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ECE Program Director- Denver, CO

Posted by | June 20, 2018 |

Plum Hill Preschool is building a nurturing and supportive community of early childhood professionals who share a passion for play and discovery. We are looking for a qualified program director to lead our team! Former director experience is required, knowledge of Reggio Emilia and/or Waldorf educational practices and philosophies is preferred. Email résumés to careers@plumhillpreschool.com

Entry Requirements:

-A positive attitude and passion for working with young children, families, and teachers

-Strong organization, leadership, and communication skills

-Intentional and reflective in professional practices

-A love of nature and spending time outdoors in all weather

-Dedicated to play-based learning

-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

-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

Schedule:

-Full Time; Monday-Friday, 7am-4pm

-209 total school days (see website for school calendar) with additional non-student contact days

Responsibilities:

As a program director, you will work closely with our director of education, director of business, classroom teachers, and support staff to:

-Oversee the development and implementation of inquiry 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 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

-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 tuition payments

-Assist in recruiting, hiring, training, and evaluating primary and supplemental staff

-Teach classes or courses or provide direct care to children when needed

-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)

3060 S Dahlia St
Denver, CO 80222-7331

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Executive Director

Posted by | June 14, 2018 |

Lotus School for Excellence (LSE) is seeking an Executive Director for the 2018-2019 school year. LSE is seeking a dynamic leader with a passion for a challenging academic environment. The candidate should have a diverse skillset with the desire to work collaboratively.

LSE is a thriving K-12 charter school in west central Aurora, CO with a very diverse school population.  Authorized by Aurora Public Schools, Lotus has received national recognition for its performance. Like all charter schools, LSE is tuition-free. LSE opened Fall 2006 with 140 students. Over the years LSE reached over 800 students. Class size is limited to a maximum of 26 students.

The school hopes to set-up most interviews on July 9 and 10.

Salary range is $90,000-95,000, negotiable depending on several factors and experience level.

To apply, applicants must send a Letter of Interest, resume and references (including emails) to Don Knapp at dknapp@lotusschool.org. Questions can also be addressed to Mr. Knapp. No phone calls, please.

Position will close on June 30, 2018.

LSE is an Equal Opportunity Employer.

 

Job Description – Executive Director

 

 

  1. Required Qualifications

 

  1. Leadership or managerial experience
  2. An advanced degree in education and/or business administration.

 

 

  1. Desired Qualifications

 

  1. Three years of successful administrative experience.
  2. Five years of successful teaching experience.
  • Principal’s License

 

  1. Leadership Duties

 

  1. 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.
  2. Models LSE’s values for students, members and the board.

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

  1. When practical, exercises a participatory management style with school personnel.
  2. Demonstrates effectively written and oral communications.
  3. 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.

 

  1. Educational Leadership Duties

 

  1. Interviews, hires, evaluates, and supervises administration, faculty, and staff.
  2. Oversees planning and evaluation of programs and priorities.

iii.        Coordinates design of curriculum with faculty.

  1. Administers all school-based programs.
  2. Assists faculty in evaluating their instructional methods and materials.
  3. Designs schedules.

vii.       Develops cooperation and teamwork among school personnel.

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

  1. Monitors student progress, discipline, health, and safety.
  2. Provides perspective on educational issues to the board.
  3. 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 the professional development seminars and programs as the Board sees a need.

 

  1. Community Relations Duties:

 

  1. Develops and promotes a professional relationship with the board, school personnel, members, students, and the community.
  2. Seeks and considers opinions of others in a timely fashion.

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

  1. Serves in a liaison capacity with the District on any administrative and/or educational matters.
  2. Assists with the recruiting, scheduling, and training of volunteers within the school.
  3. 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.

 

  1. Managerial Duties

 

  1. Approves and authorizes:
  2. Building usage
  3. Budget items
  4. Temporary and permanent record storage and maintenance
  5. Building maintenance
  6. School-based activities and schedules
  7. Purchase and utilization of material resources
  8. Purchase and utilization of equipment
  9. Purchase and utilization of textbooks and supplies
  10. Actively participates in facility search, development and planning

iii.        Plans and implements the personnel development program.

  1. Delineates all responsibilities and authority, establishing lines of communication and supervision.
  2. Develops enthusiasm and promotes positive morale among school personnel, students, and members.
  3. 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.

 

Adopted: June 9th, 2018

 

 

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Assistant Principal for Academic Systems

Posted by | June 13, 2018 |

ASSISTANT PRINCIPAL, HIGH SCHOOL- EAST HIGH SCHOOL (JOB ID: 29807)

Contact East Principal John Youngquist at 720-423-8370 or john_youngquist@dpsk12.org with interest.   

EAST HIGH SCHOOL

Northeast

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 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 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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Executive Director

Posted by | June 6, 2018 |

Job Description: Executive Director, Northeast Denver Innovation Zone
Position Overview
The Executive Director will support the execution of the overall vision and strategy for the Northeast Denver Innovation Zone (NDIZ) and will ensure that schools within the zone have the necessary operational and financial support to accomplish dramatic improvements in student achievement. The Executive Director is responsible for all aspects of the Northeast Denver Innovation Zone’s organizational health and will support the creation, monitoring, and improvement of network-wide systems that will ensure the success of the individual schools and the Zone structure. He/she will support the NDIZ’s strategic growth and other initiatives, oversee sound budget processes, and support each school’s value-driven professional culture and, in
partnership with each School Principal, the achievement of the school’s academic goals. The Executive Director will have an entrepreneurial mindset, be highly adaptive, and report directly to the Zone’s Board of Directors.
Who We Are
● Mission – The Northeast Denver Innovation Zone empowers innovation schools in
Northeast Denver to collectively leverage flexibilities, resources, and human capital in
order to deliver an excellent education to students in schools that are committed to
inclusivity.
● Vision – All children in Northeast Denver will have the opportunity to attain an excellent education.
● Summary – The Northeast Denver Innovation Zone is comprised of four innovation
schools, and currently pending approval for innovation zone status from Denver Public Schools. The four schools in the NDIZ are McAuliffe International School, McAuliffe Manual Middle School, Swigert International School, and Northfield High School. All four of these schools are International Baccalaureate schools in Northeast Denver that develop inquiring, knowledgeable, and caring young people through the collaborative efforts of students, teachers, parents, and community. They are rigorous,
high-performing schools that will serve more than 3,000 students in 2018-2019,
spanning grades K through 12. They prepare students for success in college, and are
committed to delivering an excellent education to students in an inclusive school
environment. They will directly contribute to the Denver Plan 2020 goals by providing
great schools for neighborhoods in Northeast Denver. As International Baccalaureate
schools, all four schools are committed to making sure that all of their students are
provided a holistic education that addresses the needs of the whole child, including their physical health, and social and emotional well-being. In addition, all zone schools will prioritize closing the opportunity gap by improving academic achievement outcomes for students of color while fostering a culture of equity in our schools.
Responsibilities– The core responsibilities of the Executive Director will include, but not be limited to:
Strategy
● Support organizational culture, values, and rigorous academic environment
● Cultivate and strengthen NDIZ’s relationship to Denver Public Schools (DPS)
● Build relationships with the four school communities and regularly gather feedback to ensure that the Zone is an organization responsive to the needs of the school
communities
● Serve as spokesperson for the NDIZ and articulate a clear vision of the strategic goals and objectives of to all stakeholders
● Create strong brand recognition and positive publicity for NDIZ in local, state, and
national settings
● Develop and execute the organization’s strategic growth plan and engage in strategic
community partnerships
● Manage and evaluate NDIZ school leaders
● Manage meetings of the Board of Directors, and serve as liaison between Zone schools and the Zone board
● Participate in the compilation of a yearly report highlighting the performance of NDIZ schools
● As NDIZ undertakes change, oversee transition processes at school sites, including
providing an additional component of leadership at the school sites as needed
● Develop and grow a leadership pipeline by identifying existing or potential leadership talent within the network schools.
Operations
● Work with DPS staff in the development and execution of operational guidelines relating to NDIZ schools, including monitoring and compliance processes
● Coordinate and resolve issues between the NDIZ schools and the operational service
departments of the District
● Serve as an advocate for zone schools by working with DPS in order to effectively
integrate zone flexibilities with District systems Finance
● Oversee the budgeting process for NDIZ and maximize budget efficiencies for Zone
schools
● Work with DPS to ensure smooth functioning of key financial systems
● Negotiate and manage contracts for any shared services across the NDIZ schools
● Research, identify, and apply for additional funding sources to support Zone schools
School Planning
● Participate in the development and evaluation of Zone schools’ Unified Improvement Plans
● Identify and coordinate access to high caliber partner organizations for Zone schools
● Facilitate collaboration and shared professional development across zone schools and identify opportunities for the sharing of resources and expertise
Skills, Knowledge, Qualifications and Experience
● A demonstrated commitment to public service, especially improving public education
● A demonstrated commitment to equity and to closing opportunity and achievement gaps
● Ability to organize effectively, prioritize and oversee implementation of multiple initiatives
● Ability to adapt quickly in the face of change
● Ability to effectively communicate for NDIZ and instill confidence and buy-in from key stakeholders, including the NDIZ Board, state and federal agencies, local school board, educational associations, interest groups and parents
● Strong background in municipal and/or school operations, including finance, facilities, and human capital
● Outstanding problem solver, strategic thinker, and decision maker, balancing data,
wisdom, experience, and judgment to make sound decisions
● Incredible work ethic and ability to do whatever it takes to get the job done
● High standards of excellence for self and for others
● Bachelor’s degree required (advanced degree preferred)
● At least 7 – 10 years of education-related work experience

Salary and Benefits
Salary is commensurate with experience. NDIZ offers a comprehensive benefits package.

Application
Interested and qualified applicants should send a resume and statement of interest to northeastdenverizone@gmail.com .

The Northeast Denver Innovation Zone 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. We  encourage individuals from historically underrepresented backgrounds to apply.

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Co-Lead Teacher of Toddlers

Posted by | June 4, 2018 |

Treasureland Preschool seeks a dynamic, confident toddler teacher with ECT qualifications to be a co-lead teacher with children ages 15-24 months.  Candidates must be passionate about, and have experience working with toddlers to provide opportunities for our youngest children to develop deeper understandings of their world.

Co-lead teachers are responsible for the planning and implementation of a high quality, developmentally appropriate, investigative, integrated and emergent curriculum within a strong relational environment.  Fostering social competence, independence, critical thinking and problem solving is a priority.  Compensation is based on experience and qualifications.

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New School Development Specialist

Posted by | May 29, 2018 |

Job Title:                    New School Development Specialist

Reports to:                 Director of New School Development

Organization:            The Colorado League of Charter Schools has 15 staff members, a statewide membership of 250 schools with over 115,000 students, a distinguished 24-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 charter public 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 Colorado League of Charter Schools exists to improve student achievement and expand choice among high quality public schools by serving and supporting Colorado’s charter schools. It is the expectation of the League that all employees of the organization support this mission and other principles of public school choice. In addition, all League employees should be self-motivated, flexible, effective communicators, service-oriented and collaborative. The League is seeking a full-time New School Development Specialist to assist with the daily operations of the New School Development (NSD) department. The NSD Specialist will need to be able to multi-task and manage time sensitive deadlines while providing excellent customer service and support for internal staff, developing and member schools. Experienced candidates are encouraged to apply.

 

Essential Job Duties:

  • Work collaboratively across League departments to optimize new school supports for developing through year-three schools
  • Facilitate the grants requirements and implementation for the department
  • Provide direct technical assistance to new school developers throughout their process of designing a new school, writing a charter application, and opening a new school.
  • Using the League’s database, maintain contact information for new school developers in Colorado and communicate regularly with relevant resources and news via a monthly e-newsletter.
  • Assist in the management of the fiscal sponsor program; including entering and monitoring fiscal sponsor agreements, sending donor acknowledgement communication, reviewing program materials for updates and efficacy and collaborating with legal and operations League staff for compliance issues.
  • Assist in maintaining a process for continuous improvement by: reviewing supports regularly to identify gaps, creating new supports where necessary, staying apprised of external resources available to new school developers and using periodic surveys to review level of satisfaction among new school developers.
  • Support the planning grant administration for the department
  • Assist with planning for the annual conference and other trainings
  • Assist with tracking expanding and replicating schools
  • Visit with new school developers and provide technical assistance
  • Facilitate new school mentor/mentee connections
  • Identify and source new consultants across critical areas of school development
  • Update and maintain critical lists, resources and documents
  • Review charter applications as needed
  • Review planning grants as needed
  • Uphold effective organizational norms & operations, including financial practice, staff culture, team routines, healthy communication, transparency and accountability for performance.
  • Other priorities & tasks as assigned

 

Position Qualifications:

  • First-hand experience in new charter school development (preferably in Colorado) and operations is essential. The ideal candidate will have managed or assisted a school planning and start-up process and/or served in a leadership or management position at a new school or with a school organization that has successfully opened or replicated.
  • An understanding of the characteristics of high quality charter schools and a commitment to developing high quality charter schools.
  • Organizational planning skills, including the ability to define goals, design projects tailored to achieving goals, and oversee project implementation.
  • Knowledge of the school chartering process in Colorado and a familiarity with the state’s diverse demographics, community characteristics (e.g.; rural, suburban, urban), state and local educational climate, and the educational needs of specific communities.
  • Superior writing and editing skills.
  • Creative problem solver, ability to multi-task without compromising detail or quality, and comfortable and resourceful within a small, growing nonprofit organization.
  • Willingness and ability to travel (primarily in state).  Limited overnight stays involved.
  • Self-directed and motivated, with an entrepreneurial spirit.
  • Comfortable and resourceful within a small, growing nonprofit organization.
  • Superior communications, analytical and interpersonal skills, including the ability to engage in a collaborative work environment.
  • Commitment to the charter school sector and the mission and vision of the League.
  • Relies on extensive experience and judgment to plan and accomplish goals.
  • Excellent project management skills with experience in managing administrative projects
  • Experience managing and/or writing grants preferred
  • Strong command over written and verbal communication
  • Good understanding of the organization’s overall business and its objectives
  • Ability to work within a team and provide support to staff at various levels
  • A multi-tasker with strong ability to work under pressure
  • Ability to prioritize work, meet deadlines and produce quality results on time with attention to detail
  • Proficient in using computers with related knowledge of software programs and Internet
  • Passionate about ensuring that all families and students have access to high quality educational options.
  • Self-starter who works independently, learns quickly & easily, and takes pride in doing excellent work.
  • Enjoy working in a dynamic, fast-paced environment where change is embraced.
  • Strong work ethic with a commitment to maximizing organizational excellence.
  • Diligent, well-organized, timely.
  • Take pride in following through on projects and requests to completion.
  • Bachelor’s degree preferred
Comments Off on Vice President of Strategy & Development

Vice President of Strategy & Development

Posted by | May 23, 2018 |

Denver Public Schools Foundation believes our city is strengthened by every student who graduates ready to lead a successful life. As the strategic fundraising partner to DPS, we work alongside district leaders and educators to advocate for the highest impact investments and galvanize the philanthropic and community support necessary to ensure Every Child Succeeds. Every day, DPS Foundation invests in accelerating progress for our schools and students; connects the community to our classrooms; and inspires confidence in the promise of public education for DPS’s more than 92,000 students and nearly 200 schools.

The Vice President of Strategy & Development reports directly to the President/CEO. This exciting opportunity is intended to strengthen DPS Foundation’s position as a strategic funding partner to Denver Public Schools. He/She will work closely between DPS and DPS Foundation to identify and cultivate funding initiatives aligned to the highest priorities of each organization. As a key member of Denver Public Schools Foundation’s executive team, this individual will actively participate in strategic decision-making.

The Vice President of Strategy & Development will design and execute comprehensive development programs to support the long-term vision and annual fundraising goals of DPS Foundation. This skilled and visionary leader must be highly adept in fund development and have a proven record of accomplishment of balancing a holistic fundraising strategy with tactical execution. This leader must develop new and creative funding initiatives while building on DPS Foundation’s past success. He/She thrives as an energetic, positive and organized multi-tasker who is able to strategically manage and lead a development team as well as manage a myriad of initiatives in a fast-paced and collaborative environment.

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SPED (Inclusion) Specialist

Posted by | May 21, 2018 |

5280 High School embraces fully-inclusive classrooms, and our Inclusion Specialist provides essential support to meet the needs of students with disabilities in the general education setting. The Inclusion Specialist provides assessment services and develops, implements, and supervises Individualized Education Plans (IEPs), Advanced Learning Plans (ALPs), and 504 Plans. In collaboration with classroom teachers and parents/guardians, our Inclusion Specialist supports and monitors student progress towards IEP goals, and plays a crucial role in communicating needs, services, and accommodations to 5280 staff and parents/guardians. Inclusion Specialists must be patient, flexible, and empathetic when working with students, families, and colleagues. Additionally, Inclusion Specialists should possess strong organization skills, be effective communicators and facilitators of large group discussions, and be able to speak and write clearly and succinctly using plain language. Inclusion Specialists also supervise Academic & ELA Coaches.  For the 2018-2019 school year, this position can be full-time or part-time.

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4th Grade Expedition (Sci/SS) Teacher in Expeditionary Learning school

Posted by | May 13, 2018 |

We are seeking talented, dynamic, and fun educators for a 4th Grade Teacher position in Leadville, CO! We are an Expeditionary Learning school that focuses on three parts of every child’s education: mastery of knowledge and skills, strength of character, and high quality work.

Lake County is located two hours west of Denver in the heart of Colorado’s highest peaks at 10,200 feet. There are about 7,000 people in Lake County, and Leadville is the main city. We have a strong history of mining, adventure recreation, and outdoor enthusiasm. Awesome access to skiing, hiking and biking!

Lake County Schools seeks teachers who are able to:

  • build a caring classroom community based on mutual trust and respect
  • design experiential/project-based learning
  • collaborate effectively with teammates around planning, data analysis and differentiation
  • receive feedback and reflect on their professional practice regularly
  • empower students to be thinkers and own their learning
  • support English Language Learners through their daily instruction
  • plan instruction that meets a variety of learners’ needs taking into account learning style, interests and academic need
  • plan and implement active, hands-on instruction that engages all learners
  • innovate with instruction through the use of technology
  • use data to drive instruction in a variety of ways
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MS Math

Posted by | May 10, 2018 |

HIGH POINT ACADEMY

Position: Middle School Math Teacher

 

Reach. Empower. Achieve.

High Point Academy is seeking educators inspired to reach, empower, and achieve greatness.

 

At HPA…

We REACH each child every single day.

We EMPOWER students and staff to maximize their learning and growth;

To ACHIEVE more than thought possible.

 

At High Point Academy, we understand that powerful learning only happens with strong relationships between students, staff, and families. Our mission is to provide a strong foundation of academic excellence in partnership with family and community in which each individual is challenged to achieve his/her highest potential academically, socially, and personally.

 

High Point Academy is a public charter school serving students preschool through 8th grade. Located in Aurora, CO, just north of Green Valley Ranch (10 minutes from Denver International Airport), HPA serves an ethnically diverse student population which includes 26% linguistically diverse students and 54% of students that qualify for Free or Reduced Lunch. HPA is an award-winning wellness school whose curriculum and classes promote healthy lifestyle choices.

 

Summary:

All employees of High Point Academy work together to achieve HPA’s mission.  In addition to the duties and responsibilities listed below, we seek teachers who are collaborative with colleagues, empathetic in their relationships with students and families, and willing to work above and beyond their job description in order to ensure success for students.  HPA teachers possess a school-wide focus and are able to see beyond their classroom in order to create a unified HPA community.

 

Duties and Responsibilities:

  1. Conducts an organized and professional classroom
    • Implements rigorous and highly engaging standards based instruction
    • Has an unwavering belief that all children can and want to learn
    • Supports all students including students who are linguistically diverse and who have an IEP or 504 plan
    • Develops and implements curriculum to ensure student mastery of Colorado state standards.
    • Maintains curriculum to ensure the needs of students are met
    • Demonstrates exceptional instructional practices
    • Collaborates with other faculty in delivery of appropriate instructional approaches, working to serve the various learning styles and needs of all students.
    • Models and fosters independent thinking skills, creative problem solving, and abstract reasoning
    • Shows empathy and understanding of students
    • Creates a safe learning environment where each child excels
  2. Supports students and families by developing strong relationships to ensure student success
    • Assesses student performance frequently and objectively to drive instruction
    • Communicates consistently and effectively with students and parents
  1. Follows policies established by the High Point Academy governing board and administration.
  2. Participates in and contributes to programs and activities that enhance High Point Academy outside of instructional hours, such as extracurricular activities, leadership positions, and/or the enrollment process.
  3. Other duties as assigned.

 

Required Qualifications:

  • A./B.S. or higher required in the specific content area (e.g. B.A. in History or related field when applying for Social Studies position)
  • Must meet the requirements of a Highly Qualified teacher as mandated by the Elementary and Secondary Education Act (ESEA)
  • Expert-level written and oral communication skills
  • Entrepreneurial outlook and charter school commitment
  • Ability to work collaboratively
  • Strong self-starter; able to work with limited direction

 

Preferred Qualifications:

  • Previous successful teaching experience
  • Experience in and knowledge of charter schools
Comments Off on Director, Culturally and Linguistically Diverse Education

Director, Culturally and Linguistically Diverse Education

Posted by | May 9, 2018 |

Licensed Administrative/Professional Technical
Job Title: Director, Culturally and Linguistically Diverse Education
Work Year: 261 days
Department: English Language Acquisition
Reports To: Executive Director, Curriculum and Instruction
Salary Range: 10
Starting Salary: $108988
Summary:
Responsible for providing vision, leadership and management for the district’s English language learner programs assuring effective collaboration with all district departments and services. Responsible for interpreting and administering all local, state and federal statutes, rules, policies and administrative directions pertaining to English language learner programs. Responsible for implementing relevant components of the district’s strategic plan.

Essential Duties and Responsibilities

Wkly 10% Plan, implement and monitor all district services relating to Culturally and Linguistically Diverse Education programs.
Wkly 10% Interpret and administer local, state and federal statutes, rules, policies and administrative directives pertaining to services for English Language Learners (ELL).
Wkly 30% Provide vision and leadership to support student achievement and effective services by identifying best practices, developing and implementing strategic improvement plans, determining professional development areas and supporting achievement plans, and interfacing CLDE programs with district goals and initiatives.
Wkly 10% Assist school and district leadership in developing understandings of appropriate second language instruction through professional development, one-on-one consultation, curriculum development, planning, assessment and evaluation of English language learners.
Wkly 5% In conjunction with district legal counsel, provide direction on resolution of disputes, complaints and due process.
Wkly 5% Plan and submit the CLDE budgets and applications for state and federal funds. Determine spending authorities for CLDE staff.
Wkly 5% Make decisions on staff allocations and personnel recommendations with the Division of Human Resources.
Wkly 10% In conjunction with the Division of Accountability and Research, collect, analyze data and prepare reports required by local, state and federal authorities. Make recommendations on assessments.
Wkly 5% Analyze the professional development needs of CLDE staff and align implementation with district goals.
Wkly 5% Ensure effective supervision of CLDE staff in accordance with district policy. Assign supervisory duties to Coordinator, CLDE; and CDLE consultants.
3% Represent the CDLE department at local, regional and state meetings, task forces and other functions.
Daily 2% Perform other duties as assigned.

EDUCATION AND TRAINING:
Master’s degree and/or Linguistically Diverse Education Endorsement or related field plus additional coursework required for certification or licensure. Administrators License required.

EXPERIENCE:
Over 5 and up to and including 7 years of experience in applicable school administration. Previous experience as a building administrator or district leadership related to English language acquisition.

SKILLS, KNOWLEDGE, EQUIPMENT & OTHER:
Operating knowledge of and experience with personal computers and office equipment. Knowledge of ELA service delivery; knowledge of legal mandates; knowledge and experience in school administration. Demonstrated understanding of Colorado School Finance; excellent communication skills; demonstrated ability to work with a diverse student and employee population; demonstrated ability to work collegially with building principals; ability to work in a rapidly changing urban environment.

CERTIFICATES, LICENSES, & REGISTRATIONS:
Administrators License required.

SUPERVISION/TECHNICAL RESPONSIBILITY:
Directly supervises the following positions: CLDE Consultants (5). Collaboratively supervises CLDE teachers in buildings in conjunction with principals. Collaboratively supervises Secretary, Department. Responsibilities include interviewing, hiring and training employees; promoting and transferring employees; planning, assigning and directing work; appraising performance; rewarding, disciplining and terminating employees; and addressing complaints and resolving problems. Carries out supervisory responsibilities in accordance with the organization’s policies and applicable laws.

BUDGETARY RESPONSIBILITY:
Solely responsible for administering and coordinating the ELL budget. In conjunction with the District Chief Financial Officer, develops and monitors the ELL budget and determines priorities. Develops, approves and monitors grants.

PHYSICAL DEMANDS:
While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel; talk or hear. The employee frequently is required to sit. The employee is occasionally required to stand; walk; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 10 pounds. There are no specific vision abilities required by this job.

WORK ENVIRONMENT:
The noise level in the work environment is usually quiet.

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

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Educator- Denver Math Fellow

Posted by | May 9, 2018 |

ORGANIZATION DESCRIPTION

The mission of the Denver Fellows program is to close the opportunity gap by providing small group math and literacy instruction for our highest needs students in order to accelerate their academic growth in preparation for college and career.

 

WHAT YOU WILL DO

Fellows serve full-time for an entire school year. They work with small groups of no more than four students at a time. As a fellow, you will help students by building strong relationships, individualizing lesson plans using provided curriculum, planning activities that help fill in academic gaps and support grade level instruction, as well as provide mentoring.

Fellows also:

  • Identify gaps in student understanding and work with students on the mastery of math or reading material.
  • Create a culture of high academic and behavioral expectations for all students.
  • Use grade level lesson plans in order to support what students are learning in their classes.
  • Work with students to set and track progress toward short term and long term goals.
  • Actively participate in professional development activities necessary to successfully carry out job-related duties.
  • Meet with Fellow Coordinator in order to receive coaching and feedback.
  • Conduct positive phone calls home to update families on student progress.

WHY MATH

 

This is a subject area where there is always a high need for teachers and support staff.  Many people feel as though they do not have the backgrounds that prepare them for a position like this, but often it is those who struggled in math while in school that make the biggest impact with students.  You will be working with students who are preforming below grade level, often working on elementary level math or early algebra skills.

 

YOU WILL GAIN

  • A salary of $21,000 per year
  • Medical, vision and dental benefits options
  • A potential AmeriCorps education award eligibility
  • Student Loan forbearance
  • Eligibility for additional scholarships at leading colleges and graduate schools

ELIGIBILITY REQUIREMENTS

  • The ability to build positive relationships with students and colleagues
  • A flexible attitude and disposition
  • Ability to plan ahead and stay organized
  • Ability to communicate with diverse groups of people
  • Bachelor’s degree is preferred. Applicants with an associate’s degree and demonstrated proficiencies in the above qualifications are encouraged to apply

DIVERSITY

Denver Fellow positions are an ideal service year for recent college graduates from any major, career changers considering teaching and retirees from a range of fields. Fellows come from all across the country and world to participate. We value team members from all races, ethnicities, economic backgrounds, sexual orientations, genders, physical abilities, political and religious beliefs. Increasing the diversity of our fellow corps and team is critical to our ability to close opportunity gaps and provide a high quality experience for our students.

 

We value each individual who commits to a service year with Denver Fellows and is a member of our team working toward a common mission and vision. At the same time, we place a particular emphasis on a fellow corps and team that reflects the racial and economic backgrounds of the students we serve. In terms of race we place significant focus on ensuring the representation of Latino and African American individuals given that more than 90% of the students we serve share these backgrounds. More information on our student population and our commitment to diversity can be found on our website.

 

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 185 schools, including traditional, magnet, charter and pathways schools, with an enrollment of 88,000 students. Of those, 58% of the school district’s enrollment is Hispanic, 20% is Caucasian, and 15% is African American. Seventy-two percent of the district’s students qualify for free and reduced lunch.

 

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.

www.DenverFellows.com

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College and Career Counselor

Posted by | May 3, 2018 |

Position: College and Career Counselor

Start Date: August 1, 2018

Salary range: $45,000- $76,000 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 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.

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 + 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 maintainance 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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Special Education Case Manager

Posted by | May 3, 2018 |

Position:  Special Education Case Manager

Start Date: August 1, 2018

Salary range: $43,000-74,000 /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!  

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.

Who we are:

  • STEM School is a K through 12th grade Charter School in the Douglas County School District located in Highlands Ranch, Colorado.

Position:

  • The case manager will be responsible for:
    • Working with families and the Special Education team to schedule and manage IEP meetings
    • Working with all stakeholders in the development of student IEPs
    • Managing and monitoring IEP implementation for all students on the caseload
    • Compliance oversight
  • The case manager will maintain positive, supportive relationships with parents, students and the special education team.
  • The case manager will monitor and ensure compliance with all school, district and state regulations.

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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Performing Arts Teacher (Drama, Theatre, Music & Dance)

Posted by | May 2, 2018 |

Performing Arts Teacher (Drama, Theatre, Music & Dance)
2018-2019 School Year, Starts August 8, 2018

SOAR is committed to providing excellent educational opportunities to students in Far Northeast Denver. SOAR offers a holistic approach to education that implements rigorous academic instruction in conjunction with an active classroom. Our model challenges students to think critically and take active roles in their classrooms and communities. This results in higher achievement and greater engagement in school. Our school gives students the academic and character-building skills they need as learners and leaders.

SOAR Vision:  SOAR students create full and meaningful lives, enrich our democracy, and create a more just society.

The Musical Theatre/Performing Arts Teacher is a fulltime teaching position, teaching Kindergarten through 5th Grade students.

  • Key responsibilities include:
    • Provide an inviting, exciting, inclusive, and joyful learning environment;
    • Develop curriculum and lesson plans that are rigorous, clear, measurable, and aligned with Colorado Standards and SOAR’s instructional approaches;
    • Helps students develop interpersonal skills and problem-solving capabilities through group interaction and artistic collaboration.
    • Organize and produces student performances throughout the school year.
    • Teaches students to create, communicate, and problem solve through performance art.
    • Develops the student’s understanding and connection between performance art and culture
    • Participate wholeheartedly in professional development and enrich their expertise in the subject area they will teach;
    • Embrace planning for and teaching a diverse classroom of students with a wide variety of learning styles, needs and behaviors;
    • Follow the school’s policies and procedures for student conduct, discipline, and social-emotional development;
    • Form meaningful relationships with families and involve parents in their children’s education.
  • Skills and Qualifications
    • English Language Acquisition (ELA) Endorsement preferred
    • Must have prior successful teaching experience in an urban setting
    • Must have a Colorado State license or a BA and a passing score on the Praxis or PLACE exam in relevant subject area(s), including an art endorsement.
    • 24 college credit hours in art
  • Salary and benefits
    • Salary is based on experience
    • $50 health & wellness incentive each month

SOAR is an equal opportunity employer committed to a diverse workforce. Individuals from all backgrounds are encouraged to apply. This position will begin August 8, 2018.

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5th Grade Teacher

Posted by | May 2, 2018 |

SOAR Intermediate Classroom Teachers
2018-2019 School Year, Starts August 2018

SOAR is committed to providing excellent educational opportunities to students in Far Northeast Denver. SOAR offers a holistic approach to education that implements rigorous academic instruction in conjunction with an active classroom. Our model challenges students to think critically and take active roles in their classrooms and communities. This results in higher achievement and greater engagement in school. Our school gives students the academic and character-building skills they need as learners and leaders.

SOAR Vision:  SOAR students create full and meaningful lives, enrich our democracy, and create a more just society.

Purpose statement

SOAR is seeking primary (3rd through 5th Grade) classroom teachers.  These teachers will join a committed team of educators to strengthen the foundation of an extraordinary school. In their daily practice, SOAR teachers will develop and implement a curriculum that meets all students’ needs, cultivate a culture that encourages our young learners and leaders, and leverage data and evidence-based teaching practices.

Essential Functions

  • Provide an inviting, exciting, inclusive, and joyful learning environment;
  • Participate wholeheartedly in professional development and enrich their expertise in the subject area they will teach;
  • Develop curriculum and lesson plans that are rigorous, clear, measurable, and aligned with Colorado Standards and SOAR’s instructional approaches;
  • Embrace planning for and teaching a diverse classroom of students with a wide variety of learning styles, needs and behaviors;
  • Follow the school’s policies and procedures for student conduct, discipline, and social-emotional development;
  • Form meaningful relationships with families and involve parents in their children’s education.

Qualifications

  • Successful teaching experience in an urban, diverse setting preferred
  • Must have a Colorado State license or a BA and a passing score on the Praxis or PLACE exam in Elementary Education.

Compensation: We offer a competitive compensation package including a salary above the district scale and comprehensive health benefits. Health benefits include a health & wellness initiative; $50 per month, per employee reimbursement for health and wellness services.

Please follow the link to see our 2018-2019 salary schedule. http://www.soardenver.org/wp-content/uploads/2018/03/SOAR-2018-2019-Teacher-Salary-Schedule.pdf

SOAR is an equal opportunity employer committed to a diverse workforce. Individuals from all backgrounds are encouraged to apply. This position will begin August 8, 2018.

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Temporary Secondary Special Education Teacher

Posted by | April 26, 2018 |

The District is actively seeking a Special Education Teacher who has a background teaching collaboratively in a co-taught setting.  The Educator must be licensed in Special Education with an endorsement in Secondary or Elementary Education and must be trained (or willing to be trained) in Enrich IEP software.

This position is temporary for the 2017-2018 school year.  Per Master Agreement, when a position is filled after the opening of school by an individual who was not employed by the District in the previous school year, that employee will receive a one-year temporary contract.

SALARY:
Placement on Licensed Teacher salary schedule based upon previous teaching experience and highest degree and college credits earned after student teaching was completed. Current Board approved Licensed Teacher Salary Schedule, Salary Placement Policy, and Master Agreement are available for review on our district website at www.ssd2.org.  Highest initial step placement on the Licensed Salary Schedule is Step 9.

BENEFITS:
All full time positions include PERA retirement.  Employees who are scheduled to work 30 or more hours per week are eligible to obtain district benefits which include medical, dental, vision, life and disability insurance and supplemental benefits.  Positions that qualify for benefits also qualify for leave which could include vacation and daily leave to be determined by the position and number of days assigned.

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Head of Schools

Posted by | April 26, 2018 |

Position:          Head of Schools
Reports to:       Board of DirectorsVision Statement:
SkyView Academy is committed to preparing students to be lifelong learners and honorable leaders of tomorrow.

Mission Statement:
SkyView Academy offers a research-based, content-rich liberal arts program with a commitment to foreign language studies and community service. Staff, parents and students are actively involved in a culture of expectation and support where individuals are respected, valued and known by the content of their character.

 

Job Summary:

The SkyView Academy Head of Schools provides professional leadership and is responsible, in conjunction with the SVA Head of Operations, for the overall efficient management of SkyView Academy, ensuring a high-quality education for all students in each of the schools.  Additionally, the Head of Schools works with the school principals to ensure the implementation of a Core Knowledge, classical liberal arts curriculum that prepares a student for college while establishing a studious and decorous school culture, maintaining healthy enrollment, and ensuring financial integrity. Finally, the Head of Schools works to foster an understanding of a liberal arts education and the virtues of school choice among parents and the larger community.

 

Qualifications:

●      Advanced degree in Educational and/or Business Administration.

●      Minimum three years successful administrative experience.

●      Minimum five years successful teaching experience.

●      Solid understanding of Core Knowledge, classical education, and college-prep curriculum.

●      Dedication to liberal arts, character education, and service learning.

●      Demonstrable record of successful leadership.

 

Leadership Duties:

●      Understands and demonstrates commitment to SkyView Academy’s vision and mission; ensures vision and mission is clearly articulated, understood, and acted upon effectively by all stakeholders to sustain school improvement.

●      Models school values for administration, staff, students, parents and the Board.

●      Communicates effectively with a variety of audiences using written and oral methods.

●      Maintains frequent contact with the SkyView Academy staff, students and parents.

●      Exercises a participatory management style with the SVA Head of Operations and administrative team, seeking and considering opinions of others in a timely fashion.

●      Promotes and develops a professional relationship with the SkyView Academy Board, administration, and staff.

●      Provides oversight, guidance, and development of principals to their highest potential, fostering climate of innovation and collaboration.

●      Works with principals and Head of Operations to recruit and retain a high-quality staff.

●      Oversees SVAs overall performance management policy and implementation, providing ongoing annual performance evaluations for principals and direct reports.

●      Ensures principals complete staff evaluations and provide necessary professional development to ensure staff has the opportunity to thrive at SVA.

●      Monitors overall staff satisfaction, working to identify areas of success and development, following up as necessary.

●      Maintains a positive school culture for students, staff, and parents where all stakeholders feel informed and empowered to contribute to the overall success of SkyView Academy, following the leadership style of each principal.

●      Ensures appropriate school administrators and staff have completed all mandatory trainings and follow all required procedures to ensure ethical administration of the annual state assessments and other standardized tests.

 

Educational Leadership Duties:

●      Ensures curriculums are aligned across schools under direction of the principals, reflecting the five pillars of SkyView Academy.

●      Collaborates with principals to oversee planning and evaluation of SVA programs and priorities.

●      Collaborates with principals to oversee student progress, discipline, health and safety, appropriately safe premises and practices for all staff, students, and visitors.

●      Provides perspective on educational issues with the Board.

●      Establishes a plan for continuing improvement of instruction, school philosophy and school policies as needed.

●      Assists Board in evaluating the school’s progress on established priorities.

●      Works with principals to assess, monitor and evaluate the quality of planning, teaching and learning outcomes, promoting improvement strategies as necessary.

●      Monitors student academic growth across schools, working with school principals if students do not demonstrate at least one year of academic growth.

●      Ensures continuous focus on students’ achievement, effectively using data and benchmarks to monitor overall school progress.

 

Community Relations Duties:

●      Ensures information is provided to community, media and interested parties about the school, it’s programs and progress towards goals.

●      Serves as a liaison with DCSD on any administrative and educational matters, ensuring compliance to district/state requirements and timelines.

●      Communicates relevant legislative changes.

●      Seeks out grant opportunities.

●      Fosters an understanding of the virtues of schools of choice among parents and the larger community.

●      Works to build community partnerships that benefit SVA, working with the SkyView Foundation as appropriate.

 

Managerial Duties:

●      Reviews, approves, and monitors master budget with Head of Operations.

●      Works with Head of Operations to approve and authorize, as needed,

○      building usage

○      budget items

○      building maintenance

○      school based activities and schedules

○      purchase and utilization of material resources, equipment, textbooks, and supplies

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

 

Please submit cover letters and resumes to: employment@svak12.org

Mail documents to: 6161 Business Center Dr., Highlands Ranch, CO  80130.

For more information, visit our website: skyviewacademy.org

 

SkyView prohibits unlawful discrimination against applicants or employees on the basis of age 40 and    over, race, sex, color, religion, national origin, disability, military status, genetic information, or any other status protected by applicable state or local law.

 

 

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Temporary CTE Business Teacher

Posted by | April 26, 2018 |

POSITION SUMMARY:
Sheridan High School is actively seeking a CTE Business Teacher who has experience working with second language learners and at-risk populations.

This position is temporary for the 2017/2018 school year and is expected to continue into the 2018/2019 school year.  Per our master agreement, when a vacancy is filled after the opening of school by an individual who was not employed by the District in the previous school year, that employee will receive a one-year temporary contract.

SALARY:

Placement on Licensed Teacher salary schedule based upon previous teaching experience and highest degree and college credits earned after student teaching was completed. Current Board approved Licensed Teacher Salary Schedule, Salary Placement Policy, and Master Agreement are available for review on our district website at www.ssd2.org.  Highest initial step placement on the Licensed Salary Schedule is Step 9.

BENEFITS:
Employees who are scheduled to work 20 or more hours per week are eligible to obtain district benefits which include medical, dental, vision, life and disability insurance and supplemental benefits.  Positions that qualify for benefits also qualify for leave which could include vacation and daily leave to be determined by the position and number of days assigned.  Sheridan School District No. 2 is a public employer and participates in the Colorado Public Employees’ Retirement Association (PERA). Eligible employees are required by statute to contribute 8% of salary on a pre-tax basis to PERA.

 

Comments Off on Assistant Principal of Instruction & Culture

Assistant Principal of Instruction & Culture

Posted by | April 23, 2018 |

Assistant Principal of Instruction & Culture

2018-2019 School Year, Starts July 25, 2018

SOAR is committed to providing excellent educational opportunities to students in Far Northeast Denver. SOAR offers a holistic approach to education that implements rigorous academic instruction in conjunction with an active classroom. Our model challenges students to think critically and take active roles in their classrooms and communities. This results in higher achievement and greater engagement in school. Our school gives students the academic and character-building skills they need as learners and leaders.

SOAR Vision:  SOAR students create full and meaningful lives, enrich our democracy, and create a more just society.

The Assistant Principal of Instruction & Culture reports directly to the Principal and is on the school leadership team.

  • Key responsibilities include, but are not limited to:
    • Enhance school culture guided by the school’s vision, habits and beliefs
      • Create the metrics and report out on progress at different times throughout the year
      • Manage school-wide positive student culture (arrival, dismissal, lunch, student transitions, school wide events)
      • Ensure that staff, students and families have the structures and resources to foster the environment required for all students to feel engaged in the school community and to reach high levels of academic success.
      • Facilitate staff professional development on establishing and enforcing positive classroom expectations, developing student-teacher relationships, and building parent partnership
      • Look for opportunities to display student work and create a student centered building, that is welcoming and inclusive.
    • Student Character and Leadership Development
      • Implement a vision and plan for what student character and leadership development should look like, sound like, and feel like at our school
      • Create and provide professional development to teachers to ensure culturally responsive teaching
      • Provide coaching, resources, and best practices to staff to ensure we have a culture of high student achievement and character
      • Assist staff with the development of strategies that increase student engagement
    • Work with staff to develop student opportunities, including: field work, student led conferences, student leadership opportunities, and family engagement opportunities
      • Coordinate quality offsite field work
      • Collaborate and execute quality student celebrations that showcase exemplar student work
  • Skills and Qualifications
    • Bachelor’s degree required
    • Spanish bilingual preferred (but not required)
    • Teaching experience preferred
    • Past experience leading adults in a school environment
    • Outstanding organizational skills and high attention to detail
    • Outstanding written and oral communication skills
    • Proactive problem solver who demonstrates initiative and teamwork
    • Strong work ethic coupled with an enthusiastic and passionate approach to one’s work
    • Strong feedback and facilitation skills
    • Articulate, professional demeanor with strong self-confidence and initiative
    • Strong interpersonal skills, with the ability to develop productive working relationships across all levels of the school community

Salary and benefits

  • Salary is based on experience
  • $50 health & wellness incentive each month
  • Comprehensive medical/dental benefits
Comments Off on ELD/Bilingual Instructional Coaches Needed!

ELD/Bilingual Instructional Coaches Needed!

Posted by | April 16, 2018 |

ELD/CLDE PROS: WE WANT YOU! Roaring Fork Schools seeks both a Secondary ELD Instructional Coach (for Basalt Middle School and High School) and an Elementary Bilingual Education Coach (Basalt Elementary and Riverview School) for the 2018-19 school year. These positions require a background in both ELD instruction and instructional coaching. Comprehensive benefits and competitive pay. District housing available!

Comments Off on MATH TEACHERS – THE MOUNTAINS ARE CALLING!

MATH TEACHERS – THE MOUNTAINS ARE CALLING!

Posted by | April 16, 2018 |

Math Teachers: We want to talk to YOU! Several Secondary Math openings are projected in our district for the 2018-19 school year. We are 2.5 hours from Denver and only 30 minutes down-valley from Aspen. Competitive pay and district housing available! APPLY NOW!

Comments Off on Assistant Principal – Roaring Fork High School

Assistant Principal – Roaring Fork High School

Posted by | April 16, 2018 |

The Roaring Fork School District is seeking applications for a strong instructional leader to serve as the full-time Assistant Principal for Roaring Fork High School (RFHS).  RFHS serves a diverse student population of 380 9th-12 grade students.  This Assistant Principal will work in collaboration with the Principal to guide and support a dynamic team of teachers and staff to build and sustain the school’s vision.  Along with the Principal, he or she will serve as an instructional leader and building manager.

 

The ideal candidate must demonstrate ability in the following areas:

  • Create trust and work collaboratively with a wide range of stakeholders
  • Leading a school that will result in achieving ambitious student achievement goals
  • Strong communication skills, including public speaking skills; bilingual (Spanish-English) preferred
  • Strategically plan for success using data
  • Strong understanding of and experience in closing the achievement gap
  • Foster student ownership of academic learning and character development
  • Identify and promote effective instructional practices
  • Effectiveness as both a team leader and team member
  • Understanding and belief in Restorative Practices
  • Strong understanding of and experience in the student success process (RtI, MTSS)
  • Master’s Degree in Education or related field from an accredited college or university; Secondary teaching experience is preferred
  • Ability to obtain a principal’s license through the Colorado Department of Education

 

Please apply by April 25, 2018.

Comments Off on High School Teacher

High School Teacher

Posted by | April 16, 2018 |

LHS Teacher – Position Profile

      Roles and Responsibilities:

  1. Provide direct and indirect instruction to individual students or small groups of students inside or outside of the classroom utilizing varied teaching methodologies to accommodate learning styles in an inviting, exciting and innovative learning environment.
  2. Develop and deliver learning plans with effective feedback that ensures the attainment of state and school learning standards and prepares students for all required assessments.
  3. Fully utilize and remain current with the Personalized Learning Platform.
  4. Comply with the spirit and letter of any individualized learning plans such as IEPs, ALPs, 504s, etc. including working with the Exceptional Students Teacher and/or Coordinator.
  5. Coordinate lessons with other teachers to maximize potential synergy for teaching similar topics in the same general time frame, thus reinforcing student knowledge on an interdisciplinary basis.
  6. Effectively contribute to MTSS meetings to elevate student success.
  7. Establish, maintain and engage in effective classroom management procedures.
  8. Address students’ long and short‐term individual needs and serve as an advisor / role model to students.
  9. Evaluate and report students’ progress periodically as appropriate including quarterly individual reports for parents.
  10. Accept and incorporate feedback and coaching from administrative staff.
  11. Maintain and enrich expertise in the subject area they teach and other professional development areas.
  12. Support the Mission, Vision, Values and program of the school and all associated initiatives.
  13. Perform other duties, as deemed appropriate, by the Head of School or their designee.

 

Qualifications:

  • Must be “Highly Qualified” with demonstrated expertise in the subject they will teach, as evidenced by personal skills and knowledge, an undergraduate major or minor or graduate degree in the subject they will teach, or direct subject-area teaching experience;
  • Demonstrated teaching experience in a public, charter or private school;
  • Demonstrated ability and experience to engage the interest of high school students;
  • Demonstrated ability to work with diverse children, including those with special needs;
  • Demonstrated communication skills and ability to work well with parents;
  • Demonstrated ability to work effectively as a team member;
  • Demonstrated willingness to be held accountable for student safety and academic results.

 

Launch High School is an equal opportunity employer and does not unlawfully discriminate on the basis of race, color, ethnicity, national origin, ancestry, creed, religion, marital status, gender or gender identification, sexual orientation, age, socioeconomic status, disability or health condition. Launch complies with all applicable federal, state and local laws including but not limited to the Americans with Disabilities Act (ADA).

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Office Administrator

Posted by | April 13, 2018 |

 

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 17,500 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.

POSITION REPORTS TO: Human Resources and Accounts Payable Manager

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.

  • Execute all clerical and office management functions for CSI staff
  • Serve as front line for all school calls, general requests, and interfaces with CSI departmental staff to respond to CSI school questions, requests for information, and problem resolution
  • Maintain CSI School and internal staff contact information via shared drive system and CSI website.
  • Maintain CSI internal shared drive system including continual monitoring and direction to staff to ensure office wide standardization in use, as well as the tracking of critical CSI and school resources and information
  • Coordinate with Building Management as needed and serve as the office Floor Warden in the event of an emergency
  • Coordinate all travel and meeting accommodations for CSI staff as requested, in compliance with CSI’s travel and financial policies and procedures
  • Coordinate CSI social events in conjunction with the social committee
  • Assist Human Resources with recruiting and employee onboarding/offboarding logistics
  • Maintain common areas and shared spaces
  • Manage inventory of all office supplies, and technology equipment including purchase of materials, in compliance with CSI financial policies and procedures
  • Process payments of state and federal grants, categorical funding, state equalization to CSI schools, external vendors and employee reimbursements
  • Complete monthly purchasing card account allocations and ensure proper supporting documentation is on file. Track and report spending violations
  • Collaborate with CSI’s Communications Department to support the development and implementation of communications initiatives

KNOWLEDGE, SKILLS & ABILITIES

  • Excellent written and verbal communication skills
  • Excellent organizational and time management skills
  • Well-honed interpersonal skills
  • Ability to multitask and work in a fast paced environment meeting deadlines during peak periods
  • Flexible and able to work autonomously as well as take direction as
  • Detail-oriented with demonstrated ability to follow-through on projects
  • Ability to work collaboratively as part of a team
  • Familiarity with and willingness to learn about and utilize workplace technology
  • Proficiency in Microsoft Office Suite

EXPERIENCE

  • 3+ years in an administrative role, preferably within a non-profit or school environment
  • Experience managing multiple ongoing programs or projects with internal and external stakeholders
  • Experience with accounting software or data entry

EDUCATION

  • Bachelor’s Degree Preferred

JOB TYPE

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

SALARY RANGE

  • $3,750-$4,583 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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Coordinator, Early Childhood Education

Posted by | April 13, 2018 |

Summary:
As the instructional leader, the Coordinator,, of a Child Development Center is first and foremost responsible for increasing student achievement by developing an aligned and coherent standards based instructional system and by organizing the school site operation in accordance with the Board of Education policies.

Serve as an instructional leader by coordinating the development of and monitoring the implementation of the school Quality Improvement Plan (QIP) in accordance with the district mission.

Hire supervise and evaluate all staff.

Develop and monitor all members of the staff to build their capacity to meet the learning needs of the students by monitoring achievement toward meeting QIP goals.

Develop implement and evaluate an imbedded collaborative professional learning model which focuses on improving instructional practices and increasing student achievement.

Use data to analyze and plan for differentiated support for staff and students.

Monitor, implement, and support Board policies; state and federal statutes and regulations to include attending special education staffing, IEP meetings; and the Master Agreement.Assure compliance with child care center rules and regulations as mandated by the Tri-County Health department, Colorado Department of Human Services and the State Child Care Licensing agency.

Develop and implement a school wide plan to ensure the safety of students and staff in accordance with established district policies and procedures.

Perform a wide range of managerial responsibilities including, but not limited to: staffing, scheduling, budget, technology, and facilities.

Communicate and collaborate with families and community members, respond to diverse community interest and needs and mobilize community resources.

Perform other duties as assigned.

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Day High School Math Teacher

Posted by | April 11, 2018 |

Overview of Organization: The mission of The New America Schools is to empower new immigrants, English language learners, and academically underserved students with the educational tools and support they need to maximize their potential, succeed and live the American dream. The New America School, Colorado is a system of three public charter high schools in Lakewood, Lowry, and Thornton (http://colorado.newamericaschool.org/).

 

We work on a four-day workweek, Monday through Thursday, with additional opportunities to teach on Fridays. Our students come from diverse backgrounds, often needing support in academic, English language learning, and socio-emotional areas. Our schools are small, ranging from 250-450 students. One Friday per month all three schools meet to discuss and model best practices.

 

We support students socio-emotionally on the same level that we support them academically, and teachers work closely with counselors, behavior interventionists, school psychologists, and family liaisons to serve the whole student.

 

Overview of the Position: We are looking for dynamic, caring, master teachers who can tap into our students’ undeveloped strengths and help them succeed.

 

Competencies

 

Curriculum and Instruction: You are well-versed in Common Core standards, including unpacking and scaffolding these standards to provide rigor. You know how to balance culturally responsive teaching with post-secondary and workforce readiness standards. You have a base knowledge of, or are willing to learn, sheltered instruction. You are flexible in your delivery, knowing that checking for understanding in a student-centered classroom is the best way for students to own their own learning. You are committed to folding in mini-lessons to address gaps in student learning. You know how to use external platforms (Khan, Achieve, etc.) to supplement, not supplant, your instruction. Experience in small group instruction is a plus.

 

Data: You know the underlying tenets of the Data Cycle of collecting data, analyzing that data, and acting on that data to increase student outcomes. You are also an expert in formative assessment, collecting data on student learning while it is happening and adjusting instruction accordingly.

 

As a growth school, we use the NWEA map test to track student learning. You are either familiar with or willing to learn the NWEA Learning Continuum and RIT scores.

 

Socio-Emotional Learning: You adhere to the “connect before you correct” maxim, knowing that building relationships with students is the cornerstone of student success. You are also a “warm demander” who is consistent and fair with students and maintains high expectations for behavior and achievement.

 

Benefits of Working for NAS, a Public High School Charter:

 

  • Four-day work week, Fridays off
  • Autonomy in the classroom
  • Low-cost health care for employees
  • Competitive salary
  • Multiple opportunities for additional compensation based on interests and/or aptitude
  • Chance to work with caring professionals
  • Chance to make a difference in the lives of amazing students

 

 

MINIMUM QUALIFICATIONS 

Education

  • Bachelor’s Degree

PREFERRED EXPERIENCE

  • two years teaching

 

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Policy Analyst

Posted by | April 11, 2018 |

The Policy Analyst will support A+ Colorado’s policy agenda through monitoring and analyzing data and policies aimed at driving student performance and school effectiveness in A+ target school districts and Colorado statewide. The Policy Analyst will work with the Policy Director to assist on research and writing of reports and briefs, and will support public communication and advocacy efforts.

Data and policy analysis (50%)
• Identify district and state policies that are likely to have significant impact on student achievement. Monitor impact of current policies on student and school achievement.
• Work with Policy Director to execute annual research and policy agenda for A+ Colorado, including annual assessments of student achievement, and timely policy and practice issues.
• Review data and perform quantitative and qualitative analysis on student performance in schools and districts across the state. Synthesize insights from these analyses.

Report writing and editing (30%)
• Write and edit reports that effectively break down complex policy issues and communicate data analyses to the public
• Provide recommendations based on national and international best practices to improve policy and implementation to accelerate student achievement.

Communication support and community engagement (20%)
• Support efforts to effectively communicate complex policy issues to the public through A+ newsletters, press releases, blogs, etc.
• Meet with stakeholders (partners, district administration, critics) as needed to support collaborative efforts.
• Assist with events and other projects as needed.

Skills and Qualifications

• Commitment to A+’s mission of improving access to excellent educational opportunities and increasing achievement across Colorado, with a particular focus on students from low-income families and students of color. Experience within the public education sector, either in policy, support, or direct service, is a plus.
• Superb writing skills, with a keen ability to communicate complex analyses and policies, and their implications, to a broad audience. Experience producing reports, briefs, or presentations that synthesize complex information for a variety of audiences is preferred.
• Strong attention to detail.
• Excellent quantitative and qualitative research skills including understanding of basic statistics and advanced Microsoft Excel skills.
• Ability to analyze large data sets to find trends, patterns, and correlations
• Self-starter who is goal-oriented and thrives in a fast-paced environment.
• Bachelor’s degree or equivalent experience required.

Benefits and Salary

This position offers a competitive salary with matching 401(k) plan after one year, employer sponsored health care coverage, paid holidays, and the opportunity for flexible scheduling.

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Teacher Partner

Posted by | April 10, 2018 |

Salary http://hr.aurorak12.org/work-for-aps/salary-schedules/
Days/Hours: As designated by the district or school. – Days: 187 day position (new teachers 190 day position ( paid summer training opportunities available)
General Description The Teaching Partner position provides teachers with professional development and coaching on the instructional skills necessary to ensure that learning is accelerated for every student. Teaching Partners will provide support content areas such as Literacy or Mathematics or in a general instructional format at the elementary, P-8, middle school or high school level(s).

Teaching Partners are a full staff member at the school site and work at the direction of the principal to collaboratively support teachers in the development of their content knowledge and instructional skill.

Evidence of the effectiveness of a Teaching Partner will be demonstrated through the observed increases in the instructional effectiveness of teachers and in the student achievement outcomes that are the result of their work.

Characteristics of an effective Teaching Partner will include the ability to:
Develop relationships and communicate effectively in the school environment
Be viewed as a lead learner who is fully engaged in professional learning activities
Maintain a focus on continual growth
Consistently demonstrate a high degree of professionalism
Serve as a model for resiliency in the face of instructional and professional challenges

Responsibilities Develop a community of effectiveness for teaching and learning by: 

  • Creating an effective context in the school environment by engaging in a climate of trust, respect, collaboration and continuous growth and building relationships with all staff members
  • Establishing and maintaining professional relationships and demonstrating the capacity to motivate the learning and progress of teachers and other school staff members

Develop and facilitate  instructional coaching by:

  • Possessing a strong understanding of and being able to clearly and concisely articulate information related to the Colorado Academic Standards, effective curricular and pedagogical design and implementation and the role of formative and summative assessments in identified content areas
  • Modeling universal and targeted (multi-tiered) instructional practices through co-planning and co-teaching activities
  • Engaging teachers in job-embedded coaching experiences by modeling, observing, supporting and reflecting with teachers in a manner that is strengths based and addresses the needs of both the student and the teacher
  • Ensuring effective opportunities for teachers to examine their practice through reflection, mentoring and coaching new teachers
  • Engage high levels of professional learning for teachers by: 
    Providing actionable feedback to teachers and monitoring for the implementation of learned practices
  • Ensuring that professional learning offerings for teachers at the school and district levels are differentiated based on the experience and professional strengths and needs of the teacher
  • Promoting instructional practices that ensure teachers differentiate the learning experience for their students and engage all students
  • Planning and facilitating professional learning experiences at the school level that may include: individual, small group and full staff engagement; facilitation of data team and standards-based teaching and learning cycle processes to ensure that instruction is informed by data and that student growth is monitored through data collected by the teacher
  • Supporting the implementation of school-wide and district-wide strategies, such as learning targets; data-driven teaching and learning cycles; learning walks and instructional rounds

Participate in district level training and development by:  

  • Demonstrating a clear understanding of and communicating alignment between district/school standards, curricula, assessments and instructional implementation in the classroom
  • Engaging in partnership with the Culturally and Linguistically Diverse Education team, Exceptional Student Services consultants and coaches, Educational Technology coaches and all other instructional support personnel to help ensure that supports for teachers are aligned and coherent from the teacher perspective
  • Engaging in the development and implementation of district-level curricula and professional learning activities at the direction of the Director of Professional Learning
  • Participating in ongoing professional learning at a district level

Please note: Teaching Partners may be required to teach one section of coursework per day or one acceleration/intervention group per day for students per the direction of the school principal.

Qualifications
  • Possess and demonstrate the skills and knowledge associated with adult learning theory, math, literacy and general instructional practices, including differentiated approaches to learning and data analysis
  • Minimum of 5 years of professional teaching experience
  • Ability to establish and maintain positive and supportive relationships with colleagues and building principals
  • Organizational skills and initiative for working with minimal direct supervision

Successful experiences in a  teacher-leader role or other position with similar responsibilities

Strategic Plan The teacher shall identify the development needs of students, shall maintain a productive learning environment, and shall work collaboratively to support the priorities of the Strategic Plan.
Condition of Employment As a condition of employment, the individual selected for this position will be expected to complete the APS-sponsored Linguistically Diverse Educator (LDE) Certificate Program within the first three years of employment.
Click here to learn about the Linguistically Diverse Educator Certificate.

 

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High School Principal

Posted by | April 6, 2018 |

Overview of Organization: The mission of The New America Schools is to empower new immigrants, English language learners, and academically underserved students with the educational tools and support they need to maximize their potential, succeed and live the American dream. The New America School, Colorado is a system of three public charter high schools in Lakewood, Lowry, and Thornton (http://colorado.newamericaschool.org/).

We work on a four-day workweek, Monday through Thursday, with additional opportunities to teach on Fridays. Our students come from diverse backgrounds, often needing support in academic, English language learning, and socio-emotional areas. Our schools are small, ranging from 250-450 students. One Friday per month all three schools meet to discuss and model best practices.

We support students socio-emotionally on the same level that we support them academically, and teachers work closely with counselors, behavior interventionists, school psychologists, and family liaisons to serve the whole student.

Selection process to determine the school leader for New America School – Lowry (NAS-L) is tailored to finding a candidate that brings to the position the following competencies:

  • Qualifications and experience
  • Proven school leader
  • Fit with the New America School mission, work as a part of the NAS Colorado team of schools.
  • Demonstrated ability to improve student achievement
  • Excellent oral and written communication skills
  • A master teacher
  • Knowledgeable in the areas of English language acquisition, SIOP and sheltered instruction
  • Knowledgeable in the area of data driven decision making

 Job Description—NAS-L Principal

(a)  Minimum Qualifications:

  • A valid Colorado Administrator License is required.
  • Fluency in Spanish is preferred.
  • Encouraged to obtain a Linguistically Diverse Education endorsement.
  • Ideally minimum three years successful administrative experience.
  • Ideally minimum five years successful teaching experience.

(B)  Leadership duties:

  • Demonstrates commitment to the New America School vision and mission and communicates that vision and mission broadly to all stakeholders.
  • Models school values for students, staff, parents and the New America Schools Board of Directors.
  • Is a visible leader maintaining frequent contact with students and staff.
  • Exercises a participatory management style with staff when at all possible.
  • Communicates effectively by written and oral methods.
  • Fosters a climate of continuous improvement and innovation.
  • Facilitates activities for families and staff to encourage community and shared purpose.

(c)  Educational leadership duties:

  • Hires and evaluates all school staff.
  • Oversees planning and evaluation of programs and priorities.
  • Coordinates design of curriculum with staff.
  • Administrates all school-based programs.
  • Administers services of resource personnel.
  • Assists staff in evaluating their methods and instructional materials.
  • Designs schedules.
  • Develops and fosters cooperation and teamwork within staff.
  • Assists staff in accommodating individual student needs and abilities.
  • Monitors student progress, discipline, health and safety.
  • Provides perspective on educational issues with the New America School board on a regular basis.
  • Establishes a plan for improvement of instruction, school philosophy and school policies.
  • Assists board in evaluating the school’s progress on established priorities.

(d)  Community relations duties:

  • Promotes and develops a professional relationship with the New America School board and staff.
  • Seeks and considers opinions of others in a timely fashion.
  • Provides information to community, media and interested parties about the school, its’ programs and progress towards goals.
  • Develops all printed materials needed for the operation of the school.
  • Serves in a liaison capacity with the NAS Colorado team on any administrative and/or educational matters.
  • Assists with the recruiting, scheduling and training of volunteers within the school.

(e)  Managerial duties:

  • Approves and authorizes:
  • Building usage
  • Budget items
  • Permanent record maintenance
  • Building maintenance
  • All school based activities and schedules
  • Purchase and utilization of material resources
  • Equipment
  • Textbook and supplies
  • Establishes organizational pattern for the school.
  • Plans and implements the staff development program in concert with NAS Colorado staff.
  • Delineates all responsibilities and authority, establishing lines of communication and supervision.
  • Develops enthusiasm and promotes positive morale among staff and parents.
  • Prepares master budget.

Benefits of Working for NAS, a Public High School Charter:

  • Four-day work week, Fridays off
  • Autonomy in the classroom
  • Low-cost health care for employees
  • Competitive salary
  • Multiple opportunities for additional compensation based on interests and/or aptitude
  • Chance to work with caring professionals
  • Chance to make a difference in the lives of amazing students

 

 

 

 

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Middle School Special Education Teacher

Posted by | April 4, 2018 |

Position: Middle School Special Education Teacher

Start Date: August 1st, 2018

Our Model and Values:

At Compass Academy, we believe that all students can succeed and become lifelong Learners and Leaders.  Launched in August of 2015, Compass will be adding one grade level per year to ultimately serve 750 students in Grades 6-12. Our teachers and students will benefit from ongoing support from City Year and the Center for Social Organization of Schools at Johns Hopkins University, including a team of City Year AmeriCorps Members who serve as tutors and mentors. Most importantly, we have a team of talented and energetic educators and leaders who live out our values every day and who are excited to build an extraordinary school.  Our model brings together an innovative use of extended time and human capital, an environment rich in technology and driven by data, and proven best practices for personalized learning and student growth.

Position Overview

Compass Academy is seeking teachers for the 2018-19 academic school year.  These teachers will join an experienced team of educators to help develop the academic and cultural foundation of an extraordinary school. In their daily practice, Compass Academy teachers develop and implement a curriculum that meets all students’ needs, cultivate a culture that encourages our young learners and leaders, and leverage data and evidence-based teaching practices to ensure student success.

What a Compass Teacher Does

Our teachers are outstanding facilitators of instruction and . . .

  • Plan and implement curriculum, assessments, and evidence-based teaching practices designed to inspire and support Compass Academy’s diverse student body
  • Craft powerful intervention and extension small group seminars to support student needs and pique student curiosity
  • Measurably improve student academic performance and support their growth as Learners & Leaders

Our teachers build and sustain a culture of high expectations and . . .

  • Model Compass Academy core values and enforce school policies and expectations
  • Establish purposeful classroom routines and implement school cultural elements to create an effective and encouraging learning environment and students to take responsibility for their actions, learning, and shared space
  • Implement effective classroom management practices using a Restorative Practice lens and communicate and collaborate with school team when behavioral issues arise

Our teachers are savvy with data and . . .

  • Analyze student assessment data and track early warning indicators to monitor student progress, inform instruction and develop targeted interventions and supports
  • Lead students to analyze and reflect on their own progress by providing constructive feedback based on both academic measures and individualized Learner & Leader Plans

Our teachers are leaders in and out of their classrooms and . . .

  • Collaborate with other teachers, curriculum specialists, and City Year AmeriCorps Members in weekly planning sessions to ensure instruction is meeting all students’ needs
  • Constantly refine their skills through coaching, professional development, and opportunities to build their practice
  • Build relationships with families to solicit their input and to communicate students’ academic and social-emotional progress

An Ideal Candidate for a Compass Teacher likely has:

  • At least two years of experience teaching in a diverse middle school classroom
  • Experience with Culturally & Linguistically Diverse Students, preferred
  • Experience working with Complex Learners, preferred
  • Comprehensive knowledge of content area and ability to effectively implement a variety of curriculum to enhance student learning
  • Proven track-record of raising student achievement & holding students to high expectations
  • Experience using data to collaborate and support student performance
  • Commitment to growth and reflection through coaching and professional development
  • Communication and relationship-building skills with experience cultivating strong connections with students, families, and community stakeholders
  • Ability to work in a team, with a do-what-it-takes attitude, strong work ethic and organizational skills, and great sense of humor
  • Belief in Compass’ mission and vision including the belief that all children can succeed in school, college, career and life

Additionally, a top candidate also has:

  • Experience using multi-tiered student support systems, early warning systems, and developing the culture and climate in a high functioning urban school (preferred)
  • Proficient or fluent in Spanish and interest in working in a school that prioritizes bilingual and biliterate education (preferred)
  • Experience in a progressive or start-up charter school environment (preferred)

What We Offer:

  • Competitive compensation package and generous & innovative benefits
  • Excellent professional development and coaching
  • Additional in-classroom support from trained City Year AmeriCorps Members
  • Dedicated time for both independent and collaborative planning

Compass Academy is an equal opportunity employer committed to a diverse workforce. Individuals from all backgrounds are encouraged to apply. This position will begin August 1st, 2018.

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Admission Associate

Posted by | April 3, 2018 |

Position: Admission Associate

Full Time Position: Starting August 2018

Reports to: Director of Admissions

 

Key responsibilities:

Stanley Admissions

• Providing personal initial point of contact for admissions inquiries.

• Scheduling tours with prospective families.

• Leading daily individual and small-group tours for prospective families.

• Facilitating and attending open houses, school fairs and other admissions related events in the Denver community (including evenings and weekends).

• Understanding and effectively communicating with a wide range of constituencies about the Stanley BPS mission and educational philosophy. Making meaningful connections between the unique attributes of Stanley BPS and the priorities of prospective families.

• Scheduling student visits and parent follow-up meetings.

• Communicating effectively with families, including those of diverse cultural and

socioeconomic backgrounds, about all aspects of the admissions process and the

Stanley BPS educational philosophy.

• Coordinating and communicating with parent and student volunteers who support the

admissions program.

• Administering screenings during student visits and meeting with parents in follow-up

interviews.

• Assist with managing admissions database throughout the admissions process – inquiry through acceptance, and manage all applicant files

• Sustaining relationships with enrolled students and families to assist with transition into the Stanley community.

• Managing marketing materials.

 

Stanley Summer Camp Administration

• Scheduling staff and working with the Business Office to create contracts.

• Serve as a main point of contact for Summer at Stanley customer service, and support

parents and staff with scheduling and modifying summer camp orders.

• Using database to create camp brochure and help to develop and send out Summer at Stanley communication to customers

• Sending out communications to customers and staff.

• Organizing Summer at Stanley staff paperwork, and support with all communication to

Summer at Stanley staff.

• Support with organizing and maintain student health care plans.

• Performing other duties as assigned by the Director of

 

Admissions

Key competencies and qualities:

• Commitment to multicultural practice and cultural competence.

• A high standard of integrity and ethical behavior with all constituencies.

• Highly professional interpersonal skills and masterful writing skills for a variety of

audiences and purposes.

• Strong experience employing relevant technology tools.

• Tact, discretion and a strong sense of confidentiality in managing sensitive situations.

 

Experience and background desired:

• Teaching and/or K-8 school administration experience. Experience in independent schools strongly preferred.

• Understanding of British Primary philosophy and progressive educational philosophies.

• Prior work experience that reflects responsibility for organization, administration, communication, and customer service.

 

We Value:

• An inclusive and diverse community

• Joyfulness

• Lifelong learning

• Positive and constructive communication

• Creativity, flexibility, and resourcefulness

• An understanding of children and childhood

• Commitment to making a positive difference in the world

Equal Opportunity Employer

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

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Middle School Math Teacher

Posted by | March 30, 2018 |

Position: Middle School Math Teacher

Start Date: August 1st, 2018

Our Model and Values:

At Compass Academy, we believe that all students can succeed and become lifelong Learners and Leaders.  Launched in August of 2015, Compass will be adding one grade level per year to ultimately serve 750 students in Grades 6-12. Our teachers and students will benefit from ongoing support from City Year and the Center for Social Organization of Schools at Johns Hopkins University, including a team of City Year AmeriCorps Members who serve as tutors and mentors. Most importantly, we have a team of talented and energetic educators and leaders who live out our values every day and who are excited to build an extraordinary school.  Our model brings together an innovative use of extended time and human capital, an environment rich in technology and driven by data, and proven best practices for personalized learning and student growth.

Position Overview

Compass Academy is seeking teachers for the 2018-19 academic school year.  These teachers will join an experienced team of educators to help develop the academic and cultural foundation of an extraordinary school. In their daily practice, Compass Academy teachers develop and implement a curriculum that meets all students’ needs, cultivate a culture that encourages our young learners and leaders, and leverage data and evidence-based teaching practices to ensure student success.

What a Compass Teacher Does

Our teachers are outstanding facilitators of instruction and . . .

  • Plan and implement curriculum, assessments, and evidence-based teaching practices designed to inspire and support Compass Academy’s diverse student body
  • Craft powerful intervention and extension small group seminars to support student needs and pique student curiosity
  • Measurably improve student academic performance and support their growth as Learners & Leaders

Our teachers build and sustain a culture of high expectations and . . .

  • Model Compass Academy core values and enforce school policies and expectations
  • Establish purposeful classroom routines and implement school cultural elements to create an effective and encouraging learning environment and students to take responsibility for their actions, learning, and shared space
  • Implement effective classroom management practices using a Restorative Practice lens and communicate and collaborate with school team when behavioral issues arise

Our teachers are savvy with data and . . .

  • Analyze student assessment data and track early warning indicators to monitor student progress, inform instruction and develop targeted interventions and supports
  • Lead students to analyze and reflect on their own progress by providing constructive feedback based on both academic measures and individualized Learner & Leader Plans

Our teachers are leaders in and out of their classrooms and . . .

  • Collaborate with other teachers, curriculum specialists, and City Year AmeriCorps Members in weekly planning sessions to ensure instruction is meeting all students’ needs
  • Constantly refine their skills through coaching, professional development, and opportunities to build their practice
  • Build relationships with families to solicit their input and to communicate students’ academic and social-emotional progress

An Ideal Candidate for a Compass Teacher likely has:

  • At least two years of experience teaching in a diverse middle school classroom
  • Experience with Culturally & Linguistically Diverse Students, preferred
  • Experience working with Complex Learners, preferred
  • Comprehensive knowledge of content area and ability to effectively implement a variety of curriculum to enhance student learning
  • Proven track-record of raising student achievement & holding students to high expectations
  • Experience using data to collaborate and support student performance
  • Commitment to growth and reflection through coaching and professional development
  • Communication and relationship-building skills with experience cultivating strong connections with students, families, and community stakeholders
  • Ability to work in a team, with a do-what-it-takes attitude, strong work ethic and organizational skills, and great sense of humor
  • Belief in Compass’ mission and vision including the belief that all children can succeed in school, college, career and life

Additionally, a top candidate also has:

  • Experience using multi-tiered student support systems, early warning systems, and developing the culture and climate in a high functioning urban school (preferred)
  • Proficient or fluent in Spanish and interest in working in a school that prioritizes bilingual and biliterate education (preferred)
  • Experience in a progressive or start-up charter school environment (preferred)

What We Offer:

  • Competitive compensation package and generous & innovative benefits
  • Excellent professional development and coaching
  • Additional in-classroom support from trained City Year AmeriCorps Members
  • Dedicated time for both independent and collaborative planning

Compass Academy is an equal opportunity employer committed to a diverse workforce. Individuals from all backgrounds are encouraged to apply. This position will begin August 1st, 2018.

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Middle School Science Teacher

Posted by | March 30, 2018 |

Position: Middle School Science Teacher

Start Date: August 1st, 2018

Our Model and Values:

At Compass Academy, we believe that all students can succeed and become lifelong Learners and Leaders.  Launched in August of 2015, Compass will be adding one grade level per year to ultimately serve 750 students in Grades 6-12. Our teachers and students will benefit from ongoing support from City Year and the Center for Social Organization of Schools at Johns Hopkins University, including a team of City Year AmeriCorps Members who serve as tutors and mentors. Most importantly, we have a team of talented and energetic educators and leaders who live out our values every day and who are excited to build an extraordinary school.  Our model brings together an innovative use of extended time and human capital, an environment rich in technology and driven by data, and proven best practices for personalized learning and student growth.

Position Overview

Compass Academy is seeking teachers for the 2018-19 academic school year.  These teachers will join an experienced team of educators to help develop the academic and cultural foundation of an extraordinary school. In their daily practice, Compass Academy teachers develop and implement a curriculum that meets all students’ needs, cultivate a culture that encourages our young learners and leaders, and leverage data and evidence-based teaching practices to ensure student success.

What a Compass Teacher Does

Our teachers are outstanding facilitators of instruction and . . .

  • Plan and implement curriculum, assessments, and evidence-based teaching practices designed to inspire and support Compass Academy’s diverse student body
  • Craft powerful intervention and extension small group seminars to support student needs and pique student curiosity
  • Measurably improve student academic performance and support their growth as Learners & Leaders

Our teachers build and sustain a culture of high expectations and . . .

  • Model Compass Academy core values and enforce school policies and expectations
  • Establish purposeful classroom routines and implement school cultural elements to create an effective and encouraging learning environment and students to take responsibility for their actions, learning, and shared space
  • Implement effective classroom management practices using a Restorative Practice lens and communicate and collaborate with school team when behavioral issues arise

Our teachers are savvy with data and . . .

  • Analyze student assessment data and track early warning indicators to monitor student progress, inform instruction and develop targeted interventions and supports
  • Lead students to analyze and reflect on their own progress by providing constructive feedback based on both academic measures and individualized Learner & Leader Plans

Our teachers are leaders in and out of their classrooms and . . .

  • Collaborate with other teachers, curriculum specialists, and City Year AmeriCorps Members in weekly planning sessions to ensure instruction is meeting all students’ needs
  • Constantly refine their skills through coaching, professional development, and opportunities to build their practice
  • Build relationships with families to solicit their input and to communicate students’ academic and social-emotional progress

An Ideal Candidate for a Compass Teacher likely has:

  • At least two years of experience teaching in a diverse middle school classroom
  • Experience with Culturally & Linguistically Diverse Students, preferred
  • Experience working with Complex Learners, preferred
  • Comprehensive knowledge of content area and ability to effectively implement a variety of curriculum to enhance student learning
  • Proven track-record of raising student achievement & holding students to high expectations
  • Experience using data to collaborate and support student performance
  • Commitment to growth and reflection through coaching and professional development
  • Communication and relationship-building skills with experience cultivating strong connections with students, families, and community stakeholders
  • Ability to work in a team, with a do-what-it-takes attitude, strong work ethic and organizational skills, and great sense of humor
  • Belief in Compass’ mission and vision including the belief that all children can succeed in school, college, career and life

Additionally, a top candidate also has:

  • Experience using multi-tiered student support systems, early warning systems, and developing the culture and climate in a high functioning urban school (preferred)
  • Proficient or fluent in Spanish and interest in working in a school that prioritizes bilingual and biliterate education (preferred)
  • Experience in a progressive or start-up charter school environment (preferred)

What We Offer:

  • Competitive compensation package and generous & innovative benefits
  • Excellent professional development and coaching
  • Additional in-classroom support from trained City Year AmeriCorps Members
  • Dedicated time for both independent and collaborative planning

Compass Academy is an equal opportunity employer committed to a diverse workforce. Individuals from all backgrounds are encouraged to apply. This position will begin August 1st, 2018.

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High School Principal

Posted by | March 27, 2018 |

27J Schools in the north Denver metro area is looking for a comprehensive high school principal.
Join a dynamic district, closer than you think and bigger than you realize.
  • 27J serves 4 Adams County communities: Brighton, Henderson, Thornton and Commerce City
  • A framework of instructional coaching
  • $250 million bond expansion
  • 4 Day Student Contact Week
  • Growing!
  • 17 miles from Denver and Boulder
  • 21 schools – 13,000 students
 This job closes April 9, 2018
Comments Off on Middle School Math and Homeroom Teacher

Middle School Math and Homeroom Teacher

Posted by | March 22, 2018 |

Friends School is currently accepting applications for a full-time Middle School Math and HomeroomTeacher to start in August, 2018.  S/he will have responsibility for math programming and supporting an integrated curriculum that embraces student input and focuses on the social and emotional lives of students. S/he will thrive on participating in a collaborative process of growing and fine-tuning the programmatic aspects of the middle school. The candidate must be a knowledgeable, passionate, experienced middle school teacher who is inspired by the dynamic nature of early adolescents and teaches from the heart.
Benefits included.
Required: Bachelor’s Degree, experience teaching middle school age students with a social and emotional component to practice that is in line with Friends School’s philosophy, experience with integrated curriculum or Project Based Learning.
Preferred: Master’s Degree in Education or a related field, Colorado teaching license.
Responsibilities are outlined in the job description.
Comments Off on Director of Human Resources

Director of Human Resources

Posted by | March 16, 2018 |

The Roaring Fork School District is seeking applications for an experienced, self-directed, innovative leader to serve as the Human Resources Director.  The Roaring Fork Schools serve a diverse student population of over 5,650 PreK-12th grade students and the Human Resources Director is responsible for the leadership, coordination, and implementation of the district’s human resources services to ensure that every student develops the enduring knowledge, skills and character to thrive in a changing world.

 

Ideal candidates will demonstrate significant skill and experience in:

  • Developing and implementing the vision, mission, values, expectations and goals of a high functioning human resources department
  • Creating trust and working collaboratively in a complex, multi-stakeholder environment
  • Knowledge of human resources best practices, employee benefits and employment law
  • Knowledge of state and federal laws and rules governing public education
  • Managing and organizing complex, multiphase processes and projects
  • Designing, coordinating, and ensuring staff selection process that results in hiring highly qualified staff
  • Developing and applying strategic plans, and employing data-driven analyses and decision-making
  • Participating as a team member while also exhibiting strong leadership skills
  • Analyzing problems, identifying alternative solutions, projecting consequences of proposed actions and implementing recommendations in support of strategic plan
  • Applying top-notch interpersonal and communication skills, including public speaking; bilingual preferred

 

Candidates should have a degree from an accredited college or university with coursework in human resources, business administration, public administration or related field, and a minimum of five years experience in human resources with leadership or supervisory experience.

Start Date:  June 1, 2018

Application Deadline:  April 1, 2018.

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Director of Product

Posted by | March 16, 2018 |

Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a director of product to lead our product and UX team.

Who are you?

You thrive in smaller organizations where you can make a huge impact, and you can draw clear lines from broad organizational goals to products that delight users and drive results. You translate strategy into execution and enjoy doing the work, not just calling the shots. You might be a news nerd or someone who loves reading policy papers, but you’re definitely inspired by our daily journalism and our mission of educational equity. You excel at communication and recognize the importance of conveying the why and how in addition to the what. You’re skilled at presenting data findings, knowing that product strategy is meaningless without the data to support it. You shine at problem-solving in highly collaborative environments and bring clarity to complex situations.

What background and skills do you have? (Not all are required, but we hope you’ll have several of these.)

  • Significant product management experience, ideally at a news organization
  • Background in UX and/or design and an innate sense for what looks good and works well
  • Experience using data to influence product strategy and the ability to present data findings in an authoritative way
  • Strong skills in data analysis and interpretation; experience with analytics platforms (e.g. Google Analytics) and A/B testing methodologies
  • Strong technical background, including knowledge of frontend, backend, and infrastructure technologies, and experience managing developers
  • Understanding of data visualization
  • Proven record of successfully launching and scaling products while working with multiple inputs
  • Outstanding communication: stellar listening skills, the ability to clearly capture other people’s viewpoints, and a knack for driving consensus and decision-making across the organization
  • Past creator of roadmaps/project plans, style guides, user manuals, and other relevant process documentation
  • Familiarity with best-in-class digital products across the journalism landscape and beyond, plus existing relationships with other news and/or product organizations
  • Interest in education and passion for Chalkbeat’s equity mission

What will you do?

  • Develop a product strategy that advances Chalkbeat’s mission, resonates with our audience, and drives toward our key performance indicators: readership, loyalty, and revenue
  • Define and own the product roadmap and feature prioritization to build and improve the user experience and outcomes
  • Establish ideal product development process and oversee product requirements and documentation
  • Communicate evolving priorities across the company, respond to requests from the newsroom and business teams, and design effective tools to document processes and train people to follow them
  • Use data to test assumptions, make recommendations, and drive actions
  • Build use cases and user stories and communicate them effectively
  • Serve as player-coach: You’re a manager, but you’re also a doer. You demonstrate capability to inspire a team while moving quickly to deliver on organizational objectives.
  • Coach, mentor, and manage your direct reports, including a full-stack developer and digital producer, plus oversee relationships with outside web development and design consultants

This position is ideally based in New York City or one of Chalkbeat’s other locations: Chicago, Denver, Detroit, Indianapolis, or Memphis. We will also consider remote candidates. This position will report to Chalkbeat’s executive editor.

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

About Chalkbeat:

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

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Story Editor (Part-Time)

Posted by | March 14, 2018 |

Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a story editor with digital experience to make our news stories sing.

The story editor will be responsible for editing a mix of articles out of our seven local bureaus: Chicago, Colorado, Detroit, Indiana, Newark, New York, and Tennessee. Stories will vary among news pieces, step-back analyses, and longer enterprise work, and each day will be different. You will work with the managing editor, digital producer, and local reporters to ready stories for publication on our website, and coordinate with the growth editor for social promotion. You will also work with the managing editor to help connect the dots across bureaus and ensure that Chalkbeat is telling a cohesive overarching story.

The story editor will provide crucial perspective, adding regional or national context where needed and ensuring that stories read logically, adhere to Chalkbeat style, and are properly sourced. While each piece that comes across the transom is different, all of our stories taken together should add up to a coherent whole, and the story editor is essential to achieving that goal through a mix of line editing, copy editing, and pulled-back critical thinking.

Who are you?

You respect the power of the (virtual) red pen, craft grabby headlines, and geek out on style guides. Although this position does not manage writers directly, you possess a mentoring spirit that’s able to coax the best story possible from reporters both green and seasoned. You believe that it’s better to teach than to tell. You live by your gut instinct for a good story and whack your way through unnecessary words to sniff out the best angle. Nut graphs? You slay them.

What background and skills do you have?

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

The ideal candidate is based in Chicago, Denver, Detroit, Indianapolis, Newark, New York, Memphis, or Washington, DC. Remote candidates will also be considered.

This is a part-time position (20 hours per week). Chalkbeat offers a competitive salary, commensurate with experience.

About Chalkbeat:

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

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K-8 Principal

Posted by | March 13, 2018 |

Licensed Administrative/Professional Technical
Job Title: Principal, K-8
Work Year: 261
Department: Division of Equity in Learning
Reports To: Director, P-20 Learning Community
Salary Range: 9
Starting Salary: $101350

As the instructional leader, the principal is first and foremost responsible for increasing student achievement by developing and implementing an aligned and coherent standards-based instructional system and by organizing the school site operation in accordance with the Board of Education policies.

EDUCATION AND TRAINING:
Master’s degree plus additional coursework required for certification or licensure.

EXPERIENCE:
Over 5 years and up to and including 7 years of experience in public education within the school setting, including teaching.

SKILLS, KNOWLEDGE, EQUIPMENT & OTHER:
Advanced oral and written communication, public relations, instruction, curriculum, conflict resolution, multitasking, problem solving, facilitation, management, decision making, computer and organizational skills. Ability to work with students with various backgrounds and abilities. Skill in working with students and staff with diverse needs at various levels. Ability to be flexible and patient and make change. Knowledge of instruction and curriculum. Operating knowledge of and experience with personal computer, word processing software and basic office equipment.

CERTIFICATES, LICENSES, & REGISTRATIONS:
Colorado Principal’s License. LDE certificate preferred.

SUPERVISION/TECHNICAL RESPONSIBILITY:
Directly supervises all school building personnel; may delegate some supervisory responsibilities to Assistant Principal(s). Carries out supervisory responsibilities in accordance with the organization’s policies and applicable laws. Responsibilities include interviewing, hiring and training employees; promoting and transferring employees; planning, assigning and directing work; appraising performance; rewarding, disciplining and terminating employees; and addressing complaints and resolving problems.

BUDGETARY RESPONSIBILITY:
Solely responsible for developing, administering, monitoring and coordinating the assigned school’s budget. Develop and administer District account allocations. Develop and monitor grants awarded to the school site.

PHYSICAL DEMANDS:
While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel; talk or hear; and smell. The employee is frequently required to stand or walk. The employee is occasionally required to sit; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision and distance vision.

WORK ENVIRONMENT:
While performing the duties of this job, the employee is occasionally exposed to toxic or caustic chemicals or outdoor weather conditions. The noise level in the work environment is usually moderate.

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

 

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Executive Director of School Performance

Posted by | March 13, 2018 |

Job Title: Executive Director of School Performance
Work Year: 261
Department: Equity in Learning Direction
Reports To: Chief Academic Officer
Salary Range: 10
Salary: $108988 – $147452

The Executive Director of School Performance is responsible for leading the direction and supervision of the district’s schools and school leaders to ensure the academic growth of each student and performance of each school. As a member of the Division of Equity in Learning, the Executive Director of School Performance partners with the Executive Director of Curriculum and Instruction to ensure that accountabilities and supports are effectively employed for students, teachers and leaders by engaging a vision of academic high expectations for every APS student and closing the opportunity and achievement gaps between student groups; ensuring that equity and the implementation of culturally relevant educational practices drive instructional efforts; and ensuring and refining implementation of all instructional practices in alignment with the Colorado Academic Standards.

EDUCATION AND TRAINING:
Master’s degree in Curriculum and Instruction or Educational Leadership; Doctorate preferred (not required).

EXPERIENCE:
Over 5 years of experience in teaching or instructional leadership. Over 5 years of experience in school or district level leadership preferred. K-12 instructional and leadership background and experience preferred.

SKILLS, KNOWLEDGE, EQUIPMENT & OTHER:
Knowledge of content and pedagogy in instructional planning, implementation and assessment/evaluation. Strong depth of knowledge related to effective practices in adult learning. Understanding of technology integration and personalized learning practices. Experience with instructional implementation of highly diverse educational contexts. Excellent written and oral communication skills. English language skills required. Oral and written fluency in second language may be preferred or required based on building assignment.

CERTIFICATES, LICENSES, & REGISTRATIONS:
Colorado Department of Education Principal or Administrator License required.
Degree or certificate in the instruction of English Language Acquisition preferred, not required

SUPERVISION/TECHNICAL RESPONSIBILITY:
Carries out supervisory responsibilities in accordance with the organization’s policies and applicable laws. Directly supervises P-20 Learning Community Directors. Responsibilities include assigning and directing work; working with the Equity in Learning Director Team in leadership, evaluation and development of employees, and addressing concerns and resolving problems.

PHYSICAL DEMANDS:
While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel; talk or hear. The employee frequently is required to stand; walk; sit; reach with hands and arms; stoop, kneel, crouch, or crawl. The employee is occasionally required to climb or balance; taste or smell. The employee frequently lifts and/or moves up to 25 pounds and occasionally lifts and/or moves more than 50 pounds. No specific vision abilities required by this job.

WORK ENVIRONMENT:
The noise level in the work environment is usually moderate.

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

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Director, P-20 Learning Community

Posted by | March 12, 2018 |

Job Title: Director, P-20 Learning Community
Work Year: 261 days
Department: Division of Equity in Learning
Reports To: Chief Academic Officer
Salary Range: 10
Starting Salary: $108988

The P-20 Learning Community Director is responsible for ensuring that students, teachers, principals, and P-20 Learning Community (P-20 LC) Support Team members have the resources, development, support and accountability needed to ensure the acceleration of learning for every APS student. Specific duties include: Leading and supervising all aspects of the work of the P-20 Learning Community; Engaging the P-20 group of schools in working together to accelerate the learning of all students; supervising, evaluating and ensuring the development of principals; hiring, development, evaluation and leadership of the P-20 LC Support Team; ensuring the effective development and full implementation of the P-20 LC strategic plan, school level Unified Improvement Plans (in support of the school principal), P-20 LC/School reciprocal agreements and principal/teacher effectiveness programming (evaluation and professional learning); developing and ensuring the capacity of the P-20 LC Support Team to provide the following facilitative services to schools – Instructional supports for standards, curriculum and assessment, Multi-Tiered Support Systems implementation, intentional culture creation, Equity-based school culture and instructional practices, Positive Behavior Interventions and Supports (PBIS) , restorative justice, Post-secondary Workforce Readiness including the implementation of Individual Career and Academic Plans (ICAPS) and Plans of Study; data team and standards-based teaching and learning cycles and other services to be identified; actively working with the school leadership team to improve teaching and learning by connecting the school with content experts, participating in learning walks, observing/supporting professional learning and instruction and providing critical feedback with clear, measurable targets toward progress; planning and developing professional learning experiences and engaging school leaders, P-20 Support Teams, horizontal/leveled school leader groups (HS, MS, P-8 and/or Elem) and others in professional learning activities; through application of the Quality Standards for the principal role, identifying evidence of performance and growth related to professional learning targets and experiences and provide principals with timely and effective feedback, ensuring that responses to feedback are implemented; support the development and facilitation of professional learning programming for teacher leaders and developing and new school leaders; engage appropriate levels of mentoring and coaching for school leaders; ensuring that school-level conflicts are mediated and resolved in an effective manner; ensuring that school budgets are developed and implemented in a manner that is supportive of the school’s strategic plan and in a manner that is fully accountable to the district and community; being a model for leadership and learning in the P-20 LC and school district, consistently demonstrating a high level of professionalism, responsiveness to feedback and engaging in ongoing professional learning; being highly responsive and fully accountable to the district leadership team and the board of education; serving as a team member with other P-20 LC Directors and in the Division of Equity in Learning; ensuring that schools, principals and P-20 LC Support teams are compliant in all areas of law, statute, policy and directives from supervisors; engaging in other duties as assigned by the Chief Academic Officer.

 

EDUCATION AND TRAINING:
Master’s degree, Ph.D. or Ed. S.

EXPERIENCE:
Over 5 years experience as a building principal or in education leadership in a comparable role.
SKILLS, KNOWLEDGE, EQUIPMENT & OTHER:
Strong oral and written communication, interpersonal, public relations, instruction, curriculum, facilitation, management, decision making, collaboration and organizational skills. In-depth knowledge of instruction, standards-based education and leadership. Operating knowledge of and experience with personal computer and office software.
CERTIFICATES, LICENSES, & REGISTRATIONS:
Valid Colorado Principal’s License.
SUPERVISION/TECHNICAL RESPONSIBILITY:
Directly supervises Principals and Support Team members. 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, disciplining and terminating employees; and addressing complaints and resolving problems.
BUDGETARY RESPONSIBILITY:
Assist the Chief Academic Officer with developing, administering, monitoring and coordinating the Division budget. Assess the viability of grant applications from elementary and secondary schools. Review and approve Principals’ expenditures from PPA (per pupil allotment) budgets. Participate in initiating and validating requisitions.
PHYSICAL DEMANDS:
While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle, or feel; and talk or hear. The employee is occasionally required to sit. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision and ability to adjust focus.
WORK ENVIRONMENT:
While performing the duties of this job, the employee is occasionally exposed to outdoor weather conditions. The noise level in the work environment is usually moderate.
MENTAL FUNCTIONS:
While performing the duties of this job, the employee is regularly required to analyze, communicate, coordinate, instruct, synthesize, evaluate and use interpersonal skills. The employee is frequently required to negotiate. The employee is occasionally required to compare, copy, compute and compile.

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Elementary Crew Lead Teacher

Posted by | March 6, 2018 |

Overview of Responsibilities:

  • Teacher lead for an elementary classroom (K/1 loop, multi-age grades 2/3, multi-age grades 4/5)
  • Design and implement two learning expeditions per year aligned with the Odyssey curriculum map and the EL core practices.
  • Design and implement language arts  and math curriculum aligned with the EL core practices and the Common Core State Standards.
  • Develop strong relationships with students, families and staff.
  • Consistently use instructional practices that are engaging and promote equity and high expectations.
  • Utilize effective assessment practices to understand learning and to shape instruction.
  • Help students understand, reflect on, and take responsibility for their own learning.
  • Work with your teammate, intervention staff & administration to meet needs of ALL students.
  • Communicate effectively with students, parents/guardians and other staff members.
  • Demonstrate and foster a commitment to character through challenging academic work, service, adventure trips and crew.
Comments Off on National Reporter

National Reporter

Posted by | March 2, 2018 |

Chalkbeat is looking for a passionate, enterprising reporter to join our national reporting team.

Chalkbeat is the nonprofit news organization committed to covering one of America’s most important stories: the effort to improve schools for all children, especially those who have historically lacked access to a quality education. Read more about our mission and values.

We’re currently in six locations — Colorado, Detroit, Indiana, Newark, New York, and Tennessee — and we’re about to be in one more, Chicago. Now, we’re looking for an additional reporter to join our two-person national team to help cover the organizations and ideas that span the country and shape what happens locally.

You’ll be responsible for writing a range of stories at a fast clip. A typical week in your reporting life might include profiling a growing charter school network, breaking news about a national teachers union, and synthesizing local stories about challenges facing refugee students.

You’re a good fit for this position if most or all of these apply:

  • You’re excited about holding powerful organizations accountable to the public.
  • You’ve thrived as a journalist in a fast-paced, high-volume news environment.
  • You’ve previously covered education locally or nationally and have more questions than when you got started.
  • You believe high-quality journalism can make a difference to the lives of students, the work of policy makers, and the strength of our democracy.

The ideal candidate would be based in or willing to relocate to New York City, but we’re open to someone working elsewhere, especially from another Chalkbeat bureau.

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

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3/4/5 Classroom Teacher

Posted by | February 12, 2018 |

Position Title: Grade 3/4/5 Classroom Teacher

• Full time position to begin August 2018

Reports To: Head of 3/4/5

Overview:

The purpose of this position is to provide lead teaching in a multi-age classroom of grades 3/4/5, and to fulfill other duties and responsibilities as assigned, as a member of the lead teaching team of 3/4/5 teachers, and as a member of the Stanley BPS professional community.

Purpose of the Position:

A 3/4/5 lead classroom teacher will inspire and educate children to develop Stanley BPS’s Seven Goals for Learners:

1. Self-Awareness – Including self-advocacy and confidence in one’s beliefs and abilities

2. Collaboration – Working with, and striving to understand, others, including cooperation, communication, and empathy

3. Respect – As well as appreciation, for one’s role as a responsible community member

4. Curiosity – Including creativity, risk-taking, and the ability to think anew

5. Perseverance – Finding success through hard work and internal motivation

6. Academic Resourcefulness – Problem-solving, critical thinking, applying skills and

concepts

7. Joyful, Lifelong Learning – Finding fulfillment in pursuing one’s passions

Essential Duties and Responsibilities:

The 3/4/5 Classroom Teacher will work with students to:

• Build a positive relationship with each student;

• Value the distinct contributions and abilities of each child and design curricula,

materials, learning environment and teaching strategies to meet the personalized

needs of students (differentiate instruction);

• Create opportunities for students to know themselves, to make good choices, and take

responsibility for their own learning and action;

• Create a supportive, inclusive, and mutually respectful classroom community in

which students feel safe to take risks, communicate, collaborate and learn from each

other and where differences are celebrated;

• Promote responsibility for our community and environment;

• Provide opportunities for students to learn not only the basic skills, but higher order

skills, such as, problem solving and creativity;

• Plan and implement an engaging, meaningful, developmentally-appropriate, and

when possible, integrated curriculum in which students can explore and experiment

through first hand experiences;

• Constructively participate and reflect on self-evaluation and lesson plan observation

process with 3-5 Head or designee;

• Actively engage in ongoing professional development;

• Be a role model for students and teach in a way that upholds the goals, values, and

learning principles of Stanley BPS.

The 3/4/5 Classroom Teacher will be a positive and active member of the 3/4/5 team and will:

• Work in collaboration with the 3/4/5 classroom teachers, sharing ideas and

materials with teammates;

• Participate positively and constructively in grade level meetings and adhere to

meeting norms;

• Communicate positively, honestly, and respectfully;

• Supervise at community times e.g. drop-off, pick-up, lunch and snack, as needed

• Attend overnight trips when required;

The 3/4/5 Classroom Teacher will be a positive and active member of the Stanley K-8 staff and will:

• Attend Friday afternoon full staff meetings;

• Attend August retreat and staff meeting days in January, April, and June;

• Work in collaboration with K-8 teachers to create a learning continuum and

continuity of experience;

• Participate actively in school events and activities;

• Communicate and collaborate positively and professionally with the Stanley staff

and community;

• Adhere to school and grade level practices and procedures;

The 3/4/5 Classroom Teacher will communicate and collaborate with parents and actively involve them in the life of the classroom and of the school.

• Write updates to parents about what is happening in the classroom and overall

classroom and curricula goals;

• Communicate learning progress, successes, and concerns at conference time and

as needed, returning phone calls and emails in a timely manner;

• Fill in/write individual Progress Reports;

We Value:

• An inclusive and diverse community

• Joyfulness

• Lifelong learning

• Positive and constructive communication

• Creativity, flexibility, and resourcefulness

• An understanding of children and childhood

• Commitment to making a positive difference in the world

Job Qualifications:

• Masters’ Degree in Education is preferred.

• Experience teaching and working with 3rd, 4th and 5th grade students

• British Primary training or interest in receiving training in the British Primary approach to teaching

Physical Activities:

The physical activities required of this position are normal and typical for an elementary school teacher, and require the ability to participate in outdoor events, such as hikes and camping trips, recess duties, and general classroom set-up and clean-up, and may require lifting up to 25 pounds, and the ability access buildings and classrooms on campus.

Salary:

Stanley British Primary welcomes diverse applicants. Salary and benefits will be commensurate with experience.

Equal Opportunity Employer:

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

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Middle School Science Teacher

Posted by | February 7, 2018 |

Teaching Opportunity at the Stanley British Primary School

 

Opening:   Middle School Science Teacher

 

  • Full time position to begin August, 2018

 

 

About Stanley BPS: For over 40 years, Stanley classrooms have been filled with engaged learners guided by inspired teachers. We carefully blend an academic program grounded in a whole-child approach with an attention to each child’s social/emotional development. Our British Primary philosophy promotes the simple notion that when students enjoy what they’re doing and take an active role in their education, learning truly becomes a joy and a lifelong endeavor. SBPS is committed to maintaining a diverse and inclusive school community. Candidates from diverse backgrounds are encouraged to apply.

 

Responsibilities Include:

  • Commitment to engendering inclusiveness as a core value in the classroom and within the school community
  • Teach 4-5 sections of 6th and 7th grade science and co-teach in a middle school homeroom
  • Plan and implement an engaging, meaningful, developmentally-appropriate, and when possible, integrated curriculum in which students can explore and experiment through first hand experiences
  • Be a positive and active member of the 6/7/8 team
    • Work in collaboration with the 6/7/8 classroom teachers, sharing ideas and materials with teammates
    • Participate positively and constructively in grade level meetings and adhere to meeting norms
    • Communicate positively, honestly, and respectfully
    • Supervise at community times e.g. drop-off, pick-up, lunch and snack, as needed
    • Attend overnight trips when required
  • Be an active, positive and contributing member of the K-8 Staff
    • Attend Friday afternoon full staff meetings
    • Attend August retreat and staff meeting days in January, April, and June
    • Work in collaboration with K-8 teachers to create a learning continuum and continuity of experience
    • Participate actively in school events and activities
    • Communicate and collaborate positively and professionally with the Stanley staff and community
  • Communicate and collaborate with parents and actively involve them in the life of the classroom and of the school.
    • Write updates to parents about what is happening in the classroom and overall classroom and curricula goals
    • Communicate learning progress, successes, and concerns at conference time and as needed, returning phone calls and emails in a timely manner
    • Fill in/write individual Progress Reports

 

Desired Qualifications and Background Experience:

  • Experience working in a diverse environment
  • Minimum of undergraduate science degree
  • Experience teaching in and understanding of BPS philosophy
  • Experience with teaching middle school students

 

We Value:

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

 

Equal Opportunity Employer

 

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

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Executive Director

Posted by | February 6, 2018 |

Executive Director

 

New Legacy Charter School is a free, public school for pregnant and parenting high school students and their children in northwest Aurora. We are located at 2091 N. Dayton Street, Aurora, CO 80010 and serve approximately 95 high school students and 65 children in an on-site early learning center. The school is authorized by the Colorado Charter School Institute and opened in August of 2015, with our first class graduating in June 2016.

 

We offer students a rigorous, relevant, and engaging education so they are empowered with the skills needed to raise healthy children and graduate prepared for success in college and careers. Our vision is to see young families creating a legacy of education leading to compelling careers, financial independence, and positive parenting. Our school model includes combining flexibility with a strong school culture based on healthy relationships and student leadership.

 

While we are still learning and growing, we are also proud of some of our initial successes. In our first two years, 100% of our graduates finished high school with acceptance to at least one college in hand—effectively altering the life course of our students and their children. Our graduation numbers increased by 150% from year one (9 graduates) to year two (24 graduates) and our graduation rate increased from 75% to 83%. In year two, our Early Learning Center (ELC) earned a Level Four rating in Colorado Shines, placing it in the top quartile of childcare centers statewide, and 93% of children in the ELC ended the 2016-17 school year meeting widely held expectations for development. In addition, our high school students consistently show significant growth on the Adult Adolescent Parenting Inventory, which measures parenting attitudes and beliefs associated with reduced risk of child abuse/neglect.

 

Position Overview: Reporting directly to the New Legacy Charter School Board of Directors, the Executive Director (ED) serves as the highest administrator at New Legacy Charter School.  The ED is cumulatively responsible for all aspects of organizational health, including but not limited to: enacting the school’s vision/mission; overseeing the realization of the high school and early learning center’s goals and outcomes; meeting the school’s fundraising and other financial goals; maintaining CDE accreditation; maintaining the ELC’s strong rating in Colorado Shines; guiding the school’s professional culture; being accountable to the school’s authorizer; and managing finances, development, and human resources.  The ED is ultimately responsible for the execution of all programs and procedures in alignment with the school’s mission and vision, with input from a broad range of constituents.

 

Employment Status: This is a full-time, exempt, at-will position. The Executive Director reports directly to the Board of Directors.

 

Supervises: Early Learning Center Director (ELC Director), High School Director (HS Director), and Operations Director.

 


 

 OVERALL LEADERSHIP RESPONSIBILITIES:  As the chief executive of NLCS, many of the ED’s responsibilities are cumulative and involve organization-wide leadership.

  • Enacting Mission and Vision: Maintain alignment between all programs and the overall vision, mission, and core values of New Legacy Charter School.
  • Organizational Leadership: Work with the ELC Director and HS Director to develop, maintain, and enhance all aspects of New Legacy Charter School to ensure positive outcomes for students and a strong, collaborative professional culture. Supervises direct reports in a manner that promotes success, efficiency, and on-going development. This includes effective delegation; training, development, and support of staff; establishing performance requirements; and evaluating staff supervised.
  • Strategic Planning and Implementation: Consistently plan for efforts to achieve the strategic outcomes of all aspects of organizational health and growth, including but not limited to academics, child development, health and wellness, support services, organizational stability, and financial strength. Maintain alignment between the school’s mission/vision and the policies and strategic direction of New Legacy Charter School’s Board of Directors.
  • Board Work: Report to the board and maintain a positive, working relationship with the Board. It is incumbent upon the ED to keep the Board informed of all financial and legal matters, and to work with board members on the various committees. The ED is expected to attend all committee meetings, within reason, and to share updates on the school and bring back recommendations from the committees to be implemented in practice.

 

INTERNAL MANAGEMENT: The core elements of internal management are those key pieces that flow naturally from our mission and are the central, measurable things New Legacy Charter School will do to see our vision become a reality.  The ED is responsible for:

  • Enforcement of Rules and Regulations: Honor all local, state, and federal laws, rules, and regulations. Appropriately and directly respond when infractions occur.
  • School Culture: Develop and maintain a staff culture that embodies the school’s core values and brings the mission/vision to life. To do this, the ED will work directly with the ELC and HS Directors to develop and maintain this school culture.
  • Financial Management: Ensure accurate financial management and oversight to guarantee that NLCS secures all needed revenues (including enrollment projections), stays within the board-approved budget, and effectively protects assets. Ensure effectiveness of accounting and auditing consultants.
  • Human Resources: Establish systems that ensure that recruiting / selection processes benefit NLCS; ensure that employment legal requirements are met; and ensure ongoing care and overall HR administration meets the needs of employees and NLCS.
  • Internal Communication: Implement high quality, timely, and effective communication from New Legacy Charter School leadership to the staff, students, board members, committee members, and other internal stakeholders.

 

EXTERNAL RELATIONS: The ED is the most externally facing employee of the school and much of the role is building and maintaining positive working relationships with external partners.

  • Development Work: Ensure the financial health and longevity of the school by cultivating relationships with foundations, corporations, and individuals who provide financial support to the school. Ensure that the school meets its short- and long-term fundraising goals.

 

  • Community Outreach and Partnerships: Be the face of the school to the external community. Although the ED may not be the primary point person for every relationship, the ED must be aware of, connected to, and nurturing relationships with all organizations (including and not limited to: Nurse Family Partnership, Aurora Public Schools, Stanley Marketplace, internship sites, etc.). Community outreach may also include advocacy at the local and state policy level.
  • Authorizer Relationship: Maintain a strong relationship with the school’s authorizer, currently the Charter School Institute (CSI). Funding and external assessments go through CSI and it is essential that the ED maintains a positive, working relationship with the authorizer.
  • External Communication: Implement quality, timely, and effective communications from New Legacy Charter School leadership to key partners, the community at large, and other critical stakeholders.

Our assessments adapt to the child in real-time while she takes the test and can be administered online or through your local network. The results, based on the stability of our data, provide rich insight into learning as it occurs. The implications for instruction and beyond are profound.

One Size Doesn’t Fit All

Each child learns differently. So we developed computerized adaptive assessments that test differently, allowing teachers to see their students as individuals – each with their own base of knowledge.

Tests That Adapt to the Student

NWEA Measures of Academic Progress (MAP) tests present students with engaging, age-appropriate content. As a student responds to questions, the test responds to the student, adjusting up or down in difficulty.

MISSION ALIGNMENT: Mission-aligned members of the New Legacy community share the following values and beliefs. As the organization’s leader, the ED is expected to model all of the following as well. Mission-aligned NLCS members:

  • Dedicate themselves to the school’s mission and vision, adopting a “whatever-it-takes” attitude in helping our students succeed.
  • Understand that relationships are essential to working with students who have been disengaged from their education and are at-risk of dropping out of school. Staff members pursue appropriate and healthy relationships with students, including advocating for them and their success.
  • Believe our students have strengths and assets, and build on these strengths in their work. Maintain a positive attitude and a solution-based approach to challenges in the work place.
  • Oversee open and consistent communication with students and their families about their academic progress, health success and needs, parenting success and needs, individual graduation plans, and college planning. Also communicate proactively with colleagues about student needs to ensure integrated support.
  • Are committed to restorative justice as a mean of addressing conflicts or challenges in the community, whether between students, staff members, or students and staff members.
  • Are committed to inclusive excellence. This means they are willing to engage in conversations about privilege, power, equity, and diversity, and are willing to invest time in community-building and professional development based on inclusive excellence.
  • Are active participants in a supportive and demanding professional community that fosters respect, trust, honesty, risk-taking, open-mindedness, flexibility, collaboration, and continuous improvement.

 

Required Qualifications: Applicants for the Executive Director of NLCS are expected to meet the required qualifications and, ideally, many of the desired qualifications as well.

  • Have at least three years of executive leadership experience.
  • Have a master’s degree in school administration or a relevant field.
  • Have experience with development and fundraising.
  • Have experience managing a complex budget, including working with restricted revenue streams.
  • Be a highly collaborative, results-oriented, adaptable, problem-solving self-starter who seeks feedback to continue professional growth.
  • Have excellent written and verbal communication skills.
  • Commitment to and experience working with students from diverse backgrounds with unique academic and personal needs.

 

 

 

Desired Qualifications:

  • Previous experience working in an Early Childhood Center or in a Middle School or High School.
  • Have a teaching license.
  • Have experience with charter schools, either as a teacher or with charter school laws generally.
  • Experience using data to inform instructional planning and practice. Comfortable using Microsoft Excel, sharing and analyzing student performance results, and constantly working to improve practices.
  • Experience working in an entrepreneurial, dynamic school or similarly demanding environment.
  • Be positive, thoughtful, passionate, motivating, and empowering with staff and students.
  • Be computer savvy, with proficiency in email, word processing, spreadsheets, Google Docs, etc.
  • Have experience using Infinite Campus.
  • Familiarity with the greater Denver area.

 

 

Application Process

To apply for the Executive Director position, submit a resume and statement of interest to Hiring@newlegacycharter.net. Please include references. Salary is $75,000-$85,000 with benefits, commensurate with experience.

 

In the statement of interest (no more than 2 pages), applicants should address the following questions:

1) Why are you interested in working at New Legacy Charter School?

2) What role should public schools play in addressing issues of equity in our society?

3) How can schools best find a balance between setting high academic expectations for individual students and supporting these students by “meeting them where they are” in life?

 

 

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Middle School Principal

Posted by | January 31, 2018 |

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.

<p

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.

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6th Grade Language Arts/ Humanities Teacher

Posted by | January 31, 2018 |

Opening: 6th Grade Language Arts/ Humanities Teacher

 

  • Full-time position to begin August, 2018.

 

 

About Stanley BPS: For over 40 years, Stanley classrooms have been filled with engaged learners guided by inspired teachers. We carefully blend an academic program grounded in a whole-child approach with an attention to each child’s social/emotional development. Our British Primary philosophy promotes the simple notion that when students enjoy what they’re doing and take an active role in their education, learning truly becomes a joy and a lifelong endeavor. SBPS is committed to maintaining a diverse and inclusive school community. Candidates from diverse backgrounds are encouraged to apply.

 

Responsibilities Include:

  • Teaching three sections of sixth grade Humanities classes (a blend of language arts and social studies)
  • Co-teaching a 6th, 7th, and 8th grade Homeroom
  • Advising a group of approximately ten middle school students
  • Creating a safe, supportive, mutually respectful classroom community which values the distinct contributions and abilities of each child
  • Creating opportunities for students to know themselves, to make good choices, and take responsibility for their own learning and actions
  • Differentiating instruction, activities, assignments and assessments on a daily basis
  • Participating in extracurricular activities including but not limited to dances, student events and parent informational meetings
  • Chaperoning school trips
  • Engaging in ongoing professional development

 

 

Desired Qualifications and Background Experience:

  • Experience and expertise in teaching Language Arts/ Humanities and in differentiating instruction
  • Experience with teaching sixth, seventh and eighth grade students
  • Personal educational philosophy that is compatible with British Primary philosophy and practice
  • Outdoor education/first aid/trips experience
  • Bachelor’s Degree

 

We Value:

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

 

 

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Assistant Director of Admission

Posted by | January 30, 2018 |

Position Title: Assistant Director of Admission

 

Reports To:               Director of Admission

 

Overview:

The purpose of this position is to provide general support to the Stanley admissions team, which includes the Director of Admission, Director of Finance, and School Registrar.  This role is integral to the integrity of the school’s admissions program and the school’s ability to represent an accurate and positive presence in the broader Denver education environment.  The position requires an ethic of collaboration, discretion, and customer service.

 

Purpose of the Position:

The Assistant Director of Admission is responsible for managing the administrative and operational aspects of the Stanley admissions program, and for serving as a primary point of contact for prospective families.

 

Essential Duties and Responsibilities:

Admissions

  • Develop a deep understanding of the Stanley BPS mission, vision and values, and the British Primary educational philosophy. Articulate the Stanley educational approach in ways that connect with the individual contexts of each prospective family.
  • Serve as an initial point of contact for admissions inquires and represent a positive presence to all school constituencies.
  • Schedule admissions tours and lead daily individual and small-group tours for prospective families.
  • Schedule student visits and parent follow-up meetings.
  • Plan, organize and lead open houses, school fairs, and other admissions related events at Stanley and at relevant outside organizations.
  • Communicate effectively with families, including those of diverse cultural and socioeconomic backgrounds.
  • Assist in assessments and observations of students, and in organizing follow-up interviews with parents.
  • Assist in managing the admissions database throughout the admissions cycle (inquiry through acceptance decisions).
  • Manage and maintain all applicant files with a high degree of confidentiality and discretion.
  • Build and sustain relationships with enrolled students and families to assist with transitions in to the Stanley community.
  • Stay up to date and connected with current admissions practices at peer institutions and throughout ACIS.

 

Summer Camp and General Administrative Support

  • Assist in the scheduling, programming and staffing of Summer at Stanley summer camp program, including creating, issuing and recording staffing contracts.
  • Assist in communications related to Summer at Stanley, including individual email and phone communication to parents and staff, email blasts, and brochure, and website content development.
  • Manage the scheduling and modification of summer camp orders and assist families with the registration process.
  • Provide overall customer service and support to Summer at Stanley parents and staff.

 

Job Qualifications:

  • Minimum of bachelor’s degree in elementary education, education administration, or child development; master’s degree is preferred.
  • Understanding of British Primary and/or other similar progressive educational philosophies.
  • Strong written and oral communication, customer service, and organizational skills.
  • Comfortable working as part of a fast-paced team, and with a high degree of ownership in program administration.
  • Prior experience in independent schools or nonprofits is a significant plus.

 

We Value:

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

 

Physical Activities:

The physical activities required of this position are normal and typical for a school environment and are essentially administrative in nature, requiring the ability to sit for prolonged periods at a computer, lift up to 25 pounds, and access buildings and classrooms on campus.

 

Equal Opportunity Employer:

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

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School Support Specialist

Posted by | January 24, 2018 |

Job Title:                             School Support Specialist

Reports to:                         Director of Academic Services

Organization:                    The Colorado League of Charter Schools has 15 staff members, a statewide membership of 250 schools with over 115,000 students, a distinguished 24-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 charter public 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 School Support Specialist will provide member schools with services focused on increasing quality of instruction and overall student performance. The Specialist will actively engage with charter schools through on-site support and regional professional development to ensure the delivery of impactful educational opportunities grounded in data-driven continuous improvement practices. No matter the school design, the commitment to quality, best practices and compliance with the intent of federal and state laws will be at the forefront. The best candidates will have instructional expertise combined with experience in student accountability, data analysis, individualized or scaffolded student supports, and programming for special student populations such as English Language Learners and gifted and talented students.

 

Essential Job Duties:

  • Support the Academic Service team’s efforts by collaborating to deliver training content directly and/or work with outside consultants to provide services.
  • Track and evaluate all service offerings to ensure they are in demand, impactful, sustainable, and relevant to the League’s strategic goals as well as the Academic Services team goals.
  • Support the development of communication plans to market Academic and School Support Services as signature League member benefits and be prepared to promote these offerings.
  • Participate actively in the activities required to ensure that the Academic Service team revenue targets are met.
  • Seek, recommend and pursue funding opportunities to support the League’s service efforts such as business partner relations and grant funded projects.
  • Manage, coordinate and/or deliver both regional training opportunities and customized on-site support as directed by the Director of Academic Services in the following areas:
    • Teaching and Learning – Develop and provide high quality learning opportunities for teachers and instructional leaders focused on continuous improvement. Work with internal experts and external contractors to provide engaging content in the areas of need including but not limited to Accountability, Academics and Instruction.
    • Performance & Accountability – Develop and provide useful tools and/or technical assistance for charter school staff that focus on creating school UIPs, utilizing data to inform instruction, evaluating results of formative/summative assessments.
    • Special Student Populations – Develop and provide guidance and technical support for school leaders and student service staff relevant to special education, gifted and talented, second language learners, and/or other special populations of students.
  • Participate in ongoing trainings pertaining to student performance, accountability and special student populations to stay current on state and local guidance, compliance requirements and regulations.
  • Work with the New School Development team to ensure new schools and developing groups have a strong performance management practice plan in place for their charter application, CCSP grant application and throughout their first years of operation.

 

Skills and Qualifications:

  • Commitment to the charter school sector and the mission and vision of the League.
  • Three or more years of experience in an instructional leadership role.
  • Familiarity with performance and accountability systems and processes including but not limited to: student information systems (e.g., Infinite Campus/PowerSchool), interim benchmark assessments (e.g., NWEA MAP) and data warehouses (e.g., Alpine Achievement, Illuminate).
  • Experience developing School Unified Improvement Plans including data analysis, root cause determination, writing and communicating goals and objectives to a variety of stakeholders.
  • Experience meeting compliance requirements related to special student populations including special education, gifted and talented, second language learners.
  • Demonstrated commitment to and track record of supporting high quality learning opportunities.
  • Ability to independently lead, manage and accept responsibility for a variety of complex organizational functions.
  • Management experience and demonstrated ability to lead a team.
  • Demonstrated public speaking skills before a variety of audiences.
  • Skills in effective oral and written communication of complex assessment/accountability concepts and results to various audiences (large or small), ranging from policymakers to parents.
  • Ability to use technology tools and products effectively to achieve the goals of the team.
  • Familiarity with Colorado education policy and law is helpful.

 

Compensation/Benefits:

The position will be paid competitively including a full-time salary, the opportunity to earn a performance bonus, generous paid time off, and attractive health, retirement and life insurance benefits.

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Managing Director of Schools

Posted by | January 23, 2018 |

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 Managing Director for an 2018-19 school year start.

Objective:  Managing Directors at STRIVE Prep lead our organization by driving the success of our schools and Principals.  Managing Directors oversee school culture and common network instructional programs for groups of schools within the network and are accountable for student achievement in their schools and the development and management of Principals.

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

Management of schools:

  • Observe schools regularly and partner with Principals to constantly evaluate and improve instruction, curriculum implementation, culture systems, and other aspects of the educational program.
  • Use student achievement data to make decisions; build a culture of data-driven instruction throughout the network.
  • Support Principals in the growth of their staff through consistent, high-quality coaching and professional development.
  • Support Principals s to build and sustain strong staff culture, student culture, and family engagement.
  • Support Principals with robust talent management.

Management of Principals:

  • Provide frequent informal feedback to Principals and a formal evaluation twice annually.
  • Support planning and implementation of summer and school-year training for all network instructional leaders.
  • Participate in hiring of Principals and admin teams.
  • Design and lead professional development for Principals and admin teams.

Network Leadership:  

  • Build a culture of collaboration and communication among Principals.
  • Support the Chief Academic Officer with implementation of curricular and instructional priorities through regular observation and feedback.
  • Research and identify best practices within STRIVE Prep and from other organizations and help share these practices effectively.
  • Collaborate with the STRIVE Prep central office to support operational compliance, student recruitment, and talent functions as needed.
  • Serve as a member of STRIVE Prep’s Leadership Team.

Requirements:

  • Bachelor of Arts or Sciences degree.
  • At least three years of experience as a middle school or high school leader with demonstrated success improving academic outcomes for low-income students of color.

<i< i=””>In addition, we strongly prefer the following:

  • Speaks Spanish and/or has experience working with English Learners.
  • A graduate degree in education, business, or a related field.

<i< i=””>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.
  • 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 staff 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 Theo Smith, Senior Director of Recruitment, at tsmith@striveprep.org, or Chris Gibbons, CEO, at cgibbons@striveprep.org.

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Middle School Math Teacher

Posted by | January 23, 2018 |

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 Math Teacher for an immediate start.

We are currently offering a $2,500 bonus for those qualified to teach Secondary Math! Please read more about Qualified Teacher status in the Job Description below.

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

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

  • 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:

  • Lead engaging, data driven instruction in Math.
  • Teach daily student interventions, providing individualized instruction based on student needs.
  • Analyze student data and use it to provide student feedback and set goals
  • Collaborate with general education teachers, school leaders, curriculum directors, and the English Language Development Director to ensure that instruction meets the needs of each learner.
  • 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 15-30 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 Math Teacher.

 In addition, we strongly prefer the following:

  • 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 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.

Questions?

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

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Director of Talent Development

Posted by | January 19, 2018 |

Job Title:                    Director of Talent Development

Reports to:                 VP of School Services

Organization:            The Colorado League of Charter Schools has 15 staff members, a statewide membership of 250 schools with over 115,000 students, a distinguished 24-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 charter public 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:   Charter public schools in Colorado are only as strong as their capacity to attract, develop, retain and support exemplary educators who can serve an increasingly heterogeneous cross-section of learners and families in urban, suburban and rural communities statewide. Right now, the prevailing talent recruitment channels and HR practices in PreK-12 education are under-developed. The League is seeking a Director of Talent Development to spearhead the development of a new business unit that relentlessly advances the quality of public education in Colorado by: (a) helping member schools implement highly effective human resource practices; (b) recruiting teacher and leadership talent into the charter sector statewide, particularly educators of color; and (c) assisting member schools with leadership succession and sustainability including the board and management.

 

Essential Job Duties:

  • Support our member schools in designing and implementing excellent HR practices that cultivate high levels of recruitment, performance, productivity, satisfaction, morale and retention among all employees.
  • Find effective ways to directly advise, coach, inform and equip a growing membership of schools at different stages of development so that they can implement effective talent development and HR practices.
  • Work closely with other members of the League team – such as the Director of Research & Evaluation, Director of Academic Services, and Director of New School Development – to take a strategic, multi-faceted approach to developing the talent pool for charter schools, including elevating the visibility of opportunities, highlighting professional shortages and needs, reaching out to aligned individuals and organizations, and advancing collaborative efforts.
  • Engage partner organizations and leaders in designing and advancing collaborative initiatives that yield a decisive, measurable impact on the accessibility, breadth, diversity and specialization of the statewide talent pool available to public charter schools.
  • Spearhead outreach to colleges and universities in Colorado and surrounding states to attract undergraduate and graduate students to opportunities in the Colorado charter sector, including engaging institutional leaders, educational programs, professors and student interest groups.
  • Organize and attend career fairs, state and regional conferences, and other events in cooperation with member schools and/or as a League representative.
  • Develop and execute against annual and multi-year goals that directly impact opportunities, needs and gaps in charter school talent development and HR practices.

 

Skills and Qualifications:

Candidates should enjoy working in a dynamic, results-oriented, collaborative, service environment in which expectations are high for both the quality and speed of work. In addition, they should have demonstrated the following:

  • Bachelor’s degree from an accredited four-year college or university
  • Minimum of 2 years of experience in recruiting required, but in general, at least 5 years’ experience in recruiting plus 2 or more years’ experience in HR Generalist role preferred
  • Deep knowledge of professional networks and associations, current trends, recommended practices, and evolving theories in recruitment, talent development and human resources in fields with immediate applicability to K-12 education such as health care and higher education. The right candidate does not need to have deep experience in charter schools but must have the aptitudes necessary to readily navigate the learning curve and apply his or her experience base to charter opportunities, needs and realities.
  • Demonstrated experience, capacity and commitment to attract a diverse talent pool with experience recruiting candidates of color within and across a variety of settings.
  • Excellent communication and facilitation skills in individual, small group and large group settings (written, presentation, verbal, interpersonal). Effective ambassador for the League with strong personal character and diplomacy skills.
  • Comfortable working in close collaboration, coordination and ongoing communication with other members of the team and providing support to staff at various levels.
  • Comfortable balancing a demanding set of roles, relationships and work-streams with the purpose of influencing the advancement of a large and growing market segment.
  • Diligent, well-organized, timely. Ability to prioritize work, meet deadlines and produce quality results on time with attention to detail. Takes pride in following through to completion.
  • Knowledgeable about and proficient in the setup and ongoing use of electronic systems for recruiting, selecting and support talent.
  • Ability to take initiative and high levels of ownership for outcomes, and exercise sound judgment in day-to-day decision-making; entrepreneurial desire and demonstration of self-starting capacity
  • Ability to develop results-oriented strategic plans and to roll up your sleeves to do whatever it takes to effectively implement those plans
  • Knowledge of and belief in the essential role of charter schools as a means for improved educational options for students and a lever for broader educational change in Colorado
  • Driver’s license and access to a vehicle

 

Compensation/Benefits:

  • We recognize that we are seeking a candidate with unique qualifications to fill this position. The position will be paid competitively including a full-time salary, the opportunity to earn a significant performance bonus, generous paid time off, and attractive health, retirement and life insurance benefits.
  • The position will collaborate closely with other members of the League team and develop the capacity of all team members to disseminate effective HR and talent development practices through close teaming, ongoing communication, and shared learning and decision-making.
  • The position will require some scheduling flexibility to support outreach to colleges and universities, relationship building with member schools, and otherwise advance the development of talent recruitment channels and professional networks.
  • The ideal fit is a seasoned leader with strong recruitment experience who wants to have a major social impact at this phase in his/her career and, thus, is motivated to advance an ambitious annual agenda and execute against measurable performance goals with substantial professional ownership and initiative.
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Principal, Elementary

Posted by | January 17, 2018 |

In order to apply for this position, you must first apply and screen into the Highly Qualified Principal Pool (Job ID 24187).  If you have not completed this process your application will automatically be screened out when you apply.

 

KUNSMILLER CREATIVE ARTS ACADEMY ES

Southwest

Traditional 215 work days – Admin/Protech/Admin Interns

FTE: 1.00

 

Essential Functions and Objectives:

 

As an elementary arts school we are searching for a leader with an arts and educational background to ensure our students flourish artistically and academically.  Interested applicants must possess dynamic and creative leadership skills to lead for integrating the arts into our academic program.

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.

 

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.

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 valid Colorado Principal/Administrator license. A minimum of five (5) years of actual instructional/classroom experience as an educator. Experience in serving at-risk students and the needs of second language learners required. Bilingual skills in Spanish 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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Middle School Science Teacher

Posted by | January 16, 2018 |

Reports to:              Middle School Head

Status:                        Full-time

Start date:               January 8 or sooner

 

For nearly 25 years Boulder Country Day School has been at the forefront of education in the Boulder Valley. The hallmarks of our school – Community, Character, Academic Excellence, and Small Class Sizes – are the keys to our success and allow us to create an educational experience where children innovate, create, grow and thrive. We believe our children are our future, and, to that end, we offer a broad-based liberal arts education that focuses on developing lifelong learners and responsible global citizens. The Boulder Country Day challenge, Discover Your Excellence, recognizes that excellence is teachable, personal, and can be achieved in a variety of different disciplines – academic, athletic, community service, leadership, and more. We seek to provide just the right amount of nurture, structure, and latitude to live up to this challenge.

 

The Boulder Country Day Middle School Science Teacher will work with the members of the middle school faculty and staff to teach math and/or science in grades 6-8. Responsibilities include but are not limited to the following:

 

  • Teach 3 MS Science classes and two 5th grade Science classes (lab-based Physical, Life, and Earth Sciences) in an 8 period day:
  • Advise 12-14 students;
  • Participate in ongoing training for the International Baccalaureate (IB) Middle Years Program, BCD’s 1:1 program, and other subject specific skills;
  • Collaborate with middle school faculty and staff to implement BCD’s 1:1 technology program;
  • Provide regular and thorough communication to all BCD constituencies (students, parents, and colleagues);
  • Help review and revise the BCD science curricula as needed;
  • Support enrollment and retention by assisting with tours, events, and other school outreach; and
  • Perform other duties as directed by the Head of School.

 

The ideal candidate for this position will possess the following:

 

  • A strong background in science;
  • Bachelor’s in science or science education, Master’s preferred;
  • Education in or exposure to Developmental Designs for Middle School or Responsive Classroom for Middle School
  • At least 3-5 years teaching in grades 6-8;
  • Demonstrated love for working with middle school students;
  • Experience working in an IB setting;
  • Knowledge of or background in independent schools;
  • Desire to teach in a technology rich 1:1 learning environment including innovative use of technology and digital resources in math and science;
  • Ability to differentiate within each class;
  • Flexibility, ability to work with change, and strengths in innovation; and
  • Effective communication skills.

 

 

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Program Director

Posted by | January 10, 2018 |

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.

We are currently seeking a Program Director to work with 50-60 under-resourced 2nd grade students and their families in Lafayette, Colorado. The position will help develop and lead this cohort of Dreamer Scholars from elementary school to college. This is a full-time, salaried position with benefits that reports to the Vice President of Programs.

Responsibilities:

  • Build and maintain individual relationships with 50-60 Dreamer Scholars and their parents over the course of their academic career.
  • Provide individual case management, ensuring each Dreamer Scholar experiences success in academic and social-emotional and life skills, celebrating the uniqueness of each child.
  • Serve as an advocate and partner with parents, supporting the academic, social and emotional needs of their child.
  • Conduct annual home visits, attend parent teacher conferences, organize a parent committee, workshops, recognition events and holiday celebrations to encourage parent engagement at every opportunity.
  • Serve as a liaison to families, providing counseling referrals to appropriate agencies (mental health, basic needs, etc)
  • Plan, organize, and oversee a robust year-round program: in-school, after-school, & during the summer.
  • Implement academic curriculum/programs to ensure the acquisition of strong literacy and math skills.
  • Develop and maintain close working relationship with school officials, faculty and staff; create a smooth transition between school day and after-school programming; and review academic performance and attendance of Dreamer Scholars.
  • Supervise and manage full-time AmeriCorps members; coordinate and support program volunteers.
  • Build and maintain partnerships with internal and external community partners.
  • Maintain Dreamer Scholar records on database: grades, in-school and after school attendance, documentation of one-on-one intervention and family involvement in case notes, etc.
  • Represent class cohort at “I Have A Dream” functions, including tri-annual board reports, Dreamer Scholar sponsorship meetings, site tours, fundraising events, etc.
  • Incorporate post-secondary programming including bi-annual career exploration, and post-secondary tours.
  • Prepare Dreamer Scholars and their parents for high school graduation and post-secondary education or employment.
  • Attend and participate in staff trainings, retreat, and other required activities. Attend conferences as resources allow.
  • Fulfill other related responsibilities as requested.

Requirements:

  • Belief in the whole-child approach, and associated system supports for student success.
  • Bachelor’s degree required; preferably in education, social work, or human services.
  • Fluent or comfortable conversing and leading groups in Spanish.
  • Experience working with multi-cultural and low-income populations.
  • Strong organizational, oral and written communication and computer skills.
  • Prior management experience preferred.
  • Reliable transportation, good driving record and insurance.
  • Some evenings, weekends and conference travel.
  • Ability to lift and carry 50 pounds.
  • Good sense of humor.

Compensation:

  • Competitive salary, commensurate with experience.
  • 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.
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Founding Staff at 5280 High School

Posted by | December 28, 2017 |

5280 High School (5280) is a free, public charter school opening in Fall 2018 in Denver Public Schools.  5280 is a project-based learning school that emphasizes adult-world connections, authentic use of technology, and comprehensive wellness.  We are committed to building a school culture where there is respect and cooperation among every student, adult, and family.  Candidates should be open to a dynamic, collaborative, teacher-driven school where teachers have the freedom to design their curriculum, innovate, and make decisions to best serve their students.

Open positions include teaching positions, administrative positions, and support positions.

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Associate Director of Organizing

Posted by | December 28, 2017 |

Job Title:                    Associate Director of Organizing

Reports to:                 Director of Governmental Affairs

Organization:            The Colorado League of Charter Schools has 15 staff members, approximately 250 charter public schools in the state serving over 115,000 students, a distinguished 24-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 League is seeking to fill a new position of Associate Director of Organizing. The Associate Director will connect and mobilize a network of parents, teachers, and supporters statewide to advocate for charter school initiatives and priorities. The position will be filled as soon as a highly qualified candidate can be identified. The Associate Director will be paid competitively including a full-time salary, the opportunity to earn an annual performance bonus, and attractive health, retirement and life insurance benefits.

 

Essential Job Duties:

Develop Organizing Vision and Campaigns

  • Work in conjunction with the advocacy team to develop short- and long-term organizing goals, strategies and target areas
  • Work across departmental teams to ensure strategies are in line with organizational goals, communicate regularly in writing to manager and cross-team colleagues about campaign development
  • Develop “train-the-trainer” model to use with identified parent champions and school and community leads
  • Develop plans, strategies and tool kits to support the implementation of organizing efforts and campaigns
  • Develop a game plan and calendar for regular advocate engagement at events and in advocacy campaigns and communication
  • As necessary, coordinate large public forums, rallies, and demand actions demonstrating the power of charter school parents and families

 

Manage Organizing and Professional Development Programs

  • Work in conjunction with advocacy team and schools to identify parent champion leads in various communities across the state
  • Implement “train-the-trainer” model with identified parent champions and school and community leads
  • Lead regular parent meetings, workshops, and trainings; develop leadership capacity of parents, preparing them for such activities as hosting demand meetings, press events, and public actions
  • Identify and manage effective data tracking systems; track organizing benchmarks, goals and overall progress in a comprehensive and robust database, ensure accurate and timely data entry
  • Assist advocacy team in implementation of communications plan focused on regular and meaningful advocate engagement
  • Assist advocacy team in development and execution of annual Charter School Advocacy Day at the Capitol

 

Assist in the Management of Stakeholder Relations

  • In coordination with the rest of the advocacy team, identify key prospective community allies and develop-long term plans for building powerful partnerships
  • Foster relationships with community-based organizations, faith leaders, elected officials, civic and community leaders that lead to positive engagement of the community and neighborhoods where charter schools and the League have a presence
  • Present and represent the League’s vision, values, priorities, strategic choices and points of view to internal and external stakeholders
  • Perform other duties as required to support the organization and its mission

 

Skills and Qualifications:

Candidates should enjoy working in a dynamic, results-oriented environment in which expectations are high for both the quality and speed of work. In addition, they should have demonstrated the following:

  • Bachelor’s degree from an accredited four-year college or university
  • Three to five years of experience working in a senior organizing role
  • A deep understanding of and appreciation for relational organizing; the ability to empathize, project respect, act with civility, communicate with, and motivate people from all walks of life
  • Successful work experience in low-income communities and in multicultural team environments
  • Fluency in Spanish strongly preferred
  • Ability to take initiative and high levels of ownership for outcomes, and exercise sound judgment in day-to-day decision-making; entrepreneurial background and demonstration of self-starting capacity
  • Ability to develop results-oriented strategic plans and to roll up your sleeves to do whatever it takes to effectively implement those plans
  • Experience and proven success in using data to make decisions, to coach, and to hold oneself accountable
  • Exceptional written, oral, interpersonal, and presentation skills; this position will likely require frequent public speaking
  • Knowledge of and belief in the essential role of charter schools as a means for improved educational options for students and a lever for broader educational change in Colorado
  • Knowledge of education reform issues, including best practices in school development, education policy, and the elements of excellent public schools
  • Candidates must be able to travel and work off site regularly, particularly to different communities along the Front Range, and work moderately irregular hours when needed including weeknights and weekends
  • Driver’s license and access to a vehicle
  • Strong technology skills with expertise in MS Office
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High School Principal

Posted by | December 28, 2017 |

Seeking a talented, passionate School and Instructional Leader!

THE OPPORTUNITY

The Academy of Urban Learning (AUL), a 501(c)3 Denver Public Schools Alternative Education charter high school, is seeking a strong and passionate instructional leader to become its next Principal.  This position will serve all traditional high school principal functions, including those assigned to an Executive Director of a non-profit organization.  The Principal will carry out the school’s strategic plan in an effort to meet the school’s vision, mission, and charter requirements. Additionally, the Principal will ensure Project-Based Learning (PBL) is central to all teaching and learning at AUL, including curriculum development and the professional development of about 17 staff members.  The Principal will continue to foster a school culture that is inclusive and supportive of AUL’s students and community.

AUL’s MISSION

Our mission is to provide a comprehensive and quality high school education for students who come from uncertain living conditions. At AUL we strive to provide a comprehensive education which includes the academic, social, cultural and other life skills to empower our students to be self-sufficient adults. We offer supportive services to address short- and long-term housing instability and contributing risk factors, and we foster a caring and respectful community of families, students, staff, board, and community partners to support our students.

As a small Alternative Education high school (approximately 120 students) we serve students ages 14 to 21 who have experienced various barriers to achieving success at their former schools. AUL is a school that C.A.R.E.S. about each student and strives to build relationships that encompass our CORE values of Community, Academics, Respect, Empowerment, and Service. AUL takes a student centered, “whole person” approach and provides the wrap-around services and individualized support students need to succeed academically and socially, and to become successful, self-sufficient adults.

WHAT AUL CAN PROVIDE

If you desire the flexibility to develop curricula that is challenging, yet meaningful to students, and doesn’t fall within the normal box of public education, then AUL is the place for you. As the Principal of AUL, you will ensure AUL’s Project Based Learning approach keeps students engaged in the learning process.  AUL offers a shortened work schedule, holding classes Monday – Thursday and an annual work schedule of roughly 168 days between the months of August and July. AUL also offers traditional benefits, such as medical (Kaiser) and dental (Delta) plans, as well as pension and other retirement options through PERA (visit copera.org).  Compensation for this position will be commensurate with the candidate’s experience and will be paid on a 12-month continuum.

KEY RESPONSIBILITIES OF THE JOB

The Principal will be responsible for the day-to-day operations of AUL, including leading teaching and learning using Project Based Learning. Additionally, the Principal will be responsible for budget management and oversight; management of staff (hiring, professional development, evaluations, discipline, termination, etc.); district and state communication and compliance; and ensuring adequate measurable growth in student achievement.  The Principal is the bridge between the Board of Directors and AUL staff and is responsible for implementing the AUL Board of Directors strategic vision. For further details on the responsibilities of this position, please see the full job description.

QUALIFICATIONS AUL IS LOOKING FOR IN ITS NEXT LEADER:

Minimum Qualifications

  • Four-year college degree;
  • Certified and licensed as an approved school principal or in the process of working toward certification/licensure;
  • Demonstrated leadership in a high school setting with at least 2 years of administrative and/or leadership experience;
  • Significant experience with Project-Based Learning;
  • Experience working with at-risk youth and students from diverse backgrounds with unique academic and personal needs;
  • Demonstrated expertise and excellence in oral and written communication, public speaking, budget management, conflict resolution, training, curriculum development, supervision and negotiation;
  • Possess and demonstrate high moral character and be passionate as a school leader;
  • Believe and demonstrate the value of a strong culture and community;
  • Value others’ cultures, diversity and inclusivity;
  • Ability to work all hours reasonably necessary to operate the school, including but not limited to evening and summer hours, and special duties assigned by the Board of Directors. Contract is August 1 to July 31 (Appx. 168 work days with 36 weeks of student contact, 3 weeks before students return, 3 weeks of summer school);
  • Ability to meet critical and/or unexpected needs at any time as determined by the Board of Directors.

Additional Preferred Qualifications

  • MA in Education, Educational Administration/Leadership
  • 5+ years educational leadership experience
  • Experience leading Project-Based Learning curricula development/implementation
  • Bilingual (Spanish)
  • Special Education Endorsement
  • Experience working with a governing board of directors and in charter schools.

AUL provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, AUL complies with applicable state and local laws governing nondiscrimination in employment. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.

AUL expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of AUL employees to perform their job duties may result in discipline up to and including discharge.

 

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Principal, Pennington Elementary Expeditionary Learning

Posted by | December 22, 2017 |

Principal, Pennington Elementary Expeditionary Learning

Jeffco Public Schools, Jefferson County, Colorado

 

School Leadership Matters!

 

Lead one of Jeffco Public Schools’ innovative efforts to engage elementary students in new and different ways – as Pennington Elementary begins an expeditionary learning focus in 2018-19. As early as this spring, lead planning efforts to transition the school to an expeditionary learning focus for fall 2018. This high visibility school and program prepares for new learning systems for our students. Ideal start date is early-February, though start date is negotiable depending on current commitments

 

About the School:

On the eastern edge of Jefferson County, in Lakewood, Colorado, Pennington is an intimately-sized school, with room to grow within the concept of Expeditionary Learning. The schools lives the motto “Children are our Priority”, and this new phase of curriculum and learning will build on that foundation and prepare students through building real world skill and knowledge mastery, developing character, and maintaining high expectations for quality student work. Pennington currently engages with numerous community partners through a 21st Century Learning Grant to provide unique experiences for students. Pennington serves a high free/reduced lunch student population with exceptional parent engagement. The move to an expeditionary learning focus builds on the strengths of Pennington’s instructional model.

 

About the Leader:

Living the mission and vision of Expeditionary Learning is the most important component of the new leader of Pennington Elementary, as the leader will need to inspire students and educators to achieve more in this new challenging, adventurous and meaningful learning environment.

 

The leader of this school will be curious and committed, a strong leader of staff and instruction, and a hub for community partnerships, with student, families and residents. Implementation of the curriculum is the key focus, as the principal strives for student success in the new environment.

 

Jeffco Public Schools has many supports developed to support schools with unique and innovative visions, and the principal will benefit from and contribute to these resources, for students, staff and community.

 

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 Jeffco Generations learning-centered vision states our district focus and begins our newest journey into the discovery of student learning and needs. In Jeffco Public Schools, you lead a school, but join a community. Come join us!

 

About You:

  • A focus on the expeditionary learning model of student engagement and achievement
  • Passion and commitment for rigorous student learning opportunities and innovative educational structures and programs at the elementary level.
  • Outstanding strategic planning and problem-solving skills with an orientation toward results, action, impact and influence.
  • Demonstrated expertise in building a positive school culture and standards-based, rigorous, instructional program conducive to student learning and professional growth of staff.
  • Proven ability to share leadership and collaborate with students, staff, parents, community members and other stakeholders to drive student learning.
  • Demonstrated success in recruiting, selecting and developing high-performing teams.
  • Minimum two years leadership experience, such as principal, assistant principal, instructional coach, master teacher, etc.
  • Master’s degree
  • Colorado Principal License (or in progress)
  • Certifications, endorsements, administrative experience, and/or expertise in curriculum, assessment and teacher professional development are strongly preferred.
Comments Off on Technology Support Team Leader – District Wide

Technology Support Team Leader – District Wide

Posted by | December 13, 2017 |

Technology Support Team Leader

 

Definition

To coordinate district support for systems, networks, servers, software and hardware to support Roaring Fork Schools in ensuring that every student develops the enduring knowledge, skills and character to thrive in a changing world.

 

Supervision Received and Exercised

Receives direct supervision from the Technology Director.

 

Primary Duties

The following are examples of primary duties assigned to positions in this classification. Other related duties and responsibilities may be assigned.

 

  • Manages district wide computer deployments, standardizing imaging, patch management, and repair procedures with community technicians for Mac, PC and Chromebook laptops.
  • Facilitate Level 1 tech support by configuring help desk management platform that can provide metrics and reporting to determine support capacity and efficiency.
  • Provide operating procedures and documentation resources for community technicians to standardize support and deployment
  • Manage and troubleshoot student and staff user accounts. (Proprietary Systems, Active Directory, OS X, Google Apps, Infinite Campus, Identity Management, etc)
  • Consult with team members to support and troubleshoot network and wi-fi systems, to ensure its speed, reliability and effectiveness. Provide technical assistance to computer system users and community technicians; respond to user inquiries (via email, phone, in person) in a courteous manner; provide information within the area of assignment; resolve complaints in an efficient and timely manner.
  • Provide deployment, inventory management, and level 1 tech support to district wide departments that don’t have an assigned Community Technician (e.g. District Office, Transportation, SPED, Preschool, Career Center, Bridges Center, Family Resource Center etc.)  Work with Technology Supervision and department heads to standardize laptop deployments.
  • Manage help desk software including, but not limited to, work orders, parts management, asset management and documentation.
  • Coordinate with technical support team and users to define user needs for new or improved systems; order hardware and software as necessary.
  • Provide individualized or small group professional development to assist users in the correct use of technology.

 

Qualifications

Knowledge of:

  • Experience configuring, troubleshooting and managing Chrome OS and Chrome devices.
  • Operational characteristics of personal computer systems, components, peripheral devices, network platforms, and operating systems
  • Methods and techniques of diagnosing and repairing system hardware and software problems on Mac, Windows and Chrome platforms.
  • Methods and techniques of developing technical manuals, user training guides and internal documentation.
  • Principles and practices of network administration and user security.
  • Occupational hazards and standard safety practices.
  • Network theory and design, including OSI model, TCP/IP, peer to peer networking, server client networking, subnetting, VLANs, LAN/WAN and Wifi technologies is preferred.
  • Basic server services including Active Directory, DHCP, FTP, SFTP, telnet, HTTP, HTTPS, DNS, AFP, SMB, SMTP is preferred
  • iOS MDM, specifically App deployment and management

 

Ability to:

  • Perform technical duties in the testing, installation, maintenance, and administration of network and personal computer hardware and software.
  • Setup and maintain routing protocols and static routes on network layer 3 switches and routers
  • Analyze and assess computer/network architecture requirements and ?determine optimum, cost-effective solutions.
  • Install, configure, upgrade, and maintain personal computer systems and components including monitors, modems, disk drives, printers, and internal cards and controllers.
  • Modify personal computer operating system parameters in various system files.
  • Apply knowledge gained from complex technical publications, manuals, and other documents.
  • Troubleshoot and diagnose system hardware, software and component problems.
  • Communicate clearly and concisely, both orally and in writing.
  • Mentor, lead and provide assistance to community support technicians
  • Collaborate and work with multiple teams
  • Establish and maintain effective working relationships with those contacted in the course of work.

 

Experience and Training Guidelines:

Any combination of experience and training that would likely provide the required knowledge and ability is qualifying. A typical way to obtain the knowledge and abilities would be:

 

Experience:

Three years experience in technology.  Experience in educational technology is preferred.

 

Training:

A bachelor’s degree or equivalent certification(s) in technology or related field.

 

License / Certificates:

Ability to obtain and maintain a valid Colorado Drivers License. Certifications in applicable technologies are preferred.

 

Working Conditions

Environmental Conditions:

Office and computer room environment; exposure to computer screens, cold temperatures, electrical and radiant energy, dust and high level of machine noise.

 

Physical Conditions:

Primary functions may require maintaining physical condition necessary for an extensive amount of physical activity that requires strength and agility to carry out the necessary duties including standing or sitting for prolonged periods of time; moderate to heavy lifting and carrying; bending, stooping, kneeling and crawling, use of computer keyboard, use personal vehicle to travel from site to site.

 

Job Evaluation Standards/Areas

  • Job Knowledge
  • Professional Responsibilities
  • Customer Service
  • Teamwork
  • Problem Solving and Decision Making
Comments Off on Principal – D’Evelyn Junior/Senior High School

Principal – D’Evelyn Junior/Senior High School

Posted by | December 12, 2017 |

An Opportunity to be the Leader of the #1 High School in Colorado

D’Evelyn’s well-defined educational and management philosophies have helped the school achieve number one status in Colorado on exams including the ACT, SAT and PSAT for 17 years, as well as a 0% college remediation rate.  If you are our chosen candidate, you could be the leader of this accomplished 7-12 program!

D’Evelyn Junior/Senior High School is seeking a principal with a passion for the liberal arts and the classics, a strong academic background, as well as experience with high-achieving schools and students.  D’Evelyn is a public option school that was founded by parents in 1994 as a college preparatory, accredited liberal arts secondary school for grades 7-12. The school maintains rigorous academic graduation requirements, daily class meetings for all courses and textbook-based instruction. A content-rich, demanding curriculum with sequential continuity requires every student to master a core sequence of English, history, science, mathematics, and foreign language, taught at or above grade level.  D’Evelyn students achieve excellence in many interscholastic sports, extracurricular opportunities and the arts.  D’Evelyn has a closed campus and operates within a written behavior code endorsed by every parent and student.

The principal is a member of, works closely with, and is accountable to the Steering Committee, which governs the school. The committee is composed of the principal, five parents, and two teachers, who are elected from the D’Evelyn community. The Steering Committee interprets and protects the school philosophy as defined by the Founding Document, as was agreed to in contract by the Jeffco Public Schools Board of Education.  Pursuant to the D’Evelyn Difference, D’Evelyn requires a strong educational leader able to implement the educational philosophy and inspire staff and students to unrelenting excellence in academics, character, and extracurricular endeavors.  The principal must be an advocate for the D’Evelyn liberal arts program to parents, students, staff, and the wider community, as well as possess a willingness to hold self and others accountable for results.

In addition, applicants must be highly skilled in collaborative and strategic decision making, relationship building, conflict management, problem solving, resource allocation, prioritization, data analysis, digital literacy, and group facilitation, as well as writing and speaking.  Applicants should also have the ability to understand and apply written policies, contractual provisions and Colorado school laws.  Applicants must also show the ability to connect with and build community among staff, junior and senior high school students and their parents.

Start date:  July 2018

Position is a 225 day work year

Salary range:  $98,000 – $133,566

To be eligible to apply:

  • Candidates should have an active Colorado Principal License issued (or be eligible to hold one). If you have specific questions about this, contact David Bell, Director of Employment Services, Jeffco Public Schools, 303/982-6850.
  • Candidates must have two (2) years of successful school leadership experience as a principal or an assistant principal to be considered.  Three plus years are preferred.
  • Experience in a Liberal Arts (or similar) educational environment a plus.
  • Candidates must submit a complete application package to include:
    • Cover letter explaining the candidate’s interest in the position
    • Current Resume
    • Names and phone numbers of 3 current references. One should be an immediate supervisor. No calls will be made to current supervisors without applicant’s knowledge and only after initial screening process has been successfully completed.
    • One page statement of applicant’s educational philosophy (separate from the cover letter), incorporating reflection on and experience with education that is grounded in the liberal arts using teacher-directed and textbook-based whole-group instruction.
    • Transcripts covering the applicant’s entire post-secondary education.

 

Comments Off on Secondary Math Teacher

Secondary Math Teacher

Posted by | December 11, 2017 |

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 Secondary Math Teacher for an immediate start and/or for the 2018-19 school year. Please specify your availability in your cover letter.

We are currently offering a $2,500 bonus for those qualified to teach Secondary Math! Please read more about Qualified Teacher status in the Job Description below.

Objective: STRIVE Prep Secondary Math Teachers will create exceptional outcomes and opportunities for students by providing high-quality, rigorous and engaging instruction.

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

  • 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:

  • Lead engaging, data driven instruction in Mathematics, using predetermined Math 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 15-30 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 Math Teacher.

 In addition, we strongly prefer the following:

  • 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 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.

Questions?

Contact Rachel Medlock (Recruitment Manager) at rmedlock@striveprep.org

Comments Off on Long Term Substitute for Upper School English (Grades 9-12)

Long Term Substitute for Upper School English (Grades 9-12)

Posted by | December 6, 2017 |

Description
This full-time assignment consists of 4 sections of English, which may include World Literature, American Literature, AP English Literature, upper-level electives, and an advisory.

The Upper School program combines a strong college preparatory academic curriculum with extensive and challenging programs in athletics, community service, and fine arts. Students graduating from the Upper School apply to and are accepted at selective colleges throughout the United States. Small classes, high standards, plenty of extra help, and an abiding belief that the most successful learners are the most active and involved learners, make the Upper School years the best kind of capstone to a student’s pre-collegiate education. Learning is not confined to the classroom: we have an experiential-interim program, student generated club activities, and a community service program. Learning opportunities abound, shared with friends and committed teachers.

We offer an excellent compensation package, opportunities for professional development, and an environment of dedicated teaching professionals and supportive administrators.


Qualifications

A minimum of 5 years classroom teaching experience is required or the equivalent teacher preparation (MAT)/Internship Program. Ability to effectively integrate technology (such as iPads) into the classroom. Master’s degree preferred. Coaching abilities are a plus.

Comments Off on ASSISTANT PRINCIPAL – HIGH SCHOOL

ASSISTANT PRINCIPAL – HIGH SCHOOL

Posted by | November 28, 2017 |

In order to apply for this position, you must first apply and screen into the Highly Qualified Assistant Principal Pool (Job ID 17206).  If you have not completed this process your application will automatically be screened out when you apply.

 

EAST HIGH SCHOOL

Northeast

Traditional 212 work days – Admin/Protech/Admin Interns

FTE: 1.00

 

*Assistant Principal/Athletic Director

 

ASSISTANT PRINCIPAL/Athletic director East High School; Denver public schools

Denver Public Schools is seeking exceptional school leaders who live by our Shared Core Values (Students First, Integrity, Equity, Collaboration, Accountability, and Fun) and exhibit key leadership expectations in the following areas:  Culture and Equity, Instructional, Strategic, Human Resource, Organizational, and Community.  Effective school leaders in every school are critical to successfully meet our mission to provide all students the opportunity to achieve the knowledge and skills necessary to become contributing citizens in our diverse society.

 

To learn more about our application process you can visit our assistant principal careers website (open in new tab): http://careers.dpsk12.org/apply-now/assistant-principal-application-process/

 

Our District

Denver Public Schools is an innovative, forward-thinking, dynamic urban education district, frequently acknowledged for pursuing innovative ways to drive student performance and close the achievement gap.  We have been recognized as one of the top cities in the country for cultivating a healthy environment for school reform to flourish.  We are the fastest growing large urban school district in the country and our state assessment scores have grown by double-digits during the last several years.  To continue making such strides, we are committed to ensuring that we have the right leaders in the right schools to drive student performance and our vision that Every Child Succeeds.

 

 

Our School Leadership Framework

At DPS, we’ve developed a School Leadership Framework that details the expectations required for all of our school leaders.  The framework and the behaviors associated with each competency are available on the Lead in Denver website: http://careers.dpsk12.org/wp-content/uploads/2017/01/Comm_11x17LeadBooklet-Web.pdf

Education/Licensure

Master’s Degree and previous leadership experience preferred.  A current, valid State of Colorado Principal License (professional or provisional) in place by the time the position starts.  Alternative licensure is an option for candidates with demonstrated school leadership experience who require licensure and additional coursework.

 

Position Details

The purpose of the AP/Athletic Director position at East High School is to increase the engagement of all students, and especially scholar-athletes, in highly rigorous coursework that propels through a successful learning experience in high schools and successful post-secondary, career and life experiences.

The East High School AP/Athletic Director will lead in the following priority areas for our students and for our community:

  • Increase the academic achievement and post-secondary outcomes for all students and especially student-athletes
  • Ensure the engagement of at least 90% of our students in athletics and/or other extra-curricular activities
  • Ensure the successful engagement of scholar-athletes in appropriate levels of academic support programming, AP preparation experiences and highly rigorous AP, Concurrent Enrollment and Career Technical Education learning experiences
  • Ensure the implementation of a positive and disciplined, values-based athletic program aligning with the high expectations for behaviour, academic success and community engagement that we have for every student
  • Provide for the marketing, publicity, and communications related to extra-curricular, athletic and academic-oriented programming furthering the engagement of all students in the school experience
  • Engage a highly disciplined and highly accountable program ensuring the academic eligibility of athletes and engaging the leadership to ensure absolute adherence to school, district and state-level standards related to eligibility
  • Ensure responsibility for the creation and submittal of all academic eligibility paperwork
  • Provide for the recruitment, selection, development and retention related to coaches and all support personnel associated with athletic and activities.  Positions supervised and evaluated by this role include, but are not limited to:  identified classroom teachers, activities personnel, coaches, assistant coaches, trainers, classified staff, and volunteers associated with athletic and related academic programming.
  • Provide for all documentation related to the implementation of athletic, extra-curricular and associated academic programming
  • Responsible for the implementation of all school, district, and state-level requirements, rules and by-laws associated with academic, extra-curricular and associated academic programming
  • Develop and implement all game schedules and be accountable for the full implementation of game schedules, official schedules, and related activities, including the securing of game/activity sites, transportation, and supervision
  • Responsible for and maintains files of all related consent forms, physical exam forms, parent contact and emergency information, pertinent insurance information, and other records, for each athlete
  • Responsible for the engagement of a positive and intentional culture for all athletics, extra-curricular and associated academic program and for all behavioural and discipline-oriented interests related to these endeavors
  • Partner with the school administrative leadership team in the general leadership of the school and works with all employees supervised by this role to ensure the implementation of a highly functioning athletics, extra-curricular and related academic program
  • Serves as liaison engage in a supervisory capacity with all parent advocacy and volunteer groups related to the responsibilities of this role
  • Provide for the overall supervision of every aspect of the athletic, co-curricular, activities and associated academic programming at East High School
  • Perform other duties as assigned

 

Salary Range:  Commensurate with education and experience, with the ability to earn additional compensation based on working in a Hard to Serve School, Top Performing School, a High Growth School, or meeting the Unified Improvement Plan.

 

Application Due Date:  Rolling.  Successful applicants who are entered into the process at an earlier time are able to consider more positions

 

Position Start Date:  Dependent upon school-specific openings

 

Reports To:  Principal

 

Application Requirements

An administrator’s license is not required to apply

 

The following items must be attached to your application in order to be considered.

* Resume

* One letter of reference

* Cover letter that answers the following questions:

  1. Why do you want to be a school leader in DPS and the Assistant Principal/Athletic Director at East High School?
  2. What has been your record of student academic achievement? (please give measurable outcomes)
  3. What experience have you had influencing adults to achieve significant results for students? (Including but not limited to coaching, mentoring, providing feedback, etc.)
  4. What is your experience working with diverse student populations? (including but not limited to race, ethnicity, socio-economic)
  5. What is your experience teaching or leading second language learners?

 

Other Information

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 185 schools, including traditional,

 

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.

 

 

Comments Off on Director of Strategic Collaboration

Director of Strategic Collaboration

Posted by | November 28, 2017 |

Position Title: Director of Strategic Collaboration 
Location: Lake County School District in Leadville, CO
Reports to: Superintendent

About LCSD

The Lake County School District (LCSD) believes that every student deserves equitable access to a high-quality, well-rounded education that prepares them for a successful future.

LCSD is located in Leadville, Colorado, the highest incorporated city in North America. Recreation opportunities abound in nearby mountains, and the urban advantages Denver has to offer are only 2 hours away. Leadville has a long history as a mining community, but mining has decreased drastically. Now many members of the community travel over mountain passes to work in the service and construction industries in neighboring resort communities. Many of our parents work long hours and have time-consuming commutes to work. They leave their children in our care and entrust us to provide a valuable academic experience in a nurturing, safe environment.

There are four schools in LCSD. The Center houses our preschool program where three and four-year olds are supported by Head Start, the Colorado Preschool Program and tuition-based programming.  West Park Elementary houses our kindergarten through 2nd grades. Third through 6th grade students attend Lake County Intermediate School and, right across the street, Lake County High School houses our 7th-12th grade students.

Just less than seventy percent of the roughly 1,000 LCSD students qualify for free or reduced lunch. One out of three students speaks English as a second language. Approximately seventy percent of our families self-identify as Hispanic and most of the remaining families identify as white.

Five years ago LCSD was a turnaround district. At that time, we collaborated with our community to understand their hopes and dreams for the schools and embarked upon a number of strategic initiatives. We are proud of the successes we have accomplished to date. In August 2017 the Colorado Department of Education released preliminary school and district performance frameworks. As a result of the strong academic growth we are seeing, Lake County Intermediate School and Lake County High School both earned ratings of “Performance,” which is the highest rating a school can receive. The district received a rating of “Accredited,” the second highest rating a district can receive (one level below Accredited with Distinction). Despite these ratings, district and school leadership recognize that our work is not complete. Our focus remains and has intensified on increasing the number of students who are meeting or exceeding the expectations set by the standards.

As we step back and reflect on where we have been and where we have yet to go, we have learned that our successes are not consistent from school to school or even from year to year in part because the successes are often transactional in nature. That is, they rely heavily on the initiative of individuals and have not yet been institutionalized. The LCSD Partnership Collaborative is designed to maximize our return on investment in partnerships. We aim to achieve this by focusing on the following strategies:

  1. Refine and codify student-centered K-12 instructional systems that promote equity;
  2. Align multiple organizations, schools and leaders to support instructional systems and vision;
  3. Monitor school progress throughout the year to inform the effectiveness of our practices;
  4. Review interim assessment and school visit data to facilitate mid-course corrections when needed; and
  5. Create a system for identifying and disseminating best practices

We believe that this initiative will leverage our ongoing school turnaround efforts and better position LCSD to dramatically increase student achievement across our Pre-K-12 network for the next three years.

Director of Strategic Collaboration Job Description     

This is a grant-funded position (Winter 2017-Spring 2020) providing research, writing, organization and analysis support for systems- and capacity-building in LCSD.  The position will support the LCSD District Partnership Collaborative, an initiative funded by the James Walton Fund and the Gates Family Foundation to (1) continue the turnaround of schools in the Lake County School District and (2) create and share a model pathway for rural school turnaround.

Compensation: $70-80K annually, depending on experience

Job Duties

Workstream 1: Manage a network of partners

  • Work closely with the Superintendent to develop a system to manage the district’s external partnerships. Primary partners include Expeditionary Learning, the Achievement Network, CDE’s Turnaround Network and Blueprint Schools Network. The management system should include and/or account for:
    • Setting expectations and goals for external partnerships
    • Managing to these goals
    • Evidence-based analysis of how partners can accelerate the district’s work
    • A sustainability plan for each partnership relationship
  • Convene, schedule, organize and facilitate quarterly meetings of the Partnership Collaborative Working Group, which will include LCSD staff and leadership, Blueprint Schools Network, Expeditionary Learning and the Achievement Network.
  • Convene, schedule, organize and facilitate meetings and work of the Partnership Collaborative Design Advisory Team, which will include LCSD leadership and Blueprint Schools Network
  • Maintain regular communication and contact logs with each partner
  • Become familiar with the work and evidence-based strategies used by each partner
  • Research and understand the type of school reform and impact that each partner has made possible in other schools and districts

Workstream 2: Create systems for turnaround

  • Work closely with the Superintendent, CFO and LCSD school leaders to refine and codify the district’s work to turn schools around.
  • Leveraging partners such as Blueprint Schools Network and the Turnaround Network, track and manage the work of the Superintendent and Principals of LCSD schools to identify and implement key levers for school improvement.
  • Leveraging partners such as Blueprint Schools Network and the Turnaround Network, track and manage the work of the Superintendent and Principals of LCSD schools to identify and implement a framework for school improvement.
  • Review the literature on school turnaround, particularly in a rural context. Produce a literature review for district leaders.
  • Identify high-performing schools using similar models and arrange school visits for LCSD staff.
  • Identify relevant professional development opportunities and arrange attendance for LCSD leadership staff.
  • Leveraging partners such as Blueprint Schools Network, develop a data and progress monitoring system focused on school improvement
  • Identify, collate, create and refine policies, procedures and practices in the areas of academics/instruction and operations, with an emphasis on outcomes desired. In some areas, the district has documented its practices and the Director will simply organize and collate the documentation; in other areas, the Director will need to work with staff to create the documentation. Examples include:
    • Academics/instruction: Common classroom expectations; data meetings; curriculum; intervention; MTSS; GT services; SPED; ELL services.
    • Operations: Hiring; employee handbook/policies; district administrative policy review; technology and data privacy.
  • Document progress that has been made toward turnaround efforts up to this point and over the course of the project.

Workstream 3: Develop & share the model

  • Collect and organize artifacts of the district’s reform and improvement efforts
  • Complete a learning narrative each year
  • Work closely with the Superintendent and CFO in preparing for the writing of an evaluative case study beginning in 2019

Grant Management Activities:

  • Complete all grant reporting requirements
  • Maintain regular contact with funders
  • Manage and expend the grant budget within the funding guidelines and district fiscal policies
  • Track grant activities and progress
  • Implement evaluation tools and strategies

Job Requirements and Qualifications

  • Master’s degree or higher in a relevant field, or Bachelor’s degree with five or more years relevant public education experience, required
  • Experience working at the district or system-level of a school district or educational organization
  • Demonstrated commitment to equity in public education
  • Familiarity with the public education landscape in Colorado, or ability to obtain it quickly
  • Experience working in or with high-poverty, high-ELL and/or high-minority schools
  • Experience being a part of successful school improvement, reform and/or turnaround efforts
  • Knowledge and working understanding of current practices and research in field of school reform and turnaround
  • Outstanding research, analysis and writing skills (writing samples required as part of application)
  • Outstanding verbal, written and electronic communication skills
  • Experience working with large data sets and performing data analysis
  • Experience facilitating diverse groups
  • Grant management experience
  • Fiscal management experience
  • Tolerance for ambiguity and ability to shift expectations as the project evolves
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School Designer/Professional Development Specialist

Posted by | November 22, 2017 |

ABOUT THE ORGANIZATION

EL Education is a leading K-12 education non-profit that is meeting the national challenge to raise student achievement. Combining challenging work with the joy of discovery and pride in mastery, EL offers the education we would want for every child: one that prepares citizens with both the skills and the character necessary for success throughout college, work and life.

Our portfolio of instructional materials and coaching services draws on 20+ years of success in more than 160 EL schools, serving 4,000 teachers and 53,000 students in 31 states and Washington D.C. Based on founding principles of meaningful work, character and respect for teachers, EL Education’s offerings transform teaching and learning to promote habits of scholarship and character that lead to high student achievement, regardless of student background. In addition to success on standardized tests, EL Education students demonstrate critical thinking, intellectual courage and emotional resilience; they possess the passion and the capacity to contribute to a better world. For more information, visit http://eleducation.org/

 

ABOUT THE POSITION

The School Designer/PD Specialist collaborates with school and district partners to lead strategic school improvement to transform student achievement through implementation of the EL Core Practices and EL Education’s design principles. This position also includes strategic and tactical support to districts and schools in implementing EL Education’s K-8 Common Core literacy curriculum and instructional practices.  The School Designer/PD Specialist works in four to eight schools and two to four districts, collaborating with a team of EL Education coaches and regional leadership.

The School Designer/PD Specialist position is an ideal opportunity for someone to play an active role in a growing and dynamic organization that is committed to helping students across the U.S. attain high levels of academic achievement in essential knowledge and skills, high quality work and character. Specific responsibilities will include but are not limited to:

School-based Professional Development and Leadership Support

  • Working with school leaders and teachers to identify their needs and assets and develop strategic plans to reach organizational goals through implementation of EL Education
  • Assisting teachers and leaders in organizing high quality curriculum aligned to standards and EL Core Practices
  • Coaching for implementation of active and engaging instructional practices that promote equity and high expectations
  • Establishing practices that build school culture and foster character development
  • Guiding school leadership in developing systems and structures to support sustained implementation
  • Designing strategic and customized professional development and coaching cycles to support the work and build leadership capacity District-level Professional Development
  • Providing strategic planning support to district and charter leaders in collaboration with the leadership team
  • Designing and leading high-quality, engaging professional development, in collaboration with internal team members, that supports educators in:
    • Leadership development
    • Implementation of EL’s Common Core literacy curriculum and Common Core aligned instructional and assessment strategies
    • Student-engaged assessment
  • Supporting the development and dissemination of EL professional development aligned to the Common Core and other best practices in multiple formats:
    • Face-to-face professional institutes agenda development and facilitation
    • Virtual/blended professional development agenda development and facilitation
    • Co-creating agendas, supporting materials, videos, webinars, etc. to memorialize and standardize the professional development sequences related to our clients
  • Other responsibilities to be assigned as needed

 

CANDIDATE REQUIREMENTS

School Designer/PD Specialist believe deeply in EL Education’s mission and display a record of achievement.

A successful candidate will have:

  • A master’s degree in education, leadership or a related field
  • Required minimum 5 years classroom teaching experience, preferably in EL Education or similar schools in an urban setting
  • Significant experience in school and/or district leadership with an emphasis on school reform and organizational change
  • Remarkable leadership qualities, national caliber presentation, facilitation, and organizational skills, and personal characteristics to work effectively with educators of all backgrounds
  • Proven experience and deep craft in the development and delivery of professional development
  • Strong background in reading and writing across the curriculum, data-driven planning and project-based learning
  • Self-directed and proactive in coming to solutions for complex organizational and conceptual challenges
  • Exceptional organizational skills, with an ability to manage multiple tasks and projects simultaneously and thrive in an entrepreneurial, fast-paced environment
  • Experience with or enthusiasm for working with virtual teams across different geographical sites
  • Strong communication and collaboration skills, with a record of high performance in a variety of roles on teams
  • Willingness to travel up to 40% and work flexible hours (e.g. ability to work and travel some weekends with comp days in return)
  • Residence in (or willingness to move to) the Denver area.

 

  • ANTI-DISCRIMINATION POLICY AND COMMITMENT TO DIVERSITYEL Education provides equal employment opportunities for all applicants and employees and prohibits discrimination with respect to the hiring or promotion of individuals, conditions of employment, disciplinary and discharge practices, or any other aspect of employment on the basis of gender, race, color, ethnicity, disability, or any other factor which cannot lawfully be used as a basis for an employment decision.
  • EL Education seeks individuals of all backgrounds to apply for this position. We are committed to maximizing the diversity of our organization and want to engage all those who can contribute to this effort.
  • No phone calls please. EL will respond only to finalist candidates.

COMPENSATION

Competitive compensation and benefits package commensurate with experience.

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Middle School Art Teacher

Posted by | November 17, 2017 |

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 Art Teacher for an immediate start.

Objective: STRIVE Prep Secondary Art Teachers will create exceptional outcomes and opportunities for students by providing high-quality, rigorous and engaging instruction.

 

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

  • 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:

  • Lead engaging, data driven instruction in Art.
  • 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 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.

In addition, we strongly prefer the following:

  • 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 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.

Questions?

Contact Allison Gordon (Staffing Manager) at agordon@striveprep.org

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PreK-5 Technology Teacher and Technology Integration Specialist

Posted by | November 13, 2017 |

 

PreK-5 Technology Teacher and Technology Integration Specialist

 

Reports to: Interim Head of the Elementary School Status: Long-term Substitute

Start Date: November 27 End Date: February 7th

 

For nearly 25 years Boulder Country Day School has been at the forefront of education in the Boulder Valley. The hallmarks of our school – Community, Character, Academic Excellence, and Small Class Sizes – are the keys to our success and allow us to create an educational experience where children innovate, create, grow and thrive. We believe our children are our future, and, to that end, we offer a broad-based liberal arts education that focuses on developing lifelong learners and responsible global citizens. The Boulder Country Day challenge, Discover Your Excellence, recognizes that excellence is teachable, personal, and can be achieved in a variety of different disciplines – academic, athletic, community service, leadership, and more. We seek to provide just the right amount of nurture, structure, and latitude to live up to this challenge.

 

Technology Department Overview:

Within our Technology Department at Boulder Country Day, we have a full-time director who supervises the Network Administrator, Integration Specialists and Teaching Faculty that constitute our “Technology Team.”

 

PreK-5 Technology Teacher and Technology Integration Specialist Summary:

This position is comprised of a part-time teaching role and a part-time integration specialist role.  As a teacher, this position develops curricula for and teaches various PreK-5th grade technology classes (including instruction in beginning computer programming).  As an integration specialist, this position works with the Technology Director to support PreK-MS teaching faculty in their implementation and use of educational technologies, ultimately furthering the vision of technology’s vital role at Boulder Country Day.

 

Teaching and Curriculum Responsibilities Include (but not limited to):

  • Teach PreK-5th grade technology classes
  • Develop and regularly update an engaging, innovative, forward-thinking PreK-5th grade technology curriculum including instruction in the following areas:
    • Digital Literacy
    • Internet Safety
    • Keyboarding
    • Using Technology for Learning
    • 21st Century Skills
    • Physical Computing
    • Computer Programming Concepts (K-2)
    • Beginning Computer Programming (3rd-5th, multiple languages)
  • Work with the librarian and classroom teachers to develop and coordinate media literacy instruction
  • Foster and support cross-curricular integration of technology at all grade levels

 

Training, Coaching, Leadership and Support Responsibilities Include (but not limited to):

  • Coach faculty to creatively and effectively harness various, ever-changing educational technologies
  • Build teachers’ capacity to integrate and utilize such technology in the classroom
  • Provide feedback to faculty as they implement technology-rich lessons
  • Identify technology proficiencies of faculty; develop and implement both online and face-to-face professional learning opportunities to address identified needs
  • Provide individualized support, coaching, and training as requested
  • Facilitate regular dialogue with division heads and faculty to ensure coordinated integration of technology within and across divisions
  • Evaluate and disseminate research related to the effective use of technology in education
  • Train and support faculty in use of content management software, grading software, and other administrative IT tools
  • Record and maintain curriculum maps and guides for technology integration
  • Work with the librarian, ITC teachers, and classroom teachers to develop and coordinate media literacy instruction
  • Model lifelong learning and innovation via participation in PLNs and engagement with EdTech publications; allow active learning to inform curricula development and evolution
  • Support the technology Help Desk for faculty and students
  • Help update and maintain computer lab and other campus tech equipment as needed
  • Assist the technology team with data documentation, record-keeping, and other administrative tasks as needed
  • Coordinate and support online standardized testing

 

Qualifications:

  • Bachelor’s degree required; focus in educational technology or similar field preferred
  • 2+ years’ experience working in elementary or middle schools preferred, experience in independent school settings a plus
  • Experience mentoring and supporting teachers in their use of educational technologies
  • Proven collaborator with a history of working closely with a variety of colleagues
  • Forward-thinking vision and a demonstrated interest in exploring ways technology can enhance learning
  • Strong organization and communication skills coupled with the ability to work and learn independently
  • Demonstrated ability to problem-solve and troubleshoot technologies
  • Technical experience with computer hardware and peripherals and/or network and systems administration a plus
  • Technical and/or teaching certifications a plus

 

 

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Middle School Science Teacher

Posted by | November 13, 2017 |

Reports to:              Middle School Head

Status:                        Full-time

Start date:               January 8 or sooner

 

For nearly 25 years Boulder Country Day School has been at the forefront of education in the Boulder Valley. The hallmarks of our school – Community, Character, Academic Excellence, and Small Class Sizes – are the keys to our success and allow us to create an educational experience where children innovate, create, grow and thrive. We believe our children are our future, and, to that end, we offer a broad-based liberal arts education that focuses on developing lifelong learners and responsible global citizens. The Boulder Country Day challenge, Discover Your Excellence, recognizes that excellence is teachable, personal, and can be achieved in a variety of different disciplines – academic, athletic, community service, leadership, and more. We seek to provide just the right amount of nurture, structure, and latitude to live up to this challenge.

 

The Boulder Country Day Middle School Science Teacher will work with the members of the middle school faculty and staff to teach math and/or science in grades 6-8. Responsibilities include but are not limited to the following:

 

  • Teach 3 MS Science classes and two 5th grade Science classes (lab-based Physical, Life, and Earth Sciences) in an 8 period day:
  • Advise 12-14 students;
  • Participate in ongoing training for the International Baccalaureate (IB) Middle Years Program, BCD’s 1:1 program, and other subject specific skills;
  • Collaborate with middle school faculty and staff to implement BCD’s 1:1 technology program;
  • Provide regular and thorough communication to all BCD constituencies (students, parents, and colleagues);
  • Help review and revise the BCD science curricula as needed;
  • Support enrollment and retention by assisting with tours, events, and other school outreach; and
  • Perform other duties as directed by the Head of School.

 

The ideal candidate for this position will possess the following:

 

  • A strong background in science;
  • Bachelor’s in science or science education, Master’s preferred;
  • Education in or exposure to Developmental Designs for Middle School or Responsive Classroom for Middle School
  • At least 3-5 years teaching in grades 6-8;
  • Demonstrated love for working with middle school students;
  • Experience working in an IB setting;
  • Knowledge of or background in independent schools;
  • Desire to teach in a technology rich 1:1 learning environment including innovative use of technology and digital resources in math and science;
  • Ability to differentiate within each class;
  • Flexibility, ability to work with change, and strengths in innovation; and
  • Effective communication skills.
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Assistant Principal / Athletic Director

Posted by | November 13, 2017 |

Our District

Denver Public Schools is an innovative, forward-thinking, dynamic urban education district, frequently acknowledged for pursuing innovative ways to drive student performance and close the achievement gap.  We have been recognized as one of the top cities in the country for cultivating a healthy environment for school reform to flourish.  We are the fastest growing large urban school district in the country and our state assessment scores have grown by double-digits during the last several years.  To continue making such strides, we are committed to ensuring that we have the right leaders in the right schools to drive student performance and our vision that Every Child Succeeds.

 

 

Our School Leadership Framework

At DPS, we’ve developed a School Leadership Framework that details the expectations required for all of our school leaders.  The framework and the behaviors associated with each competency are available on the Lead in Denver website: http://careers.dpsk12.org/wp-content/uploads/2017/01/Comm_11x17LeadBooklet-Web.pdf

Education/Licensure

Master’s Degree and previous leadership experience preferred.  A current, valid State of Colorado Principal License (professional or provisional) in place by the time the position starts.  Alternative licensure is an option for candidates with demonstrated school leadership experience who require licensure and additional coursework.

 

Position Details

Salary Range:  Commensurate with education and experience, with the ability to earn additional compensation based on working in a Hard to Serve School, Top Performing School, a High Growth School, or meeting the Unified Improvement Plan.

 

Application Due Date:  Rolling.  Successful applicants who are entered into the process at an earlier time are able to consider more positions

 

Position Start Date:  Dependent upon school-specific openings

 

Reports To:  Principal

 

Application Requirements

An administrator’s license is not required to apply

 

The following items must be attached to your application in order to be considered.

* Resume

* One letter of reference

* Cover letter that answers the following questions:

1.    Why do you want to be a school leader in DPS?

2.    What has been your record of student academic achievement? (please give measurable outcomes)

3.    What experience have you had influencing adults to achieve significant results for students? (Including but not limited to coaching, mentoring, providing feedback, etc.)

4.    What is your experience working with diverse student populations? (including but not limited to race, ethnicity, socio-economic)

5.    What is your experience teaching or leading second language learners?

 

Other Information

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 185 schools, including traditional, magnet, charter and pathways schools, with an enrollment of 88,000 students.  Of those, 58% of the school district’s enrollment is Hispanic, 20% is Caucasian, and 15% is African American.  Seventy-two percent of the district’s students qualify for free and reduced lunch.

 

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 terms of student academic growth.  DPS is committed to establishing Denver as a national leader in student achievement, high school graduation and college career readiness.

 

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

 

Comments Off on Assistant Principal / Athletic Director

Assistant Principal / Athletic Director

Posted by | November 13, 2017 |

Our District

Denver Public Schools is an innovative, forward-thinking, dynamic urban education district, frequently acknowledged for pursuing innovative ways to drive student performance and close the achievement gap.  We have been recognized as one of the top cities in the country for cultivating a healthy environment for school reform to flourish.  We are the fastest growing large urban school district in the country and our state assessment scores have grown by double-digits during the last several years.  To continue making such strides, we are committed to ensuring that we have the right leaders in the right schools to drive student performance and our vision that Every Child Succeeds.

 

 

Our School Leadership Framework

At DPS, we’ve developed a School Leadership Framework that details the expectations required for all of our school leaders.  The framework and the behaviors associated with each competency are available on the Lead in Denver website: http://careers.dpsk12.org/wp-content/uploads/2017/01/Comm_11x17LeadBooklet-Web.pdf

Education/Licensure

Master’s Degree and previous leadership experience preferred.  A current, valid State of Colorado Principal License (professional or provisional) in place by the time the position starts.  Alternative licensure is an option for candidates with demonstrated school leadership experience who require licensure and additional coursework.

 

Position Details

Salary Range:  Commensurate with education and experience, with the ability to earn additional compensation based on working in a Hard to Serve School, Top Performing School, a High Growth School, or meeting the Unified Improvement Plan.

 

Application Due Date:  Rolling.  Successful applicants who are entered into the process at an earlier time are able to consider more positions

 

Position Start Date:  Dependent upon school-specific openings

 

Reports To:  Principal

 

Application Requirements

An administrator’s license is not required to apply

 

The following items must be attached to your application in order to be considered.

* Resume

* One letter of reference

* Cover letter that answers the following questions:

1.    Why do you want to be a school leader in DPS?

2.    What has been your record of student academic achievement? (please give measurable outcomes)

3.    What experience have you had influencing adults to achieve significant results for students? (Including but not limited to coaching, mentoring, providing feedback, etc.)

4.    What is your experience working with diverse student populations? (including but not limited to race, ethnicity, socio-economic)

5.    What is your experience teaching or leading second language learners?

 

Other Information

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 185 schools, including traditional, magnet, charter and pathways schools, with an enrollment of 88,000 students.  Of those, 58% of the school district’s enrollment is Hispanic, 20% is Caucasian, and 15% is African American.  Seventy-two percent of the district’s students qualify for free and reduced lunch.

 

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 terms of student academic growth.  DPS is committed to establishing Denver as a national leader in student achievement, high school graduation and college career readiness.

 

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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Assistant Principal / Athletic Director

Posted by | November 13, 2017 |

ASSISTANT PRINCIPAL

Denver Public Schools is seeking exceptional school leaders who live by our Shared Core Values (Students First, Integrity, Equity, Collaboration, Accountability, and Fun) and exhibit key leadership expectations in the following areas:  Culture and Equity, Instructional, Strategic, Human Resource, Organizational, and Community.  Effective school leaders in every school are critical to successfully meet our mission to provide all students the opportunity to achieve the knowledge and skills necessary to become contributing citizens in our diverse society.

 

To learn more about our application process you can visit our assistant principal careers website (open in new tab): http://careers.dpsk12.org/apply-now/assistant-principal-application-process/

 

Our District

Denver Public Schools is an innovative, forward-thinking, dynamic urban education district, frequently acknowledged for pursuing innovative ways to drive student performance and close the achievement gap.  We have been recognized as one of the top cities in the country for cultivating a healthy environment for school reform to flourish.  We are the fastest growing large urban school district in the country and our state assessment scores have grown by double-digits during the last several years.  To continue making such strides, we are committed to ensuring that we have the right leaders in the right schools to drive student performance and our vision that Every Child Succeeds.

 

 

Our School Leadership Framework

At DPS, we’ve developed a School Leadership Framework that details the expectations required for all of our school leaders.  The framework and the behaviors associated with each competency are available on the Lead in Denver website: http://careers.dpsk12.org/wp-content/uploads/2017/01/Comm_11x17LeadBooklet-Web.pdf

Education/Licensure

Master’s Degree and previous leadership experience preferred.  A current, valid State of Colorado Principal License (professional or provisional) in place by the time the position starts.  Alternative licensure is an option for candidates with demonstrated school leadership experience who require licensure and additional coursework.

 

Position Details

Salary Range:  Commensurate with education and experience, with the ability to earn additional compensation based on working in a Hard to Serve School, Top Performing School, a High Growth School, or meeting the Unified Improvement Plan.

 

Application Due Date:  Rolling.  Successful applicants who are entered into the process at an earlier time are able to consider more positions

 

Position Start Date:  Dependent upon school-specific openings

 

Reports To:  Principal

 

Application Requirements

An administrator’s license is not required to apply

 

The following items must be attached to your application in order to be considered.

* Resume

* One letter of reference

* Cover letter that answers the following questions:

  1. Why do you want to be a school leader in DPS?
  2. What has been your record of student academic achievement? (please give measurable outcomes)
  3. What experience have you had influencing adults to achieve significant results for students? (Including but not limited to coaching, mentoring, providing feedback, etc.)
  4. What is your experience working with diverse student populations? (including but not limited to race, ethnicity, socio-economic)
  5. What is your experience teaching or leading second language learners?

 

Other Information

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 185 schools, including traditional, magnet, charter and pathways schools, with an enrollment of 88,000 students.  Of those, 58% of the school district’s enrollment is Hispanic, 20% is Caucasian, and 15% is African American.  Seventy-two percent of the district’s students qualify for free and reduced lunch.

 

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 terms of student academic growth.  DPS is committed to establishing Denver as a national leader in student achievement, high school graduation and college career readiness.

 

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 Multi-Intensive Center Educational Assistant

Multi-Intensive Center Educational Assistant

Posted by | November 10, 2017 |

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 Multi-Intensive (Severe) Center Teacher for an immediate start..

Objective: STRIVE Prep Multi-Intensive Severe (MI-S) Teachers will create exceptional outcomes and opportunities for students by providing high-quality, rigorous and engaging instruction 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

  • Provides instruction and services for students who frequently present with multiple disabilities. Curriculum emphasis is in skill development in the domain areas of: basic skills and concepts (including functional academics), recreation and leisure, community, vocational and domestic. Motor, communication and social skills are infused throughout all areas.
  • Managing and leading a team of paraprofessionals in providing one-on-one instructional and behavioral support to center students, including teaching social and adaptive skills, providing small group or one-on-one academic instruction, and pushing-in and supporting students in a general education setting, as needed.
  • Work closely with district support staff and managing DPS transportation services.
  • Collaborate with school leadership, teachers, paraprofessionals, and the special education team to ensure that instruction is always meeting the needs of all learners, including supporting student inclusion in general education classrooms and supporting the team in tracking students on their Individualized Education Plan (IEP) goals on a daily basis.
  • Collect and use data to track student growth, and create or modify student IEPs.
  • Provide fair, accurate, and constructive feedback to students on their progress.
  • Build relationships with students and families through consistent partnership and communication.
  • Work in collaboration with para-educators to support students in daily living activities including feeding, toileting, communication, movement, etc.
  • Collaborate with multiple staffing team members to ensure all services are being provided to each student.

      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:

  • 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
  • Two years of teaching experience, preferably in an urban setting
  • 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 analternative licensure program to obtain a Special Education license.

In addition, we strongly prefer the following:

  • Speaks Spanish and/or has experience working with English Learners
  • Demonstrated success working with middle school students of color
  • Experience using Enrich IEP online platform

 

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.

Questions?

Contact Allison Gordon (Staffing Manager) at agordon@striveprep.org 

 

Comments Off on School Support Specialist

School Support Specialist

Posted by | November 1, 2017 |

The Colorado League of Charter Schools exists to improve student achievement and expand choice among high-quality public schools by serving and supporting Colorado’s charter schools. It is the expectation of the League that all employees of the organization support its mission and vision as well as other principles of public school choice. In addition, all League employees should be self-motivated, flexible, effective communicators, service-oriented and collaborative.

 

The School Support Specialist will provide member schools with services focused on increasing quality of instruction and overall student performance. The Specialist will actively engage with charter schools through on-site support and regional professional development to ensure the delivery of impactful educational opportunities grounded in data-driven continuous improvement practices. No matter the school design, the commitment to quality, best practices and compliance with the intent of federal and state laws will be at the forefront. The best candidates will have instructional expertise combined with experience in student accountability, data analysis, individualized or scaffolded student supports, and programming for special student populations such as English Language Learners and gifted and talented students.

 

Responsibilities:

  • Support the Academic Service team’s efforts by collaborating to deliver training content directly and/or work with outside consultants to provide services.
  • Track and evaluate all service offerings to ensure they are in demand, impactful, sustainable, and relevant to the League’s strategic goals as well as the Academic Services team goals.
  • Support the development of communication plans to market Academic and School Support Services as signature League member benefits and be prepared to promote these offerings.
  • Participate actively in the activities required to ensure that the Academic Service team revenue targets are met.
  • Seek, recommend and pursue funding opportunities to support the League’s service efforts such as business partner relations and grant funded projects.
  • Manage, coordinate and/or deliver both regional training opportunities and customized on-site support as directed by the Director of Academic Services in the following areas:
    • Teaching and Learning – Develop and provide high quality learning opportunities for teachers and instructional leaders focused on continuous improvement. Work with internal experts and external contractors to provide engaging content in the areas of need including but not limited to Accountability, Academics and Instruction.
    • Performance & Accountability – Develop and provide useful tools and/or technical assistance for charter school staff that focus on creating school UIPs, utilizing data to inform instruction, evaluating results of formative/summative assessments.
    • Special Student Populations – Develop and provide guidance and technical support for school leaders and student service staff relevant to special education, gifted and talented, second language learners, and/or other special populations of students.
  • Participate in ongoing trainings pertaining to student performance, accountability and special student populations to stay current on state and local guidance, compliance requirements and regulations.
  • Work with the New School Development team to ensure new schools and developing groups have a strong performance management practice plan in place for their charter application, CCSP grant application and throughout their first years of operation.

 

Position Qualifications:

 

  • Commitment to the charter school sector and the mission and vision of the League.
  • At least five years of experience in an instructional leadership role.
  • Familiarity with performance and accountability systems and processes including but not limited to: student information systems (e.g., Infinite Campus/PowerSchool), interim benchmark assessments (e.g., NWEA MAP) and data warehouses (e.g., Alpine Achievement, Illuminate).
  • Experience developing School Unified Improvement Plans including data analysis, root cause determination, writing and communicating goals and objectives to a variety of stakeholders.
  • Experience meeting compliance requirements related to special student populations including special education, gifted and talented, second language learners.
  • Demonstrated commitment to and track record of supporting high quality learning opportunities.
  • Ability to independently lead, manage and accept responsibility for a variety of complex organizational functions.
  • Management experience and demonstrated ability to lead a team.
  • Demonstrated public speaking skills before a variety of audiences.
  • Skills in effective oral and written communication of complex assessment/accountability concepts and results to various audiences (large or small), ranging from policymakers to parents.
  • Ability to use technology tools and products effectively to achieve the goals of the team.
  • Familiarity with Colorado education policy and law is helpful.
  • The Colorado League of Charter Schools is an equal opportunity employer and does not discriminate based on race, religion, gender, age or sexual orientation.
  • Diverse candidates are encouraged to apply.
Comments Off on High School Special Education Teacher

High School Special Education Teacher

Posted by | October 30, 2017 |

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.

STRIVE Prep-RISE’s inclusive and transformative community seeks a High School Special Education Teacher for a 2018-19 school year opening.


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


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

  • 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:

  • Lead engaging, data-driven instruction in Special Education.
  • Teach daily student interventions, providing individualized instruction based on student needs.
  • Collaborate with General Education teachers, school leaders, curriculum directors, and the English Language Development Director to ensure that instruction meets the needs of each learner.
  • Analyze student data and use it to provide student feedback and set goals.
  • Modify, create, and share pedagogy that draws on students’ lived experiences and cultures in a way that is socially transformative for the student, the school, and the community.
  • Respond to academic and social-emotional needs of students in classrooms; be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m.

      Culture:

  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning.
  • 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 25 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 familes to ensure that they can be active advocates and supports for their students’ learning.
  • Provide supervision of students during before and after school activities (daily hall duty, lunch duty once a week and after school dismissal once a week)
  • 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 actively engage in weekly staff and grade level meetings.
  • Participate in regular instructional coaching meetings and content-based department meetings; self-advocate for specific needs in coaching or development as desired.
  • 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 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:

  • Speaks Spanish and/or has experience working with English Learners

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.

Questions?

Contact Burgess LePage, Staffing Manager at blepage@striveprep.org

Comments Off on 8th Grade Math

8th Grade Math

Posted by | October 30, 2017 |

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 Eighth Grade Math Teacher for an immediate start.

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

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

  • 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:

  • Lead engaging, data driven instruction in Special Education.
  • Teach daily student interventions, providing individualized instruction based on student needs.
  • Analyze student data and use it to provide student feedback and set goals
  • Collaborate with general education teachers, school leaders, curriculum directors, and the English Language Development Director to ensure that instruction meets the needs of each learner.
  • 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 15-30 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 Math Teacher.

 In addition, we strongly prefer the following:

  • 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 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 Director of Denver Programs

Director of Denver Programs

Posted by | October 30, 2017 |

YOUR PROFILE
You are committed to changing the context in which teachers join the profession, take their first steps as teachers, and develop as educators. You believe attracting local, diverse young people into teaching, providing highly structured and strongly mentored training, and facilitating supportive placements can transform initial teaching experiences and long-term retention. You enjoy independently creating materials, trainings, and systems, and collaboratively developing partnerships, training participants, leading programming, and building a growing national organization. You live our core values:
Belonging: Your interactions with team members, partners, and constituents demonstrate your commitment to investing in the empowerment and evolution of others.
Investment: Your work is core to your personal life mission. You aren’t looking for a job but a chance to engage whole-heartedly in the shared belief that better is possible, and you are part of a communal solution to challenges which require collective, collaborative effort.
Initiative: You have a strong locus of control, view challenges as opportunities, and anticipate what needs to happen when. Comfort with and mastery of technology are critical for virtual work; balancing independent work with team collaboration is essential.
Growth: You embrace a growth mindset for yourself and your team members. You seek, embrace, and implement feedback and invest in the growth of others.
Excellence: Your written and verbal communication, materials, and presentations are characterized by creativity, technical perfection, thorough research, and thought leadership in the field.
You are seeking a long-term home where you can grow and contribute to the growth of your team and the organization.

OUR WORK
Although as many as 42% of high-school graduates enter college interested in teaching, fewer than 10% pursue careers in education. Of those who do, one third leave within their first three years, and nearly half depart by year five. The Generation Teach Summer Teaching Fellowship is an unprecedented opportunity to invest young people in teaching at a critical time and to equip them with the experiences essential for success on day one of a teaching career.

Generation Teach launched in Denver, Colorado in summer 2014, expanded in Denver and opened in Boston in 2015, grew in both cities in 2016, and opened in Western MA and Providence, RI in 2017. We believe teacher development should start earlier and occur in concert with schools. With our partners, we build local pipelines of diverse teachers with the experience, coaching, training, and records of effectiveness necessary for success in the classroom. We are a national team, driven by five core values and committed to partnering with local communities to build diverse, place-based pipelines of exemplary educators who are invested in the students, schools, and communities they serve.

YOUR ROLE
Recruitment
• Lead local outreach to achieve ambitious recruitment goals for students, fellows, coaches, deans, and directors
• Lead local selection and matriculation
Partners
• Manage communication with Denver partners
• Secure Denver partners to meet student enrollment goals
Alumni Support
• Provide career counseling, including letters of recommendation and practice interviews, for Denver Teaching Fellows who are applying to jobs
• Maintain consistent contact with Denver senior fellows to complete placement processes
Denver Programming
• Select Denver participants – fellows, coaches, directors – in collaboration with team
• Recruit, enroll, and schedule students
• Set high expectations for student and Teaching Fellow performance, and provide support, encouragement, and accountability to achieve those expectations
• Direct a Denver site each summer, ensuring a strong, safe, and excellent program culture and developing leadership, coaching, and teaching teams to ensure student achievement and success
• Analyze constituent outcomes post-summer to report to partners
Team Support
• Support teammates in achieving ambitious goals
• Follow team processes for knowledge management, team leadership, and investment in the success and experience of others
• Participate fully, positively, and thoughtfully in weekly Staff Meetings and Work Sessions, Quarterly Team Work Sessions, and other organizational development initiatives
• Contribute to annual initiatives, such as special event planning, team work sessions, and fundraising initiatives
• Provide other support, as requested, including but not limited to translation, best practice research, piloting of technology platforms, and writing of collateral, reports, and proposals
• Contribute to a dynamic, fast-paced environment in which all team members are invested in each other and the success of every community GT serves
• Complete weekly check-ins with GT manager

OUR VISION FOR THIS ROLE
The Director role is a leadership position that requires an individual invested in building the capacity and engagement of national team members while fostering a workplace that is flexible, inspiring, and supportive of individuals’ personal and professional growth. Comfort with and mastery of technology are critical for virtual work; balancing independent work with team collaboration is essential. The Director will drive Denver programming, with support, engagement, feedback, and collaboration from team members. Ideal candidates will meet or exceed the following qualifications:
• Bachelor’s degree required; master’s degree preferred
• 4+ years of relevant professional experience, including at least 2 years of teaching experience
• Proficiency in Spanish preferred
• Excellent interpersonal communication skills and ability to engage multiple constituencies on a variety of levels
• Strong commitment to and/or familiarity with the Denver community
• Strong writing, time management, and communication skills
• Unshakeable growth mindset, ability to engage and implement feedback, passion for driving work and contributing to the work of others, and commitment to excellence
• Ability to manage ambiguity, work on multiple projects, and adjust quickly to shifting priorities in a fast-paced environment
• Exceptional self-motivation, drive, and team orientation
• Willingness to work effectively as a member of a remote team and skillfully manage the opportunities and challenges of virtual collaboration, including use of Dropbox, FluidReview, ProsperWorks, and Google docs, email, and calendar
• Successful experience as a member of a small team in a start-up environment
• Experience partnering with, supporting, and developing undergraduate students in service of future teachers and students
• Master teacher and strong public speaker
• Warm, authoritative presence and ability to be omnipresent and attuned to all participants
• Experience developing adults as an instructional coach, department chair, grade-level leader, dean, team leader, assistant principal, or other leadership role
• Successful experience leading field trips or special events for an entire grade level and/or leading out-of-school time programming, such as after-school programming, expeditionary learning, summer camp, or another program with accountability for the safety, supervision, and positive experiences of a large group of students and young professionals
• Deep-seated commitment to the mission of Generation Teach
• Demonstrated commitment to living the core values of Generation Teach

Generation Teach offers a competitive salary for all employees.

Comments Off on Deputy Director of School and District Partnerships

Deputy Director of School and District Partnerships

Posted by | October 23, 2017 |

About the Role

We are seeking an experienced relationship manager to maximize the effectiveness of Teach to One: Math (TTO) implementation at partner schools. The Deputy Director of District & School Partnerships will engage with district, school and community leaders to align on a vision for personalized learning and the potential of Teach to One: Math to drive dramatic growth for students in communities across the New Classrooms’ network.

The Deputy Director of District & School Partnerships will partner with regional Instructional Coaches and Operations Managers to develop and execute strategic plans aimed at improving the health and performance of a diverse portfolio of partner schools. In addition, the the Deputy Director of District & School Partnerships will work closely with the Growth & Expansion team to execute on our district expansion and renewal strategy. This role will report to the Vice President of District & School Partnerships. Candidates must be based in either Atlanta, Chicago, Dallas, Denver, or Houston.

What You Would Do

Manage health and performance of school partnerships

  • Partner with district, school and community leaders to establish shared annual goals and priorities around personalized learning broadly and the implementation of Teach to One: Math

  • Negotiate agreements with district and school leaders to establish sustainable pathways for the ongoing implementation of Teach to One: Math

  • Monitor health and performance metrics for diverse portfolio of partner districts and schools against strategic goals

  • Engage with central health and performance management team to drive organizational effectiveness through reflection on drivers of success and challenge with school partnerships

  • Partner with New Classrooms instructional coaches and operations managers to establish internal goals and strategies focused on improving the implementation of Teach to One: Math for each school

  • Collaborate with instructional, operations and broader program team to understand and manage implementation of new program features

  • Manage the escalation of program issues with schools & districts involving central team members to resolve challenges

What We Are Looking For

  • Bachelor’s degree required, Master’s degree preferred

  • Demonstrated experience and passion for work in K-12 education

  • Strong leadership capacity with 5+ years of relevant experience

  • Experience, comfort and demonstrated success working in a variety of diverse district/school settings

  • Experience leading and/or implementing programs (preferably including a component of implementing technology) requiring a high degree of change management

  • Strong critical thinking and planning skills coupled with goal setting and strategic planning experience

  • Ability to operate with purpose, urgency, and accuracy in a fast-paced, deadline-driven environment

  • Natural tendency toward innovative and creative problem solving

  • Comfort working in a highly collaborative start-up/entrepreneurial work environment

  • Ability to build strong relationships and motivate a diverse team to meet ambitious goals

  • Exceptional influencing and communication skills

  • Willingness to travel up to 30% time

Application Information

Equal Opportunity

All qualified applicants will receive consideration for employment without regard to age, race, creed, color, national origin, ancestry, marital status, affectional or sexual orientation, gender identity or expression, disability, nationality or sex.

Work Authorization

In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the United States and to complete the required employment eligibility verification document form upon hire.

Comments Off on Colorado Bureau Chief

Colorado Bureau Chief

Posted by | October 19, 2017 |

Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a seasoned journalist with management experience to serve as our Colorado bureau chief.

The bureau chief will lead our Colorado bureau’s coverage, with a focus on bottom-up reporting on the debate around how to create educational equity. This is a “player-coach” role, meaning you’ll be balancing both management of staff and your own reporting. You will oversee a strong team of three reporters, and be responsible for guiding our coverage decisions and priorities, working with reporters and senior editors to help shape stories on the front end so they connect to the important story Chalkbeat is telling across the country. (You may pinch-hit on editing when one of our ace story editors is out, too.) You’ll contribute to our reporting efforts by covering state-level issues, including education storylines that arise during the legislative session and at the Colorado Department of Education. You’ll also serve as Chalkbeat’s public face in Colorado, working with our experienced leadership to build a local community strategy and representing the organization in the community. Finally, you’ll oversee the bureau’s budget and office with support from Chalkbeat’s central network.

Who are you?

You are committed to local journalism and respect the transformative power a good story can wield. You find coaching reporters energizing, from helping them connect the dots across several incremental stories to instructing them in the fine art of source-building. You can balance quick news hits with enterprise work, and have experience planning longer-term projects. While you love being on the ground and in the community, you’re also inspired by the idea of collaborating with colleagues across the Chalkbeat network to learn and share best practices and get the support you need to lead your team to greatness. You can serve as a guide for our readers—school personnel, education insiders, parents, students, and curious citizens—in explaining how education works in Colorado. And you’re not afraid to call officials to task when warranted.

What background and skills do you have?

  • Strong track record in journalism, preferably in digital, with experience on public policy issues
  • Familiarity with Colorado and experience covering the news here
  • Proven strategies for building an effective team. Experience managing direct reports preferred.
  • Experience managing budgets and other administrative duties preferred
  • Experience working in a CMS, preferably WordPress
  • Stellar news judgment
  • Strong interpersonal skills with a knack for working with curious reporters and skeptical editors
  • Passion for education is a must; knowledge of education is a strong plus, but not required

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

About Chalkbeat:

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

Comments Off on Executive Assistant- Colorado (Part-Time)

Executive Assistant- Colorado (Part-Time)

Posted by | October 6, 2017 |

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:

College Track Colorado is seeking a dynamic individual as the Part-time Executive Assistant to the Colorado Executive Director. The Executive Assistant is responsible for providing the highest level of support to the Executive Director to ensure that the key needs of College Track and the Colorado Regional Team are fulfilled. In addition to administrative duties, the individual plays a critical role in assisting with internal and external communications, preparation for key events and meetings, and supporting fundraising projects. The Executive Assistant will interact with staff at all levels and with important internal and external constituents, including the Colorado Local Advisory Board, utilizing great discretion and professionalism.

Responsibilities include, but are not limited to:

  • Administration & Scheduling
  • Communications & Fundraising

Qualifications:

The Executive Assistant must embrace the College Track vision of transforming low-income communities into places where college readiness and college graduation are the norms. Additionally, candidates must possess the following qualifications:

  • Bachelor’s degree from an accredited university
  • Minimum 2-4 years of professional experience, preferably in an office environment for a high-growth and fast-paced organization
  • Exceptional verbal and written communication skills, with the ability to work with individuals at all levels of the organization
  • Outstanding organizational skills, keen attention to detail, time management, and follow-up skills
  • Skilled at multi tasking, problem solving and prioritizing
  • Minimum 2 – 4 years experience with Microsoft Office and other tools (i.e. Salesforce, Social Media platforms, a plus)
  • Proven ability to successfully collaborate with a diverse group of professionals in a fast-paced environment
  • Strong work ethic and an entrepreneurial spirit to accommodate high responsibilities and shifting priorities
  • High level of self-awareness, humility, and emotional intelligence

 

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 Information Services

Director of Student Information Services

Posted by | September 29, 2017 |

About the STRIVE Prep Tech Department:
The STRIVE Prep Tech Department leverages technology to amplify all staff and students’ ability to succeed, lead and transform, both in college and in their own communities. The Tech Dept is comprised of a Senior Director of Technology, an IT Director, a Network Engineer, IT Coordinators, and Portfolio Managers who support the following key functions:

  • Technology solutions based on data driven decisions in order to realize desired educational outcomes
  • Ongoing tech support based on industry standards
  • Regular evaluation and optimization of technology systems and processes, and
  • Deployment of technology solutions and support based on education outcomes.

Essential Duties & Responsibilities:  

  • (Primary)  Manage Technology Systems
    STRIVE Prep 

    • Act as Subject Matter Expert at STRIVE Prep for Infinite Campus working with Denver Public School liaisons on planning, training and support.
    • Manage team of Student Information Services professionals.
    • Design processes, configure systems, and provide effective training to allow for accurate reporting of grades to teachers, students and families based on academic requirements.
    • Manage initial setup and ongoing support (through tickets and onsite support) for Infinite Campus and other designated Ed Tech systems including acting as a point of escalation.
    • Support campus Master and Student Scheduling including High School and TNLI (Transitional Native Language Instruction) model.
    • Monitor those systems to make sure they work optimally for our campuses.
    • Ensure ongoing data quality, integrity, and accessibility for those systems.
    • Identify and correct system errors to minimize or eliminate impact on teachers, students and daily instruction.
    • Collaborate with Central teams to identify needs, improve gaps, and support data integrity and reporting success.
  • Support Staff
    • Train and coach designated campus staff and Central staff in Infinite Campus to ensure efficiency and District compliance.
    • Develop detailed, well-structured, and differentiated training to cover essentials of managing  the systems throughout the school year.
    • Ensure procedures are documented and reflect best practices across the network.
    • Coordinate staff on-boarding as it relates to account provisioning and initial training.
    • Provide designated staff with ongoing strategic and direct coaching to improve the accuracy, quality, and efficiency of their work.
    • Directly coordinate SIS/Ed Tech-related work with the APs of Instruction, Ed Tech Specialist and Office Manager at 2-4 STRIVE schools

Our Aspiring Director of Student Information Services: 

  • Holds a bachelor’s degree (required), and preferably an advanced degree.
  • Has experience configuring, troubleshooting and maintaining Infinite Campus (strongly preferred) or a similar student data system, preferably across multiple schools.
  • Has experience supporting education applications (preferred).
  • Has a demonstrated ability to successfully manage and lead others, via coaching, professional development, and supervision.
  • Performs well in a fast-paced environment to provide technical system support and training.
  • Dedicates themselves to the educational success of all students.
  • Brings enthusiasm, professionalism and positivity to their classrooms and our adult community.
  • Assumes the best in others and is willing to have courageous conversations in order to do what is best for students.
  • Works hard and approaches challenges as opportunities for improvement.
  • Sets high expectations for themselves and others and is willing to hold themselves and others to those expectations.
  • Builds relationships with school leaders, teachers, students, and families through effective communication and consistent partnership.
  • Uses reliable transportation and has the ability to travel to support 11 schools across the Denver Metro Area.

What we offer our Network Staff: 

  • Coaching focused on your continued development in this role
  • Competitive compensation package and annual cost of living performance based raises.
  • Participation in the Colorado PERA retirement program including a PERA 401k contribution option.
  • Funding of 100% of individual medical benefits and a wide range of insurance plans.

This positions begins immediately.
Applications are accepted on a rolling basis until the position is filled.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/teach-at-strive/ to learn more about what to expect in the hiring process and who we need.

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High School Biology Teacher

Posted by | September 20, 2017 |

Essential Duties & Responsibilities: 

  • Plan and deliver engaging, rigorous lessons aligned to scholars’ needs and network curriculum, where applicable.
  • Plan and teach approximately six periods per day, as directed by the School Director.
  • Maintain a positive, safe and organized learning environment.
  • Analyze student assessment data and use it to determine next steps.
  • Update gradebooks on a weekly basis.
  • Communicate regularly and often with families (by phone and/or home visits) to both solicit their input and share student social and academic progress.
  • Implement school-wide student management policies within the classroom and on campus.
  • Actively participate in all teams, including grade-level, content and other teams as designated by SMART Academy leadership.
  • Provide fair, accurate, and constructive feedback to students on their progress.
  • Chaperone local and out-of-state field lessons and college campus visits.
  • Provide supervision of scholars during before and after school activities (arrival, dismissal, breakfast lunch).
  • Complete and submit all necessary paperwork in a professional and timely manner.
  • Collaborate with other science teachers, school leaders, curricular specialists and the special education  team to ensure that instruction is always meeting the needs of all learners.
  • Use network-aligned unit and interim assessments to track student growth.
  • Additional duties as assigned.

Our Aspiring Teachers: 

  • Consciously choose to teach and transform the lives of high school scholars everyday.
  • Proudly hold a Bachelor of Arts or Science degree and able to submit proof of Qualified Teacher status (teacher’s license not required) within six weeks of hire 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 Science Teacher.
  • Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).
  • Speak Spanish or have experience working with bilingual students (strongly preferred).
  • Believe in and are committed to the mission and core values of STRIVE Prep – SMART Academy  including the mindset that every scholar can and will achieve.
  • Commit to constant growth and reflection as educators and professionals through regular coaching and professional development.
  • Dedicate themselves to the educational success of all students, not some students.
  • Bring enthusiasm, professionalism and positivity to their classrooms and our adult community.
  • Assume the best in others, have a collaborative mindset and ability to work on a team, 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.
  • Communicate effectively verbally and in writing.
  • Maintain emotional control under stress.
  • Manage demanding workloads and balance multiple tasks and initiatives at once.
  • Perform a variety of tasks, often changing assignments on short notice, with little to no direction.
  • Attentive to details, self-directed, problem solver, initiator and creative thinker.

What we Offer our Teachers: 

  • Ongoing coaching and professional development.
  • 120 minutes of structured planning time built into the school day to plan the highest quality lessons.
  • A laptop and access to classrooms equipped with Smartboards and document cameras.
  • Competitive compensation package and annual cost of living performance based raises.
  • Participation in the Colorado PERA retirement program including a PERA 401k contribution option.
  • Funding of 100% of individual medical benefits and a wide range of insurance plans.
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Story Editor

Posted by | September 12, 2017 |

Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a story editor with digital experience to make our news stories sing.

The story editor will be responsible for editing a mix of articles out of our five local bureaus: Colorado, Detroit, Indiana, New York, and Tennessee. Stories will vary among news pieces, step-back analyses, and longer enterprise work, and each day will be different. You will work with the managing editor, digital producer, and local reporters to ready stories for publication on our website, and coordinate with the growth editor for social promotion. You will also work with the managing editor to help connect the dots across bureaus and ensure that Chalkbeat is telling a cohesive overarching story.

The story editor will provide crucial perspective, adding regional or national context where needed and ensuring that stories read logically, adhere to Chalkbeat style, and are properly sourced. While each piece that comes across the transom is different, all of our stories taken together should add up to a coherent whole, and the story editor is essential to achieving that goal through a mix of line editing, copy editing, and pulled-back critical thinking.

Who are you?

You respect the power of the (virtual) red pen, craft grabby headlines, and geek out on style guides. Although this position does not manage writers directly, you possess a mentoring spirit that’s able to coax the best story possible from reporters both green and seasoned. You believe that it’s better to teach than to tell. You live by your gut instinct for a good story and whack your way through unnecessary words to sniff out the best angle. Nut graphs? You slay them.

What background and skills do you have?

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

The ideal candidate is based in New York, Denver, Indianapolis, Detroit, Memphis, or Washington, DC. Remote candidates will also 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. We will also consider a part-time schedule for the right candidate.

About Chalkbeat:

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

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SCHOOL NURSES NEEDED!

Posted by | August 23, 2017 |

CALLING ALL NURSES! Practice in paradise! Roaring Fork Schools (Glenwood Springs, CO) seeks both a full-time and a half-time School Nurse for district health services starting August, 2017. The School Nurse will provide nursing services to District students PK-12. Previous school experience and CDE School Nurse licensure are huge pluses, as is the ability to speak Spanish. Benefits included! APPLY NOW

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Executive Assistant

Posted by | August 17, 2017 |

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 over 39 schools across the state of Colorado serving over 16,000 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 and Data Manager

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.

Administrative Responsibilities (50%)

  • Execute all clerical and office management functions for all CSI staff.
  • Serve as front line for all school calls, general requests, and interfaces with CSI departmental staff to respond to CSI school questions, requests for information, and problem resolution.
  • Provide all scheduling, logistics, clerical and meeting support for the Executive Director, and leadership team as requested, including scheduling for the conference room and conference lines.
  • Maintains school, board, and staff contact information via shared drive system for all CSI staff.
  • Maintain CSI internal shared drive system including continual monitoring and direction to staff to ensure office wide standardization in use, as well as the tracking of critical CSI and school resources and information.
  • Manage the inventory of all office supplies, and technology equipment including purchase of materials upon approval by Director of Finance.
  • Process received checks and invoices in coordination with the Grants Fiscal Coordinator as a part of the CSI internal controls procedures.
  • Assist with travel coordination and conference registration at the direction of the CSI Leadership Team.
  • Schedule meetings with partners and schools for CSI staff as requested.
  • Maintain common areas and shared spaces.

Data Submissions Responsibilities (50%)

  • Support the Data Submissions Team in the processing of files and generation of error reports and summary reports for state and federal data collections, including all interchanges, snapshots, year‐round, and periodic collections.
  • Support school requests to obtain or update information related to student and staff unique identifier numbers (SASIDs and EDIDs)
  • Support the Data Manager in the implementation of October Count and general collection audit processes, including review of data systems and provided documentation.
  • Track school compliance with submission requirements, including file submission, error clearance, and certification deadlines.
  • Support the management and update of school user accounts in CSI’s secure file transfer software and also in the Colorado Department of Education data submissions portal.
  • Support the creation and update of data submissions resources, including calendar deadlines and website updates.

KNOWLEDGE, SKILLS & ABILITIES

  • Excellent written and verbal communication skills
  • Excellent analytical and organizational skills
  • Ability to multitask and work in a fast paced environment meeting deadlines during peak periods.
  • Must be able to follow and execute detailed instructions.
  • Detail-oriented with demonstrated ability to follow-through on projects
  • Excellent time management, organizational and prioritization skills.
  • A proven ability to design and facilitate effective training’s to a variety of stakeholders.
  • A proven ability to proactively improve systems and identify potential internal and external customer issues
  • Well-honed interpersonal skills
  • Time management skills
  • Ability to work collaboratively as part of a team
  • Familiarity with and willingness to learn about and utilize workplace technology
  • Proficiency in Microsoft Office Suite

EXPERIENCE

  • 3+ years as an administrative assistant preferably within a non-profit or school environment.
  • Demonstrated experience with intermediate Excel features, advanced Excel features preferred
  • Demonstrated experience with project management
  • Experience managing multiple ongoing programs or projects with internal and external stakeholders

SALARY RANGE: $3,750.00 to $4,583.33 /month

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 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.

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Director of Research & Evaluation

Posted by | August 15, 2017 |

To view the full job description, please click HERE (http://coloradoleague.org/?page=leaguejobs)

The League is seeking a Director of Research & Evaluation to relentlessly advance the quality of public education in Colorado, including conducting analyses, producing reports and studies, attracting media coverage, and speaking before a variety of audiences. The Director will pursue an agenda that draws attention to opportunities, needs and gaps in school performance, student achievement, charter authorization, education policy, and equity of all kinds, from funding and facilities to admissions and postsecondary matriculation. The position will be filled as soon as a highly qualified candidate can be identified. The Director will be paid competitively including a full-time salary, the opportunity to earn an annual performance bonus, and attractive health, retirement and life insurance benefits. Experienced candidates are encouraged to apply.

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Regional Secondary Math Teacher

Posted by | August 11, 2017 |

About STRIVE Preparatory Schools:
Founded in 2006, STRIVE Preparatory Schools (STRIVE Prep) is a Denver-based community of free, open enrollment, public charter schools committed to providing every student with an excellent, college-preparatory education. We believe that students from all backgrounds deserve a college preparatory education regardless of race, economic circumstance or previous academic achievement. We are committed to preparing all students for educational success from kindergarten through college and career by challenging them to realize their full potential through high expectations in a safe, rigorous, and compassionate learning environment with shared accountability among students, families and staff.

Our teachers, leaders, faculty and staff clear a path for all families to have access to a high-quality school that’s just down the street, not across town. By building great schools in Far Northeast, Northwest and Southwest Denver, we will create depth of impact and long-lasting community change.

At STRIVE Prep, transformation is a choice that has led to:
The opening of 11 free, public charter schools within Denver Public Schools (DPS) throughout Far Northeast, Northwest and Southwest Denver.
A shared vision of making a college prep education for all students in our community the norm, rather than the exception, by growing from 11 schools serving 3,500 students to 17 schools serving 7,500 students by the year 2022.
A commitment to serve all students from the neighborhoods in which we operate, whereby approximately 97% of STRIVE Prep students identify as students of color, 87% of students qualify for free or reduced lunch, 49% are English Language Learners and 13% receive Special Education services.
92% of seniors from the network’s first graduating class in 2016 were accepted to a 4-year college or university.
The welcoming of any scholar from kindergarten through twelfth grade who desires to STRIVE for college. Because STRIVE Prep participates in the DPS SchoolChoice process, enrollment is open to any student in the communities we serve regardless of race, economic circumstance or previous academic achievement.

Essential Duties & Responsibilities:
Lead revolutionary instruction in mathematics, engineering.
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 the advisory.
Support scholars by supervising lunch or recess once per day.
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.
Take responsibility for the safety and learning of all students in the school.
Collaborate with other teachers, school leaders, curriculum specialists, and the special education team to ensure that instruction is always meeting the needs of all learners.
Provide fair, accurate, and constructive feedback to students on their progress.
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 and lunch).
Attend and participate in weekly staff and/or grade level meetings.
Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m.
Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

Our Aspiring Teachers:
Consciously choose to teach and transform the lives of middle and high school scholars every day.
Proudly hold a Bachelor of Arts or Science degree and are able to submit proof of 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.
Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).
Speak Spanish or have experience working with bilingual students (strongly preferred).
Commit to constant growth and reflection as educators and professionals through regular coaching and professional development.
Dedicate themselves to the educational success of all students, not some students.
Bring enthusiasm, professionalism and positivity to their classrooms 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.

What we Offer our Teachers:
Ongoing coaching and professional development.
90-150 minutes of structured planning time built into the school day to plan the highest quality lessons.
A laptop and access to classrooms equipped with Smartboards and document cameras.
Competitive compensation package and annual performance based raises.
Participation in the Colorado PERA retirement program including a PERA 401k contribution option.
Funding of 100% of individual medical benefits and a wide range of insurance plans.

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Director of Middle School Literacy Curriculum

Posted by | August 10, 2017 |

Summary of Position: 
STRIVE Prep is seeking an educational professional who is dedicated to leading our teachers in exemplar implementation of our curriculum and assessment program in the area of English Language Arts (ELA). STRIVE Prep proudly partners with KIPP Wheatley for Middle School ELA curriculum and assessment. The Director of Middle School Literacy will work with members of the centrally-based Academic Team, middle school teachers, and campus administrators to ensure that we implement the KIPP Wheatley curriculum with a high level of integrity and fidelity; and that we utilize the strong resources provided to meet the needs of all STRIVE Prep students. The ideal candidate will bring a passion for forging strong relationships with teachers and leaders while also holding high standards for curriculum and instruction at STRIVE Prep. In addition, all candidates must have a strong content knowledge in ELA, in-depth understanding of Common Core standards, as well as a high capacity for problem solving, logistics, building investment, and coordinating details in a fast-paced environment within an administrative position that directly supports each STRIVE Prep secondary campus. Experience with KIPP Wheatley a plus. This position will report to the Chief Academic Officer.

About the STRIVE Prep Curriculum Team: 
The Curriculum Team works to support masterful content teaching and create empowered, educated citizens across all STRIVE Prep schools.  This vision is supported by the following areas:

  • Continuously improving the academic vision for college readiness in Humanities, Math, and Science.
  • Prioritizing and supporting implementation of key areas in each content vision.
  • Supporting implementation and adaptation of rigorous, Common Core aligned core curricular resources.
  • Supporting and developing teacher leaders across STRIVE Prep.

Essential Duties and Responsibilities: 
Visioning and Capacity-Building:

  • In collaboration with the Chief Academic Officer, develop a clear vision of excellence in Middle School ELA and continually refine and improve our approach to academic writing, vocabulary development, grammar and language instruction, within a robust reading program.
  • Support strong implementation of our common network curriculum across seven middle school campuses.
  • Provide direct on-going support to instructional coaches to build their capacity in coaching excellent implementation of the ELA curriculum.
  • Regularly share best practices and curricular resources with teachers.
  • Develop, plan, and lead high-quality professional development for teachers and instructional coaches to build capacity in executing the ELA vision.
  • Ensure that STRIVE Prep’s ELA programming includes best practices for supporting English Language Learners and students receiving Special Education services.

Curriculum Development and Resources:

  • Oversee all Middle School ELA courses to ensure coherence and alignment. (i.e. consistency of resources, approach to grading writing, normed grading practices, etc.)
  • Work directly with Course Leads (teacher-leaders) to support development and continuous refinement of high-quality, core curricular resources aligned to our common network curriculum.
  • Regularly analyze student performance data to drive curricular refinement and prioritization.
  • Work with instructional coaches to ensure clear understanding of curricular choices, themes, and priorities.
  • Work with teachers to regularly share best practices, including strong lesson plans and formative assessments.

Collaborative Learning:

  • Support Course Leads and Department Leads in leveraging collaborative learning time to increase teacher capacity around standards, instruction, planning, data analysis, etc. in their content area by providing suggested agendas, data analysis protocols, and guidance on unpacking standards or assessment items.
  • Support the development of normed grading protocols and facilitate collaboration in reviewing student work.
  • Develop and lead content-specific Professional Development (PD) modules and opportunities to be used during collaborative learning time.
  • Develop and lead network summer training sessions in ELA curriculum internalization and implementation.
  • Identify external content-specific PD opportunities for teachers, Course Leads, and Instructional Coaches.

Our Aspiring Director of Middle School Literacy:

  • Embodies a solid commitment to providing STRIVE Prep Scholars with a world-class education.
  • Is a content expert in the area of Secondary English Language Arts, with at least 3 years of teaching experience.
  • Has a clear understanding of core elements of curriculum design and the Common Core State Standards (including key shifts and skills embedded within the standards).
  • Has excellent verbal and written communication.
  • Is accountable to meeting expectations and commitments to others.
  • Has a strong ability to build trust, respect, and investment among numerous stakeholders in a large-scale vision.
  • Is open to feedback and comfortable with healthy disagreements and debate.
  • Is committed to constant growth and reflection as an educator through regular coaching and professional development.
  • Can facilitate group meetings with intentionality, focus, and clear objectives.
  • Is responsive to requests from others.
  • Is willing to collaborate closely with members of the STRIVE Prep Academic Team, Course Leads, Principals, instructional coaches, and other various stakeholders.

What we offer our Director of Middle School ELA:

  • Regular coaching focused on continued professional growth in this role.
  • Competitive compensation package.
  • Participation in the Colorado PERA retirement program including a PERA 401k contribution option.
  • Funding of 100% of individual medical benefits and a selection of insurance plans.

This position is available immediately.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/lead-at-strive/ to learn more about who we are looking for and the hiring process.

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Prospects and Grants Manager

Posted by | August 10, 2017 |

About the Prospects and Grants Manager Role:
STRIVE Prep is committed to having schools that are sustainable on the public dollar at full build out.  That said, each year, we provide key priorities and innovative programs with additional funding and support in order to ensure each of our students receives what he or she needs (equity), rather than simply making sure each student has the same thing (equality) and that they are served with dignity.

STRIVE Prep is looking for a highly motivated Prospects and Grants Manager, who will be responsible for identifying, engaging, and sustaining organizational philanthropic investment opportunities that align with, and support, the STRIVE Prep mission and network funding priorities.   This position will focus heavily on corporate and foundation prospect research, developing and managing appealing grant and sponsorship proposals, and monitoring stewardship and data tracking that will help move first time donors/prospects into becoming strong STRIVE Prep supporters at the major gift level.  The right candidate will thrive in uncovering new leads with organizational partners, and enjoy detailing how their community investment supports students in classrooms – making them believers in our organization and the potential of our scholars.

Essential Duties and Responsibilities:
Our Prospects and Grants Manager will be a key player in building a pipeline of private foundation and corporate support that will help to advance and sustain the mission of STRIVE Prep.  Essential duties include:

  • Identify and pursue new foundation and corporate funding opportunities that align with the mission and funding priorities of STRIVE Prep.
  • Manage and develop proposals for all private foundation grant proposal opportunities, with strong collaboration from the Chief External Affairs Officer and Senior Director of Development.
  • Maintain ongoing communications and reporting for current grant projects
  • Create and manage appealing sponsorship opportunities for new corporate prospects
  • Implement and track strategic moves management processes for corporate and foundation partners, through our Bloomerang CRM.

Our Aspiring Prospects and Grants Manager :

  • Consciously chooses to lead and transform the lives of scholars in Denver.
  • Proudly holds a bachelor’s degree from an accredited college or university (required).
  • Brings experience of at least 3 years in grant writing, proposal development, and donor database tracking
  • Previous experience in or demonstrated understanding of educational issues and the Denver landscape (preferred)
  • Experience in prospect research and identification (preferred)
  • Possesses superior writing skills with high attention to detail.
  • Drives towards results using project management, organizational, and relationship building skills.
  • Demonstrates exceptional communication skills and professionalism with a variety of stakeholders.
  • Commits to constant growth and reflection through regular coaching and professional development.
  • Sets high expectations for oneself and others and a willingness to hold oneself and others to those expectations.
  • Assumes the best in others and is willing to have courageous conversations in order to do what is best for the team.
  • Works hard and approaches challenges as opportunities for improvement.
  • Excels at multitasking, prioritizing, and has a keen eye for details.

What we Offer our Network Staff:

  • Ongoing coaching and professional development.
  • Competitive compensation package and annual cost of living performance-based raises.
  • Participation in the Colorado PERA retirement program including a PERA 401k contribution option.
  • Funding of 100% of individual medical benefits and a wide range of insurance plans.
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Special Education Teacher

Posted by | August 10, 2017 |

About STRIVE Preparatory Schools:
Founded in 2006, STRIVE Preparatory Schools (STRIVE Prep) is a Denver-based community of free, open enrollment, public charter schools committed to providing every student with an excellent, college-preparatory education. We believe that students from all backgrounds deserve a college preparatory education regardless of race, economic circumstance or previous academic achievement. We are committed to preparing all students for educational success from kindergarten through college and career by challenging them to realize their full potential through high expectations in a safe, rigorous, and compassionate learning environment with shared accountability among students, families and staff.

Our teachers, leaders, faculty and staff clear a path for all families to have access to a high-quality school that’s just down the street, not across town.  By building great schools in Far Northeast, Northwest and Southwest Denver, we will create depth of impact and long-lasting community change.

At STRIVE Prep, transformation is a choice that has led to:

  • The opening of 11 free, public charter schools within Denver Public Schools (DPS) throughout Far Northeast, Northwest and Southwest Denver.
  • A shared vision of making a college prep education for all students in our community the norm, rather than the exception, by growing from 11 schools serving 3,500 students to 17 schools serving 7,500 students by the year 2022.
  • A commitment to serve all students from the neighborhoods in which we operate, whereby approximately 97% of STRIVE Prep students identify as students of color, 91% of students qualify for free or reduced lunch, 42% are English Language Learners and 12% receive Special Education services.
  • One or more STRIVE Prep schools consistently ranking in the top 10 high performing secondary schools within DPS since the DPS School Performance Framework was introduced.
  • The welcoming of any scholar from kindergarten through twelfth grade who desires to STRIVE for college. Because STRIVE Prep participates in the DPS SchoolChoice process, enrollment is open to any student in the communities we serve regardless of race, economic circumstance or previous academic achievement.

About STRIVE Prep – Federal:

  • Federal was the first STRIVE Prep campus to serve the Denver community, opening in 2006 with an inaugural class of sixth graders.
  • STRIVE Prep – Federal has a strong, inclusive Special Education program that relies on intensive collaboration between general education and special education teachers to support all students. We are also home to a Multi-Intensive Needs Center that serves students with significant cognitive and physical disabilities.
  • Instructional culture at Federal includes a robust data-driven teaching model and observation-feedback cycles on a minimum biweekly basis.

Essential Duties and Responsibilities:

  • Create, review and implement Individualized Education Plans (IEPs) for students with needs, including scholars academic needs and emotional or behavioral disorders.
  • Effectively progress monitor students and gather evidence in order to deliver specialized instruction and supports that are aligned to students’ individualized goals.
  • Establish systems and routines in order to create a safe, purposeful, and welcoming environment for students of all abilities.
  • Take responsibility for the safety and learning of all students in the school.
  • Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in your advisory.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.
  • Plan and teach one section of Reader’s Workshop or a specific intervention course (Math, ELA, or ELD).
  • Assist in planning and support of school-wide events including community/morning meetings, dances, and field trips.
  • Provide supervision of students during a daily break or lunch duty.
  • Attend and participate in weekly staff and/or grade level meetings.
  • Submit lesson-plans on a weekly basis.
  • Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

Our Aspiring Teachers:

  • Consciously choose to teach and transform the lives of middle school scholars every  day.
  • Proudly hold a Bachelor of Arts or Science degree (required) and a license to teach Special Education in Colorado, or be able to:
    • Add a Special Education Endorsement to a current Colorado Teacher License; OR
    • Transfer a Special Education license from another state; OR
    • Enroll in an alternative licensure program to obtain a Special Education license.
    • Read more about the available pathways to becoming a Qualified Special Education Teacher.
  • Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).
  • Speak Spanish or have experience working with bilingual students (strongly preferred).
  • Commit to constant growth and reflection as educators and professionals through regular coaching and professional development.
  • Dedicate themselves to the educational success of all students, not some students.
  • Bring enthusiasm, professionalism and positivity to their classrooms 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.

What we Offer our Teachers:

  • Ongoing coaching and professional development.
  • 120 minutes of structured planning time built into the school day to plan the highest quality lessons.
  • A laptop and access to classrooms equipped with Smartboards and document cameras.
  • Competitive compensation package and annual performance based raises.
  • Participation in the Colorado PERA retirement program including a PERA 401k contribution option.
  • Funding of 100% of individual medical benefits and a wide range of insurance plans.
This position is for an immediate opening.
Applications are accepted on a rolling basis until the position is filled.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/teach-at-strive/ to learn more about what to expect in the hiring process and who we need.
Comments Off on DIRECTOR, PROFESSIONAL LEARNING PROGRAM

DIRECTOR, PROFESSIONAL LEARNING PROGRAM

Posted by | August 4, 2017 |

Essential Duties and Responsibilities

Daily 20% Develop a comprehensive 2-year plan to transition from a centralized professional learning system to a localized/personalized system that includes a continuum of learning experiences for teachers and administrators. The plan will include: Vision for professional learning that is data driven and measured for effectiveness in student learning. Communication plan to build capacity in district and site leaders in strategies to plan, implement and monitor professional learning utilizing a variety of experiences and platforms, including personalized/virtual learning. Processes that will ensure alignment between district and site UIP goals, the Strategic Plan and a response to student data. Processes will also ensure collaborative and efficient planning and funding of professional learning trends. Annualized methods of determining outcomes and metrics for district, learning community, site and personalized learning plans. Communication processes to CAO, Division of Equity in Learning, Superintendent’s Office to indicate readiness and performance throughout the two-year transition.

__________________________________________________

Daily 20% Participate as a creative and empowered member of the Teaching and Learning team to coordinate resources and professional learning for P20 Learning Community needs, based on student data and evaluation feedback from Educator Effectiveness results and district surveys. These learning experiences will enhance the district’s annual focus areas as well as support localized and personalized learning needs. Work with Project Manager to ensure that learning experiences are prepared, including contracts, technology, materials, PR and communication, and effective feedback collection and analysis. Organize and monitor Article 20 process and LDE courses of study as part of ongoing centralized professional learning structures. Collaborate with Director of Educator Development to manage events for pre-service residency relationships with universities (e.g., Boettcher and UCD) and New Teacher Induction. Work with the team Project Manager and Directors of Equity in Learning to support the monthly APSSL meetings, including in-seat and virtual cohort learning for leaders throughout the year.

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Wkly 15% Facilitate the data analysis that determines annual professional learning focus areas for the District (to be noted in the UIP), Learning Communities (in collaboration with P20 Directors and noted in Reciprocal Agreements) and Sites (in collaboration with P20 Directors, principals and Elementary Learning TOSA and noted in site Reciprocal Agreements) By carefully analyzing trends for needs across Learning Communities and sites, develop centralized and personalized professional learning opportunities in collaboration with Personalized Learning Team, Director of Teaching and Learning, Chief Academic Officer so that professional learning is effectively and efficiently provided to district personnel. Develop annual metrics and outcomes for professional learning and facilitate monitoring conversations with stakeholders at all levels to ensure the impact of adult learning on student achievement. Collaborate with the Program Director of Educator Development to calibrate all professional learning and observation of implementation with Quality Standards for Educator Effectiveness.

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Wkly 15% Collaboratively work with the Director of Teaching and Learning and the instructional coordinator team to develop Instructional Model strategy professional learning experiences that focus on the Phases of Instructional Strategies and content knowledge in the core content areas. Develop a project management timeline and communication system so that the entire library of digital professional learning is complete no later than June, 2019. Develop a process by which personalized and blended coursework for administrators and educators is developed, piloted and published on a consistent and responsive time frame.

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Wkly 10% Develop a process to input courses and monitor quality of SABA system. Facilitate the expansion of utilization of SABA system in order to ensure a consistent use of communication and evaluation after all professional learning experiences (centralized, localized, personalized). Navigate the data system to monitor localized and personalized professional learning courses and participation. Develop an automated certification system for induction, re-licensing and Educator Effectiveness portfolio development. Serve as liaison with SABA technical resources.

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Yrly 5% Coordinate with the Director of Teaching and Learning to develop, administer, and monitor the professional learning budget. Lead grant writing efforts or specific focus areas of innovative learning experiences identified in current trends, district and site data, and by the Division of Equity in Learning.

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Daily 5% Supervise PLCC technical support classified position to support course catalog software, professional support of meetings and events, create induction certificates via learning systems platform.

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Wkly 9% Develop professional relationships with local, state and national thinkers in education and professional learning (education and business) in order to enhance and strengthen the transition model.

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Daily 1% Perform other duties as assigned.
Aurora Public Schools – Job Description – Director, Professional Learning Program
Comments Off on School Nurse

School Nurse

Posted by | July 24, 2017 |

RFSD seeks a three-quarter-time nurse for district health services starting August, 2017. The School Nurse will provide nursing services to District students PK-12. Previous school experience and CDE School Nurse licensure, as well as bilingualism, are huge pluses. This is a salaried, benefited position.

 

Qualifications:

Bachelor’s degree in related field.

 

Licensure:

Ability to be licensed through the Colorado Department of Education as a School Nurse.

Comments Off on Student Advocate

Student Advocate

Posted by | July 21, 2017 |

OVERVIEW: Telluride Foundation seeks applications for a new position: Student Advocate. The principal responsibility of the Student Advocate will be to implement the goals of  a scholarship program to support potential first generation college students initially in five rural school districts: Telluride, Norwood, West End, Ridgway and Ouray; with possible expanded outreach in the future. The program will provide resources and financial support to low-income, first generation high school students to pursue and complete a college education. First Generation students are children whose parents do not have an Associate or Bachelor’s Degree.

The Student Advocate will provide direct service to students, parents and the five regional school districts in three ways: 1) work with high school guidance counselors to provide targeted support to first generation students and their families; 2) college scholarships and 3) “wrap-around” services while in college to help ensure graduation.

The goal of the program is to elevate the success of first generation students by helping them successfully get admitted to a quality four-year college, maximize their financial aid potential, and obtain a Bachelor’s Degree.

The Student Advocate position represents an outstanding opportunity for a high-performing individual to connect with students and families, work closely with school district guidance counselors and administration, develop partnerships with colleges and universities, and make a significant difference in the future of low-income, first generation students.

This unique opportunity is a full-time position with the Telluride Foundation, however with reporting responsibilities to the program donors and scholarship selection committee. The position would travel frequently within the five school districts, conduct home visits with students and parents, as well as nationally to college campuses.

RESPONSIBILITIES OF THE STUDENT ADVOCATE

  • Provide college counseling assistance to high school guidance counselors helping to foster a college-going culture.
  • Provide assistance to students and their families to help them navigate through the complex process of college admissions, financial aid and matriculation.
  • Conduct college readiness workshops (beginning in 9th grade) to promote a college education for first generation students and their families.
  • Connect students with the resources they need to succeed in high school, including tutors, test preparation courses etc.
  • Help identify prospective colleges and assist student with the completion of their college applications.
  • Assist with uncovering ALL financial aid opportunities, including completing the FASFA (and CSS Profile if applicable) and applying for other appropriate scholarships.
  • Ensure every first generation student knows about the program and the support it provides including financial support.
  • Advocate on the student’s behalf with colleges directly.
  • Serve on the scholarship selection committee.
  • Research and connect students with first generation programs and services available to them at their college.
  • Stay in communication with the student, their parents and their college advisors to ensure they are getting the services they need to succeed.
  • Provide annual reporting, collect outcome metrics, and facilitate the evaluation of the program.

REQUIRED QUALITIES AND QUALIFICATIONS

  • A Bachelor’s degree from an accredited college or university.
  • Professional work experience in the fields of secondary or post-secondary education, college counseling, or college admissions.
  • Proficient in office, database and social media technology and programs.
  • Experience working with diverse backgrounds and serving underrepresented youth and adults, and ability to explain detailed concepts in a culturally appropriate manner.
  • Knowledge and experience with the college application and selection process, including SAT preparation, FAFSA, scholarships and college financial packages.
  • Fluency in Spanish a plus.
  • Outstanding written and oral communication skills. Willingness to travel and work flexible hours (nights/weekends).
  • Valid Colorado Driver’s License with reliable transportation and car insurance, and the ability to travel in inclement weather to perform duties related to the position.

 

Comments Off on Director, Teaching and Learning

Director, Teaching and Learning

Posted by | July 19, 2017 |

                           Licensed Administrative/Professional Technical

 

Job Title: Director, Teaching and Learning
Work Year: 261 days
Department: Division of Equity in Learning
Reports To: Chief Academic Officer
Salary Range: 10
Starting Salary: 105,649/yr
Summary: Accelerate the learning for every student by ensuring that students, teachers, principals and P-20 support team members have the resources, training and support needed to excel. Responsible for providing leadership, supervision, evaluation, guidance, and support for all P-20 teaching and learning processes with a focus in the following curricular areas: Literacy, Mathematics, Science, Social Studies, the Arts, Health & Physical Education, World Languages and including International Baccalaureate and other site-based curricular programs, as defined and developed. This position will lead extensive standards-based instructional and curricular development, ensuring full alignment between the Colorado Academic Standards, summative and formative assessments and adopted curricular resources. Responsibilities include leadership of the processes for adoption, implementation and evaluation of curricular materials, associated budgets and policies and systemic implementation of all curriculum-based programming.

 

Essential Duties and Responsibilities

 

Daily 5% Facilitate communication between and represent APS interests in state curriculum groups, Colorado Department of Education, Department of Higher Education and other agencies and partners.

 

Wkly 5% Develop, administer, monitor and evaluate associated departmental budgets.

 

 

Qrtly 2% Implement/draft and interpret policy as needed.

 

Yrly 10% Lead, supervise and evaluate staff to include Instructional Coordinators, and Program Directors for: Teacher Effectiveness, Early Childhood Education, Post-Secondary Workforce Readiness, Educational Technology and Library Services.

 

 

Wkly 30% Collaborate with the Chief Academic Officer, Directors of: Student Services, English Language Acquisition, P-20 Learning Communities, principals, teachers, and other key personnel in the development, implementation and evaluation of district curriculum and programs. Ensures effective implementation of instructional initiatives, to include: READ Act, Early Intervention, CAP 4 K.

 

Wkly 20% Directs the development, implementation and evaluation of K-12 district curriculum to ensure alignment with the Colorado Academic Standards, identified assessments and curricula to ensure the acceleration of student achievement. Coordinate processes for the selection of curriculum and manage teams and processes related to these responsibilities. Supervise the identified Program Directors too ensure effective implementation of all district curricula.

 

 

Yrly 15% Engage principals, teachers and other identified staff members in ongoing conversations, monitoring and evaluation of effectiveness of curricular implementations.

 

Mnthly 5% In partnership with the directors of Exceptional Students Services and English Language Development and identified Program Directors, develops, modifies, implements and evaluates district curricula to ensure appropriate instruction for gifted and talented and accelerated students and students with disabilities and second language learners. Prepares, monitors, and submits budgetary requests for related programs and monitors state and federal funds and grants. Prepares and submits all required reports for the district related to state and federal funding and identified grants.

 

 

Mnthly 5% Supports content and programmatic grant development and implementation of and monitoring of programs to measure effectiveness and fidelity to proposals.

 

Daily 3% Perform other duties as assigned.

 

EDUCATION AND TRAINING: Master’s degree in Curriculum and Instruction plus additional coursework required for certification or licensure for a Doctorate degree.
EXPERIENCE: Over 5 years of experience in curriculum and instruction.
SKILLS, KNOWLEDGE, EQUIPMENT & OTHER: Knowledge of content and pedagogy in Instruction. Knowledge of adult learning. Excellent written and oral communication skills. Use of technology, knowledge of curriculum and instruction to meet a diverse group of learners. English language skills required. Oral and written fluency in second language may be preferred or required based on building assignment.
CERTIFICATES, LICENSES, & REGISTRATIONS: CDE Principal License required.
SUPERVISION/TECHNICAL RESPONSIBILITY: Directly supervises Instructional Coordinators, Program Directors for: Teacher Effectiveness, Early Childhood Education, Post-Secondary Workforce Readiness, Educational Technology and Library Services, and others as assigned. Carries out supervisory responsibilities in accordance with the organization’s policies and applicable laws. Responsibilities include assigning and directing work; working with the director of professional learning in training employees, and addressing complaints and resolving problems.
PHYSICAL DEMANDS: While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel; talk or hear. The employee frequently is required to stand; walk; sit; reach with hands and arms; stoop, kneel, crouch, or crawl. The employee is occasionally required to climb or balance; taste or smell. The employee frequently lifts and/or moves up to 25 pounds and occasionally lifts and/or moves more than 50 pounds. No specific vision abilities required by this job.
WORK ENVIRONMENT: The noise level in the work environment is usually moderate.
MENTAL FUNCTIONS: While performing the duties of this job, the employee is regularly required to compare, analyze, communicate, coordinate, instruct, synthesize, evaluate, use interpersonal skills, compile and negotiate. Frequently required to copy and compute.

 

                               Aurora Public Schools – Job Description – Director, Teaching and Learning
Comments Off on SENIOR MANAGER, TALENT MANAGEMENT STRATEGY

SENIOR MANAGER, TALENT MANAGEMENT STRATEGY

Posted by | July 12, 2017 |

HUMAN RESOURCES

235 work days

FTE: 1.0

Salary Range: $69,977-$89,219

  

Essential Functions and Objectives:

 

This position serves two primary functions. The primary function is to support and drive (where appropriate) Talent Management strategy efforts within DPS. This includes, though is not limited to the following:

 

– Working with key stakeholders (e.g., directors on the Talent Management team, Instructional Superintendents) to help identify Talent Management opportunities at the school level

 

– Serving as a connector between the various Talent Management efforts and identifying opportunities for greater collaboration and impact

 

– Creating compelling, data- and research-driven narratives/presentations that help drive Talent Management strategy within the organization, in service of improving teacher retention and engagement


– Serving as the hub of the district’s teacher retention research, strategies, and related efforts

 

– Creating recommended paths forward for various HR (and other) teams, based on findings from research and analysis conducted

 

– Monitoring the progress and impact of Talent Management efforts

 

This role also oversees the analysis efforts of the Talent Management team, managing a team of three analysts who (among other responsibilities) evaluate DPS’s efforts related to teacher retention, teacher and school leader growth & performance management, teacher leadership and career pathways, and new teacher support and development.

 

1.    Support and help drive the strategy efforts of the Talent Management team, serving as a key connector between various work streams

2.    Develop strategy and related work plans—and, where appropriate, manage implementation efforts—to address issues related to teacher and school leader retention and other Talent Management related topics;

3.    Develop, gain alignment, and lead implementation strategy and progress monitoring on key recommended changes to adopt in both the short-term and the longer-term to address teacher sustainability and retention;

4.    Develop and implement talent management analysis and research strategy, ensuring all analysis results in recommended action steps and is shared in a clear and actionable manner with key stakeholders across the organization

5.    Manage and develop a team of talent management analysts

 

 

Knowledge, Experience & Other Qualifications:

 

– At least five years of program and/or project management experience with complex projects, including strategy development, scope and issue management, work and resource planning, risk assessment and mitigation. 

 

– Experience working with teachers, school leaders, teacher leaders, and/or schools strongly preferred.

 

– Demonstrated success in executing strong organizational change management strategies, especially with cross-functional teams.

 

– Experience in analyzing data, and using this data to for process and program improvements and to inform strategy.

 

– Ability to translate data analysis into actionable takeaways and compelling, simple narratives

 

– Experience in managing and developing analysts

 

– Ability to adapt and adjust in a constantly changing project environment

 

– Ability to multi-task and manage several projects in parallel.

 

– Understand and execute organizational change management strategies.

 

– Self-starter with problem solving ability.

 

– Strong interpersonal and leadership skills.

 

– Ability to collaborate with and influence large, cross-functional teams without direct reporting responsibility.

 

– Excellent verbal and written communication skills

 

– Exceptional attention to detail.

 

– Strong command of MS Office toolset (Word, Excel, PowerPoint); familiarity with statistical tools (e.g., SPSS) and online survey tools (e.g., Qualtrics) a plus

 

– Passion for being part of a team effort to improve student achievement, decrease achievement gaps, and improve teacher retention and engagement.

 

Education Requirements:

 

– Bachelor’s degree required

 

– Advanced degree preferred, ideally in business, public policy, education, or similar field

 

 

Other information:


Our Human Resources Team is an integral part of DPS. Although we aren’t always in the schools, we’re in it for the kids. We work closely with our school leaders to ensure we’re putting great teachers in every classroom, and take great care to ensure DPS hires and retains the highest quality candidates for all roles throughout the district. We do this by incorporating our Shared Core Values—Students First, Integrity, Equity, Collaboration, Accountability and Fun – into everything we do. Additionally, we support retention of our valued team members in a variety of ways including facilitating professional development and performance management activities and designing and managing Total Rewards Programs to help Team DPS achieve health and wellness for themselves and their families. When you join us, you join a dedicated, diverse team of over one hundred professionals who come from many walks of life. One thing we all share is a deep sense of commitment to support Denver Public Schools’ vision: Every Child Succeeds.

 

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.

 

 

Comments Off on Guest Teacher

Guest Teacher

Posted by | July 6, 2017 |

Kelly Educational Staffing is now hiring Substitute Teachers in the Denver Metro Area!
Would you like the opportunity to make a difference in a child’s life? Do you want to be in control of your schedule?
If yes, Kelly has the job for you!
For the 2017-2018 school year, Kelly Educational Staffing division is looking for 400 substitute teachers and para-professionals to fill over 70 schools supporting K-12 INCLUDING Aurora Public Schools in the Denver Metro area as well as schools in the Westminster, Brighton, and Arvada areas! We anticipate to have 300-400 assignments PER DAY so there are no shortages for opportunities to work!If you have a bachelor’s degree or higher in any discipline you qualify! Whether you have a degree in Education or not, we will walk you through the quick and easy training process to get you 100% set up! This opportunity will require a license. Don’t have one? We can help! Apply today: www.kesdenver.com

Benefits include:
Choose your own schedule
Exposure to a variety of schools
Competitive weekly pay
LOCAL and friendly staff available for any questions
Access to Kelly Perks which provides you with discounts
401 (k) retirement savings plan

Responsibilities include:
Following a pre-approved lesson plan
Maintain adequate documentation
Maintain a well working environment for students
Maintain safety of students

Apply today to get set up for the 2017-2018 school year!
Why Kelly®?
Kelly Educational Staffing is a specialty service of Kelly Services®, a leader in workforce solutions and the first staffing provider to develop a comprehensive education staffing solution. Launched in 1997, KES partners with 5,400+ public and private schools across 35 states and has a 100% success improving substitute placement rates in all our partner districts. KES provides schools with quality substitute teacher staffing and management. In addition, KES offers after-school program staffing and the staffing of non-instructional positions such as custodians, cafeteria employees, administrative assistants, and school nurses. More than 2 million classrooms are filled by a KES substitute teacher each year.
Want more information? Visit www.kellyeducationalstaffing.com

Comments Off on Guest Teacher

Guest Teacher

Posted by | July 6, 2017 |

Kelly Educational Staffing is now hiring 150 Substitute Teachers in the Denver Metro Area!
Would you like the opportunity to make a difference in a child’s life? Do you want to be in control of your schedule?
If yes, Kelly has the job for you!For the 2017-2018 school year, Kelly Educational Staffing division is looking for 400 substitute teachers and para-professionals to fill over 70 schools supporting K-12 INCLUDING Aurora Public Schools in the Denver Metro area as well as schools in the Westminster, Brighton, and Arvada areas! We anticipate to have 300-400 assignments PER DAY so there are no shortages for opportunities to work!

If you have a bachelor’s degree or higher in any discipline you qualify! Whether you have a degree in Education or not, we will walk you through the quick and easy training process to get you 100% set up! This opportunity will require a license. Don’t have one? We can help! Apply today: www.kesdenver.com

Benefits include:
Choose your own schedule
Exposure to a variety of schools
Competitive weekly pay
LOCAL and friendly staff available for any questions
Access to Kelly Perks which provides you with discounts
401 (k) retirement savings plan

Responsibilities include:
Following a pre-approved lesson plan
Maintain adequate documentation
Maintain a well working environment for students
Maintain safety of students

Apply today to get set up for the 2016-2017 school year!
Why Kelly®?
Kelly Educational Staffing is a specialty service of Kelly Services®, a leader in workforce solutions and the first staffing provider to develop a comprehensive education staffing solution. Launched in 1997, KES partners with 5,400+ public and private schools across 35 states and has a 100% success improving substitute placement rates in all our partner districts. KES provides schools with quality substitute teacher staffing and management. In addition, KES offers after-school program staffing and the staffing of non-instructional positions such as custodians, cafeteria employees, administrative assistants, and school nurses. More than 2 million classrooms are filled by a KES substitute teacher each year.
Want more information? Visit www.kellyeducationalstaffing.com

Comments Off on Health and Wellness Fitness Teacher

Health and Wellness Fitness Teacher

Posted by | June 20, 2017 |

SOAR is a public charter school committed to providing excellent educational opportunities to students in Far Northeast Denver. SOAR offers a holistic approach to education that includes an academically rigorous curriculum, social emotional learning, and art enrichment opportunities.

SOAR Vision: SOAR students create full and meaningful lives, enrich our democracy, and create a more just society.

The list below is our best attempt to describe this amazing opportunity to develop a love of wellness and create a one of a kind program in our community.

  • You have a passion for health, wellness and fitness. You believe that kids need experiences that help them uncover important, rigorous content. You have deep content knowledge – and can see how you might study current issues and topics as a way to meet standards.
  • You think elementary school students are the best! You have a strong understanding of child development and want to promote an appreciation of living a healthier lifestyle.
  • You value family involvement, and you have experience developing partnerships with parents/guardians.
  • You are a skilled at teaching a diverse group of students. You believe in inclusive learning environments and have experience working with diverse learners.
  • Your growth mindset and sense of adventure is a way of life.
  • You are skilled at using data to inform instruction and decision-making. You understand that just because you taught it, doesn’t mean that your students learned it.
  • You are skilled at building a culture of respect, responsibility, fun, and thoughtful fitness and health education.
  • You are a tenacious learner. As much as you love teaching students, you also love learning. You are ready to stretch yourself, try new things, share ideas, and spread your adventurous nature throughout the SOAR community.
  • You bring to SOAR, energy and enthusiasm as you create and lead an exemplary program, new to our staff, students and families!

Primary Responsibilities Include:

  • ​Serve as the health, fitness and wellness champion of the school.
  • Create and Implement a health, fitness and wellness curriculum that is engaging, relevant and rigorous.
  • Design, develop, document, and evaluate curricula in line with the Colorado State Standards.
  • Utilize opportunities for outdoor education as a way to enhance health, fitness and wellness learning.
  • Develop and use of a variety of effective assessment practices to analyze student work and mastery of essential skills and concepts to shape instruction.
  • Work with the special education staff to support students with IEP’s, 504’s, and other educational needs.
  • Develop initiatives and school activities that build the school’s focus on health, fitness and wellness.
  • Utilize inquiry-based approaches  by doing and exploring

Qualifications

  • Must have a Colorado State license or a BA and a passing score on the Praxis or PLACE exam in Elementary Education.

Compensation

  • School Term: The term of employment consists of 184 working days (as described in the school calendar) between August 2017 and June 2018. Payday is on the last day of every month.
  • Compensation range: Depends on experience
Comments Off on Multiple Openings in GORGEOUS MOUNTAINS of Colorado L@@K!

Multiple Openings in GORGEOUS MOUNTAINS of Colorado L@@K!

Posted by | June 20, 2017 |

Educators and Special Service Providers: Do you love beautiful mountain landscapes? Do you seek a district that puts teachers and students first, and that has the resources to really get the job done right? Can you picture yourself unwinding after classes with a soak in the world’s largest hot springs pool, or perhaps carving down the slopes on fat tires or skis? If so, please consider applying with the Roaring Fork School District (Glenwood Springs, Carbondale, Basalt). We just passed a $122M bond and have new schools and teacher housing under-construction now. The Roaring Fork Valley sits only 2.5 hours from Denver, but our lifestyle is a world away! In fact, Glenwood Springs was voted the 5th Best Place to Live in America by Outdoor Magazine in 2015. From elevating your career to elevating your lifestyle, to lifting up young minds, the time has never been better to come up to one of Colorado’s premier mountain districts!

NOW SEEKING:

FT Elementary School Counselor (or SSW) – GSES
PT Kindergarten Teacher – GSES
FT 2nd Grade Teacher – CRES
FT Instructional Coach – CRES
FT Early Childhood Special Education Teacher – CRES
FT Early Childhood Education Lead Preschool Teacher – BES
FT Bilingual 4th Grade Teacher – BES
FT Early Childhood Education Assistant Toddler Teacher – BES
FT Early Childhood Education Lead Toddler Teacher – BES
FT Bilingual Kindergarten Teacher – BES

FT Science Teacher – GSMS
FT Middle School Counselor – GSMS
PT PEAK/STEAM Teacher – CMS
PT PEAK Teacher – BMS

FT English Language Arts Teacher – GSHS
FT ELD Teacher – GSHS
FT Spanish Teacher – GSHS
FT Math Teacher – GSHS
FT High School Counselor – RFHS
PT Music Teacher – RFHS
FT Spanish Teacher (x2) – BHS
FT Social Studies Teacher – BHS
FT ELD Teacher – BHS

FT Dual Language Coordinator (Bilingual-Preferred) (K-8) – Riverview School
FT Middle School Math Teacher (Bilingual-Preferred) (6-8) – Riverview School
FT Middle School Math Teacher (6-8 Grade) – Riverview School
FT Bilingual 3rd Grade Teacher – Riverview School
FT 5th Grade Teacher (Bilingual-Preferred) – Riverview School
FT Middle School Science Teacher (6-8 Grade) – Riverview School
FT Bilingual 2nd Grade Teacher – Riverview School
PT Early Childhood Special Education Teacher – Riverview School
FT Early Childhood Education Assistant Toddler Teacher – Riverview
FT Affective Needs Teacher – Riverview

FT Speech and Language Pathologist – District Wide
PT School Nurse (0.75) – District Wide
PT Speech and Language Pathologist – District Wide
POSITIONS AND APPLICATION: https://roaringfork.tedk12.com/hire/index.aspx

Comments Off on 1st and 2nd Grade Teacher

1st and 2nd Grade Teacher

Posted by | June 20, 2017 |

With 135 students, Carbondale Community School is a tuition free public charter school that provides a balanced, integrated curriculum that encourages inquisitive, independent and self-motivated learners, incorporating strong academic skills woven into project-based learning opportunities. This curriculum is achieved within the context of community, service, social-emotional development, outdoor education, and the visual and performing arts.

 

CCS strives 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.

Required Qualifications:

 

  • Highly Qualified in Elementary Education.  

 

Preferred Qualifications and Characteristics:

 

  • Experience teaching in a 1st or 2nd grade classroom
  • Comfortable co-teaching in a multi-age classroom
  • Ability to collaborate and build enduring relationships with students, staff, and families
  • Knowledge of and experience delivering scientific, research-based literacy instruction
  • Knowledge of and experience with high quality, Common Core-aligned mathematics instruction
  • Adept at planning and delivering effective and engaging instruction that positively impacts all students’ achievement and growth
  • Experience designing rigorous, integrated, project-based learning experiences for a wide range of learners
  • Background in outdoor and experiential education
  • Proficient at creating a positive, cooperative classroom culture through high expectations, consistent routines, and a focus on social-emotional development and service leadership
  • Demonstrates flexibility and creativity in response to individual strengths and needs
  • Skilled at using frequent formal and informal assessment, delivering growth-minded written and verbal feedback, analyzing data, and adjusting instruction to achieve exceptional results
  • Previous experience working with a teaching partner or team to achieve common, student-focused goals
  • Excellent communication and problem-solving skills
  • Willingness to grow professionally and personally
  • Passion for social justice and community connections

 

 

 

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Community Organizer

Posted by | June 20, 2017 |

 

POSITION: Community Organizer

 

REPORTS TO: Field Director, Monica Acosta

 

BACKGROUND: Padres & Jóvenes Unidos is a multi-issue organization led by people of color who work for racial and health justice, educational equity, and immigrant rights. Our parents and youth members work together to organize in their communities to challenge the root cause of discrimination, racism and inequity by exposing the economic, social and institutional basis for injustice as well as developing effective strategies to realize meaningful change.

 

Padres Unidos was formed in 1992 by a group of parents who joined forces to remove the principal at Denver’s Valverde Elementary School who was punishing Spanish-speaking students by forcing them to eat lunch on the cafeteria floor. Their win propelled their organizing forward taking on other racist practices throughout the district. Jóvenes Unidos, the student branch of Padres Unidos, was formed in 2000 when youth came together to turnaround their school, Cole Middle School, which at the time was the state’s lowest performing middle school. Since then, Padres & Jóvenes Unidos has evolved into a racial justice multi-issue organization whose historic wins, rooted in members’ demands to achieve institutional change, have gained local and national recognition.

OVERVIEW OF POSITION: Working in tandem with the Directors Team, the Community Organizer is part of a Field Team responsible for developing, planning and executing effective organizing strategies in the field (target schools, neighborhoods and communities) in order to secure local and state-wide campaign wins. Padres & Jóvenes Unidos is an inter-generational, multi-lingual organization with a strong membership base in Southwest Denver. We are seeking an experienced, tenacious and revolutionary bilingual (Spanish and English) organizer able to immediate leap into our current campaign work.

 

ESSENTIAL FUNCTIONS:

  • Develop and execute comprehensive campaign plans and individual work plans that include the following components: base-building, leadership development, participatory research, direct action and strategic communications.
  • Conduct on-going cold outreach and recruitment in order to maintain a strong base through one-on-ones, house meetings, door-knocking, presentations, tableling and flyering.
  • Build and sustain a strong base of parents, youth and community members that is strategically activated and mobilized to push campaign goals forward.
  • Develop and lead a cadre of parent and/or youth leaders by developing the leadership, organizing skills and political consciousness of members through formal and informal group training and one-on-one coaching and mentoring.
  • Develop and run programming that successfully combines political education, organizing theory and field work.
  • Initiate and oversee current and/or new school sites, including the development and management of key relationships with school and district administrators.
  • Plan, coordinate and lead organizational activities including: membership meetings, community meetings, direct actions to pressure targets and accountability sessions to hold public officials accountable to the community.
  • Represent Padres & Jóvenes Unidos in the broader community.
  • As needed, collaborate with allies, partner organizations, elected officials and institutions.
  • Maintain strong records that document the organizer’s individual work, including: database of contacts with all relevant information such as member profiles; follow-up trackers; turnout trackers; reflections; debrief notes; meeting notes; etc.

 

REQUIREMENTS:

  • Strong political alignment and passionate belief in the mission of Padres & Jóvenes Unidos, which allows organizers to speak to systemic racism and oppression as the root cause of racial, economic and gender disparities in the U.S. This foundation is necessary in order for organizers to raise the political consciousness and awareness of our base and the community at-large.
  • Strong philosophical alignment and commitment to the Padres & Jóvenes Unidos theory of change and organizing model in which organizers bring those most impacted – working class and people of color – to the forefront of the organizing: developing and executing strategies that build people power; confronting and negotiating with decision-makers to shift power in order to win institutional change; and in the process, build the organization.
  • Ability to apply a successful track record of a minimum of 2 years of community organizing experience. School and education-based community organizing a plus. Deep understanding of local educational and political landscapes also a plus.
  • Bilingual (Spanish and English).
  • Excellent interpersonal, communication and relationship-building skills.
  • Ability to identify gaps, set priorities and develop work plans that move forward complex campaigns in line with organizational strategic priorities, direction and goals.
  • Self-motivated and flexible with the ability to respond appropriately and with a sense of urgency to unknown and rapidly changing political conditions and overcome challenges in a fast-paced environment.
  • Growth-mindset: Humility and willingness to learn and grow; tendency to remain self-aware; ability to self-reflect and evaluate his/her/their own practice as well as our collective work; seek and implement feedback given, as well as provide feedback to fellow team members; set and hold high expectations for self and others.
  • Ability to collaborate and be part of a team, as well as work independently, take initiative, self-direct and maintain ownership of individual area of work.
  • Contribute to a strong internal staff culture through camaraderie, collaboration and leadership.
  • Basic level of proficiency with Microsoft Office and Google Apps.
  • Strong planning and time-management skills.
  • Ability to work evenings and weekends.
  • Reliable car, valid driver’s license and car insurance.

 

COMPENSATION AND BENEFITS: Salary is based on experience. We offer a comprehensive benefits package.

Comments Off on Speech and Language Pathologist – District Wide

Speech and Language Pathologist – District Wide

Posted by | June 20, 2017 |

The Roaring Fork School district is hiring a full-time speech and language pathology assistant. This is a Special Service Provider Salary Scheduled position that includes full benefits.

 

We are 12 schools with over 5,400 students in the communities of Glenwood Springs, Basalt and Carbondale including four elementary schools, three middle schools, four high schools and one charter school located in Carbondale. Candidates must be licensed by the Colorado Department of Education.  Salary is commensurate with education and experience.

 

Our mission is to ensure that every student develops the enduring knowledge, skills and character to thirve in a changing world.  Join our team today!

Comments Off on Director, P-20 Learning Community

Director, P-20 Learning Community

Posted by | June 19, 2017 |

Licensed Administrative/Professional Technical
Director, P-20 Learning Community
261 days
Division of Equity in Learning
Chief Academic Officer
10
105,649/yr- Max Salary 142,935
The P-20 Learning Community Director is responsible for ensuring that students, teachers, principals, and P-20 Learning Community (P-20 LC) Support Team members have the resources, development, support and accountability needed to ensure the acceleration of learning for every APS student. Specific duties include: Leading and supervising all aspects of the work of the P-20 Learning Community; Engaging the P-20 group of schools in working together to accelerate the learning of all students; supervising, evaluating and ensuring the development of principals; hiring, development, evaluation and leadership of the P-20 LC Support Team; ensuring the effective development and full implementation of the P-20 LC strategic plan, school level Unified Improvement Plans (in support of the school principal), P-20 LC/School reciprocal agreements and principal/teacher effectiveness programming (evaluation and professional learning); developing and ensuring the capacity of the P-20 LC Support Team to provide the following facilitative services to schools – Instructional supports for standards, curriculum and assessment, Multi-Tiered Support Systems implementation, intentional culture creation, Equity-based school culture and instructional practices, Positive Behavior Interventions and Supports (PBIS) , restorative justice, Post-secondary Workforce Readiness including the implementation of Individual Career and Academic Plans (ICAPS) and Plans of Study; data team and standards-based teaching and learning cycles and other services to be identified; actively working with the school leadership team to improve teaching and learning by connecting the school with content experts, participating in learning walks, observing/supporting professional learning and instruction and providing critical feedback with clear, measurable targets toward progress; planning and developing professional learning experiences and engaging school leaders, P-20 Support Teams, horizontal/leveled school leader groups (HS, MS, P-8 and/or Elem) and others in professional learning activities; through application of the Quality Standards for the principal role, identifying evidence of performance and growth related to professional learning targets and experiences and provide principals with timely and effective feedback, ensuring that responses to feedback are implemented; support the development and facilitation of professional learning programming for teacher leaders and developing and new school leaders; engage appropriate levels of mentoring and coaching for school leaders; ensuring that school-level conflicts are mediated and resolved in an effective manner; ensuring that school budgets are developed and implemented in a manner that is supportive of the school’s strategic plan and in a manner that is fully accountable to the district and community; being a model for leadership and learning in the P-20 LC and school district, consistently demonstrating a high level of professionalism, responsiveness to feedback and engaging in ongoing professional learning; being highly responsive and fully accountable to the district leadership team and the board of education; serving as a team member with other P-20 LC Directors and in the Division of Equity in Learning; ensuring that schools, principals and P-20 LC Support teams are compliant in all areas of law, statute, policy and directives from supervisors; engaging in other duties as assigned by the Chief Academic Officer.

Essential Duties and Responsibilities

Daily 30% Supervise and evaluate the effectiveness of equity in the learning experiences of APS students through effective evaluation of the school site programs and leader(s) in the identified P-20 Learning Community and ensuring that resources are effectively employed in support of this interest; visit school sites on a daily basis; meet with school teams to identify challenges and develop solutions, analyze evidence of effective practice and results associated with observations and student learning data, ensure implementation of Unified Improvement Plans, support with monitoring student achievement and teacher development, research, developing and recommending professional learning opportunities; interview and hire for school leadership roles and ensure the effective implementation of hiring and evaluation practices for all school personnel.
Daily 30% Hire, supervise, develop and employ the P-20 Support Team to ensure that facilitation and support services are aligned to the needs of schools in the P-20 LC, develop and implement school-P-20 Support Team reciprocal agreements to align the school UIP (goals and strategies) to the specific efforts that will be utilized by the P-20 team, align and ensure the preparedness and responsiveness of district resources to the planned and ongoing needs at school sites, listen to and problem-solve with principals and school teams while connecting and engaging the P-20 Support Team and district resources that will support and strengthen the work of the school.
Wkly 20% Be a full partner with all member of the Division of Equity in Learning, support the work of all divisions in APS, work cross-functionally to identify and resolve issues and to develop plans for the growth of all schools, support planning, communication, implementation and accountability at the district level in cross-functional areas such as standards-implementation, assessments, report cards, etc., which may include facilitating the work of task forces and specific APS and Division of Equity in Learning initiatives.
Mnthly 15% Develop and facilitate professional development for Principals and other groups, as identified.
Daily 5% Perform other duties as assigned.

Master’s degree, Ph.D. or Ed. S.

Over 5 years experience as a building principal or in education leadership in a comparable role.
Strong oral and written communication, interpersonal, public relations, instruction, curriculum, facilitation, management, decision making, collaboration and organizational skills. In-depth knowledge of instruction, standards-based education and leadership. Operating knowledge of and experience with personal computer and office software.
Valid Colorado Principal’s License.
Directly supervises Principals and Support Team members. 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, disciplining and terminating employees; and addressing complaints and resolving problems.
Assist the Chief Academic Officer with developing, administering, monitoring and coordinating the Division budget. Assess the viability of grant applications from elementary and secondary schools. Review and approve Principals’ expenditures from PPA (per pupil allotment) budgets. Participate in initiating and validating requisitions.
While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle, or feel; and talk or hear. The employee is occasionally required to sit. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision and ability to adjust focus.
While performing the duties of this job, the employee is occasionally exposed to outdoor weather conditions. The noise level in the work environment is usually moderate.
While performing the duties of this job, the employee is regularly required to analyze, communicate, coordinate, instruct, synthesize, evaluate and use interpersonal skills. The employee is frequently required to negotiate. The employee is occasionally required to compare, copy, compute and compile.
Aurora Public Schools – Job Description – Director, P-20 Learning Community
Comments Off on Educator: Denver Fellow

Educator: Denver Fellow

Posted by | June 19, 2017 |

Denver Public Schools

Salary: $21,000 per year

Benefits: Medical, vision and dental options

AmeriCorps: Potential $5,815 education award eligibility

Focus: Math or Literacy

Location: Denver, CO

The mission of the Denver Fellows program is to close the opportunity gap by providing small group math and literacy instruction for our highest needs students in order to accelerate their academic growth in preparation for college and career.

The fellow positions are an ideal service year for recent college graduates from any major, career changers considering teaching and retirees from a range of fields. Fellows work full time for an entire year before going on to further their own education, lead classrooms or pursue careers in public service. They build strong relationships with a cohort of students and leverage those relationships to increase student engagement and achievement. Fellows build individualized lesson plans using provided curriculum and plan activities that help to fill in academic gaps and support grade level instruction. They work with small groups of no more than 4 students at a time. Fellows receive program-wide professional development as well as targeted individual coaching and development from fellow coordinators.

Fellows provide highly structured support as part of the regular school day. Fellows come from across the country and sign on for participation in the program as part of a year of service before continuing their own education or going on to lead a classroom.

Being a fellow is an intense but rewarding experience. It’s important that each fellow understands the urgency and rigor needed to ensure every child they work with succeeds and feels capable, cared for and connected based on their experience in the program. We are looking for individuals who possess or are willing to develop the following:

Knowledge, Experience, & Other Qualifications

  • The ability to build positive relationships with students and colleagues
  • A flexible attitude and disposition
  • Background with math and/or  literacy content
  • Ability to plan ahead and stay organized
  • Ability to communicate with diverse groups

Education Requirements

  • Bachelor’s degree from a competitive college or university is preferred. Applicants with an associate’s degree and demonstrated proficiencies in the above qualifications are encouraged to apply.
Comments Off on Lead Kindergarten Teacher

Lead Kindergarten Teacher

Posted by | June 12, 2017 |

Rocky Mountain Prep is growing. We are expanding high-quality elementary education throughout the Denver Metro area and we need thoughtful, growth-minded, team-driven teachers to do it. RMP Teachers are a rare bunch: driven to go the extra mile in driving student success, collaborative to the bone, always striving to become a better educator, and fun-loving to the core. We are always on the lookout for how to make Rocky Mountain Prep a better place for our scholars and our families. #onlyatRMP

We are looking for talented and passionate Kindergarten teachers!

There are many public charter schools and many models. Rocky Mountain Prep prides itself on being different. We balance rigor and love – the challenges that make a person academically successful and the relationships that make them emotionally independent. We teach our scholars values: Perseverance, Excellence, Adventure, and Kindness. We value the whole person, not just the numbers. Our model has made us incredibly successful, high test scores and, more importantly, happy students that love coming to school.

We are looking for Lead Teachers. You are inspired to mentor, to lead, and to help your scholars and your team grow. You’re experienced in connecting with kids and getting results. You don’t miss deadlines. You never settle for good enough and you can get scholars to follow your lead.

As a Lead Teacher you will create an inspiring classroom culture that is infectious. You’ll provide the leadership that our scholars need to be successful. You have a track record of providing high-quality, data-driven instruction and seek feedback constantly. You wake up every morning excited to work on a team that is passionate and hard-working and that doesn’t give up until every scholar is succeeding.

Most importantly, you’ll jump into our vibrant culture: you’ll work hard and play hard, find time to check-in and see how people are doing, go out of your way to help a team member, and work with together to find solutions to problems. Rocky Mountain Prep was named one of Denver Post’s 2016 Top 100 Workplaces and your friendly, eager spirit will fit right in.

We are changing education in the Denver Metro area, and we’re having a great time doing it. This is a chance for you to be a part of a growing education network dedicated to our scholars, our families, our communities, and each other. This is the start of something great…

WITHIN ONE MONTH, YOU’LL…

  • Attend our July Base Camp, learning the basics of what it means to be a Lead Teacher at RMP, how to succeed and thrive.
  • Go on our yearly staff retreat and get to know your colleagues in the beautiful Colorado mountains.
  • Set up your Rocky Mountain Prep classroom and meet your scholars for the first time, starting the road to deep bonds.
  • Reach out to the families in your class and build relationships that will help each one of them succeed.

WITHIN 3 MONTHS YOU’LL…

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

AFTER THE FIRST YEAR YOU’LL…

  • You’ll see your scholars over a year year as you execute high quality math, reading, writing, and social studies instruction.
  • Develop deep bonds with scholars, families, staff, and communities.
  • Score a 3 out of 4 on our PEAK Values Rubric by showing Perseverance, Excellence, Adventure, and Kindness constantly.
  • Find joy in seeing your scholars moving on up in their educational careers.
Comments Off on Assistant Principal – CRES

Assistant Principal – CRES

Posted by | June 5, 2017 |

Crystal River Elementary School (CRES), in Carbondale Colorado, is seeking applications for a dynamic, knowledgeable, innovative, and personable educator to serve as assistant principal in order to ensure that every student develops the enduring knowledge, skills and character to thrive in a changing world.

CRES serves a diverse and multilingual student population of 450 PreK- 4th grade students. Teachers at CRES work closely and collaboratively with their team to develop and implement RFSD instructional model, and are supported through ongoing coaching cycles to help the continuous improvement of their craft.  CRES seeks a positive and proactive individual who strives to bring their knowledge, skills, and experience to support teachers and ultimately build strong relationships with parents, students, and colleagues and embraces the mission and vision of our school.

CRES’s mission is to challenge and inspire all students to develop character skills, reach their academic potential, and become global citizens. Come and help us live by our mission!

The ideal candidate must show competency or have experience in the following areas:

  • Elementary teaching experience in a diverse environment
  • Strong understanding of and experience in closing the achievement gap
  • Student ownership of academic learning and character development
  • Ability to identify and promote effective instructional practices
  • Ability to effectively coach teachers to improve instructional outcomes
  • Ability to lead high quality professional development
  • Ability to facilitate weekly data meetings and utilize data to make decisions
  • Experience designing and delivering project-based learning (PBL) units of study
  • Experience with culturally responsive instructional practices related to culturally and linguistically diverse students
  • Demonstrated effectiveness as both a team leader and team member
  • Ability to create trust and work collaboratively with a wide range of people
  • Effective student success processes, including RtI, MTSS and advisory crews
  • Strong writing and public speaking skills; bilingual preferred
  • Master’s Degree in Education from an accredited college or university
  • Ability to obtain a principal’s license through the Colorado Department of Education

 

 

Please apply by June 16, 2017.  Position starts August 8, 2017.

Comments Off on Middle School Office Manager at STRIVE Prep – Lake

Middle School Office Manager at STRIVE Prep – Lake

Posted by | May 25, 2017 |

Please note: we will only consider candidates for this position who are fluent in both oral and written English and Spanish. 

About STRIVE Preparatory Schools:
Founded in 2006, STRIVE Preparatory Schools (STRIVE Prep) is a Denver-based community of free, open enrollment, public charter schools committed to providing every student with an excellent, college-preparatory education. We believe that students from all backgrounds deserve a college preparatory education regardless of race, economic circumstance or previous academic achievement. We are committed to preparing all students for educational success from kindergarten through college and career by challenging them to realize their full potential through high expectations in a safe, rigorous, and compassionate learning environment with shared accountability among students, families and staff.Our teachers, leaders, faculty and staff clear a path for all families to have access to a high-quality school that’s just down the street, not across town.  By building great schools in Far Northeast, Northwest and Southwest Denver, we will create depth of impact and long-lasting community change.

At STRIVE Prep, transformation is a choice that has led to:

  • The opening of 11 free, public charter schools within Denver Public Schools (DPS) throughout Far Northeast, Northwest and Southwest Denver.
  • A shared vision of making a college prep education for all students in our community the norm, rather than the exception, by growing from 11 schools serving 3,500 students to 17 schools serving 7,500 students by the year 2022.
  • A commitment to serve all students from the neighborhoods in which we operate, whereby approximately 97% of STRIVE Prep students identify as students of color, 91% of students qualify for free or reduced lunch, 42% are English Language Learners and 12% receive Special Education services.
  • One or more STRIVE Prep schools consistently ranking in the top 10 high performing secondary schools within DPS since the DPS School Performance Framework was introduced.
  • The welcoming of any scholar from kindergarten through twelfth grade who desires to STRIVE for college. Because STRIVE Prep participates in the DPS SchoolChoice process, enrollment is open to any student in the communities we serve regardless of race, economic circumstance or previous academic achievement.

About STRIVE Prep-Lake: 

  • STRIVE Prep-Lake opened in 2010 as a result of a DPS turnaround; the campus is the only boundary school within the STRIVE Prep network, meaning the majority of our students come from the surrounding neighborhoods.
  • The Lake campus offers extensive services for students with special needs, including an Affective Needs (AN) center; the first center-based program to be housed in a DPS charter school.
  • STRIVE Prep-Lake is part of the Denver Charter Athletic League (DCAL), which offers a range of sports for students including volleyball, flag football, basketball, soccer, cross country, and track; teachers are eligible to coach for an added stipend.
  • The Lake campus serves approximately 340 students in grades 6-8; the student population is approximately 91% Latino or Hispanic, 93% FRL, 66% ELL, and 17% of students receive Special Education services.

Our Students and Results:

  • STRIVE Prep operates nine schools within Denver Public Schools (DPS) throughout Far Northeast, Northwest and Southeast Denver.
  • In order to realize our vision of making a college prep education for all students in our community the norm, rather than the exception, STRIVE Prep is growing from nine schools serving 3,200 students to 17 schools serving 7,500 students by the year 2022.
  • Approximately 97% of STRIVE Prep students identify as students of color, 91% of students qualify for free or reduced lunch, 42% are English Language Learners and 12% receive Special Education services.
  • One or more STRIVE Prep schools have consistently ranked in the top 10 high performing secondary schools within DPS since the DPS School Performance Framework was introduced.
  • We welcome any scholar from kindergarten through twelfth grade who desires to STRIVE for college. Because STRIVE Prep participates in the DPS SchoolChoice process, enrollment is open to any student in the communities we serve regardless of race, economic circumstance or previous academic achievement.

Essential Duties & Responsibilities:

  • Communicate effectively with students, families, and colleagues.
  • Live the STRIVE values in all interactions with students, staff, families and guests who enter our building.
  • Respond to family concerns promptly, professionally and effectively.
  • Manage phones (answer calls, re-direct calls, take messages, place calls, and create school announcements).
  • Correspond regularly with families regarding school policies, trips, events and milestones.
  • Manage and oversee the school’s overall culture and physical condition.
  • Manage mail (distribute received mail, prepare school mailings, and make mail drops).
  • Manage the collection and maintenance of student, personnel, and school information (receive forms and paperwork, track missing forms, manage databases, update contact information, and keep records current).
  • Manage school wide daily systems (manage student attendance and track the student discipline system).
  • Account for and properly deposit all cash and checks received at the campus on a weekly basis.
  • Help to plan and manage logistics and preparations for school events and activities as needed (space reservations, guided tours, photocopies, set up for special events, and phone calls to confirm attendance).
  • Greet and document all visitors (sign in visitors, ensure that students only leave with authorized parents/guardians, and monitor and control access to the school).
  • Process student applications.
  • Create a filing system for the school’s electronic and paper documents and file everything accordingly.
  • Assist with student recruitment.
  • Manage all responsibilities and tasks as required by the district through Charter Secretaries, including October Count.
  • Write and edit letters, promotional materials (e.g. brochures, newsletters), and website content.

Our Aspiring Office Manager:

  • Is fluent in oral and written English and Spanish (required).
  • Holds at least a bachelor’s degree (strongly preferred).
  • Has experience working in an urban setting (strongly preferred).
  • Is committed to constant growth, reflection, and practice through regular coaching and professional development.
  • Is dedicated to educational success for all urban students of color.
  • Is fired up about social justice, eager to empower our scholars, and committed to being change-makers.
  • Brings enthusiasm, professionalism, and positivity to the school and our adult community.
  • Assumes the best in others and is willing to have courageous conversations in order to do what is best for students.
  • Is hard-working and views challenges as opportunities for improvement
  • Approaches every day with unapologetic high expectations, persistence and a sense of humor.
  • Has high expectations of themselves and others and a willingness to hold themselves and others to those expectations.
  • Is effective at building relationships with students and families through consistent partnership and communication

What we Offer our Office Managers:

  • Competitive compensation package and annual cost of living performance based raises.
  • Participation on the Colorado PERA retirement program including a PERA 401k contribution option.
  • Funding of 100% of individual medical benefits and a wide range of insurance plans.
This position begins immediately and continues through the 2017-18 school year.
Applications are accepted on a rolling basis until the position is filled.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/lead-at-strive/ to learn more about who we are looking for and the hiring process.
Questions? Contact Susan Andersen at sandersen@striveprep.org
Comments Off on Affective Needs Center Educational Assistant at STRIVE Prep – Excel

Affective Needs Center Educational Assistant at STRIVE Prep – Excel

Posted by | May 25, 2017 |

About STRIVE Prep – Excel:

  • STRIVE Prep-Excel opened its doors in 2013 as the second high school in the STRIVE Prep network, and will grow to a fully built-out high school, serving grades 9-12 during the 2016-17 school year.
  • STRIVE Prep-Excel is highly committed to students with special needs, and in 2014 opened an Affective Needs center-based program which will serve all students (grades 9-12) during the 2016-17 school year.
  • All teachers at STRIVE Prep-Excel benefit from bi-weekly observations and instructional coaching in order to ensure students receive the highest quality instruction.

Essential Duties & Responsibilities:

  • Provide one-on-one instructional support to students in the Affective Needs Center, including providing small group or one-on-one academic instruction, and pushing-in to support students in a regular classroom setting as needed.
  • Collaborate with school leadership, teachers, paraprofessionals, and the special education team to ensure that instruction is always meeting the needs of all learners, including supporting student inclusion in general education classrooms and supporting the team in tracking students on their Individualized Education Plan (IEP) goals on a daily basis.
  • Provide fair, accurate, and constructive feedback to students on their progress.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.
  • Take responsibility for the safety and learning of all students in the school.
  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment.
  • Collaborate with the AN Center team to deescalate students as needed, providing positive emotional support to students during times of stress and extreme reactions.
  • Work full-time, five days per week.
  • Provide supervision of students during before and after school activities (arrival, dismissal, breakfast and lunch).
  • Participate in professional development throughout the school year.
  • Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

Our Aspiring Educational Assistants:

  • Consciously choose to teach and transform the lives of high school scholars every day.
  • Proudly hold a Bachelor of Arts or Science degree or are able to submit proof of Qualified status within six weeks of starting through 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 Qualified Educational Assistant.
  • Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).
  • Speak Spanish or have experience working with bilingual students (strongly preferred).
  • Commit to constant growth, reflection, and implementation as educators and professionals through regular coaching and professional development.
  • Dedicate themselves to the educational success of all students, not some students.
  • Bring enthusiasm, professionalism, and positivity to their classrooms 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.
  • Demonstrate a strong collaborative mindset and the ability to work on a team.
  • Maintain emotional control under stress.
  • Manage demanding workloads and balance multiple tasks and initiatives at once.

What we Offer our Educational Assistants:

  • Ongoing coaching and professional development.
  • A laptop and access to classrooms equipped with Smartboards and document cameras.
  • Competitive compensation package and annual performance based raises.
  • Participation in the Colorado PERA retirement program including a PERA 401k contribution option.
  • Funding of 100% of individual medical benefits and a wide range of insurance plans.

This position begins July 2017 for the 2017-2018 school year.
Applications are accepted on a rolling basis until the position is filled.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/teach-at-strive/ to learn more about what to expect in the hiring process and who we need.

Comments Off on Multi-Intensive Center Director at STRIVE Prep – Montbello

Multi-Intensive Center Director at STRIVE Prep – Montbello

Posted by | May 25, 2017 |

About STRIVE Prep-Montbello:

  • STRIVE Prep-Montbello is one of three STRIVE Prep campuses serving the Far Northeast communities of Denver.
  • STRIVE Prep-Montbello had the highest academic growth of all DPS middle schools during its opening year, 2012-2013, and received an award the past two years for, “exceptional success in supporting student TCAP growth.”
  • The Montbello campus runs extensive after-school programming, which includes competitive sports and teacher-led clubs, such as tutoring, drum-line, step team, etc. Teacher stipends are available.
  • The Montbello campus serves 340 students in grades 6-8; the student population is approximately 70% Latino or Hispanic, 20% African American, and 10% Mixed-race or other races. Approximately 60% of students are ELL, and 10% receive Special Education services.

Our Aspiring Multi-Intensive Center Director

  • Is passionate about education and holds a bachelor’s degree (required).
  • Is licensed and certified to teach Special Education in the State of Colorado (required)
  • Has at least two years of special education teaching experience (required), preferably in an urban setting and in a multi-intensive center.
  • Speaks Spanish or have experience working with bilingual students (highly preferred).
  • Are committed to constant growth and reflection through regular coaching and professional development.
  • Are dedicated to educational success for first generation college-bound urban students of color.
  • Are fired up about social justice, eager to empower our scholars, and committed to being change-makers.
  • Bring enthusiasm, professionalism, and positivity to their classrooms 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.
  • Are hard-working and view challenges as opportunities for improvement.
  • Have high expectations of themselves and others, and a willingness to hold themselves and others to those expectations.
  • Are effective at building relationships with students and families through consistent partnership and communication.

Essential Duties & Responsibilities:

  • Provide instruction and services for students who frequently present with multiple disabilities.
  • Refine programming to ensure delivery of rigorous and specialized instruction in all core content areas.
  • Collaborate with school leadership, teachers, paraprofessionals, and the special education team to ensure that instruction is always meeting the needs of all learners, including supporting student inclusion in general education classrooms and supporting the team in tracking students on their Individualized Education Plan (IEP) goals on a daily basis.
  • Manage and lead a team of educational assistants in providing one-on-one instructional and behavioral support to center students, including teaching social and adaptive skills, providing small group or one-on-one academic instruction, and pushing-in and supporting students in a general education setting, as needed.
  • Work closely with district support staff and managing DPS transportation services.
  • Collect and use data to track student growth, and create or modify student IEPs.
  • Provide fair, accurate, and constructive feedback to students on their progress.
  • Build relationships with students and families through consistent partnership and communication.
  • Work in collaboration with educational assistants  to support students in daily living activities including feeding, toileting, communication, movement, etc.
  • Collaborate with multiple staffing team members to ensure all services are being provided to each student.
  • Participate in Summer Training Institute as well as professional development throughout the school year.

What we Offer our Administrators:

  • Ongoing coaching and professional development.
  • Competitive compensation package and annual performance based raises.
  • Participation on the Colorado PERA retirement program including a PERA 401k contribution option.
  • Funding of 100% of individual medical benefits and a wide range of insurance plans.

This position begins in July 2017.
Applications are accepted on a rolling basis until the position is filled.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/teach-at-strive/ to learn more about what to expect in the hiring process and who we need.

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Executive Director of Exceptional Student Services

Posted by | May 24, 2017 |

Open Position: Executive Director of Exceptional Student Services

Broad Scope of Position:

The Executive Director provides leadership, strategic direction, and supervision to the Exceptional Student Services Unit (ESSU).  This position serves as the State Director of Special Education, providing oversight for the administration of the federal IDEA and state ECEA programs, including the Office of Gifted Education and the Office of Approved Facility Schools.

Minimum Qualifications:

  • Master’s Degree or higher in special education or related field;
  • Successful experience as a leader of special education at the local or state level;
  • Demonstrated knowledge of Individuals with Disabilities Education Act (IDEA) and the Every Student Succeeds Act (ESSA);
  • Knowledge of gifted education and approved facility schools;
  • Strong communication skills, both written and verbal;
  • Leadership skills that include leading a professional staff, working with multiple perspectives, engaging stakeholders, collaborating with others, and facilitating  improved systems and outcomes for every student;
  • Proven ability to lead, implement, and monitor large-scale, multi-unit projects with accountability for measurable outcomes;
  • Successful administrative and management experience leading a change effort, including proven planning and execution skills;
  • Demonstrated ability to work through ambiguity and problem-solve to bring clarity to roles and tasks to meet deliverables;
  • Ability to collaborate among diverse constituent groups and across multiple work teams;
  • Strong customer service orientation;
  • Knowledge of and experience in using data to inform decisions, create work plans, and evaluate return on investment;
  • Ability and willingness to travel; and,
  • The ability to pass a background check, which includes a motor vehicle records search.

Preferred Qualifications:                                                

  • Special Education Director Endorsement (or equivalent);
  • Demonstrated knowledge of Colorado’s Exceptional Students Education Act (ECEA);
  • Experience managing large federal grants and planning/monitoring budgets;
  • Demonstrated culturally competent  leadership;
  • Knowledge of current education reform initiatives; and,
  • Experience with Multi-Tiered System of Supports (MTSS).

Major Duties and Responsibilities:

  • Facilitate the leadership of the ESSU in implementing technical assistance, guidance, professional learning, general supervision, and monitoring;
  • Provide focused leadership and strategic direction for the implementation of the rules, regulations, and procedures of the IDEA and the ECEA;
  • Enact the vision of the ESSU aligned with the Colorado Department of Education’s goals;
  • Oversee fiscal monitoring and potential leveraging of available funding streams; ensure the timely submission of the Federal application and administration of the Federal formula grant;
  • Coordinate with other CDE units to ensure timely distribution of federal and state funding; provide oversight to ensure that funds are expended effectively, efficiently, allowably, and as approved;
  • Collaborate with other CDE units and serve as a member of the Commissioner’s Cabinet to implement CDE achievement initiatives and activities in support of CDE strategic priorities;
  • Collaborate with other CDE units in partnerships for development or delivery of services and materials for the field;
  • Support the work of the Colorado Special Education Advisory Committee, Gifted Education State Advisory Committee and other strategic partners;
  • Ensure the timely resolution of formal legal disputes between administrative units and families of students with disabilities;
  • Actively collaborate with administrative units, approved facility schools, and other state agencies on behalf of students with exceptional learning needs and their families;
  • Work with national and federal partners, including the Office of Special Education Programs (OSEP), OSEP-funded Technical Assistance Centers, and the National Association of State Directors of Special Education (NASDSE), to improve services for students with exceptionalities;
  • Collaborate with the Office of Learning Supports to implement a consistent Multi-Tiered System of Supports across Colorado; and,
  • Provide information to Colorado’s General Assembly regarding education legislation as directed by the Commissioner of Education.
  • Other duties as assigned.
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Director of Finance

Posted by | May 24, 2017 |

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 over 39 schools across the state of Colorado serving over 14,000 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 energetic, client-oriented Director of Finance candidates to assist CSI in the next phase of its organizational growth and quality improvements. The Director of Finance will provide critical financial guidance, leadership, and strategic vision to CSI as the state’s model authorizer. In addition, this position will lead the provision of the financial oversight, guidance, and support that CSI provides its portfolio schools. Strong candidates will possess robust credentials in public school finance, a strong commitment to the principles of charter authorizing, excellent communication skills, and a desire to be part of a collaborate leadership team. Please see below for a complete position description.

DEPARTMENT: Department of Finance

REPORTS TO: Executive Director

OVERSEES: Controller, Human Resources and Accounts Payable Manager, Grants Fiscal Coordinator

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.

  • Maintains internal CSI financial controls and ensures that all internal financial operations, accounting activity, and human resource functions are completely timely and in accordance with GAAP, state rule, and federal regulations.
  • Completes or supervises the submission of required financial reports to the Colorado Department of Education, the Office of the State Controller, the Governor’s Office of State Planning and Budgeting, and the Joint Budget Committee.
  • Oversees the collection, review, and actions in response to school level budgets and annual financial audits including accountability recommendations.
  • Coordinates responses to CDE annual financial corrective action notices for CSI and CSI schools.
  • Coordinates reviews and responses to Assistance Fund applications.
  • Completes annual reconciliation of amounts collected from and due to schools pursuant to statutory requirements.
  • Provides technical support on CSI’s legislative priorities.
  • Annually review and update financial reporting metrics and facilitate regular conversations with key stakeholders about financial frameworks and monitoring.
  • In collaboration with the Director of Policy and Legal Initiatives, monitor and oversee compliance with transportation, food services, and facilities laws, rules and policies, including revising CSI policies as necessary.
  • Defines and provides differentiated financial support and monitoring to portfolio schools depending on financial risk.
  • Oversees and supports the development of resources for CSI portfolio schools including online training modules, a database of funding opportunities, recommended vendor pools, and more.

DIRECTOR-LEVEL RESPONSIBILITIES

  • Advises the Executive Director in decision making related to finances.
  • Prepares and provides monthly budget to actual financial reports to the Executive Director and the CSI Board of Directors.
  • Under guidance from the Executive Director and direction from the Board of Directors, completes and presents the annual operating budget to the Finance Committee and CSI Board of Directors.
  • Oversees individual CSI charter school financial performance, evaluation, and reporting of same to the Executive Director, the CSI Board of Directors, and the Department of Education.
  • Provides guidance and support on financial metrics and measurement reporting processes for the CSI Annual Review of Schools (CARS).
  • Participates in annual authorization cycle processes, including new school, renewal, expansion, transfer, and replication cycles, and provides analysis and overall recommendations to senior staff and the CSI Board of Directors.
  • Represents CSI at industry meetings as directed by the Executive Director.

KNOWLEDGE, SKILLS AND ABILITIES

  • Demonstrated experience with, and commitment to, the application of the principles of charter school autonomy and accountability in an authorization environment.
  • Knowledge of budget and accounting principles and practices as applied to public school finance and budgeting as well as knowledge of state laws, rules and regulations governing budgetary and accounting aspects of Colorado school administration.
  • Proven ability to work in a team environment that values collaboration, deliberation, healthy conflict, flexibility, high expectations, accountability and a high level of trust among the entire leadership team.
  • Driven, energetic, and creative.
  • Excellent verbal and written communication and customer service skills.
  • Personal qualities of integrity, credibility, and commitment to the mission of CSI.
  • Flexible and able to multi-task; can work within an ambiguous environment while also driving toward clarity about possible solutions.
  • Resourcefulness in setting priorities and guiding decisions involving both human capital and system structures.
  • Orientation toward achieving measurable result High level of initiative.
  • Ability to work on complicated projects within a fast moving environment with multiple depenencies.
  • Willingness to work collaboratively with school leaders to achieve measurable results.

EXPERIENCE

  • Strong operational and finance experience in a senior leadership role for 5+ years in a Charter or District school with at least three years’ experience in operational management.
  • Experience in supervising multiple staff members.
  • Experience in government auditing, accounting, or budgeting desirable.
  • Experience in Colorado state financial processes and procedures desirable.
  • Ability to monitor and maintain compliance in accordance with state and federal regulations.

EDUCATION

  • Minimum of a BS or BA in accounting or related field, MBA and/or CPA preferred

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).
Comments Off on SENIOR RESEARCH ANALYST, ACCOUNTABILITY

SENIOR RESEARCH ANALYST, ACCOUNTABILITY

Posted by | May 8, 2017 |

Accountability, Research, and Evaluation

 

Salary Range:  $64,843-$77,812

Essential Functions and Objectives:

Working closely with the Accountability Manager, the Senior Research Analyst will primarily be responsible for work related to the district’s accountability initiatives that includes:

the development, publication and communication of the annual DPS school performance framework (SPF), the primary tool used to accredit and evaluate schools in DPS

providing guidance and support to district leadership, network staff and school leadership regarding the development, implementation and monitoring of the Unified Improvement Plans (UIPs).

The Sr. Research Analyst will conduct qualitative and quantitative analyses to inform SPF revisions, accountability related policy decisions, as well as to examine district progress and patterns on school UIPs. This position will also assist with the appeals process related to district and school performance ratings assigned by the state. S/he will respond to requests submitted by district and school staff to further inform schools’ use of the SPF and UIP to inform school performance and planning. The Sr. Research Analyst will work closely with external contractors and collaborate with a variety of stakeholders across the district, Colorado Department of Education, community leaders and others.

-Assist in developing and presenting a variety of dynamic training and informational sessions for school staff and district leadership to inform district policies and instructional practices.

-Collaborate with district and school staff on a variety of projects.

-Assist research team in evaluating district programs in terms of research design, data gathering, quantitative and qualitative analyses, and reporting. 

-Assist research team members in fulfilling data requests submitted by district, school staff, and external stakeholders.

-Use appropriate software tools to conduct analyses and develop reports and presentations that inform district policies and instructional practices.

-Perform other related duties as assigned by supervisor.

Knowledge, Experience & Other Qualifications:

-Exceptional oral communication, written communication, interpersonal and analytical skills.

-Extremely detail-oriented

-Experience managing large-scale projects with multiple deadlines.

-Experience working in academic settings.

Education Requirements:

-Master’s Degree in research methodology, evaluation, statistics, education or related field.

-2-5 years of experience performing similar work.

-Proficiency in accessing and manipulating data (MS Access or Excel) as well as fluency with one or more of the statistical packages (SPSS, SAS).

Other information:

The Assessment, Research & Evaluation Department (ARE) provides expertise and guidance in the collection, analysis, and communication of academic results to teachers, district leadership, families, and the community. We serve as a resource for test development, proper administration procedures, data collection, reporting, and analysis to inform instruction and improve student achievement.

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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Director, Teaching and Learning

Posted by | May 8, 2017 |

                           Licensed Administrative/Professional Technical

 

Job Title: Director, Teaching and Learning
Work Year: 261 days
Department: Division of Equity in Learning
Reports To: Chief Academic Officer
Salary Range: 10
Starting Salary: 105,649/yr- Max Salary 142,935
Summary: The Director of Teaching and Learning ensures that every APS student shapes a successful future. This leader creates vision, purpose and engages strategic action to make certain that every student and adult learning experience is of high quality and advances the likelihood of success in school and in life for every APS student. As a member of the Equity in Learning Director Team, the Director of Teaching and Learning partners with the P-20 Learning Community Directors, the Director of Student Services and the Director of English Language Acquisition to ensure that accountabilities and supports are effectively employed for our students, teachers and leaders. Responsibilities of the Director of Teaching and Learning include: Engaging a vision of academic high expectations for every APS student and closing the opportunity and achievement gaps between our higher and lower student groups; ensuring that equity and the implementation of culturally relevant educational practices drive our instructional efforts; ensuring and refining implementation of all instructional practices in alignment with the Colorado Academic Standards; leadership of the Teaching and Learning Program Director and the following departments: Professional Learning (includes all content-focused instructional coordinator roles), Instructional Assessment, Educator Development, Learning Resources, Personalized Learning, Early Childhood Education and College and Career Success. Ensuring high levels of effective planning, implementation of accountability for implementation efforts, highly responsiveness and customer-focused support for every teacher and leaders through every employee in the identified functional areas.

 

Essential Duties and Responsibilities

Wkly 25% Directs the development, implementation, evaluation and ongoing improvement of P-20 district curricular implementation to ensure alignment between: Colorado Academic Standards (including Exit Criteria and prioritized standards); summative, interim and formative assessments, curricular resources, and professional learning for teachers and leaders; Coordinate processes for the selection and development of curriculum; manage teams and processes related to these responsibilities. Partner with the Equity in Learning Director Team and supervise the identified Program Directors to ensure effective implementation of all district curricula at the classroom and school levels.
Wkly 25% Create and engage vision, mission and purpose driven teams, supervise Program Directors and ensure overall effective implementation of evaluation and professional development for all members of the Department of Teaching and Learning, including those in the following departments: Professional Learning (includes all content-focused instructional coordinator roles), Instructional Assessment, Educator Development, Learning Resources, Personalized Learning, Early Childhood Education and College Career Success.
Wkly 15% Ensure the effective implementation of identified district and division priorities associated with departments in Teaching and Learning, including but not limited to: Equity Themes and culturally responsive educational practices; ATLAS Teacher Leadership; new mathematics curricular resource implementation; interim assessment implementation; APS 2020 strategic plan/21st century skills implementation; P-8 literacy implementation. These priorities and initiatives will change over time as a result ongoing implementation efforts.
Wkly 15% Lead, team and collaborate with the Equity in Learning Director Team including: Chief Academic Officer, Directors of: Student Services, English Language Acquisition, P-20 Learning Communities to ensure effective implementation and facilitation of the cross-functionally designed functions through the division.
Wkly 5% Facilitate communication between and represent APS interests in state curriculum groups, Colorado Department of Education, Department of Higher Education and other agencies and partners.
Wkly 5% Effectively engage district cross-functional/departmental/divisional partners to collaborate with a focus on the strengthening the capacity of all divisions, departments and teams.
Mnthly 5% Supports content and programmatic grant development and implementation of and monitoring of programs to measure effectiveness and fidelity to proposals.
Mnthly 3% Develop, administer, monitor and evaluate associated district policies and departmental budgets.
Daily 2% Perform other duties as assigned.

Master’s degree in Curriculum and Instruction or Educational Leadership; Doctorate preferred (not required).

Over 5 years of experience in teaching or instructional leadership. Over 5 years of experience in school or district level leadership preferred.
K-12 instructional and leadership background and experience preferred
Knowledge of content and pedagogy in instructional planning, implementation and assessment/evaluation.
Strong depth of knowledge related to effective practices in adult learning.
Understanding of technology integration and personalized learning practices.
Experience with instructional implementation of highly diverse educational contexts.
Excellent written and oral communication skills.
English language skills required.
Oral and written fluency in second language may be preferred or required based on building assignment.
CDE Principal or Administrator License required.
Degree or certificate is the instruction of English Language Acquisition preferred, not required
Carries out supervisory responsibilities in accordance with the organization’s policies and applicable laws. Responsibilities include assigning and directing work; working with the Equity in Learning Director Team in leadership, evaluation and development of employees, and addressing complaints and resolving problems.
While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel; talk or hear. The employee frequently is required to stand; walk; sit; reach with hands and arms; stoop, kneel, crouch, or crawl. The employee is occasionally required to climb or balance; taste or smell. The employee frequently lifts and/or moves up to 25 pounds and occasionally lifts and/or moves more than 50 pounds. No specific vision abilities required by this job.
The noise level in the work environment is usually moderate.
While performing the duties of this job, the employee is regularly required to compare, analyze, communicate, coordinate, instruct, synthesize, evaluate, use interpersonal skills, compile and negotiate. Frequently required to copy and compute.

 

                               Aurora Public Schools – Job Description – Director, Teaching and Learning
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Vice President of Strategic Initiatives

Posted by | May 8, 2017 |

OVERVIEW

Denver Public Schools Foundation (DPS Foundation) generates resources, builds relationships and champions Denver Public Schools (DPS) and public education to impact system-wide achievement in support of DPS’ bold and ambitious goal to ensure Every Child Succeeds. Building on our strong history and close alignment with DPS, DPS Foundation is aggressively accelerating our role in service to DPS and the more than 90,000 students served. DPS Foundation facilitates support from individuals, corporations and foundations to advance the five priority goals of the Denver Plan 2020. In partnership with the Superintendent, DPS leadership and the broader community, DPS Foundation is guided by our own strategic plan aligned to DPS. For more information, please visit www.dpsfoundation.org.

JOB SUMMARY

The Vice President of Strategic Initiatives is a new position, reporting directly to the President/CEO. This exciting opportunity is intended to strengthen DPS Foundation’s position as a strategic funding partner to Denver Public Schools. The Vice President of Strategic Initiatives will work closely between DPS and DPS Foundation to identify and cultivate funding initiatives aligned to the highest priorities of each organization. As a key member of Denver Public Schools Foundation’s executive team, this individual will actively participate in strategic decision-making.

The Vice President of Strategic Initiatives will design and execute comprehensive development programs to support the long-term vision and annual fundraising goals of DPS Foundation. This skilled and visionary leader must be highly adept in fund development and have a proven track record of balancing a holistic fundraising strategy with tactical execution. This leader must develop new and creative funding initiatives while building on DPS Foundation’s past success.

He/she thrives as an energetic, positive and organized multi-tasker who is able to strategically manage and lead a development team as well as manage a myriad of initiatives in a fast-paced and collaborative environment.

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Director of Research and Strategy

Posted by | May 5, 2017 |

Position Objective: The Director of Research and Strategy is a key position on the Imaginarium’s leadership team. This position maximizes the positive impact that innovation can have on student learning and equity in Denver Public Schools (DPS) and beyond. The Director pursues this objective by:

 

  • Implementing a research agenda and systems to study innovative learning in meaningful ways;
  • Sharing findings in the form powerful stories and actionable knowledge;
  • Transferring knowledge into concrete strategies that affect improvement in Denver Public Schools.

 

The Director leads the vision and mission of the Imaginarium by actively challenging the status quo, supporting meaningful shifts in learning and teaching, and cultivating conditions to sustain innovation over time with the long term goal of redefining the purpose of education and the role of public education systems.

About the Imaginarium

The Imaginarium is Denver Public Schools’ innovation lab. We envision public education that is radically reinvented by the communities it serves, is equitable in all its practices, and empowers every learner in the path of their choosing. Our mission is to stimulate and support innovation across Denver to transform learning and education systems.

We advance our vision and mission through five strategic priorities. Create the conditions for innovation to thrive. BUild a movement for innovation across Denver. Engage and empower students in innovations that impact them. Empower students, DPS staff, parents and community partners to design and/or redesign innovative schools, products, and services that close opportunity and achievement gaps and prepare every student for success in life. Develop and leverage knowledge to fuel innovation across the system.

We are a team committed to human centered design, research, youth and community engagement, and educational equity, diversity, and inclusion.

Position Overview: Roles and Responsibilities

 

Strategic and Tactical Planning: Work with the Executive Director and Director of Client Supports to develop and implement long-term and annual plans to achieve the Imaginarium vision and mission. Specifically,

  • Research agenda: Lead the identification of long term and annual research priorities and strategies that align the Imaginarium’s program and investment areas with district priorities (Denver 2020 goals).
  • Continuous improvement: Lead the design, development, and implementation of systems for continuous improvement at multiple levels (client, project, program, process) to support iterative and long-term improvements.
  • Imaginarium way: Work with the Director of Client Supports to align client support strategies (practice) and knowledge strategies (research and impact) to ensure the Imaginarium has a balanced, holistic, and consistent approach to supporting field-driven innovation.
  • Client portfolio: Work with Imaginarium ED and Director of Client Supports to manage client admissions and retention policies to ensure that the Imaginarium supports high-potential innovations.
  • Finances and investment: Work with Imaginarium ED and Director of Client Supports to develop annual budget for the Imaginarium, including investments in client innovations. Lead strategy for financial investment in research, knowledge management, open innovation, and other strategic projects.
  • Human capital development: Work with Imaginarium ED and Director of Client Supports to develop human capital strategies, including team development and training; performance management; collaboration and teaming; and human resource allocation.

 

Partner and Stakeholder Engagement: Work with the Executive Director and Director of Client Supports to develop a long term and annual plan for engaging stakeholders at multiple levels, to ensure the Imaginarium achieves its goals, secures external investment, and is known nationally as an innovation leader.

  • Senior leader learning systems: Engage Senior Leaders and Department Heads in DPS so that innovation knowledge proactively and strategically informs district processes, initiatives, and priorities.
  • Funder cultivation and management: Cultivate new funder relationships and manage current funder relationships.
  • University engagement: Engage university partners to recruit graduate students to assist research projects, leverage academic resources and systems, and secure funding opportunities.
  • Partner organization engagement: Engage educational organizations doing complementary innovation work to support shared learning, identify collaboration opportunities, and ensure that the Imaginarium is known as an innovation leader nationally.
  • Innovation Advisory Council: Manage the Innovation Advisory Council to inform Imaginarium long term strategy and success, and to gain access to funding opportunities.

 

Business Development: Work with the Executive Director and Director of Client Support to continually scan the district, local, and national environments to identify new innovation opportunities that support Denver 2020 goals and hold potential for radically reinventing education.

  • Open Innovation Program: Manage the Open Innovation Program to source, select, support, and scale innovative programs and services driven by teachers, leaders, students, families, and the broader Denver community. Manage Imaginarium Design Challenges and all client support systems to ensure the launch and scale of successful products and services.
  • District innovation partnerships: With Senior Leaders and Department Heads, identify opportunities to leverage the Imaginarium’s innovation strategies and methods to support DPS priorities and initiatives. Manage these partnerships to ensure success.
  • Strategic projects: Scan the Denver and national landscapes to identify new opportunities to innovate, prioritizing innovations that hold opportunities for radical reinvention. Manage these partnerships (directly or indirectly) to ensure success.

 

Research, Impact and Continuous Improvement: Design, implement, and continuously improve an approach to measurement and learning in an innovation context, leveraging design-based and action research, human centered design, and improvement science. Current priority areas include personalized learning outcomes, innovation outcomes, learner agency, and conditions for innovation success. Priority student outcomes include academic outcomes, social emotional outcomes, and 21st century skills.

  • Innovation research: Set the vision and priorities for research in an innovation context. Manage the design, development, and implementation of all research activities, including: outcomes model development, measure development, instrument development, field collection, data analysis, and reporting.
  • Client and program impact evaluation: Set the vision and priorities for impact evaluation in an innovation context. Manage the design, development, and implementation of all impact evaluation activities, including: goal setting, measure design and development, progress monitoring, short cycle and long term impact evaluation, and impact reporting.

 

Knowledge Management and Sharing: Design, implement, and continuously improve the human, technological, and process systems necessary to capture, translate, codify, share, and use innovation knowledge. Ensure that there are strategies in place to proactively and strategically engage critical stakeholders as active audiences for innovation knowledge, in order to shift practices, inform district decision making, and inform the field.

  • Research and resources: Manage the production of multimedia case studies, research reports and briefs, practice banks (video, artifact, and tool), and design playbooks.
  • Knowledge systems: Manage the platforms that support research practice, knowledge sharing, and team collaboration. Specifically, develop and manage the systems map that includes: database and data storage; document management and cataloguing; web-based hub for sharing research and resources; internal team portal for client relationship management; and platform for virtual and hybrid communities of practice.
  • Internal knowledge sharing: Manage the design and implementation of opportunities for Imaginarium team members to engage with data and knowledge. Specifically, manage platforms and processes for team to reflect on and use continuous improvement data.
  • Client knowledge sharing: Manage the design and implementation of platforms and learning opportunities that allow our clients share and leverage knowledge from the field.
  • Stakeholder knowledge sharing: Manage the design and implementation of platforms and learning opportunities that help members of the education field (community members, education organizations, funders, academics) access, translate, and apply innovation knowledge.

 

Team Development: Create strong teaming, cultivate culture, and manage workflows to execute on outcomes. Ensure the right people are in the right roles, are supported, and are inspired on a daily basis.

  • Team management: Directly manage a five-person team to meet shared outcomes. Supports team members so that they have role clarity, can access resources needed to do their jobs, are inspired, creatively and intellectually engaged, and have opportunities to learn and grow.
  • Consultant and contractor management: Manages contractors and consultants to execute on critical projects, ensuring that they are strategically deployed to maximize Imaginarium talent.

Qualifications

  • Ten or more years of experience in education
  • Masters or PhD in Education

 

Knowledge, Skills, and Attributes

 

Knowledge/Skills

  • Strategic and tactical planning: can develop compelling vision; build logic models including outcomes, strategic priorities, activities, and resources; map internal and external influences; develop tactical plans; match and delegate talent; and engage stakeholders.
  • Applied research: understands design-based, action-based, and other forms of applied research; is willing and able to innovate in the area of research methodology, in order to discover new ways of capturing innovation impact.
  • Human centered design: can apply human centered design to a variety of processes; can integrate human centered design into other processes, including research, project management, strategic planning, and team management.
  • Strategic school design: understands and can support school design with a focus on personalized and competency-based learning.
  • District policy and context: understands and can navigate bureaucracy; knows how to align Imaginarium resources and processes with district priorities and strategies.
  • Stakeholder engagement: can engage with a wide variety of stakeholders to build shared vision, ownership, and collective action.
  • People management: knows how to recognize and leverage strengths, delegate, support growth, and ensure that people feel inspired, focused, and creatively engaged in their work.
  • Workflow and project management: can manage highly complex and interdependent work streams (with and beyond the Imaginarium) to ensure timely, excellent execution.
  • Cultural proficiency: has the skills and knowledge to model cultural proficiency in all relationships, projects, and processes.
  • Communication: models excellence in visionary, values based, and culturally proficient communication across multiple media.

 

Attributes

  • Visionary: sets, communicates, holds, and shares vision for all aspects of work; links vision to values that inspire and unite.
  • Collaborative: can facilitate strong teams and participatory processes; knows how to hold and leverage creative frictions for more innovative outcomes.
  • Creative: seeks novel approaches and challenges the status quo.
  • Focused: can identify and maintain priorities amidst ambiguity or confusion; makes decisions effectively and efficiently.
  • Relentless: is not deterred by challenges and apparent barriers; sees a way forward when others do not.
  • Equity-focused: is passionate about educational equity, and proactively weaves weaves equity across all aspects of work.
  • Relational: prioritizes and cultivates authentic relationships with diverse partners and stakeholders; communicates proactively and effectively.
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9th Grade Algebra I Teacher

Posted by | April 18, 2017 |

About STRIVE Preparatory Schools:
Founded in 2006, STRIVE Preparatory Schools (STRIVE Prep) is a Denver-based community of free, open enrollment, public charter schools committed to providing every student with an excellent, college-preparatory education. We believe that students from all backgrounds deserve a college preparatory education regardless of race, economic circumstance or previous academic achievement. We are committed to preparing all students for educational success from kindergarten through college and career by challenging them to realize their full potential through high expectations in a safe, rigorous, and compassionate learning environment with shared accountability among students, families and staff.

Our teachers, leaders, faculty and staff clear a path for all families to have access to a high-quality school that’s just down the street, not across town.  By building great schools in Far Northeast, Northwest and Southwest Denver, we will create depth of impact and long-lasting community change.

At STRIVE Prep, transformation is a choice that has led to:

  • The opening of 11 free, public charter schools within Denver Public Schools (DPS) throughout Far Northeast, Northwest and Southwest Denver.
  • A shared vision of making a college prep education for all students in our community the norm, rather than the exception, by growing from 11 schools serving 3,500 students to 17 schools serving 7,500 students by the year 2022.
  • A commitment to serve all students from the neighborhoods in which we operate, whereby approximately 97% of STRIVE Prep students identify as students of color, 87% of students qualify for free or reduced lunch, 49% are English Language Learners and 13% receive Special Education services.
  • 92% of seniors from the network’s first graduating class in 2016 were accepted to a 4-year college or university.
  • The welcoming of any scholar from kindergarten through twelfth grade who desires to STRIVE for college. Because STRIVE Prep participates in the DPS SchoolChoice process, enrollment is open to any student in the communities we serve regardless of race, economic circumstance or previous academic achievement.

About STRIVE Prep – Excel:

  • STRIVE Prep-Excel opened its doors in 2013 as the second high school in the STRIVE Prep network, and will grow to a fully built-out high school, serving grades 9-12 during the 2016-17 school year.
  • STRIVE Prep-Excel is highly committed to students with special needs, and in 2014 opened an Affective Needs center-based program which will serve all students (grades 9-12) during the 2016-17 school year.
  • All teachers at STRIVE Prep-Excel benefit from bi-weekly observations and instructional coaching in order to ensure students receive the highest quality instruction.

Essential Duties & Responsibilities:

  • Lead revolutionary instruction in Algebra 1.
  • Teach four 50-minute classes (or two 100-minute classes) per day, Monday through Friday.
  • Lead one additional 50-minute class period that could include a Readers’ Workshop group or a small-group intervention.
  • 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 the advisory.
  • Support scholars by supervising lunch or recess once per day.
  • 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.
  • Take responsibility for the safety and learning of all students in the school.
  • Collaborate with other teachers, school leaders, curriculum specialists, and the special education team to ensure that instruction is always meeting the needs of all learners.
  • Provide fair, accurate, and constructive feedback to students on their progress.
  • 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 and lunch).
  • Attend and participate in weekly staff and/or grade level meetings.
  • Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m.
  • Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

Our Aspiring Teachers:

  • Consciously choose to teach and transform the lives of high school scholars every  day.
  • Proudly hold a Bachelor of Arts or Science degree and are able to submit proof of 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.
  • Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).
  • Speak Spanish or have experience working with bilingual students (strongly preferred).
  • Commit to constant growth and reflection as educators and professionals through regular coaching and professional development.
  • Dedicate themselves to the educational success of all students, not some students.
  • Bring enthusiasm, professionalism and positivity to their classrooms 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.

What we Offer our Teachers:

  • Ongoing coaching and professional development.
  • 85 minutes of structured planning time built into the school day to plan the highest quality lessons.
  • A laptop and access to classrooms equipped with Smartboards and document cameras.
  • Competitive compensation package and annual performance based raises.
  • Participation in the Colorado PERA retirement program including a PERA 401k contribution option.
  • Funding of 100% of individual medical benefits and a wide range of insurance plans.

This position begins July 2017 for the 2017-2018 school year.
Applications are accepted on a rolling basis until the position is filled.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/teach-at-strive/ to learn more about what
to expect in the hiring process and who we need.
Please contact Kristin at KScannell@striveprep.org with any questions.

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Regional English Language Arts Teacher

Posted by | April 18, 2017 |

Please note: We have several 2017-2018 positions available on our website currently. If you are available immediately or do not see a position that is the exact fit for you, please feel free to apply to our regional role and we would be thrilled to consider your application! Please detail in your cover letter the position, grade level, available start date, and/or geographic region that you prefer.

About STRIVE Preparatory Schools:
Founded in 2006, STRIVE Preparatory Schools (STRIVE Prep) is a Denver-based community of free, open enrollment, public charter schools committed to providing every student with an excellent, college-preparatory education. We believe that students from all backgrounds deserve a college preparatory education regardless of race, economic circumstance or previous academic achievement. We are committed to preparing all students for educational success from kindergarten through college and career by challenging them to realize their full potential through high expectations in a safe, rigorous, and compassionate learning environment with shared accountability among students, families and staff.

Our teachers, leaders, faculty and staff clear a path for all families to have access to a high-quality school that’s just down the street, not across town.  By building great schools in Far Northeast, Northwest and Southwest Denver, we will create depth of impact and long-lasting community change.

At STRIVE Prep, transformation is a choice that has led to:

  • The opening of 11 free, public charter schools within Denver Public Schools (DPS) throughout Far Northeast, Northwest and Southwest Denver.
  • A shared vision of making a college prep education for all students in our community the norm, rather than the exception, by growing from 11 schools serving 3,500 students to 17 schools serving 7,500 students by the year 2022.
  • A commitment to serve all students from the neighborhoods in which we operate, whereby approximately 97% of STRIVE Prep students identify as students of color, 87% of students qualify for free or reduced lunch, 49% are English Language Learners and 13% receive Special Education services.
  • 92% of seniors from the network’s first graduating class in 2016 were accepted to a 4-year college or university.
  • The welcoming of any scholar from kindergarten through twelfth grade who desires to STRIVE for college. Because STRIVE Prep participates in the DPS SchoolChoice process, enrollment is open to any student in the communities we serve regardless of race, economic circumstance or previous academic achievement.

Essential Duties & Responsibilities:

  • Lead revolutionary instruction in reading and writing.
  • 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 the advisory.
  • Support scholars by supervising lunch or recess once per day.
  • 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.
  • Take responsibility for the safety and learning of all students in the school.
  • Collaborate with other teachers, school leaders, curriculum specialists, and the special education team to ensure that instruction is always meeting the needs of all learners.
  • Provide fair, accurate, and constructive feedback to students on their progress.
  • 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 and lunch).
  • Attend and participate in weekly staff and/or grade level meetings.
  • Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m.
  • Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

Our Aspiring Teachers:

  • Consciously choose to teach and transform the lives of middle and high school scholars every day.
  • Proudly hold a Bachelor of Arts or Science degree and are able to submit proof of 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.
  • Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).
  • Speak Spanish or have experience working with bilingual students (strongly preferred).
  • Commit to constant growth and reflection as educators and professionals through regular coaching and professional development.
  • Dedicate themselves to the educational success of all students, not some students.
  • Bring enthusiasm, professionalism and positivity to their classrooms 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.

What we Offer our Teachers:

  • Ongoing coaching and professional development.
  • 90-150 minutes of structured planning time built into the school day to plan the highest quality lessons.
  • A laptop and access to classrooms equipped with Smartboards and document cameras.
  • Competitive compensation package and annual performance based raises.
  • Participation in the Colorado PERA retirement program including a PERA 401k contribution option.
  • Funding of 100% of individual medical benefits and a wide range of insurance plans.

Please include in your cover letter the grade level, position, available start date, and/or geographic region you prefer.
Applications are accepted on a rolling basis until the position is filled.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/teach-at-strive/ to learn more about what
to expect in the hiring process and who we need.
Please contact Kristin at kscannell@striveprep.org with any questions.

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FT Assistant Principal – SES

Posted by | April 4, 2017 |

The Roaring Fork School District is seeking applications for a strong instructional leader to serve as the Assistant Principal for Sopris Elementary School (SES). SES serves a diverse student population of PreK- 5th grade students.  This Assistant Principal will work in collaboration with the Principal (Dave Lindenberg) to guide and support a dynamic team of teachers and staff to build and sustain the school’s vision.  Along with the Principal, he or she will serve as an instructional leader and building manager.  The ideal candidate must demonstrate ability in the following areas:

  • Leading a school that will result in achieving ambitious student achievement goals
  • Strategically plan for success using data
  • Strong understanding of and experience in closing the achievement gap
  • Foster student ownership of academic learning and character development
  • Identify and promote effective instructional practices
  • Effectiveness as both a team leader and team member
  • Create trust and work collaboratively with a wide range of stakeholders
  • Strong understanding of and experience in the student success process (RtI, MTSS)
  • Strong communication skills, including public speaking skills; bilingual (Spanish-English) preferred
  • Master’s Degree in Education or related field from an accredited college or university; Secondary teaching experience is preferred
  • Ability to obtain a principal’s license through the Colorado Department of Education

Please submit application materials by Monday, April 17, 2017.

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NEW Bilingual School in Mtns! – Riverview School – Several Positions

Posted by | April 3, 2017 |

The Roaring Fork School District, based in Glenwood Springs, CO, is seeking several dynamic, knowledgeable, innovative and versatile teachers (see list below) for our new P-8 Riverview school, scheduled to open in the fall of 2017. The district’s target for making formal offers to selected candidates is spring, 2017. Candidates of all endorsements are encouraged to apply.

 

These inaugural positions require a unique commitment: hired staff will not only serve as educators in the new school next year, but will also be instrumental in this year’s design and development process for the school’s instructional programming and school culture. Starting immediately upon hire, all new Riverview staff will be encouraged to take part in a series of school design meetings. Because of the additional work required to successfully open a new school, all certified staff will have an initial required paid start date that is 10 days prior to that of a typical RFSD teacher contract. Bilingual ability a huge plus but not required for all positions.

 

PT ELD/SLD Teacher (Bilingual-Required) (K-8)
PT PEAK Teacher (Bilingual-Preferred) (K-8)
FT Special Education Teacher (Bilingual-Preferred) (K-8)
FT Assistant Principal (Bilingual-Preferred) (K-8)
FT ELD and Early Literacy Instructional Coach (Bilingual-Preferred) (K-8)
FT Middle School Math Teacher (Bilingual-Preferred) (6-8)
FT Bilingual Elementary Teacher (Primary K-2)
FT Middle School Math Teacher (6-8 Grade)

 

See: http://riverview.rfsd.k12.co.us/

Comments Off on Basalt High School – Several Positions (Sci, Math, ELD, Spanish, SS, ELA, SpEd)

Basalt High School – Several Positions (Sci, Math, ELD, Spanish, SS, ELA, SpEd)

Posted by | April 3, 2017 |

 

 

Do you dream of a fulfilling teaching career in a beautiful mountain community? NOW IS YOUR CHANCE!  Basalt High School is looking for the following teachers for 2017-18:

 

FT Math Teacher – BHS

FT Spanish Teacher – BHS

FT Special Education Teacher – BHS

FT Social Studies Teacher – BHS

FT ELD Teacher – BHS

FT Science Teacher – BHS

FT English Language Arts Teachers (x2) – BHS

FT Assistant Principal – BHS

 

Our school emphasizes collaborative approaches to instruction that require students to work together to produce meaningful responses to lessons.  Critical reading, writing and speaking skills are practiced on a daily basis.

 

Candidates must exhibit a passion for engaging instruction that is rooted in thoughtful standards based lesson planning.  He/She must be able to build relationships with a diverse student body and bring enthusiasm and relevance to the classroom.

In addition to teaching English, this teacher will be a Crew leader for a group of students over the course of the year.  As a Crew leader the teacher serves as a student advocate, acts as the primary contact point between parents and the school, creates meaningful relationships and experiences, and monitors and supports student progress both academically and socially.

Basalt High School is a diverse school community in the center of the beautiful Roaring Fork Valley. We take great pride in our student body and our students’ academic  achievement. For more information about our school, please visit our web site at: http://bhs.rfsd.k12.co.us/

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Chief Financial Officer

Posted by | February 9, 2017 |

CHIEF FINANCIAL OFFICER
Public Education & Business Coalition
www.pebc.org

JOB DESCRIPTION

All students deserve an exemplary teacher in the classroom.
Our PEBC staff is seeking a CFO to join our thriving non-profit education organization.
For over 30 years, PEBC has worked nationally to prepare outstanding new teachers and help practicing teachers and leaders become exceptional. We also pride ourselves in being Colorado’s largest residency-based teacher preparation program.
Join us in the continuum of learning and growing for educators and students alike.

The CFO provides strategic direction and forecasting as related to the fiscal health, growth and financial operations of the organization, in support of its overall work and impact. In addition to providing strategic direction, the CFO plays a pivotal role in the implementation of all such strategic plans. The CFO reports directly to the President and is a member of the organization’s Leadership Team. The CFO works closely with the Board Treasurer and the Board Executive Committee to ensure accurate presentation of the organization’s ongoing fiscal state, its internal financial policies, including banking relationships, and is available to any Board member as requested as related to their position. The CFO is directly responsible for the annual audit and tax filings, oversees the monthly financial statements, operating budget, payroll, HR support, cost benefit analysis, and forecasting needs of the organization, as well as its adherence to all non-profit and other pertinent accounting policies and guidelines / laws.

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Work with the President on the strategic vision; develop and maintain internal controls to safeguard the financial assets of the organization; oversee agreements related
to federal funding and awards; monitor and maintain assets/inventory purchased in order to fulfill federal rules/regulations; compile and prepare documents for any/all required audits.
• Oversee management and coordination of all fiscal reporting activities for the organization including: monitor banking activities to ensure adequate cash flow to meet the needs of the organization; prepare monthly financial statements; monitor the operating budget; develop and monitor contract and grant budgets to ensure compliance with federal, state and local guidelines; and understand relevant legislative and programmatic rules/regulations to disseminate pertinent information to appropriate personnel.
• Work with COO to develop annual operating budget.
• Manage purchasing and payroll activity for staff; work with HR to oversee business insurance plans, health care coverage, savings/retirement plans and investigate cost-effective benefit plans and other fringe benefits to attract and retain qualified staff.
• Oversee risk management strategies.
• Develop financial performance measures that provide the organizational leadership and the Board Executive Committee real time financial information, including financial projections, that also inform ongoing and improvement strategies.
• Develop investment policies, and including cash position and reserves usage.
REQUIRED KNOWLEDGE, SKILLS, AND ABILITIES
• Knowledge of Sage/Peachtree and other accounting software.
• Not-for-profit accounting in accordance with U.S. Generally Accepted Accounting Principles.
• Foster and cultivate relationships amongst staff.
• Ability to create and assess financial statements and budget documents.
• Communicate effectively in both written and verbal form.
• Ability to work with Board members and organizational leadership.
EDUCATION AND EXPERIENCE
Education: Completion of a Bachelor’s degree or Master’s degree in accounting at an accredited college or university, and is a Certified Public Accountant or has preferred or equivalent experience.
Experience: The Chief Financial Officer should have experience working in a non-profit organization and in companies of 100 plus employees.
COMPENSATION
 Salary commensurate with experience. Health and retirement benefits provided.

ANTI-DISCRIMINATION POLICY
The PEBC believes that one of the great strengths of this country is the rich diversity of its residents. The PEBC does not have, and will not adopt or implement, any personnel policy or practice that discriminates on the basis of race, religion (creed), national origin (ancestry), color, age, gender, sexual orientation, gender expression, gender variance, marital status, citizenship, disability, political affiliation, military status, veteran status, belief, or any other protected status.

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President

Posted by | February 3, 2017 |

President, Colorado League of Charter Schools

Our history leading to our future

The Colorado League of Charter Schools (referred herein as “the League”) is one of the oldest and most established charter support organizations (CSO) in the country. Established in 1994, the League was the third CSO to form after charter public schools began in the U.S. and was supporting Colorado charter public schools within a year after the passage of the Colorado Charter Schools Act.

Over the years, the League has helped to give Colorado some of the nation’s strongest charter public school laws—consistently ranked in the top 10 in the U.S.—paving the way for continued growth and evolution of quality education throughout the state. The League has played a critical role in creating a bipartisan climate for new charter public schools and in shaping the overall operating environment for established charter public schools. It has also been instrumental in providing insight and support to the state’s public school landscape.

The League has expanded from its advocacy roots and today offers an array of services designed to support Colorado’s charter public schools from the moment they open their doors through each stage of their growth and development. With a budget of $2.8 million and 18 employees, the League has members from 92% of Colorado’s 238 charter public schools, which, in turn, serve nearly 115,000 students.

The League is poised to continue to build upon its strong history of pedagogical leadership, bipartisan relationships, and its unwavering advocacy for school choice, the charter public school concept and, most importantly, quality public education for all. To support that end, the Board of Directors now seeks an energetic, experienced and entrepreneurial leader to become the League’s next President.

The Role: Opportunities and Challenges

The League has a solid foundation of leadership. This position will follow only two predecessors during its nearly 25 years in existence—including almost 20 years of direction from its founder. Cultivated over the decades, the League looks to its new President to maintain the high degree of respect and esteem held for the League within the state and national communities.

With this in mind, the incoming President will recognize that relationships are key in this position and effectively maintain such relationships require regular attention and honest communication. He or she will be comfortable operating within complicated political contexts, be aware of the nuances within membership organizations, and be able to recognize and capitalize on strategic partnerships. Our leader will be bipartisan and able to build and sustain relationships with a variety of stakeholders.

The League is a seeker and champion of both renowned and innovative practices that support student learning. Given the strong level of commitment to and experience within the education sector, many of its peers, including the National Alliance for Public Charter Schools, look to the League to provide guidance and share expertise. The President will seamlessly fill this role of being a trusted and tested resource to League members, colleagues and partners.

The League and its staff have historically been very entrepreneurial. The new President will thrive within a complex and ever-changing landscape and enjoy finding new ways of serving charter public schools and the charter sector as a whole.

The League cares deeply about its vision: for all Colorado students to have access to high-quality, publicly-funded school options. The President will share this commitment and be willing to work with other sectors within the public school community to reach this vision.

Essential Job Duties

The President is responsible for overseeing the organization’s general development, management and operations, including: all initiatives, strategic planning, membership development and services, fundraising, financial planning and management, personnel matters, policy activities, communications, Board relations, and external relations.

Characteristics and Qualifications
As with all League employees, the President should be self-motivated, flexible and service-oriented. Additionally, the League will be best served by a dynamic leader who has the following characteristics and qualifications:

Values

  • Open-minded, honest and collaborative, with a strong belief in and passion for the League’s mission and who values a focus on outcomes and accountability

Strengths and Talents

  • Leader: Confident, charismatic, enthusiastic and energetic; respects and values multiple views and input; unites staff toward a common vision; manages organizational growth while continuing commitment to organizational compassion, passion and empathy
  • Communicator: An exceptional written and verbal communicator; a good listener; a clear, direct and succinct communicator; well spoken and comfortable with public speaking
  • Team builder: Open, supportive and empathetic; someone who can help his or her direct reports grow; ability to build a high performance team
  • Strategist: Visionary; a long-term strategic thinker; a problem-solver
  • Unifier: The ability to synthesize multiple, competing agendas into a unified strategy; the ability to inspire and mobilize others
  • Influencer: The ability to influence and persuade others
  • Manager: Well organized; disciplined; comfortable with delegating

Experience

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

Skills and Knowledge

  • Understanding and appreciation for the education reform and charter policy landscape
  • Networking and consensus building skills
  • Ability to be credible and build relationships with diverse constituents across Colorado and nationally
  • Understanding of how to deliver effective customer service; knowledge of how to build and support membership preferred
  • Human resources/supervisory skills.

Other Attributes

  • A self-starter with a strong work ethic who has the ability to work across the political spectrum, and who has the ability and willingness to make tough decisions
  • Undergraduate degree required; advanced degree preferred.

Compensation and more

Reports to: The Board of Directors

Compensation: The Colorado League of Charter Schools offers an excellent benefits package and a salary that is commensurate with experience.

Location: Denver, Colorado. Occasional travel across the state and nation is required.

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Superintendent

Posted by | January 29, 2017 |

This position offers an exciting opportunity to work in a meaningful environment and lead a charter management organization serving the needs of a unique and deserving student population.

The New America School empowers new immigrants, English language learners, and academically underserved students with the educational tools and support to maximize their potential and live the American dream. The Superintendent oversees all organizational activities for a charter management nonprofit and its three schools in Colorado. The Superintendent is responsible for developing a clear strategy for New America School-Colorado and executing those strategies.

The Superintendent of New America School 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; and with the Chair of the Board, enables the Board to fulfill its governance function effectively and professionally.

Essential Job Functions
The Superintendent’s primary responsibilities include but are not limited to the following:

Operational
o Serves as the primary spokesperson and advocate for New America Schools-Colorado, strengthening the organization and schools’ reputation and relationships with its authorizers, potential funders, educational policymakers at the local and state level, community members and other key stakeholders
o Understands and supports the unique student body of the New America Schools-Colorado, including understanding the differences between the three schools
o Identifies strategies to positively impact the policy environment for New America Schools-Colorado, including but not limited to advocacy around accountability for Alternative Education Campuses and policies that protect the student population that includes a significant number of immigrant and refugee families
o Strengthens a robust organizational culture that attracts and retains high quality staff and anticipates future organizational needs
o Oversees the management of the nonprofit office
o Provides leadership in the pursuit of grants and other fundraising opportunities and oversees the financial and programmatic compliance of all grants
o Ensures that the organization is compliant on all chartering district requirements
o Consults and supports the work of the Controller in all areas of budget preparation and budget execution
o Manages human resource issues beyond the principal’s control
o Assists and consults with the director of marketing and recruitment in all areas of student recruitment and retention

Educational Leadership and Curriculum
o Ensures the successful academic achievement and renewed authorization of the three schools in Aurora, Lakewood and Thornton;
o Stays informed of current and emerging curricular and educational thinking, trends and best practices
o Plans, develops and implements coherent and consistent policies and procedures in the areas of assessment and evaluation, student supports, safe schools, professional development and training, recruitment and retention, and curriculum design
o Assures continuous study and revision of curriculum guides and courses of study
o Monitors and supports instructional practices to improve student achievement
o Supervises and supports principals, assistant principals and staff
o Regularly visits schools to interact with staff, students and parents and understand the needs of each campus
o Designs, monitors and supports successful implementation of School Improvement Plans at all sites
o Acts as primary spokesperson on all school matters with media, authorizing school districts, the Colorado Charter School Institute, policymakers, and the New America School Board and consistently seeks opportunities to build relationships and reputations
o Examines and adjusts existing practices to align with federal, state and local district standards in the areas of curriculum, safe schools, graduation requirements and external assessments

NAS Board
o Prepares Board agenda and inform all members of key meeting dates
o Prepares recommendations or options to the Board on all matters related to the organization in order to make informed decisions, including the nonprofit organization
o Prepares annual school and system goals and monitor their progress
o Keeps the Board informed on key academic, personnel, authorization, accreditation and financial matters
o Plans for an annual Board retreat to plan and implement key objectives for the next year
o Presents an monthly list of accomplishments and achievements for the organization
o Recommends training opportunities for Board Members

Personnel
o Manages three school principals in serving the educational needs of their students and managing their teaching and administrative staff
o Plans and provides professional development opportunities for teachers and support staff
o Ensures that school performance evaluation of teachers and support staff are conducted and that necessary action is taken for those deemed to be unsatisfactory
o Holds regular meetings with the leadership team
o Holds meetings with school staff to discuss matters related to student achievement, and school issues or concerns
o Conducts a search process for all new principals and assistant principals
o Ensures the hiring of qualified and competent teachers and support staff
o Oversees all employee relations in the organization

Key Success Factors
o Appreciation, skills and sensitivity for diverse populations, cultures, perspectives and socioeconomic backgrounds
o Understanding of the impacts of trauma on students and the supports needed to drive academic achievement among high-needs student populations
o Outstanding relationship builder with demonstrated experience navigating political environments
o Strong written and oral communications skills and experience serving as spokespersons
o Spanish proficiency a plus

Direct experience with the following is required:
o Multi-cultural and multi-lingual educational environments
o High-need student populations with multiple risk factors
o Colorado’s educational environment, charter environment, and political landscape

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Principal – Roaring Fork High School

Posted by | January 13, 2017 |

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). 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, 2017

Salary: Commensurate with experience and education

Please apply by February 20, 2017

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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Principal – Sopris Elementary School

Posted by | January 13, 2017 |

The Roaring Fork School District is seeking applications for an experienced,self motivated, innovative leader to serve as the Principal for Sopris Elementary School (SES). SES serves a diverse student population of PreK- 5th grade students. The next leader of SES will need to steer the school through a significant change process due to the construction of a new school in Glenwood Springs which may significantly reduce enrollment at SES, and to the school’s recent dip into Improvement status on the state performance framework. This new Principal will work with the community, staff and the District to improve academic achievement and growth and build a culture of trust and collaboration with all stakeholders.

Ideal candidates will demonstrate significant skill and experience in:
Creating trust and working collaboratively in a complex, multi-stakeholder environment
Identifying and promoting effective instructional practices
Understanding and successfully closing student achievement gaps
Applying top-notch interpersonal skills, including public speaking
Managing and organizing complex, multi-phase processes and projects
Recruiting, hiring and evaluating a wide range of school personnel
Leading a diverse school in the successful attainment of ambitious student achievement goals
Developing and applying strategic plans, and employing data-driven analyses and decision-making
Creating an atmosphere that reflects student ownership of academic and character development
Participating as a team member while also leading
Understanding and supporting the student success process (RtI, MTSS)
Please apply by January 27, 2017

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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High School Principal

Posted by | January 12, 2017 |

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 Curriclum 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.
Starting Salary: $80,681 – $88,744
Position begins: August 1, 2017

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Lead Content Teacher

Posted by | January 4, 2017 |

DO YOU LIVE OUR GROW VALUES?​

Grit: Our work is fun, but it is also hard. We look every challenge square in the face and say, “bring it on!” We are not afraid to fail. When we do, we pick ourselves up. When others do, we extend a hand.

Relationships: Roots is a school family. We respect our teachers, our classmates, our community and ourselves. We see strengths in all people first. We use our words to solve problems and always assume the best. Our kindness is contagious.

Ownership: We take ownership over our words and actions. We are open and honest. We make plans for our plans. We freely
admit mistakes and embrace difficult conversations. We deeply feel our shared responsibility for all our scholars.

Wonder: Education done right begins and ends in wonder. We marvel at – and are humbled by – one another and the world
around us. We are obsessed with questions – the questions we ask our scholars, ourselves, our teammates, and most importantly the questions we inspire our scholars to ask of us.

DO YOU WANT TO…
● Teach like it’s soccer not tennis by joining a team of eight phenomenal educators working with a group of 1st-2nd grade
scholars (note: if you like to close the door to your classroom and be left alone to work your magic, Roots is not for you)
● Infuse every lesson with extraordinary intellectual rigor and limitless joy
● Become an expert in literacy and social studies while leading your scholars to become powerful experts themselves
● Constantly refine your skills through coaching, weekly professional development, data analysis and collaborative planning
● Use formal and informal assessments constantly to drive your instruction and teach in small groups
● Be an innovator in your field, push the limits of what’s possible, try new things, fall on your face and try again

DO YOU HAVE…
● An unwavering personal commitment to closing the opportunity gap for all children in our time
● 2 – 4+ years of experience driving superior results in an elementary school classroom
● Experience teaching Guided Reading is required; experience teaching Writer’s Workshop, Close Reading, and/or Fundations is highly preferred
● Data in your veins: you analyze, interpret, and use data to collaborate, identify gaps, and drive results
● Strong project management skills including goal setting, backwards planning, and executing consistently
● Comfort with ambiguity, ability to operate in a fluid work environment, and confidence “building the plane while flying it”

IS THIS YOU​?
Please submit a resume and a brief response to the following questions (250 total word limit) to join@rootselementary.org
1. Is it more important to be caring or strict?
2. Is it more important to be rigorous or developmentally appropriate?

This is a full time position beginning July 2017. Compensation is competitive and includes health and retirement benefits.

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Teaching Fellowship

Posted by | January 4, 2017 |

ROOTS TEACHING FELLOWSHIP
DO YOU LIVE OUR GROW VALUES?​

Grit: Our work is fun, but it is also hard. We look every challenge square in the face and say, “bring it on!” We are not afraid to fail. When we do, we pick ourselves up. When others do, we extend a hand.

Relationships: Roots is a school family. We respect our teachers, our classmates, our community and ourselves. We see strengths in all people first. We use our words to solve problems and always assume the best. Our kindness is contagious.

Ownership: We take ownership over our words and actions. We are open and honest. We make plansfor our plans. We freely
admit mistakes and embrace difficult conversations. We deeply feel our shared responsibility for all our scholars.

Wonder: Education done right begins and ends in wonder. We marvel at – and are humbled by – one another and the world
around us. We are obsessed with questions – the questions we ask our scholars, ourselves, our teammates, and most importantly the questions we inspire our scholars to ask of us.

DO YOU WANT TO…
● Earn Licensure in Colorado and complete the first year of a two year Masters of Arts in Teaching degree through the Relay Graduate School of Education. During the year of the Fellowship, Roots offers a $25,000 living stipend including health and retirement benefits
● Study alongside master teachers to become a lead teacher after successful completion of one year program
● Begin your education career in a support role and quickly assume greater responsibility for student outcomes
● Teach like it’s soccer not tennis by joining a team of eight phenomenal educators working with a group of 100 K-1 or 2-3
scholars (note: if you want to close the door to your classroom and be left alone to work your magic, Roots is not for you)
● Build strong relationships with Roots scholars by having quality 1-on-1 time
● Infuse every lesson with extraordinary intellectual rigor and limitless joy
● Constantly refine your skills through coaching, weekly professional development, data analysis and collaborative planning
● Use formal and informal assessments constantly to understand exactly what your scholars have learned, what they need to learn next and how you will ensure they learn it
● Be an innovator in your field, push the limits of what’s possible, try new things, fall on your face and try again

DO YOU HAVE…
● An unwavering personal commitment to closing the opportunity gap for all children in our time
● A Bachelor’s degree (minimum 3.0 GPA) and some meaningful professional experience, either post-college or through an
internship or student leadership position
● Strong interpersonal skills, the ability to form strong working relationships quickly and maintain them through conflict
● Data in your veins: you analyze, interpret, and use data to collaborate, identify gaps, and drive results
● Strong project management skills including goal setting, backwards planning, and executing consistently
● A commitment to flexibility, wearing many hats and pitching in where you can to reach our common goals
● Comfort with ambiguity, ability to operate in a fluid work environment, and confidence “building the plane while flying it”

IS THIS YOU​?
Submit a resume to join@rootselementary.org. This is a full time position beginning in July 2017, with an expected 50-60 hours per