21, 2019 |

Description

The Horizons at Colorado Academy program seeks lead teachers for the summer 2019 program for our Kindergarten, 3rd grade, 5th grade, and 6th grade classrooms.

Horizons offers an enrichment program designed for Denver Public School students from low-income families. The program runs for six weeks beginning June 17 through July 26, 2019  and emphasizes academic enrichment, social and emotional learning, cultural experiences and the arts, and health and wellness – including swimming.

Lead teachers guide daily classroom activities, go on field trips, oversee swimming and outdoor activities and other duties as required.

Successful candidates must have prior classroom experience.

Candidates are encouraged to visit Horizons at Colorado Academy for more information about the Horizons program.

Requirements

Lead Teachers must:

  • have prior classroom experience, preferably in the grade for which they are applying
  • be available to attend the full 6 week program plus mandatory staff training sessions the week prior to program start
  • be able to pass a background check

Please apply by February 15, 2019 to be considered.

Colorado Academy (including Horizons at Colorado Academy) does not discriminate against any individual on the basis of race, color, religion, sex, sexual orientation, marital status, national origin, ancestry, genetic information, age, disability, status as a veteran or being a member of the Reserves or National Guard, or any other classification protected under state or federal law.

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Lead Teachers

Posted by | March 21, 2019 |

Description

The Horizons at Colorado Academy program seeks lead teachers for the summer 2019 program for our Kindergarten, 3rd grade, 5th grade, and 6th grade classrooms.

Horizons offers an enrichment program designed for Denver Public School students from low-income families. The program runs for six weeks beginning June 17 through July 26, 2019  and emphasizes academic enrichment, social and emotional learning, cultural experiences and the arts, and health and wellness – including swimming.

Lead teachers guide daily classroom activities, go on field trips, oversee swimming and outdoor activities and other duties as required.

Successful candidates must have prior classroom experience.

Candidates are encouraged to visit Horizons at Colorado Academy for more information about the Horizons program.

Requirements

Lead Teachers must:

  • have prior classroom experience, preferably in the grade for which they are applying
  • be available to attend the full 6 week program plus mandatory staff training sessions the week prior to program start
  • be able to pass a background check

Please apply by February 15, 2019 to be considered.

Colorado Academy (including Horizons at Colorado Academy) does not discriminate against any individual on the basis of race, color, religion, sex, sexual orientation, marital status, national origin, ancestry, genetic information, age, disability, status as a veteran or being a member of the Reserves or National Guard, or any other classification protected under state or federal law.

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Lead Teachers

Posted by | March 21, 2019 |

Description

The Horizons at Colorado Academy program seeks lead teachers for the summer 2019 program for our Kindergarten, 3rd grade, 5th grade, and 6th grade classrooms.

Horizons offers an enrichment program designed for Denver Public School students from low-income families. The program runs for six weeks beginning June 17 through July 26, 2019  and emphasizes academic enrichment, social and emotional learning, cultural experiences and the arts, and health and wellness – including swimming.

Lead teachers guide daily classroom activities, go on field trips, oversee swimming and outdoor activities and other duties as required.

Successful candidates must have prior classroom experience.

Candidates are encouraged to visit Horizons at Colorado Academy for more information about the Horizons program.

Requirements

Lead Teachers must:

  • have prior classroom experience, preferably in the grade for which they are applying
  • be available to attend the full 6 week program plus mandatory staff training sessions the week prior to program start
  • be able to pass a background check

Please apply by February 15, 2019 to be considered.

Colorado Academy (including Horizons at Colorado Academy) does not discriminate against any individual on the basis of race, color, religion, sex, sexual orientation, marital status, national origin, ancestry, genetic information, age, disability, status as a veteran or being a member of the Reserves or National Guard, or any other classification protected under state or federal law.

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Classroom Teaching Jobs

Posted by | March 21, 2019 |

27J Schools – Give us 4 Days; Colorado the Rest!!!
  • Located in the Denver metro area; close to Boulder, Denver & DIA
  • 27J Schools is growing and has multiple openings
  • Home of the 4 day week
  • Check us out at Workat27J.com
Please join us for the 27J Schools Annual Job Fair
April 6, 2019  8am
Go to  http://workat27j.com/  to reserve your spot today.
Riverdale Ridge High School
13380 Yosemite St, Thornton, CO 80602
  • Learn about more one of the fastest growing school districts in Colorado.
  • Interview with school administrators
  • Meet and engage district leaders
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Third and Fourth Grade Associate Teacher

Posted by | March 20, 2019 |

Mackintosh Academy Littleton, an International Baccalaureate World School for gifted and creative students, has an opening for a full-time associate teaching position in the third and fourth grade combined classroom. Associate teachers are paired with a veteran lead teacher to support one classroom of third and fourth grade students. Associate teachers partner with the lead teacher to provide instruction, manage the classroom, and assess student work. This is an ideal opportunity to develop your skills as an educator with a supportive and collaborative team.

Mackintosh Academy nurtures the keen minds and compassionate hearts of the gifted child so that they contribute to a world that needs them. Our students love to learn and learn to leave their mark on the world. Please learn more about our unique school at our website http://www.mackintoshacademy.com to see if Mackintosh’s environment may be a place for you to grow in your professional journey and be a contributing member of our educational family.

This position begins in August 2019.

Requested Qualifications:

  • Bachelor’s Degree
  • Experience working with children in a classroom, enrichment, tutoring, or coaching setting

The ability to:

  • Support our educational philosophy (see website for information)
  • Adjust classroom management and instruction based on classroom or individual student needs
  • Understand gifted development, including twice-exceptional students
  • Teach/support small math and literacy groups
  • Be flexible and adapt to needs of a small school where faculty members work collaboratively and fill various roles
  • Perform classroom administrative tasks effectively
  • Provide effective and timely feedback/assessment to students
  • Recognize and enjoy the unique talents of children
  • Provide regular communication about students’ progress to parents and students
  • Write and speak effectively
  • Fun-loving spirit and sense of humor are a bonus

Salary Range: $25,000 – $32,000 depending on experience

Mackintosh Academy Littleton is an Equal Opportunity Employer. Mackintosh does not discriminate on the basis of race, religion, color, sex, gender identity, sexual orientation, age, non-disqualifying physical or mental disability, national origin, veteran status or any other basis covered by appropriate law.

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Finance Director (CFO) – The Mtns are Calling!

Posted by | March 13, 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 timeline:

 

  • Application review begins: April 8, 2019
  • First round interviews tentatively scheduled: April 26, 2019
  • In-person auditions tentatively scheduled: May 9th and 10th, 2019
  • 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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Physics Teacher

Posted by | March 5, 2019 |

Who are we?

The CUBE is a high school opening in August 2019 serving an intentionally diverse student body.  We will open with a ninth grade and build out, 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 Physics teacher to provide instruction within a collaborative, interdisciplinary structure where students explore hands-on, relevant, and project based learning.  Using NGSS science standards and deep knowledge of current news, the Physics teacher facilitates student learning through investigation and exploration of the following concepts: motion and forces, conservation of energy and momentum, heat and thermodynamics, waves, and electric and magnetic phenomena.  The CUBE Physics teacher collaborates with other content teachers to  guide students in creating innovative projects, producing topic-related research and writing, and presenting public expositions of learning.

Desired Mindsets & Habits

    • Driven by a burning desire to see all students succeed
    • Collaborates openly and honestly, embracing other’s ideas 
    • Encourages a culture of mutual respect
    • 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

The CUBE’s Physics teacher… 

    • Exhibits knowledge of student cognitive development and various learning modalities
    • Implements the four CUBE Design Principles (equity, relevance, contextuality, collaboration)
    • Communicates effectively with students and families about classroom activities and student progress
    • Demonstrates content expertise, including through the Next Generation Science Standards
    • Sets a high academic and project bar, both for teacher and student
    • Identifies and supports students’ social, emotional, and behavioral learning needs.
    • Implements effective Project-Based Learning techniques and strategies
    • Provides timely feedback and collaborates with faculty to offer specialized support
    • Fosters student growth and proficiency through effective assessments
    • Scaffolds instructional activities that facilitate engaging and appropriate learning opportunities
    • Differentiates instruction based on feedback, needs, and learning levels
    • Implements backward design to align all lessons, activities, and assessments
    • Designs effective formal and informal assessments that measure student progress
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Math Teacher

Posted by | March 5, 2019 |

Who are we?

The CUBE is a high school opening in August 2019 serving an intentionally diverse student body.  We will open with a ninth grade and build out, 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?

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
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High School Principal

Posted by | March 4, 2019 |

School Leader at KIPP Northeast Denver Leadership Academy

At KIPP Colorado Schools, all students will learn and achieve.
KIPP Colorado Schools is part of the national KIPP network of tuition-free, open enrollment college-preparatory public charter schools dedicated to preparing students from underserved communities for success in college and life.
Who we are:  KIPP Colorado Schools is a network of six high-performing, college-preparatory public charter schools. We educate students in grades 9-12 at KIPP Denver Collegiate High School and KIPP Northeast Denver Leadership Academy, grades 5-8 at KIPP Sunshine Peak Academy and KIPP Northeast Denver Middle School, grades ECE-fourth at KIPP Northeast Elementary and students in ECE-3, ECE-4, and kindergarten at KIPP Sunshine Peak Elementary.
What we do: We set clearly defined and measurable high expectations for academic achievement and conduct in order to create and reinforce a culture of achievement and support. We know that every student is different and we personalize learning based on a student’s needs, skills, and interests.
How we do it: Great schools require great teachers and school leaders. We empower our educators to lead school teams, and we invest in training to help them grow as professionals. Our schools provide a safe, structured, and nurturing environment with minimal distractions and more time for both academics and extra-curriculars, so our students love school and maximize their learning.
Why it matters: Great education transforms lives. At KIPP Colorado Schools, teachers, students, and families are all united around the same goal: college and a choice-filled life. We believe that an excellent college-preparatory education will set students up for success in whatever life path they choose. Through collective hard work and commitment, KIPP students complete college at a rate that is above the national average for all students and four times higher than that of students from similar economic backgrounds.

About KIPP Northeast Denver Leadership Academy:

  • Founded in 2015
  • Educating 513 students in 9th through 12th grade
  • Consistently ranked one of Denver’s highest performing high schools, having received a distinguished “blue” rating on Denver Public Schools’ School Performance Framework for three consecutive years
  • Strong commitment to providing both rigorous academics and building character strengths to prepare students for success in college and the competitive world beyond
  • Teachers team up with parents and students to help students discover their passions and define their own future
  • Prepares students for the postsecondary option that’s right for them with our nationally recognized KIPP Through College program.
  • Offers competitive sports teams, extracurricular clubs and activities, and service-learning opportunities

About the School Leader Position at KIPP Northeast Denver Leadership Academy:
The School Leader’s primary job is to drive academic and character outcomes with students. We expect our School Leaders to focus 75% of their time on instructional leadership and leading school culture, specifically all of the activities involved in leading and developing leaders and teachers to improve instruction and drive student achievement and growth in academics and character. At KIPP, we also expect our School Leaders to build lasting and sustainable organizations by developing a pipeline of future School Leaders and creating systems for the ongoing development of school staff. The School Leader is responsible for developing a successor leader and the leadership capacity of the school staff.

Key responsibilities include, but are not limited to:
Instructional and Culture Leadership (75%)

  • Set ambitious school-wide vision and goals aligned with the KIPP Colorado early childhood through 12th grade vision and goals that lead students on a path to and through college and choice-filled lives
  • Plan and prioritize time and resources to achieve annual goals
  • Cultivate a diverse, high-potential school leadership pipeline (from teacher leader to AP to successor) and develop leadership team members by teaching and insisting that they are true owners of the work and coaching and assigning stretch activities
  • Define and model expectations for leaders, teachers, and students on school-wide practices to ensure a positive learning environment
    • Set explicit school-wide expectations
    • Design systems, structures, and routines to ensure consistent school-wide implementation of expectations
    • Lead school-level initiatives to develop restorative practices into the culture of the school
    • Develop staff with the knowledge, skills, and leadership to effectively implement classroom and school-level cultural expectations
  • Actively promote the representation of students and families’ cultures, backgrounds, and experiences into the culture and learning experiences of the school
  • Implement systems and structures to hire and retain diverse, highly-effective staff
  • Develop staff to be a positive, high-functioning team
  • Build own and school staff’s knowledge and expertise in effective instructional design and academic standards
    • Develop teachers’ conceptual understanding of what students must know and be able to do and what instructional methods drive student mastery
    • Develop knowledge of how standards map to curriculum and assessment
  • Develop teachers to provide rigorous and high quality instruction
    • Lead analysis of, and develop teachers’ ability to analyze, student data to identify strategies that will move students toward mastery
    • Regularly observe and coach instructional leaders to ensure they are providing high-impact, actionable and bite-sized feedback to teachers on a weekly basis
    • Ensure teachers can collaborate, analyze their practice and their student data, and adjust instruction in content teams
    • Lead whole-school professional development workshops that drive highest-impact improvements in teacher practice
  • Cultivate School Leader’s own success and sustainability by engaging lifelines and renewing to get stronger

Other Duties (25%)

  • Ensure that all school functions (operations, electives, instruction, leadership, etc.) have systems to coordinate and communicate with one another
  • Comply with district and KIPP policies and state and federal laws and regulations affecting the schools
  • Develop annual budget based on documented program needs, estimated enrollment, personnel, and other fiscal needs; keep programs within budget limits, maintain fiscal control; accurately report fiscal information
  • Compile, maintain, all reports, records, and other documents required including accurate and timely reports
  • Articulate the school’s mission to the community and work with the Advocacy and Community Engagement Team to solicit support in accomplishing the mission
  • Use appropriate techniques to encourage community and parent involvement

Skills & Qualifications

  • Master’s degree in education or related field from an accredited college or university
  • Five years of administrative/supervisory experience, teacher classroom experience preferred
  • Demonstrated leadership with the ability to lead people and get results through others
  • Ability to prioritize and manage multiple tasks with a willingness to be flexible when needed
  • Ability to work in a fast-paced environment, demonstrating strong organizational and follow up skills
  • Excellent interpersonal skills
  • Positive attitude, enthusiasm and energy
  • Proficient in MS Office products, internet and industry specific software programs
  • Experience using data analysis to facilitate and support decision making
  • Experience in an urban education environment preferred
  • Demonstration of effective teaching and learning practices
  • Excellent oral and written communication and presentation skills
  • Excellent interpersonal, human relations, and stress and conflict management skills
  • Excellent planning, goal setting, coordinating, problem analysis and decision-making skills
  • Ability to facilitate and lead change initiatives and embrace innovation
  • Ability to effectively manage time and multiple priorities
  • Ability to effective engage parents and community

Competencies:
The exceptional candidate will excel in the following competencies:

  • Student Focus: Belief that all students, regardless of background, have the ability to go to and through college; demonstrated commitment to the school’s unique community
  • Direction Setting: Ability to set direction across an entire school and motivate others to action
  • Performance Management: Demonstrated student achievement results from teachers and leaders that he/she manages and coaches
  • Talent Development: Demonstrated success in developing leadership capacity in others
  • Cultural Competence: Demonstrated ability to create inclusive environments that honor and support a diversity of backgrounds and perspectives
  • Instructional Leadership: Adept at data analysis; ability to extract meaningful insights across school-wide data
  • Instructional Leadership: Expertise in what the  school-wide academic standards and state assessments require of students’ knowledge and skills to demonstrate mastery; able to translate student mastery requirements into instructional plans and strategies
  • Instructional Leadership: Deep understanding of appropriate application and differentiation of high-leverage instructional strategies (e.g., pacing, stretch it, etc.) based on comprehension of child development and pedagogy
  • Instructional Leadership: Command of instructional design and the benefits and tradeoffs of school design decisions in driving student achievement
  • Achievement Orientation: Demonstrated resilience and focus on student outcomes

This position is open for a July 1, 2019 start date. Salary will be commensurate with experience.  Employee benefits include medical, dental, participation in PERA, and a paid time-off package.

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

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Summer Paraprofessional

Posted by | February 22, 2019 |

Paraprofessionals in the Scholars Unlimited program provide a safe and nurturing environment which allows elementary-age students to grow. They work with teachers to support students with literacy instruction and STEM projects.

The summer program is June 10 to July 19, 2019. The program will be held in various elementary schools in the Denver Metro area. Paraprofessionals generally work 8:15 to 11:45, Monday to Friday (except for July 4th and 5th). Times may vary with the individual school site.

Responsibilities:

  • Provide positive opportunities to engage students to express, and create
  • Be actively engaged with students at all times
  • Provide and support opportunties for students to learn new skills
  • Actively support the teacher, provide general classroom support
  • Provide guidance and instruction for individual or small group instruction
  • Provide literacy instruction through literacy kits
  • High expectations for critical classroom management skills
  • Facilitate theme-based projects that aligns with curriculum and projects that align with goals
  • Daily classroom preparation
  • Allow for flexibility in order to support the team and program as needed
  • Provide safe and quality care to all students

Compensation:  $13.00 an hour for instruction, planning and training. excellent professional development, phonics instruction, social emotional learning training, literacy intervention skills, professional coaching from master teachers.

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Community Engagement Manager

Posted by | February 20, 2019 |

About us:   
We are an early stage edtech (Education Technology) startup on a mission to increase student achievement through better family/community engagement among low-income and ELL families. Our app and web-platform connects schools with families by sidestepping typical barriers like passwords, contact info, logins and language translation. In short, Flyer provides an accessible and equitable solution to reach families how they want to be reached. Our vision is for all families, regardless of social or economic barriers, to be empowered, involved and connected with their schools, educators and social resources.
The Community Engagement Manager will be tasked with making raving fans of our (growing!) schools that use Flyer Connect. This includes training admins and teachers on how to best use Flyer, creating compelling videos and articles to share with clients, and being involved in every aspect of the customer lifecycle.
A bit about you: 
Mission-oriented. You are on fire about Flyer Connect’s mission. Perhaps you’re a former educator, school administrator, or maybe you’re just excited about helping low-income learners improve their academic outcomes.
An empathetic influencer. You always listen first and take the time to understand where a client is coming from before offering a solution. That said, this role will entail convincing school administrators and teachers to change their behaviors and adopt the Flyer Connect platform as their primary form of communication so you’ll need to be good at influencing others in a genuine way.
People-person. You love meeting new people and can quickly build rapport with clients. You’re comfortable presenting to high-level school decision makers like principals and superintendents and when it comes to commanding a room full of teachers you have no problem owning it.
Quick on your feet. Each school is unique in the needs they have for their community so you’ll be able to quickly propose solutions and workarounds to make sure that schools are successful in using the platform.
Self-directed. We’re an early stage startup that has a few established processes and systems, but we’re the first to admit that we haven’t figured everything out. That’s why we need someone who isn’t afraid to take initiative and try new things and then tell us the best way to move forward.
Tech-savvy. Not only are you quick on the uptake of new technology, but you can turn around and explain it to someone else with ease.
Content generator. Maybe you have a highly curated Instagram, maybe you journal every day. Regardless, the only thing you love more than sharing that content with the world is improving on the last iteration.
A day in our open, collaborative office in RiNo will look a bit like this: 
  • You’ll communicate with a driven team of tech entrepreneurs, former educators, and community leaders around the needs of our various school clients and work with the team to provide the best possible client experience.
  • You’ll lead a training with a school administrator who is new to the Flyer platform and may be skeptical about adopting a new system.
  • You’ll brainstorm and implement new ways to engage the schools using Flyer, from webinars to pizza parties.
  • You’ll capture creative and effective uses of Flyer and share these with the broader Flyer school community.
  • As you learn about what works and what doesn’t you’ll document changes to Flyer’s client success processes.
  • You’ll be the first stop for customer questions and help tickets, answering what you can and delegating what you can’t.

 

Required skills and experience:
Bachelor’s Degree or equivalent
2+ years of professional work experience in education or community/partnership building
Bonus:
Se Habla Español
Some Graphic Design abilities
What you get:
  1. Compensation based on experience
  2. Unlimited PTO in addition to 10 paid holidays (including your birthday!)
  3. Flexible work from home policy
  4. A dog-friendly office stocked with snax* with free parking right off the bike path
*snax = snacks
Comments Off on Senior Director of Primary and Academics

Senior Director of Primary and Academics

Posted by | February 20, 2019 |

 

Job Announcement

Senior Director of Primary Programs & Academics

 

The mission of the “I Have A Dream” program is to empower children from low-income communities (Dreamer Scholars) to succeed in school, college, and career by providing academic, social, and emotional support from elementary school through college, along with post-secondary tuition assistance.

 

“I Have A Dream” is currently seeking a Senior Director of Primary Programs & Academics to lead a team of Program Directors in successful implementation of a comprehensive program (academic, social emotional, parent partnership) to ensure the achievement of educational and personal goals of individual youth (Dreamer Scholars).  S/he will evaluate and provide oversight for all programs and services delivered to Dreamer Scholars during their primary years (K-5) with a specific focus on closing the opportunity gap. This position will serve as a leader in academic programming, with a specialization in elementary-level academics. The new role for the organization will provide supervision to primary level Program Directors; guidance and best practice for all academic programming; and guidance to whole-child programming. The role reports directly to the Vice President of Programs.

 

Responsibilities

  • Develop and manage academic strategies by supporting the best implementation of group and individual instruction for literacy, math, and homework at grade levels K-5.
  • Ensure program activities at elementary sites are successfully prioritized and supportive of the schools and communities where Dreamer Scholars are served.
  • Establish and standardize program activities that aim at closing the opportunity gap.
  • Ensure successful parent partnership.
  • Work 1-on-1 with all primary Program Directors to create their individual program structure, calendar, and schedule for after-school and summer programming.
  • Provide on-site modeling and coaching for Program Directors on behavior management, curriculum implementation, program management, etc., by attending programming sites daily (visit two sites per month for two weeks per site in accordance with revised Site Visit Protocol).
  • Establish annual goals with Program Directors and evaluate performance on an annual basis.
  • Review Program Directors’ Fall, Spring, and Summer Work Plans to ensure adherence to program standards across sites.
  • Provide academic training, on-site coaching, and feedback for academic lesson planning and delivery.
  • Collaborate with Vice President of Programs and school and district staff to schedule additional trainings related to behavior management, academics, social-emotional wellness, child development, or other related programs as needed.
  • Work with Evaluations Coordinator, school staff, and/or district personnel to collect, record, and analyze data relevant to Dreamer Scholar academic performance.
  • Collaborate with school administrators, staff and Program Directors to make informed program decisions.
  • Meet once per trimester with each Program Director & Evaluations Director to analyze Dreamer Scholar performance data.
  • Collaborate with Vice President of Programs on overall program objectives and determining priorities, ensuring academics and social emotional programs are implemented and supported for the whole-child.
  • Lead professional learning communities (PLC’s), that emphasize academics, behavior management, and curriculum design.
  • Co-create and present board reports. Participation in program committee meetings (internal and external.)

Requirements:

  • Extensive elementary in-classroom experience (curriculum design, behavior management, etc). ELA instruction and strategy preferred. 
  • Belief in the whole-child approach, and associated system supports for student success.
  • Bachelor’s degree required; Master’s degree in education field preferred.
  • Fluent or comfortable conversing and leading groups in Spanish.
  • Experience working with multicultural and low-income populations.
  • Strong organizational, oral and written communication and computer skills.
  • Prior management experience of teachers, counselors, or equivalent.
  • Reliable transportation, good driving record and insurance.
  • Some evenings, weekends and conference travel.
  • Comfortable with data and managing grant reports.
  • Ability to lift and carry 50 pounds.
  • Good sense of humor.

 

Compensation:

  • Competitive salary, commensurate with experience ($60,000-$70,000)
  • Employer pays 75% of employee premium for medical and dental insurance.
  • Employer paid life and short-term disability insurance.
  • 403b retirement plan (employer contributes 3% of annual salary after first year.)
  • 15 days of vacation, 10 days of sick and 11 paid holidays.

 

Using “Senior Director of Primary Programs & Academics” in the subject line, e-mail cover letter, resume, and salary requirements to hr@ihaveadreamboulder.org

Fax: 303-444-3638 or 5390 Manhattan Circle, Suite 200, Boulder, CO 80303

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Founding Elementary School Principal Fellow

Posted by | February 11, 2019 |

Founding Elementary School Principal Fellow

Position Summary

Atlas Preparatory School seeks a founding Elementary School Principal for an opening date of summer 2020. For the 2019-2020 school year, the Elementary School Principal will act as the Middle School Assistant Principal while also preparing to open the Elementary School in the following year. Atlas Preparatory School’s environment welcomes leaders who are relentless in their aim to see student and adult growth.

  • Work collaboratively with the middle school leader in year 1 to support the attainment of middle school campus-specific goals and initiatives.
  • Collaborate with the Executive Director, Head of Schools, Chief of Staff, and Middle School Principal in planning, hiring, and executing the opening of the Elementary School for the 2020-2021 school year.
  • Provide strong instructional coaching to teachers that moves the needle on scholar achievement. As well evaluating lesson plans, observing classes, and leading professional development on a regular basis.
  • Implement, manage, and evaluate clear and effective procedures for the operation and functioning of the school including instructional programs, extracurricular activities, homeroom and gryphon time programming, and discipline systems.
  • Manage student disciplinary issues and work collaboratively with teachers and parents to support students.
  • Support teachers and staff in the analysis and use of data to drive instruction.
  • Embody the characteristics that the school wishes the students to uphold, especially respect, excellence, authenticity, curiosity, hard work, and professionalism.
  • Communicate effectively and maintain strong relationships with students, families and colleagues.
  • Complete other tasks as assigned by the Executive Director, Head of Schools or Middle School Principal.

Timeline

School Year 2019-20 (Middle School Assistant Principal / Founding Elementary Principal)

  • Renovation/Construction of Building, Hiring Founding Team, Recruit Founding Students, Curriculum/Supplies

School Year 2020-21 (Founding Elementary Principal)

  • K-1 Elementary opening with approximately 120 students (Year 1 of Operations)

School Year 2021-22 (Founding Elementary Principal)

  • K-2 Elementary continuing with approximately 180 students (Year 2 of Operations)

 

Qualifications and Experience

  • A leader and transformational educator with an unwavering commitment to the Atlas Prep mission.
  • Have a clear track record of using structure, incentives, and high expectations to drive student achievement in an urban classroom for at least 3 years.
  • Demonstrated, quantifiable and objective student performance gains that surpass state or local averages.
  • Proven teacher leader with experience leading or coaching adults as grade level leader, content area lead, assistant principal, principal, or other campus-based leadership role for at least 2 years.
  • Ability to work with a variety of learning abilities, including those with previously low academic achievement in a heterogeneously grouped classroom setting.
  • Demonstrated ability to work well in a team, especially with parents and community members.
  • Flexibility and initiative necessary to contribute to a startup organization.
  • Analytical problem solver.
  • Professional demeanor.
  • A graduate of a Bachelor’s degree program.

Compensation and Benefits

  • Compensation will be competitive and commensurate with experience.  Three year average compensation will be between $70,000 – $80,000.
  • Start Date: July, 2019

Commitment to Diversity

Atlas Preparatory School is actively seeking to build a diverse and experienced team of educators.  We do not and shall not discriminate on the basis of race, color, religion (creed), gender, gender expression, age, national origin (ancestry), disability, marital status, sexual orientation, or military status, in any of its activities or operations.

Employment FAQ

How do I apply for a position at Atlas Prep?

Interested candidates should watch the Employment Video and read through all materials posted on the employment section of the website. Instructions for what application materials are requested are listed above and include the submission of the following: Resume, Personalized Cover Letter, Two References, Inquiry Form and Relevant Student Achievement Data. Applications will be received and reviewed on a rolling basis until all positions are filled.

What is the student demographic Atlas Prep intends to serve?

Atlas Prep is chartered through Harrison School District Two because it is a historically underserved and underperforming district in Colorado Springs. We currently serve a student of approximately 940 students in the 5th through 12th grade that is 91% free and reduced lunch, 68% Hispanic, 18% White, and 14% African-American.

What is meant by “relevant student achievement data”?

Concrete data that demonstrates candidates have achieved above average performance for their students in the past. Example data may include state / national exam scores, and or other meaningful internal exam data.

What is a charter school, and how is it different from a traditional public school?

A charter school is essentially a public school that has been granted greater autonomy over budget, curriculum, and personnel, in return for greater accountability in the form of expected above average student achievement with a particular demographic of students and or academic model.

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College and Career Counselor

Posted by | February 8, 2019 |

Position: College and Career Counselor

Start Date: August 1, 2019

Salary range: $45,000- $100,000 for 195 days with competitive benefits package.

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 staff to be agile learners who design thoughtful learning experiences for students.

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.

The position: The College and Career Counselor is responsible for the post-secondary curriculum in grades 9-12. This position is a full-time position.

Essential Duties and Responsibilities:

  • Responsible for all student & parent programming related to the post-secondary planning process
  • Oversee implementation of ICAP requirements
  • Counsel students regarding special circumstances (e.g. : fee waivers, 1st generation status, military background,NCAA, etc.
  • Update School Profile annually
  • Nominate/assist students to apply for organization scholarships including but not limited to the Boettcher & Daniels Fund Scholarships, ROTC, NCAA
  • Assist students identified as National Merit Semi-finalists
  • Communicate important announcements and opportunities to students via Naviance
  • Meet with students and parents throughout the post-secondary planning process
  • Train/assist faculty with writing college/scholarship recommendations; implement faculty workshops as needed
  • Review students’ college/scholarship essays as requested
  • Write senior recommendations and/or collaborate with faculty on recommendations
  • Serve as liaison with college representatives and schedule college visits
  • Assist students with the process of applying to all post-secondary institutions/programs/opportunities including but not limited to colleges/universities, military academies, gap year programs, apprenticeships, etc.
  • Meet with individual juniors/parents for post-secondary planning in spring
  • Assist in administering the state required standardized testing
  • Publicize scholarships/oversee maintenance of database
  • Maintain historical senior class matriculation/scholarships earned records
  • Maintain Professional Association memberships and attend meetings/conferences as appropriate.
  • Update and maintain current college related information on the STEM  website
  • Explore/Consider new and innovative programs/systems related to post-secondary planning (e.g. SCOIR)
  • Assist and work with High School Counselors as needed.

Qualifications Required:

  • Masters of Counseling or Related Field
  • Certificate in School Counseling
  • Minimum 2-3 years College Counseling experience preferred.
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2019 Summer Internship – Chalkbeat Colorado

Posted by | February 8, 2019 |

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. The 10-week paid internship from June to August 2019 will offer student journalists the opportunity to work alongside some of the nation’s top education journalists in a dynamic, rapidly growing organization. At a critical moment for an active independent press, join us as we build an organization working to sustain journalism that matters.

Interns will work 40-hour weeks and will have the opportunity to undertake daily education news assignments, work on enterprise stories, and participate in the life of our reporting teams in every way.

Learn more about what it’s like to be an intern at Chalkbeat here.

Who are you?

You’re energized by our mission and excited to help us build a news organization that reimagines daily newsgathering while embracing traditional journalistic values. You have a passion for public policy and social issues journalism, strong reporting and writing skills, and comfort working in digital media. You’re an entrepreneurial, creative, energetic, and tenacious reporter.

What background and skills do you have?

  • Clips that demonstrate strong reporting and writing skills
  • Meaningful high school, college, or professional journalism experience
  • Passion for and curiosity about education is a must; knowledge of education issues is a strong plus
  • Ability to report in a language other than English is a plus
  • Experience working with data, social media, and digital production is a plus

About Chalkbeat:

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

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Middle School or High School Math Teacher

Posted by | February 4, 2019 |

Middle School and High School Math Teacher

DSST Public Schools (DSST) seeks a Math Teacher to join one of the leading charter school organizations in the nation.  We serve 6-12th grade students across Denver and Aurora.  Our mission is to transform urban public education by eliminating educational inequity and preparing all students for success in college and the 21st century.

Job Requirements:  

DSST Public Schools seeks candidates with strong character, passion for excellence and a relentless commitment to student achievement.

  • You will need a Bachelor’s degree from an accredited university and AT LEAST one of the following:
    • 36 credits hours (DPS approved) in the subject you are teaching.
    • Passing of the #5161 Math Praxis exam 152
    • CDE license endorsement within subject area

Overview of Position:

DSST Public Schools seeks teachers with a track-record of raising student achievement to join a team of educators dedicated to providing a rigorous college preparatory program to a diverse population.  Our teachers are leaders who play an integral role in ensuring student success through supporting our school culture, developing and instructing a rigorous core curriculum, and using data to drive their daily practice. Our math teachers teach students to see and use math in real life- while upholding the understanding that math is something we understand, not just something we do. We believe all students can be mathematicians and inspire them to see themselves as such.

Our curriculum map is as follows:

Middle School

  • 6th Grade Common Core Math
  • 7th Grade Common Core Math
  • Integrated Algebra I and Geometry I
  • Integrated Algebra I and Geometry II

High School

  • Integrated Algebra I and Geometry I
  • Integrated Algebra I and Geometry II
  • Algebra II
  • Pre-Calculus
  • AP Calculus AB
  • AP Calculus BC

There is flexibility in terms of where students are placed along the math curriculum according to performance and preparedness. All students complete Pre-Calculus by the time of graduation. We will inquire about your grade level and campus specific preference at the time of interview.

Essential Functions

Overview

  • Demonstrate relentless drive to improve the minds and lives of students
  • Take holistic accountability for student success- taking ownership of each student’s academic success or failure.
  • Reinforce the school’s core values, guiding philosophy, rules and school spirit.

 

Classroom Teaching

  • Exhibit mastery and enthusiasm for the assigned academic subjects and classes
  • Work closely and collaborate with other teachers within the school and throughout the DSST network
  • Teach 3-5 classes a day of various lengths depending on the DSST campus and subject area
  • Plan lessons and implement targeted curriculum and assessments for each student which adheres to the school’s curriculum and standards.
  • Keep an up-to-date gradebook for each class
  • Work to implement and master DSST Public Schools’ core instructional practices

 

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Director of Policy and Legal Initiatives

Posted by | January 15, 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 41 schools across the state of Colorado serving over 17,000 students. CSI is uniquely positioned to serve and promote charter school innovation in communities throughout Colorado and to be a leader in improvements in authorizer practices. CSI aspires to continue growing the quality and quantity of its portfolio of schools in Colorado in response to the need for high quality, innovative charter school options. Our organization is at an extraordinary point of opportunity and is poised to make additional systemic changes that will yield improvements within the portfolio’s overall student achievement.

REPORTS TO: Executive Director

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.

  • Draft, negotiate, and oversee the implementation of charter school contracts and amendments, including monitoring of contract conditions, milestones, and waiver replacement plans.
  • 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.
  • Develop and implement school revocation and closure procedures and policies.
  • Provides intervention support and monitoring in response to situations of extreme non-compliance or emergencies, in coordination with legal counsel and CSI staff.
  • 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.
  • 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.
  • Coordinate all CSI State Board appeals and Colorado Open Records Act requests on behalf of the Institute.
  • Coordinate and manage all relevant legal analysis and work with support from the Office Administrator, 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, including revising CSI policies as necessary.
  • Monitor and oversee compliance with safety laws, rules, and policies, including revising CSI policies as necessary.

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

SALARY RANGE

  • Starting at $7,083-$7,917 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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Office Manager

Posted by | January 14, 2019 |

  • Are you entrepreneurial, flexible, organized and want to make a difference? If so, we want to talk to you.
    American Indian Academy of Denver (AIAD) is a STEAM (science, technology, engineering, arts and math) school opening at the beginning of the 2019 school year providing rigorous learning opportunities for 6-8th grade students.
    We are looking for: We’re a community-based, mission-driven charter school looking to bring on a dynamic and motivated Office Manager to organize and coordinate a broad range of office duties in a fast paced, startup environment.
    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: 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.
    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

What We Are Looking For:
Experience and Education Requirements:
*Required:
• 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 in a fast-paced startup environment.
*Nice to Have:
• 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.
Benefits of the Role:
• Day 1 responsibility and ownership.
• Salary range = $40-50K base + medical/dental/vision insurance stipend.

• 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.

Comments Off on Science Teacher

Science Teacher

Posted by | January 10, 2019 |

**If interested, please apply directly:**

MS Science: https://grnh.se/cd4018231

HS Science: https://grnh.se/b6d341c91

Science Teacher

DSST Public Schools (DSST) seeks a Middle School and High School Science Teachers to join one of the leading charter school organizations in the nation.  We serve 6-12th grade students across Denver and Aurora.  Our mission is to transform urban public education by eliminating educational inequity and preparing all students for success in college and the 21st century.

Overview of Position:

DSST Public Schools seeks teachers with a track-record of raising student achievement to join a team of educators dedicated to providing a rigorous college preparatory program to a diverse population.  Our teachers are leaders who play an integral role in ensuring student success through supporting our school culture, developing and instructing a rigorous core curriculum, and using data to drive their daily practice.  Our science teachers inspire students to be curious about the incredible world around them by allowing students to truly grapple with a problem. They allow opportunities for experimentation, observation and understanding in the process of making a discovery.

 

We have a rigorous science curriculum for our high school students that is designed to prepare our students for success in college and the 21st Century.

Our curriculum map for is as follows:

  • 6-8th Grade: Integrated NGSS Science Curriculum
  • 9th Grade: Physics
  • 10th Grade: Chemistry
  • 11th Grade: Biology
  • 12th Grade: Science Elective (unique campus designations)

We will inquire about your grade level and campus specific preference at the time of interview.

Essential Functions

Overview

  • Demonstrate relentless drive to improve the minds and lives of students
  • Take holistic accountability for student success- taking ownership of each student’s academic success or failure.
  • Reinforce the school’s core values, guiding philosophy, rules and school spirit.

Classroom Teaching

  • Exhibit mastery and enthusiasm for the assigned academic subjects and classes
  • Work closely and collaborate with other teachers within the school and throughout the DSST network
  • Teach 3-5 classes a day of various lengths depending on the DSST campus and subject area
  • Average 150+ minutes of plan time per day
  • Plan lessons and implement targeted curriculum and assessments for each student which adheres to the school’s curriculum and standards.
  • Keep an up-to-date gradebook for each class
  • Work to implement and master DSST Public Schools’ core instructional practices

Data and Analysis

  • Implement a variety of targeted assessments and perform a root cause analysis that measure progress towards learning outcomes and that adhere to the DSST Assessment Framework.
  • Use assessment data to adapt curriculum and instructional practices to help students meet the school’s performance standards. Such use of data includes re-teach weeks, spiraling skills, and changing daily instruction to meet student needs.

Professional Development

  • Participate in weekly feedback sessions with an instructional coach
  • Devote the necessary time and energy required to master the craft of teaching. To be open to innovative approaches to teaching, feedback from colleagues and school administration.
  • Actively participate in the school’s professional development programs including data analysis and planning, leading and participating in best practice sessions, peer coaching, and attending conferences.

Job Requirements:  

DSST Public Schools seeks candidates with strong character, passion for excellence and a relentless commitment to student achievement.

  • In order to be considered qualified to teach at DSST Public Schools, you will need a Bachelor’s degree from an accredited university and AT LEAST one of the following:
    • 36 credits hours (DPS approved) in the subject you are teaching.
    • Passing of the #5435 Science Praxis exam
    • CDE license endorsement within subject area

ClassificationExempt

Reports toSchool Director

Compensation and Benefits:  

DSST Compensation

  • Based on years of experience
  • Performance based bonuses
  • Potential to make up to 17% salary increase (based on performance in the first year)
  • Applicants get salary quote after applying!

DSST Benefit highlights include:

  • Medical Plans offered through Kaiser
  • $0 employee cost option!
  • Annual Health Savings account (HSA) gift from DSST Public Schools
  • 2 Dental Plans options offered through Principal Dental Group and Vision through VSP
  • Employee Assistance and Counseling Support
  • 401 (k) retirement plan with 5% annual gift from DSST regardless of personal contribution
  • FMLA effective immediately (6 weeks paid, 6 weeks unpaid)
  • Access to additional discounts through our benefit partners exclusively for DSST staff

*Candidates placed in Aurora Science & Tech. will be eligible for a PERA Retirement Plan

DSST Public Schools Overview:

DSST Public Schools (DSST) operates a network of tuition-free, open-enrollment public STEM charter schools.  All DSST schools operate within the Denver Public Schools (DPS) district and students are admitted through DPS’ School Choice process. Our schools focus on building a community where students and staff are valued for their unique talents. Meaningful relationships are at the core of our model which is why our schools are small enough to ensure every student is known and valued for their individuality. We have developed systems and structures to ensure our students will be prepared for college, career and life. The student population across the DSST network is 83% students of color and 71% qualify for free and reduced lunch. This year, DSST will serve approximately 5,700 students at fourteen schools on eight campuses across Denver, and DSST will open its first campus in Aurora, Colorado in the fall 2019. At full enrollment, DSST Public Schools will serve over 10,000 students and will more than double the number of four year college-ready DPS graduates.

DSST Public Schools employees support each other not only to have fulfilling careers, but more importantly, to lead fulfilling lives that combines deeply meaningful professional work with personal well-being. Our core values are central to our program and to our results. These values are embedded in everything that we do and how we do it, both for our students and our staff.

DSST Public Schools proudly values diversity and is an equal opportunity employer. Denver School of Science and Technology does not exclude participation in, deny benefits to or discriminate on the basis of, ethnicity, race, color, religion, national origin, ancestry, marital status, gender, sexual orientation, age or disability in admission or access to, or treatment or employment in its programs and activities. (Protected Classes).  

DSST Public Schools does not unlawfully discriminate against a member of a Protected Class in admission or access to, or terms and conditions of employment, or in its programs and activities. DSST Public Schools shall operate as an equal opportunity employer and will provide and safeguard the opportunity for all persons to seek, obtain, hold and advance in employment within the district without discrimination. The District shall actively promote the full realization of equal employment opportunity through a positive, aggressive, continuing affirmative action program.

Further, DSST Public Schools affirms the rights of all Protected Classes to be free from intimidation, discrimination, physical harm and/or harassment.

DSST Public Schools shall inform students, parents, employees and the general public each school year that the educational programs, activities and employment opportunities offered by the district are offered without regard to ethnicity, race, color, religion, national origin, ancestry, marital status, gender, sexual orientation, age or disability. The announcement shall also include the name/title, address and telephone number of the person designated to coordinate Title IX and Section 504 and ADA compliance activities.

Any person having inquiries concerning the School’s compliance with the regulations implementing Title VII of the Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), or Title II of the Americans with Disabilities Act of 1990 (ADA), may contact the Assistant Superintendent or Human Resources.

 

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Lead Teachers

Posted by | January 8, 2019 |

The Horizons at Colorado Academy program seeks lead teachers for the summer 2019 program for our Kindergarten, 3rd grade, 4th grade, 5th grade, and 6th grade classrooms.

Horizons offers an enrichment program designed for Denver Public School students from low-income families. The program runs for six weeks beginning June 17 through July 26, 2019  and emphasizes academic enrichment, social and emotional learning, cultural experiences and the arts, and health and wellness – including swimming.

Lead teachers guide daily classroom activities, go on field trips, oversee swimming and outdoor activities and other duties as required.

Successful candidates must have prior classroom experience.

Candidates are encouraged to visit Horizons at Colorado Academy for more information about the Horizons program.

Requirements

Lead Teachers must:

  • have prior classroom experience, preferably in the grade for which they are applying
  • be available to attend the full 6 week program plus mandatory staff training sessions the week prior to program start
  • be able to pass a background check

Please apply by February 15, 2019 to be considered.

Colorado Academy (including Horizons at Colorado Academy) does not discriminate against any individual on the basis of race, color, religion, sex, sexual orientation, marital status, national origin, ancestry, genetic information, age, disability, status as a veteran or being a member of the Reserves or National Guard, or any other classification protected under state or federal law.

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Senior Program Manager TEACHColorado

Posted by | January 4, 2019 |

The TEACH Colorado Partnership includes the following partners: Public Education & Business Coalition (PEBC), Colorado Education Initiative (CEI), Colorado Department of Education (CDE), & Colorado Department of Higher Education (CDHE) & TEACH.

This is a grant-funded position. No promise of employment is extended beyond the life of the grant. There is a possibility of continued part-time of full-time work.

The purpose of TEACH Colorado is to raise the profile of teaching in Colorado 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 and programming 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 (i.e., get training, finance the training program, earn a professional credential, find a job).

TEACH will oversee the PSA campaign and the digital/online components, while PEBC and CEI will convene and manage the stakeholder group, to include the school districts, teacher preparation programs, state education agencies, and education associations in the state. The Senior Program Manager will lead the initiative, providing valuable insights and connections to the stakeholder group.

In the first 3-6 months, the Senior Program Manager will be responsible for introducing the initiative to stakeholders and gaining their buy-in and participation.
Should additional funding become available, this position will report out for accountability statewide in 2-3 years. Therefore strong candidates will have credibility and relationship with stakeholders and understand Colorado’s unique education and policy context.

Desired Timeframe for .5 FTE:
February 1, 2019-April 30, 2019 to network with all EPPs and IHEs and secure their intent to join.
As of May 1, 2019 there is potential to roll .5 FTE into a more full-time position.

DUTIES & RESPONSIBILITIES
To perform this job successfully, an individual must be able to perform each responsibility satisfactorily.  Requirements listed below are representative of the knowledge, skill, and/or ability required to excel in this role.

● Independent & successful project management skills
● Ability to lead & influence multiple partners
● Proactive and strong partner with national Teach.org team
● Superb written and verbal communication abilities
● Strategic collaboration skills
● Deep knowledge of Colorado’s educational ecosystem to navigate political sensitivities of different policymaker groups
● Ideal candidates will possess one or more of the following skill sets: experience in early-stage organizations, teaching, the K-12 education system, digital marketing, communications, talent recruitment, sales/account management, public-private partnerships, and/or online products and services
● Bachelor’s degree required, Master’s preferred
● Excellent facilitation skills

Supervisor Relationship and Work Responsibilities:

The Senior Program Manager for TEACHColorado will be employed by PEBC, will report to the VP of PEBC and will conduct regular meetings with a large stakeholder group. The successful candidate will be able to work independently in a remote capacity, while remaining looped in with the TEACH team and local partners. They must also be willing to travel throughout Colorado 2-4 times per month to meet with external stakeholders, be in Denver 2-4 times per month for meetings, and also travel to other parts of country to meet with TEACH team 2-4 times per year.

EDUCATION REQUIREMENTS:
● Bachelor’s degree required, Master’s preferred

COMPENSATION
● The salary will range from $3,333-$4,167 per month for up to 6 months. The position will be housed at the PEBC office.

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Data Submissions Coordinator

Posted by | January 3, 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 39 schools across the state of Colorado serving over 17,000 students. CSI is uniquely positioned to serve and promote charter school innovation in communities throughout Colorado and to be a leader in improvements in authorizer practices. CSI aspires to continue growing the quality and quantity of its portfolio of schools in Colorado in response to the need for high quality, innovative charter school options. Our organization is at an extraordinary point of opportunity and is poised to make additional systemic changes that will yield improvements within the portfolio’s overall student achievement.

POSITION SUMMARY

CSI is seeking a data-loving, customer-service oriented team player to join its growing Data Submission Team. This team is responsible for working with CSI’s 39 portfolio of schools to provide training and technical assistance related to the collection and validation of student, staff, and school level data for the 12+ annual state and federal data collections. Qualified candidates are those with a strong understanding of intermediate Excel, have a positive attitude, are proactive and extremely organized, and are open to reflecting and continually improving upon our team’s practices. If this sounds like you, we encourage you to apply!

DEPARTMENT: Data and Accountability Systems

REPORTS TO: Data Manager and Director of Data and Communications

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.

  • Coordinate with Charter School Institute schools to complete state and federal data collections, including all interchanges, snapshots, year‐round, and periodic collections
  • Provide training and tiered support on each data collection, including purpose of report, understanding and clearing errors, data validation, and adherence to audit requirements
  • Track school compliance with submission requirements, including file submission, error clearance, and certification deadlines
  • Document CSI and school processes for completing all state and federal data collections, including best practices in data entry, validation and security
  • Develop tools and resources to streamline the data collection process for CSI and schools, including development of error checking tools
  • Manage CSI district and school user accounts in CSI’s secure file transfer software and also in the Colorado Department of Education data submissions portal
  • Coordinate access to resources for utilizing SIS and plan management systems for the purpose of state and federal reporting
  • Support CSI’s District Assessment Coordinator in the troubleshoot and error-resolution for assessment-related data collections, including SBDs, READ and School Readiness collections

 

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 Data and Accountability Systems
  • In coordination with the Student Services unit, provide technical assistance and validate programmatic data for state and federal reporting
  • In coordination with the Assessment and Evaluation unit, validate assessment data for state reporting

KNOWLEDGE, SKILLS & ABILITIES

  • Excellent written and verbal communication skills
  • Excellent analytical and organizational skills
  • A proven ability to design and facilitate effective trainings to a variety of stakeholders
  • A proven ability to proactively improve systems and identify potential internal and external customer issues
  • Detail-oriented with demonstrated ability to follow-through on projects

 

EXPERIENCE

  • Demonstrated experience with advanced Excel features
  • Demonstrated experience with project management
  • Experience managing multiple ongoing programs or projects with internal and external stakeholders

EDUCATION

  • Bachelor’s degree preferred

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.

SALARY RANGE

  • $3,750-$4,750 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, 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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Director of Business Services

Posted by | December 21, 2018 |

Job Title:                    Director of Business Services

Reports to:                  Vice President of School Services

Classification:            Exempt

Organization:            The Colorado League of Charter Schools has 18 staff members, a statewide membership of nearly 255 schools with 120,000 students, a distinguished 20-year history, a prominent 13-member board of directors, and a strong fiscal position. The League’s mission is to improve student achievement by supporting Colorado’s public charter schools, positively reshaping the public school landscape, and advancing opportunities for innovation and expanded high-quality public school choice. The League’s vision is for all Colorado students to have access to high-quality, publicly-funded school options. The League’s expectation is that all employees of the organization will champion its mission and vision with passion and dedication.

 

Position Summary:   The Director of Business Services will serve as the leader of the Business Services Program, and will support member schools through assessing organizational capacity and performance, evaluating and/or assisting with the development of a strategic business plan, enhancing financial expertise at the board and management levels, facilitating connections between the school and the financial community, increasing the efficiency and sustainability of schools, and coaching schools through strategic growth initiatives.

 

Essential Job Duties:

  • Lead the implementation and coordination of support services offerings for all member schools; specifically focused on operational and financial success. Develop plans to market and communicate services as member benefits.
  • Develop and provide a menu of high quality training options for business managers, CFOs, Executive Directors, school leaders and board members focused on continuous operational improvement. Work with internal experts as well as external contractors to provide engaging content in the areas of: budgeting, projections, financial analysis, compliance, and strategic growth planning. Coordinate the Business Service Program’s efforts to either deliver training content directly, and/or work with outside consultants and partners to provide the service.  Ensure all service offerings are in demand, impactful, sustainable, and relevant to the League’s strategic goals and the Business Services department.
  • Provide a variety of support and mentoring opportunities for charter school business and operational leaders including targeted financial capacity training and sharing of best practices.
  • Ensure that Business Service goals and objectives included in the League’s strategic plan are met, including clear understanding and commitment to achieving revenue targets.
  • Execute a 3 year business plan that supports the Business Services Program to achieve growth for the charter school sector.
  • Collaborate with all other League programs to provide them with business services supports. Collaborate with the larger School Services Team to ensure the quality of member schools is impacted.
  • Ensure that each area of the Business Services budget is based on realistic assumptions and then that those budgets are achieved.
  • Demonstrate responsible fiduciary and fiscal decision making.
  • Seek, pursue and manage grants, sponsorships and donations that support the business services programs.
  • Develop, gather, manage and distribute resources on best practices for charter school operations. Coordinate sharing of support tools with League members via multiple communication vehicles and methods.
  • Develop and provide opportunities for League members, especially business managers and operational staff, to learn about new products, services and practices helpful to school performance.
  • Produce content for e-newsletters to members.
  • Collaborate with CDE School of Choice Unit on programming of quarterly Business Manager Network meetings & Annual Finance Seminar.
  • Plan and host Business Manager and IT Personnel trainings on a consistent basis.
  • Coordinate session offerings at the League’s Leadership Summit and Annual Conference.
  • Host vendor education events to provide information about the Colorado charter school sector and as a means to provide higher quality vendor interactions for school needs.
  • Provide vendor networking opportunities for partner-status vendors to enable synergistic value and service levels to be brought to schools.
  • Other duties as assigned.

 

 

Position Qualifications:

  • Commitment to the charter school sector and the mission and vision of the League.
  • At least five years of experience in a financial operations and leadership role in the charter sector.
  • Demonstrated commitment to and track record of supporting high quality learning opportunities.
  • Ability to independently lead, manag