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High School English Teacher

Posted by | April 16, 2021 |

Colorado High School Charter

High School English Teacher

Colorado High School Charter is seeking an English Teacher at our Osage campus in Denver, Colorado for the 2021-22 school year.  In partnership with a number of community organizations, Colorado High School provides students with a unique and innovative learning environment that allows them to focus on engaging and relevant core content classes (Math, Science, Social Studies and English Language Arts) while taking advantage of numerous post-secondary exploration opportunities, such as concurrent enrollment and community partner classes and programs.

 

Colorado High School Charter Overview

Mission: Colorado High School Charter is transforming the alternative education experience by igniting the potential within each of the diverse young people we serve.  CHSC ensures students’ personal and academic growth by creating tailored curricula, a supportive school environment, and community partnerships. We empower our students to succeed in life and positively contribute to their families and communities by offering them the freedom and resources to pursue a post-secondary path aligned with their individualized goals.

Vision: Schools that Empower People

Core Values: Relationships, High Expectations, Growth, Inclusivity, Wellness, Third-fourth-fifth Way

About: Colorado High School Charter (CHSC) is one of the leading alternative education campuses in Denver, serving students in grades 9-12.  As an educator at CHSC, you will have the opportunity to develop meaningful relationships with your students while receiving regular coaching and professional development to allow you to deliver exceptional instruction for students who are looking for a small, supportive and relevant school setting.

 

What makes teaching at CHSC unique?

  • Constant learning through weekly coaching and professional development focused on culturally sustaining and inclusive practices
  • A focus on student personal and academic growth achieved through relevant and intentionally created curricula, a supportive school environment and community partnerships
  • Social emotional support for students to remove barriers in and out of the classroom so ALL students can be successful
  • A positive culture that regularly celebrates student and staff achievement
  • We are in demand. Students are consistently referred to our schools and word is spreading about the amazing work we do.

 

What do we look for in candidates?

  • You are passionate about education in an alternative education setting where we recognize our students are looking for a school experience that is different than a traditional, comprehensive high school. We build off of best practices that work for our students AND have the autonomy and support to be innovative in our practices.
  • You are excited about Colorado High School’s mission.
  • You recognize the value of learning through real-world application and are eager to help all students consider a range of satisfying career paths.
  • You are excited about the opportunity to engage students inside and outside of the classroom through the creation of relevant curricula and programming.
  • You have experience or a strong desire to work with young people who have struggled personally or academically in conventional school settings.
  • You are tenacious about your own professional growth and have the ability to seek and apply feedback to improve your practice.
  • You’re entrepreneurial, innovative and willing to do “whatever it takes.”
  • You value developing trusting and often transformative relationships with students.
  • You are a team player who helps create a positive and vibrant school culture for both staff and students.

 

Job Description

The English Teacher will teach multiple sections of mixed-level high school English content to students over the course of four eight week quarters.

 

English Teacher Responsibilities:

  • Create standard aligned curriculum with an emphasis on real world relevancy.
  • Deliver engaging, standards-aligned real world relevant curricula.
  • Manage the classroom effectively through a warm demander approach, by developing quality relationships and high expectations for students to maintain a productive learning environment.
  • Positively impact achievement and differentiate instruction based on the needs of students, including multilingual, special education, and gifted and talented students.
  • Work collaboratively with students, families, and colleagues.
  • Support and actively participate in professional learning communities, professional development, and staff team-building exercises.
  • Actively participate in inclusivity work on a personal and school level through constant self-reflection, actively seeking and exploring diverse perspectives, a love of learning, growing and challenging yourself and others.
  • Utilize multiple online platforms to monitor attendance, post grades, and deliver student assignments.
  • Support and willingly engage with Restorative Justice Practices.
  • Support structured time and space to support student achievement, such as holding after school study halls.
  • Collaborate with peers, instructional coach, and administration to refine practice.
  • Engage families and community members through phone calls and CHSC Family Nights (broader outreach, ex. Home visits).
  • Develop meaningful relationships with students, their families and the communities they come from.

 

Work hours are from 8:00 a.m. to 4:00 p.m. Monday through Friday with occasional evening commitments for school events.

  

Qualifications

Colorado High School Charter seeks candidates with strong character, passion for supporting students of diverse backgrounds and needs, and a relentless commitment to improvement and learning.

 

Required:

  • One of the following:
    • Subject matter endorsement on a Colorado teaching license
    • Bachelor’s degree or higher with major in subject matter
    • 36 semester credit hours in subject matter
    • Passing score in subject matter on Praxis exam
  • Strong knowledge of teaching methods, learning styles and educational research related to secondary learners
  • Ability to create curriculum, performance tasks, and assessments with state content standards
  • Strong communication, organization, and planning skills
  • Strong interpersonal skills with the ability to build rapport quickly, facilitating positive relationships with students and coworkers
  • Problem solving skills
  • Proficiency in the use of technology
  • Permanent US work authorization

 

Desired:

  • Experience working with young people who have struggled personally or academically in conventional school settings.

 

Compensation

Salaries are competitive and commensurate with experience ($50,000-$70,000) and include a comprehensive benefits package.  Teachers are eligible for the Federal Teacher Loan Forgiveness Program.

 

To Apply

Submit cover letter and resume to: careers@chscharter.org.

               

Colorado High School Charter is an equal opportunity employer.  All aspects of employment including the decision to hire, promote, discipline, or discharge, will be based on merit, competence, performance, and school needs.  We do not discriminate on the basis of race, color, religion, marital status, age, national origin, ancestry, physical or mental disability, medical​​​ condition, pregnancy, genetic information, gender, sexual orientation, gender identity or expression, veteran status, or any other status protected under federal, state or local law.  Colorado High School Charter believes that diversity and inclusion among our teammates is critical to our schools’ success, and we seek to recruit, develop and retain the most talented people from a diverse candidate pool.

Comments Off on Assistant Principal of Curriculum and Instruction

Assistant Principal of Curriculum and Instruction

Posted by | April 16, 2021 |

Colorado High School Charter is seeking an Assistant Principal of Curriculum and Instruction at our Osage campus in Denver, Colorado for the 2021-22 school year.  In partnership with a number of community organizations, Colorado High School provides students with a unique and innovative learning environment that allows them to focus on engaging and relevant core content classes (Math, Science, Social Studies and English Language Arts) while taking advantage of numerous post-secondary exploration opportunities, such as concurrent enrollment and community partner classes and programs.

Colorado High School Charter Overview

Mission: Colorado High School Charter is transforming the alternative education experience by igniting the potential within each of the diverse young people we serve.  CHSC ensures students’ personal and academic growth by creating tailored curricula, a supportive school environment, and community partnerships. We empower our students to succeed in life and positively contribute to their families and communities by offering them the freedom and resources to pursue a post-secondary path aligned with their individualized goals.

Vision: Schools that Empower People

Core Values: Relationships, High Expectations, Growth, Inclusivity, Wellness, Third-fourth-fifth Way

About: Colorado High School Charter (CHSC) is one of the leading alternative education campuses in Denver, serving students in grades 9-12.  As an educator at CHSC, you will have the opportunity to develop meaningful relationships with your students while receiving regular coaching and professional development to allow you to deliver exceptional instruction for students who are looking for a small, supportive and relevant school setting.

What makes teaching at CHSC unique?

  • Constant learning through weekly coaching and professional development focused on culturally sustaining and inclusive practices
  • A focus on student personal and academic growth achieved through relevant and intentionally created curricula, a supportive school environment and community partnerships
  • Social emotional support for students to remove barriers in and out of the classroom so ALL students can be successful
  • A positive culture that regularly celebrates student and staff achievement
  • We are in demand. Students are consistently referred to our schools and word is spreading about the amazing work we do.

 

What do we look for in candidates?

  • You are passionate about education in an alternative education setting where we recognize our students are looking for a school experience that is different than a traditional, comprehensive high school. We build off of best practices that work for our students AND have the autonomy and support to be innovative in our practices.
  • You are excited about Colorado High School’s mission.
  • You recognize the value of learning through real-world application and are eager to help all students consider a range of satisfying career paths.
  • You are excited about the opportunity to engage students inside and outside of the classroom through the creation of relevant curricula and programming.
  • You have experience or a strong desire to work with young people who have struggled personally or academically in conventional school settings.
  • You are tenacious about your own professional growth and have the ability to seek and apply feedback to improve your practice.
  • You’re entrepreneurial, innovative and willing to do “whatever it takes.”
  • You value developing trusting and often transformative relationships with students.
  • You are a team player who helps create a positive and vibrant school culture for both staff and students.

 

Job Description:

Assistant Principal of Curriculum and Instruction

The Assistant Principal of Curriculum and Instruction will manage development and implementation of CHSC curriculum, including coaching, feedback, formal observations and evaluations, Professional Development for classroom educators, Scope and Sequence Review and Approval, and Culturally Relevant Teaching.  They will directly supervise and manage all Teachers, Teacher Leaders, and ELL staff.  The AP will also manage test administration of the PSAT/SAT and ACCESS exams.  The AP of Curriculum and Instruction will manage Homeroom implementation.  They will ensure CHSC is meeting new graduation requirements.  The Instructional AP will assist with HR needs, particularly involving teachers.  They will be an important part of the Crisis Management Team.

Job Duties:

Organizational Leadership

  • In conjunction with Principal, hold and lead educational and organizational vision, culture, and values.
  • Constantly monitor data to make decisions that impact the School Performance Framework results including: Student Growth, Student Achievement, Student Engagement and Family Satisfaction.
  • Lead development of organizational and educational policies.
  • Assist with administrative duties such as calendar management, bell schedules and scheduling.
  • Support Principal in formal performance evaluation process, including the gathering of data and delivery of feedback.
  • Network with other charter schools and gain exposure to educational best practices.

 

Instructional Leadership

  • Manage instructional professional development, including implementation of New Educator Induction, All Educator In Services, and support Teacher Leaders and PLCs
  • Review and approve Scope and Sequences
  • Manage Teachers, Team Leads, & ELL staff
  • Participate in regular teacher observation and feedback cycle, tracking progress and data
  • Support curriculum development and instructional approach with a focus on Culturally Relevant Teaching & Post Secondary Readiness.
  • Manage Homeroom

 

Student Success and Achievement

  • Develop individual relationships with students through mentorship, classroom presence, and an “open door” policy.
  • In conjunction with Dean and Assistant Principal of Culture, maintain safety and security of school population and property, including supervision of students before school, after school and during lunch.
  • Support resolution of conflicts between teachers and students.
  • Participate in the school crisis team and manage before, during and after incidents
  • Manage teams in charge of G&T and READ Plans

 

Human Resources Management

  • Supervise staff, including training and professional development, weekly one-on-one and group supervision meetings as needed.
  • Recruit teaching and non-teaching staff members, including creating job postings, interviewing, and hiring.
  • Lead training of new teachers.

 

Standardized Testing Compliance

  • Manage assessment and standardized testing with an emphasis on MAPs, ACCESS and CMAS
  • Support SAT/PSAT preparation plan and implementation
  • Data collection and analysis of testing results

 

Community Partnerships and Relationships

  • Sustain strong community partnerships that enhance learning opportunities for students and teachers
  • Represent CHSC within DPS, the Colorado League of Charter Schools and the local community.
  • Represent CHSC at local and national charter school and educational conferences.
  • Support Principal in CHSC marketing, advertising, press opportunities.

 

General Duties

  • Attend and complete relevant professional development training opportunities to learn about effective and developing educational practices.
  • Support commitment to diversity and multiculturalism and promote inclusion and awareness around topics of race, ethnicity, and gender.
  • Assist Principal with renewal process.
  • Other duties as assigned by the Principal

 

Qualifications

Required:

  • Bachelor’s degree in education required
  • Experience in curriculum development
  • Classroom teaching experience
  • Demonstrated leadership in educational setting
  • Experience working with at-risk youth and multicultural populations
  • Demonstrated expertise and excellence in oral and written communications, public speaking, training, conflict resolution, supervision and negotiation
  • Intermediate to advanced computer software skills
  • Administration and education experience of at least three (3) years
  • Capacity to appreciate and nurture a variety of pedagogies and skills that contribute to student success
  • A commitment to teaching, learning, and student success

 

Desired:

  • Certified school administrator and/or Master’s degree

 

 

Compensation

Salaries are competitive and commensurate with experience ($60,000-$80,000) and include a comprehensive benefits package.  Teachers are eligible for the Federal Teacher Loan Forgiveness Program.

 

 

To Apply

Submit cover letter and resume to: careers@chscharter.org.      

Colorado High School Charter is an equal opportunity employer.  All aspects of employment including the decision to hire, promote, discipline, or discharge, will be based on merit, competence, performance, and school needs.  We do not discriminate on the basis of race, color, religion, marital status, age, national origin, ancestry, physical or mental disability, medical​​​ condition, pregnancy, genetic information, gender, sexual orientation, gender identity or expression, veteran status, or any other status protected under federal, state or local law.  Colorado High School Charter believes that diversity and inclusion among our teammates is critical to our schools’ success, and we seek to recruit, develop and retain the most talented people from a diverse candidate pool.

Comments Off on Student Advocate

Student Advocate

Posted by | April 16, 2021 |

Colorado High School Charter is seeking a Student Advocate at our GES Campus in Denver, Colorado for the 2021-2022 school year.  CHSC GES provides students with an unique and innovative learning experience that allows them to recover credits through project-based core classes (Math, Scoence, Social Studies and English Language Arts) while taking advantage of numerous concurrent enrollment and community partner opportunities in a learning environment committed to equity and inclusivity.

 

The Student Advocate supports students and works towards removing barriers to student success through outreach, caseload management, data tracking and supportive interventions.

Colorado High School Charter Overview

Colorado High School Charter (CHSC) is a 9-12 public charter school in Denver whose mission is to transform the alternative education experience by igniting the potential within each of the diverse young people we serve. CHSC is one of the leading alternative education campuses in Denver, with student achievement data consistently showing notable growth. As member of the CHSC team, you will have the opportunity to develop meaningful relationships with your students while receiving regular coaching and professional development to allow you to make a difference for students who have not found success elsewhere.  www.coloradohighschoolcharter.com

What makes working at CHSC exciting?

  • Constant learning through regular coaching and professional development
  • A focus on student personal and academic growth achieved through tailored curricula, a supportive school environment and community partnerships
  • Social emotional support for students to remove barriers in and out of the classroom so ALL students can be successful
  • A great staff culture that regularly celebrates student and staff achievement
  • CHSC has experienced increased enrollment; word is spreading about our amazing work.

What do we look for in candidates?

  • You are passionate about education in an alternative education setting and are excited about Colorado High School’s mission.
  • You recognize the value of learning through real-world application and are eager to help all students consider a range of career paths.
  • You have experience or a strong desire to work with young people who have struggled personally or academically in conventional school settings.
  • You value developing trusting and often transformative relationships with students.
  • You are a team player who helps create a positive, vibrant school culture.

Student Advocate chief responsibilities:

  • Manage full student body caseload, approximately 75-85 students
  • Accurately document communication between oneself, students and families.
  • Build relationships with youth while engaging them in school
  • Track student attendance and develop multi-tiered systems of support (MTSS)
  • Manage/Coordinate Teacher/Student Attendance Challenges
  • Manage/Coordinate Quarterly Awards Program
  • Engage parents/guardians through phone calls, meetings, home visits
  • Actively participate in Parent/Teacher Conferences and Family Night Events
  • Tutor students inside and outside the classroom to support academic achievement
  • Address barriers to student achievement by connecting students to local community services and school-based resources
  • Collaborate as a team with CHSC staff to increase attendance, reduce truancy, eliminate dropouts, and improve academic performance

Student Advocate auxiliary responsibilities include but are not limited to:

  • Lead, support, and willingly engage with Restorative Justice practices
  • Conduct, promote, and support after-school study halls to increase student achievement
  • Liaison with in and out of district transitions officers to enroll new CHSC students
  • Assist with enrollment and recruitment
  • Other duties as assigned by the Administration Team

Qualifications

Required:

  • High school diploma or equivalent
  • Reliability with commitment to follow through
  • Self-starter seeking to work and take initiative in fast paced environment
  • Excellent oral and written communication skills
  • Excellent organization skills and attention to details
  • Permanent US work authorization
  • Valid driver’s license and reliable vehicle

Desired:

  • College degree
  • Experience working with diverse students and families
  • Proficiency in using Infinite Campus
  • Bilingual Spanish/English

Compensation

Salaries are competitive and commensurate with education and experience ($40,000-$60,000).  We offer a comprehensive benefits package.

Comments Off on English Language Development Coordinator

English Language Development Coordinator

Posted by | April 16, 2021 |

High School English Language Development (ELD) Coordinator 

Colorado High School Charter (CHSC) is seeking an English Language Development (ELD) Specialist at our GES (Globeville, Elyria, Swansea) Campus in Denver, Colorado for the 2021-2022 school yearCHSC GES provides students with a unique and innovative learning experience that allows them to recover credits through project-based core content classes (Math, Science, Social Studies and English Language Arts) while taking advantage of concurrent enrollment and community partner opportunities in a learning environment committed to equity and inclusivity.    

Colorado High School Charter Overview 

Colorado High School Charter (CHSC) is a grades 9-12 public charter school in Denver whose mission is to transform the alternative education experience by igniting the potential within each of the diverse young people we serve.  CHSC is one of the leading alternative education campuses in Denver, with student achievement data consistently showing notable growth. As an educator at CHSC, you will have the opportunity to develop meaningful relationships with your students while receiving regular coaching and professional development to allow you to deliver exceptional instruction for students who have not found success elsewhere. Learn more at our website: www.coloradohighschoolcharter.com 

 

What makes teaching at CHSC exciting? 

  • Constant learning through weekly coaching and professional development 
  • A focus on student personal and academic growth achieved through tailored curricula, a supportive school environment and community partnerships 
  • Social emotional support for students to remove barriers in and out of the classroom so ALL students can be successful 
  • A great staff culture that regularly celebrates student and staff achievement 
  • We are growing.  CHSC has experienced increased enrollment; word is spreading about the amazing work we do. 

 

What do we look for in candidates? 

  • You are committed to equitable and inclusive practices, inside and outside of the classroom.  Understanding that continuous professional learning and individual desire will move our learning community in the desired direction for all students, families and staff members. 
  • You are passionate about education in an alternative education setting and are excited about Colorado High School Charter’s mission. 
  • You recognize the value of learning through real-world application and are eager to help all students consider a range of desired career paths. 
  • You are excited about the opportunity to engage students inside and outside of the classroom through experiential and project-based learning. 
  • You have experience or a strong desire to work with young people who have struggled personally or academically in conventional school settings. 
  • You are tenacious about your own professional growth and have the ability to seek and apply feedback to improve your practice. 
  • You’re entrepreneurial, innovative and willing to do “whatever it takes.” 
  • You value developing trusting and often transformative relationships with students. 
  • You are a team player who helps create a positive and vibrant school culture for both staff and students. 
  • Candidates from diverse backgrounds and/or bilingual in English/Spanish are strongly encouraged to apply for this position. 

 

Job Responsibilities 

  • Design and teach ELD classes to support English Language Learners in language acquisition and development across the four domains of language – listening, reading, speaking, and writing 
  • Co-teach with content area teachers, focusing on supporting ELD students 
  • Provide for individual learning styles and needs by differentiating approaches 
  • Utilize a variety of pedagogies and teaching techniques to engage students and enhance learning 
  • Manage the ELD Identification and Redesignation, PPF Monitoring, and Monitoring 1 and 2 processes to ensure that all multilingual learners are assigned appropriate interventions and supports 
  • Coordinate, lead and administer the WIDA screener and ACCESS test 
  • Develop colleagues on best practices for ELD students, by: 
  • Observing classrooms and providing feedback to colleagues on best practices for language acquisition and around culturally responsive classroom practices 
  • Providing and monitoring District required training for Year 1 and Year 2 teachers 
  • Designing and delivering professional development sessions that develop colleagues in the effective use of language acquisition strategies across content areas 
  • Develop meaningful, appropriate relationships with students 
  • Develop and utilize relevant assessments to measure student academic growth 
  • Develop relationships with parents/guardians and other CHSC employees to support fulfillment of mission and student success 
  • Consistently support school policies and expectations in classroom 
  • Keep accurate and complete records for each student as required by CHSC and the school district 
  • Attend required professional development workshops, read required readings and apply the acquired principles/strategies in the classroom 
  • Develop the ability to start each day as a new day with each student by seeing the strengths of the student’s character rather than seeing the behaviors 
  • Practice the school values and follow the policies and practices of CHSC 
  • Work alongside school administration to maintain a school environment that celebrates cultural pluralism 
  • Identify school-level trends in strengths and growth areas as they relate to ELD student support 
  • Manage the school-wide ELD data cycle 
  • Other assigned responsibilities to serve the emerging needs of our ELD students 
  • Other duties as assigned by the School Leadership Team 

Work hours are from 8:00 a.m. to 4:00 p.m. Monday through Friday with occasional evening commitments for school events. 

 

Qualifications 

  • Colorado Educator License with a state endorsement in Culturally and Linguistically Diverse Education (CLDE) 
  • Exhibit cultural competence and work with a student centered lens 
  • Strong interpersonal skills with the ability to build rapport quickly, facilitating positive relationships across a wide range of constituencies 
  • Critical, strategic thinking and the capacity to manage multiple priorities 
  • Permanent US work authorization 

Desired 

  • Experience working with at-risk youth  
  • Experience working with young people who have struggled personally and academically in conventional school settings 

Compensation 

Salaries are competitive and commensurate with experience ($50,000-$70,000) and include a comprehensive benefits package.  Teachers are eligible for Federal Teacher Loan Forgiveness Program. 

To Apply 

Email resume and cover letter to careers@chscharter.org 

CHSC Mission 

Colorado High School Charter is transforming the alternative education experience by igniting the potential within each of the diverse young people we serve.  CHSC ensures students’ personal and academic growth by creating tailored curricula, a supportive school environment, and community partnerships. We empower our students to succeed in life and positively contribute to their families and communities by offering them the freedom and resources to pursue a post-secondary path aligned with their individualized goals. 

Colorado High School Charter is an equal opportunity employer.  All aspects of employment including the decision to hire, promote, discipline, or discharge, will be based on merit, competence, performance, and school needs.  We do not discriminate on the basis of race, color, religion, marital status, age, national origin, ancestry, physical or mental disability, medical​​​ condition, pregnancy, genetic information, gender, sexual orientation, gender identity or ​expression, veteran status, or any other status protected under federal, state or local law.  Colorado High School Charter believes that diversity and inclusion among our teammates is critical to our schools’ success, and we seek to recruit, develop and retain the most talented people from a diverse candidate pool. 

Comments Off on Special Education Coordinator

Special Education Coordinator

Posted by | April 16, 2021 |

 Special Education Coordinator 

 Colorado High School Charter (CHSC) is seeking a Special Education Coordinator at our GES (Globeville, Elyria, Swansea) Campus in Denver, Colorado for the 2021-2022 school year.  CHSC GES provides students with a unique and innovative learning experience that allows them to recover credits through project-based core content classes (Math, Science, Social Studies, and English Language Arts), while taking advantage of concurrent enrollment and community partner opportunities in a learning environment committed to equity and inclusivity. 

 

Colorado High School Charter Overview 

Colorado High School Charter (CHSC) is a grades 9-12 public charter school in Denver whose mission is to transform the alternative education experience by igniting the potential within each of the diverse young people we serve.  CHSC is one of the leading alternative education campuses in Denver, with student achievement data consistently showing notable growth.  As an educator at CHSC, you will have the opportunity to develop meaningful relationships with your students while receiving regular coaching and professional development to allow you to deliver exceptional instruction for students who have not found success elsewhere. Learn more at our website: www.coloradohighschoolcharter.com 

 

What makes teaching at CHSC exciting? 

  • Constant learning through weekly coaching and professional development 
  • A focus on student personal and academic growth achieved through tailored curricula, a supportive school environment and community partnerships 
  • Social emotional support for students to remove barriers in and out of the classroom so ALL students can be successful 
  • A great staff culture that regularly celebrates student and staff achievement 
  • We are growing.  CHSC has experienced increased enrollment; word is spreading about the amazing work we do. 

 

What do we look for in candidates? 

  • You are committed to equitable and inclusive practices, inside and outside of the classroom.  Understanding that continuous professional learning and individual desire will move our learning community in the desired direction for all students, families and staff members.   
  • You are passionate about education in an alternative education setting and are excited about Colorado High School’s mission. 
  • You recognize the value of learning through real-world application and are eager to help all students consider a range of satisfying career paths. 
  • You are excited about the opportunity to engage students inside and outside of the classroom through experiential and project-based learning. 
  • You have experience or a strong desire to work with young people who have struggled personally or academically in traditional school settings. 
  • You are tenacious about your own professional growth and have the ability to seek and apply feedback to improve your practice. 
  • You’re entrepreneurial, innovative and willing to do “whatever it takes.” 
  • You value developing trusting and often transformative relationships with students. 
  • You are a team player who helps create a positive and vibrant school culture for both staff and students. 
  • Candidates from diverse backgrounds and/or bilingual in English/Spanish are strongly encouraged to apply for this position. 

 

Job Description 

The Special Education Coordinator supports students who need physical, emotional, or educational modifications/accommodations in academic and social development by providing structural and classroom support.  

 

Special Education Coordinator Responsibilities: 

  • Implementation, development, and refinement of special education policies and procedures grounded in research-based best practices 
  • Manage RTI process to identify and support students with disabilities 
  • IEP development, administration, and implementation to drive student instruction 
  • Lead bi-weekly meetings of the Student Support Team to organize caseloads, problem-solve difficult situations, and maintain effective IEP processes for students and families. 
  • Support General Education teachers in the quality implementation of IEPs as well as professional development to continually refine and further individualized student supports 
  • Support Leadership Team and consult on decisions impacting students with disabilities 
  • Direct support and service hours with students with IEPs through small group intervention, co-teaching, etc. 
  • Build self-advocacy and 21st century skills with students 
  • Maintain strong engagement and communication with families 
  • Coordinate with the Colorado Department of Education and Denver Public Schools to ensure compliance with state requirements and standards, including monitoring visits and school improvement plan 
  • Serve as both a liaison and positive role model for students while ensuring compliance with special education requirements 
  • Teach one or more classes 
  • Provide push-in support in general education classrooms as needed 
  • Coordination of CMAS, SAT, and ACCESS testing to ensure students with disabilities are properly served 
  • Assist Student Support Team with Restorative Justice process 
  • Maintain high expectations of every student, challenging students to develop critical thinking skills and creating a safe space in which students can work and grow 
  • Other duties as assigned by School Leadership Team 

 

Work hours are from 8:00 a.m. to 4:00 p.m. Monday through Friday with occasional evening commitments for school events and conferences.   

 

Qualifications 

 

Required: 

  • A valid Colorado Educator License with a Special Education endorsement, in one of the following:    
  • Special Education Generalist 
  • Special Education Specialist 
  • Mild/Moderate Needs 
  • Exhibit cultural competence and work with a student centered lens 
  • Strong interpersonal skills with the ability to build rapport quickly, facilitating positive relationships across a wide range of constituencies, including students and teammates. 
  • Critical, strategic thinking and the capacity to manage multiple priorities 
  • Teaching experience with diverse special needs populations and an understanding of educational issues relevant to the needs of ED children 
  • Experience managing school personnel and educational programming and IEPs 
  • Strong communication, organization, and planning skills 
  • Problem solving skills 
  • Proficiency in the use of technology 
  • Permanent US work authorization 

 

 

Compensation 

Salaries are competitive and commensurate with experience ($40,000-$60,000) and include a comprehensive benefits package.  Teachers at Colorado High School Charter qualify for the Federal Teacher Student Loan Forgiveness Program. 

 

To Apply 

Submit cover letter and resume to: careers@chscharter.org      

 

CHSC Mission: 

Colorado High School Charter is transforming the alternative education experience by igniting the potential within each of the diverse young people we serve.  CHSC ensures students’ personal and academic growth by creating tailored curricula, a supportive school environment, and community partnerships. We empower our students to succeed in life and positively contribute to their families and communities by offering them the freedom and resources to pursue a post-secondary path aligned with their individualized goals. 

 

Colorado High School Charter is an equal opportunity employer.  All aspects of employment including the decision to hire, promote, discipline, or discharge, will be based on merit, competence, performance, and school needs.  We do not discriminate on the basis of race, color, religion, marital status, age, national origin, ancestry, physical or mental disability, medical condition, pregnancy, genetic information, gender, sexual orientation, gender identity or expression, veteran status, or any other status protected under federal, state or local law.  Colorado High School Charter believes that diversity and inclusion among our teammates is critical to our schools’ success, and we seek to recruit, develop and retain the most talented people from a diverse candidate pool. 

Comments Off on High School Guidance Counselor

High School Guidance Counselor

Posted by | April 16, 2021 |

High School Guidance Counselor 

Colorado High School Charter is seeking a Guidance Counselor at our GES (Globeville, Elyria, Swansea) CampusIn partnership with a number of community organizations, Colorado High School GES provides students with a unique and innovative learning environment that allows them to focus on project-based core content classes (Math, Science, Social Studies and English Language Arts) while taking advantage of numerous concurrent enrollment and community partner opportunities.    

Colorado High School Charter Overview 

Colorado High School Charter (CHSC) is a 9-12 public charter school in Denver whose mission is to transform the alternative education experience by igniting the potential within each of the diverse young people we serve.  CHSC is one of the leading alternative education campuses in Denver, with student achievement data consistently showing notable growth. As an educator at CHSC, you will have the opportunity to develop meaningful relationships with your students while receiving regular coaching and professional development to allow you to deliver exceptional instruction for students who have not found success elsewhere.  www.coloradohighschoolcharter.com 

Job Description 

  • Develop a guidance program based on the American School Counselors Association and best practices 
  • Create Master Schedule and quarterly schedules for students in Infinite Campus  
  • Connect students to concurrent enrollment opportunities through school-based partnerships and other community agencies that provide young people with post-secondary training and exposure. 
  • Create a College and Career Center that provides guidance on the college application process, FAFSA, and scholarships. 
  • Develop an Individual Career and Education Plan (ICAP) for every student – helping students create a graduation plan and post-secondary plan through advisory. 
  • Develop and lead Senior Seminar class – a class for 12th graders designed to help them develop a post-secondary plan and enroll in a post-secondary institution after graduating. 
  • Develop and support a GED program for students who choose this pathway for graduation. 
  • Track and support seniors in completing all graduation requirements, including consistent communication to students and parents regarding student progress towards graduation. 
  • Provide all students with credit and academic requirements updates. 
  • Develop a working knowledge of district systems to assist in master scheduling, gradebook, and transcript updates. 
  • Assist with tracking attendance and maintaining attendance records. 
  • Act as a liaison between the students, parents and administration. 
  • Act as a liaison with community partners who are leading elective classes regarding scheduling and communication of school events.  


Qualifications 

  • Experience and a strong desire to work with young people who have struggled personally or academically in conventional school settings. 
  • Experience working with at-risk youth preferred. 
  • School Counselor Endorsement/license or be accredited by a national association to provide school counseling services preferred. 
  • Experience with Infinite Campus preferred.  
  • Bilingual preferred. 
  • Exhibit cultural competence and work with a student centered lens. 
  • Strong interpersonal skills with the ability to build rapport quickly, facilitating positive relationships across a wide range of constituencies. 
  • Critical, strategic thinking and the capacity to manage multiple priorities. 
  • Permanent US work authorization. 

Compensation 

Salaries are competitive and commensurate with experience and include a comprehensive benefits package. 

To Apply 

Email resume and cover letter to careers@chscharter.org 

CHSC proudly values diversity and is an equal opportunity employer. Colorado High School Charter does not discriminate on the basis of race, color, national origin, age, sex, or disability, in admission or access to, or treatment or employment in its programs and activities. 

 CHSC Mission 

Colorado High School Charter is transforming the alternative education experience by igniting the potential within each of the diverse young people we serve.  CHSC ensures students’ personal and academic growth by creating tailored curricula, a supportive school environment, and community partnerships. We empower our students to succeed in life and positively contribute to their families and communities by offering them the freedom and resources to pursue a post-secondary path aligned with their individualized goals. 

 

Comments Off on High School Math Teacher

High School Math Teacher

Posted by | April 16, 2021 |

Colorado High School Charter is seeking a Math Teacher at our GES Campus in Denver, Colorado for the 2021-22 school year.  CHSC GES provides students with an unique and innovative learning experience that allows them to recover credits through project-based core content classes (Math, Science, Social Studies and English Language Arts) while taking advantage of numerous concurrent enrollment and community partner opportunities in a learning environment committed to equity and inclusivity.

 

Colorado High School Charter Overview

Colorado High School Charter (CHSC) is a grades 9-12 public charter school in Denver, whose mission is to transform the alternative education experience by igniting the potential within each of the diverse young people we serve.  CHSC is one of the leading alternative education campuses in Denver, with student achievement data consistently showing notable growth. As a member of the CHSC team, you will have the opportunity to develop meaningful relationships with your students while receiving regular coaching and professional development to allow you to make a difference for students who have not found success elsewhere. To learn more, please visit our website: www.coloradohighschoolcharter.com

 

What makes teaching at CHSC exciting?

  • Constant learning through weekly coaching and professional development
  • A focus on student personal and academic growth achieved through tailored curricula, a supportive school environment and community partnerships
  • Social emotional support for students to remove barriers in and out of the classroom so ALL students can be successful
  • A great staff culture that regularly celebrates student and staff achievement
  • We are growing. CHSC has experienced increased enrollment; word is spreading about the amazing work we do.

 

What do we look for in candidates?

  • You are committed to equitable and inclusive practices, inside and out of the classroom. Understanding that continuous professional learning and individual desire will move our learning community in the desired direction for all students, families and staff members.
  • You are passionate about education in an alternative education setting and are excited about Colorado High School’s mission.
  • You recognize the value of learning through real-world application and are eager to help all students consider a range of career paths.
  • You value data and use it to make meaningful decisions about student learning.
  • You have experience or a strong desire to work with young people who have struggled personally or academically in traditional school settings.
  • You are tenacious about your own professional growth and have the ability to seek and apply feedback to improve your practice.
  • You’re entrepreneurial, innovative and willing to do “whatever it takes.”
  • You value developing trusting and often transformative relationships with students.
  • You are a team player who helps create a positive, vibrant school culture.
  • Candidates from diverse backgrounds and/or bilingual in English/Spanish are strongly encouraged to apply for this position.

 

Job Description

The Math Teacher will teach multiple sections of mixed-level high school math content to students over the course of four quarters.

 

Math Teacher Responsibilities:

  • Curriculum development with an emphasis on problem-based and experiential learning
  • Deliver engaging, standards-aligned inquiry-based curricula
  • Manage the classroom effectively by developing quality relationships and high expectations for students to maintain a productive learning environment
  • Positively impact achievement and differentiate instruction based on the needs of students
  • Work collaboratively with students, families, and colleagues
  • Support and actively participate in professional learning communities, professional development, and staff team-building exercises
  • Utilize multiple online platforms to monitor attendance, post grades, and deliver student assignments
  • Support and willingly engage with Restorative Justice practices
  • Conduct after-school study halls to support student achievement
  • Collaborate with peers, instructional coach, and administration to refine practice
  • Engage families and community members through phone calls and CHSC Family Nights
  • Develop good relationships with students

 

Work hours are from 8:00 a.m. to 4:00 p.m. Monday through Friday with occasional evening commitments for school events.

  

Qualifications

Colorado High School Charter seeks candidates with strong character, passion for supporting students of diverse backgrounds and needs, and a relentless commitment to improvement and learning.

 

Required:

  • One of the following:
    • Subject matter endorsement on a Colorado teaching license
    • Bachelor’s degree or higher with major in subject matter
    • 36 semester credit hours in subject matter
    • Passing score in subject matter on Praxis exam
  • Strong knowledge of teaching methods, learning styles and educational research related to secondary learners
  • Ability to align curriculum, performance tasks, and assessments with state content standards
  • Strong communication, organization, and planning skills
  • Strong interpersonal skills with the ability to build rapport quickly, facilitating positive relationships with students and coworkers
  • Problem solving skills
  • Proficiency in the use of technology
  • Permanent US work authorization

 

Desired:

  • Experience working with young people who have struggled personally or academically in traditional school settings.
  • Proficiency in using Infinite Campus or other student data-base information systems.

 

Compensation

Salaries are competitive and commensurate with experience ($50,000-$70,000) and include a comprehensive benefits package.  Teachers are eligible for the Federal Teacher Loan Forgiveness Program.

 

To Apply

Submit cover letter and resume to: careers@chscharter.org.

 

CHSC proudly values diversity and is an equal opportunity employer.  Colorado High School Charter does not discriminate on the basis of race, color, natural origin, age, sex, or disability, in admission or access to, or treatment or employment in its programs and activities.

 

CHSC Mission

Colorado High School Charter is transforming the alternative education experience by igniting the potential within each of the diverse young people we serve.  CHSC ensures students’ personal and academic growth by creating tailored curricula, a supportive school environment, and community partnerships. We empower our students to succeed in life and positively contribute to their families and communities by offering them the freedom and resources to pursue a post-secondary path aligned with their individualized goals.

               

Colorado High School Charter is an equal opportunity employer.  All aspects of employment including the decision to hire, promote, discipline, or discharge, will be based on merit, competence, performance, and school needs.  We do not discriminate on the basis of race, color, religion, marital status, age, national origin, ancestry, physical or mental disability, medical​​​ condition, pregnancy, genetic information, gender, sexual orientation, gender identity or ​expression, veteran status, or any other status protected under federal, state or local law.  Colorado High School Charter believes that diversity and inclusion among our teammates is critical to our schools’ success, and we seek to recruit, develop and retain the most talented people from a diverse candidate pool.

Comments Off on Principal – Sand Creek High School

Principal – Sand Creek High School

Posted by | April 9, 2021 |

ABOUT THE POSITION:
Sand Creek High School seeks a dynamic leader to deliver unprecedented excellence. Sand Creek High School is a comprehensive high school organized around programs and pathways that prepare learners to thrive. The campus features a School of Business, a School of Engineering and Design, Precision Machining and Manufacturing Pathway, and Health and Sports Science Pathway.  In addition, learners are offered engaging educational opportunities through AVID, Concurrent Enrollment, Career/Technical Education, and Advanced Placement. Sand Creek High School partners with internal and external stakeholders to equip graduates to excel immediately in their chosen field of leadership, scholarship, or service. With a student population representing dozens of communities, Sand Creek High School looks like the world.  The Campus Director at Sand Creek must be more than a principal—the director must bring demonstrated experience in leading high-performing organizations through dramatic, continuous improvement. The Campus Director will inspire high-performing school leadership teams (composed of a teacher leader and an administrator colleagues) through supervision, accountability, and an unwavering commitment to deliver results for students. (See job description on District website for more details about this position)

Location: Sand Creek High School
Calendar:  220 Days
Reports To:  Zone Superintendent
Experience: District 49 credits each year of verified full-time/full-year relevant  experience up to 15 years.
Benefits: This position is eligible for benefits including group insurance (health, dental and vision), paid sick and personal leave and elective retirement savings plans. Benefit details can be found here.
Salary:  The minimum starting pay is $102,144/year and the maximum salary is $111,858/year. Initial pay placement is dependent on level of formal education and years of relevant experience (the maximum credit granted is 15 years).

ABOUT SCHOOL DISTRICT 49
School District 49, the fastest growing district in the Pikes Peak region, hosts 23 exceptional schools and programs within four distinct innovation zones, providing preK-12-aligned curriculum, online and alternative programming and homeschool enrichment.  Home to more than 20,000 students and 1,800 staff members, District 49 aims to be the best choice to learn, work and lead. As one of Colorado’s few recognized districts of Innovation, District 49 is a challenging and stimulating place to lead. As part of our commitment to innovate, we host a robust portfolio of conventional, charter, online, and blended schools, including homeschool support as well as career and technical education. EOE M/F/D/V

Comments Off on Multiple Job Openings

Multiple Job Openings

Posted by | April 8, 2021 |

Pueblo County School District 70 has multiple positions open for the 2021-2022 school year. Below are just a few of our open positions:

*Director of Curriculum, Instruction and Assessment

*Director of Facilities and Maintenance

*Academy Coordinator

*Engineering/STEM Teacher @ Pueblo County High and Rye High School

*Industrial Arts Teacher

To view job descriptions and complete an employment application, please visit the Pueblo County School District 70 website http://www.district70.org.

Pueblo County School District No. 70 serves approximately 9,000 students in the suburban rural areas surrounding Pueblo, Colorado and houses 24 school sites throughout the district serving a diverse population of students within 19,000 square miles.

Comments Off on Secondary Special Education Teacher 6-12

Secondary Special Education Teacher 6-12

Posted by | April 8, 2021 |

 SECONDARY SPECIAL EDUCATION TEACHER (6-12)

(This position is for the 2021-2022 school year)

About Lotus School for Excellence:

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

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

Position Summary:

The Secondary Special Education teacher will provide the special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Develop or modify curricula and prepare lessons and other instructional materials to student ability levels. Work in self-contained, team, departmental, or itinerant capacity as assigned.  Create exceptional outcomes and opportunities for 6-12 students in collaboration with interventionists and classroom teachers under the direction of the Secondary Assistant Principal.

 

Must Haves:

  • A strong passion for diverse populations.
  • Culturally responsive teaching aptitude for planning rich learning opportunities with student needs, interests, and readiness in mind.
  • Data-driven approach. You use data to make instructional moves that improve or enhance student learning.
  • Experience with diverse populations and Title One schools.

 

Instruction:

  • Collaborate with students, parents, and other members of staff to develop IEP for each student assigned. 
  • Collaborate with district partners to ensure students receive services as scheduled, to facilitate meetings, and to conduct problem solving meetings as needed.
  • Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required. 
  • Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned.
  • Work cooperatively with classroom teachers to modify regular curricula as needed and assist special education students in regular classes with assignments.
  • Conduct assessment of student learning styles and use results to plan for instructional activities. 
  • Present subject matter according to guidelines established by IEP.
  • Employ a variety of instructional techniques and media to meet the needs and capabilities of each student assigned. 
  • Plan and supervise assignments for Special Education para.
  • Use technology in teaching/learning process. 

 

Culture:

  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.
  • Provide supervision of students during before and after-school activities (arrival, dismissal, breakfast, lunch, and break).
  • Own the success and achievement of all scholars in the school.

Student Growth and Development:

  • Attend and participate in weekly staff meetings.
  • Participate in regular team meetings and content-based department meetings.
  • Conduct ongoing assessments of student achievement through formal and informal testing. 
  • Provide or supervise personal care, medical care, and feeding of students as stated in IEP. 

Education and Related Work Experience:

  • Bachelor’s Degree in Education or related field
  • Experience with charter schools
  • Previous teaching experience is preferred

 

Licenses, Registrations or Certification:

  • A valid Colorado Teacher License (initial, professional, or alternative) with Special Education Generalist or Specialist endorsement

 

 

Condition of Employment

As a condition of employment, the individual selected for this position will be expected to complete the APS-sponsored Linguistically Diverse Educator (LDE) Certificate Program within the first three years of employment. New hires are expected to begin this program during the 2021-2022 school year.

Reports to: Secondary Assistant Principal

Job Type: Full-time (186-day schedule)

Compensation and Benefits: 

  • $45,000 – $70,000 / year (BOE)
  • Participation in CO PERA program, including a PERA 401k contribution option
  • Funding of 100% of individual medical benefits and a wide range of insurance plans
  • Approximately 9 weeks of summer vacation, 4 weeks of school holidays/vacations, and 8 days of PTO annually
Comments Off on Middle School Math Teacher

Middle School Math Teacher

Posted by | April 8, 2021 |

MIDDLE SCHOOL MATH TEACHER (6-12)

(This position is for the 2021-2022 school year)

About Lotus School for Excellence:

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

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

Position Summary:

Middle School Math Teacher will provide students with appropriate learning activities and experiences designed to fulfill their potential for intellectual, emotional, physical, and social growth. 

Must Haves:

  • A strong passion for diverse populations.
  • Culturally responsive teaching aptitude for planning rich learning opportunities with student needs, interests, and readiness in mind.
  • Data-driven approach. You use data to make instructional moves that improve or enhance student learning.
  • Experience with diverse populations and Title One schools.

 

Instruction:

  • Demonstrates exceptional instructional delivery
  • Plans and implements the approved curriculum for the specified content area (s)
  • Models and promotes independent thinking skills, and creative problem solving and abstract reasoning skills
  • Model engaging, data-driven professional learning utilizing a demonstrated knowledge of math, bilingualism, and culturally responsive pedagogy
  • Displays empathy and understanding of students’ needs
  • Promote accountability for all students
  • Regularly attend meetings to review student data and use it to provide student feedback and set goals 
  • Organize classroom to maximize student learning
  • Consistently and effectively communicates with students, parents, and colleagues
  • Develops a cooperative partnership based on mutual respect with students, staff and parents
  • Assesses student performance daily through frequent checks for student understanding
  • Facilitates the resolution of issues that might arise with students and parents in a timely manner

Culture:

  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.
  • Provide supervision of students during before and after-school activities (arrival, dismissal, breakfast, lunch, and break).
  • Own the success and achievement of all scholars in the school.

Development:

  • Attend and participate in weekly staff meetings.
  • Participate in regular instructional coaching meetings and content-based dep meetings.

Education and Related Work Experience:

  • Bachelor’s Degree in the specific content area
  • 1-year relevant teaching experience
  • Experience with charter schools

 

Licenses, Registrations or Certification:

  • A valid Colorado Teacher License (preferred) in the applicable endorsement area;
  • Sufficient college coursework (or degree in the content area).
  • CPR certification (Lotus will provide the necessary resources to become certified)

 

 

Condition of Employment

As a condition of employment, the individual selected for this position will be expected to complete the APS-sponsored Linguistically Diverse Educator (LDE) Certificate Program within the first three years of employment. New hires are expected to begin this program during the 2021-2022 school year.

Reports to: High School Principal

Job Type: Full-time (186-day schedule)

Compensation and Benefits: 

  • $45,000 – $70,000 / year (BOE)
  • Participation in CO PERA program, including a PERA 401k contribution option
  • Funding of 100% of individual medical benefits and a wide range of insurance plans
  • Approximately 9 weeks of summer vacation, 4 weeks of school holidays/vacations, and 8 days of PTO annually
Comments Off on Assistant Principal of Operations

Assistant Principal of Operations

Posted by | April 7, 2021 |

About Rocky Mountain Prep
Rocky Mountain Prep is a growing network of innovative public charter schools, serving students in pre-kindergarten through fifth grade in the Greater Denver Area. Rocky Mountain Prep opened its first school in 2012 with 130 students and has grown to four schools, working with over 1,500 scholars across two districts. Grounded in our culture of rigor and love, our schools consistently outperform local districts academically, while also ensuring our scholars are developing in our PEAK values of perseverance, excellence, adventure, and kindness.
Who We Seek
Our staff believes that when you love someone, you hold them to high expectations – and we apply this to our own work, the work of our colleagues, and the work of our scholars. We take our work seriously, but ourselves less so – we laugh and joke and bring joy to work every day. And finally, we value a diversity of perspectives and experiences, recognize the humanity of those around us, and seek to build an inclusive environment that models what we wish to see in the world.
Overall, we’re good people with big hearts, who care a whole lot about our people – both big and small – and are constantly improving our practice to be the staff our scholars truly deserve.
About this role
Reporting to the School Principal and working closely with the Director of Enrollment, the Assistant Principal of Operations will establish and manage exceptional operations at a Rocky Mountain Prep (RMP) campus to ensure that students receive an excellent education in a safe, supportive, and physically beautiful space for learning.
The Assistant Principal of Operations is responsible for managing a school-based operations team towards ambitious outcomes. They are a critical member of the school administrative team, managed by the School Principal, and working in partnership with Assistant Principals of Instruction and other school-based staff. In partnership with the network operations team, they also play a key role in identifying and putting in place systems to improve operations across the RMP network. At the school-level, APOs manage their teams towards excellence in the following ten priority areas:

In this role, you will…

  • Highly effective operations team: School operations teams operate as highly effective teams with systems that support continuous improvement (e.g., regular candid feedback).
  • Maximized learning time: All schools average 96% Average Daily Attendance (ADA), and systems for attendance tracking and follow-up are easy to use and consistent.
  • Fully enrolled schools with minimal student attrition: All schools meet budgeted enrollment targets, with clear systems and follow through on managing and coordinating student recruitment support. Family and scholar satisfaction lead 85% + of students returning for subsequent school years.
  • Facilities that support learning: All RMP facilities are well maintained, reflect RMP’s culture of love and rigor, are conducive to all scholars and staff realizing their full potential, welcoming to families, and managed through effective and efficient operational systems.
  • Safe and secure school environments: School facilities are safe and secure with clear procedures to maintain those conditions.
  • Accurate and usable data: RMP scholar and family data are always accurate and easily accessible in core RMP data systems to inform timely and effective response to scholar and family needs and compliance.
  • Family engagement: Strong structures are in place to support family engagement, and our community actions are aligned to RMP vision for family engagement.
  • Effective and responsible use of resources: School remains on budget, and school teams are able to engage in informed conversations about how to reallocate resources to best drive school-wide goals.
  • Timely and effective assessment logistics:  Logistics are tightly managed so that all scholars receive timely assessments with appropriate accommodations that enable RMP to adjust the instructional approach effectively.
  • Evergreen school operations responsibilities: Additional school operations systems have strong processes in place to maintain excellence with a small portion of the ops team time to enable focus on top priorities

Qualifications:

  • Bachelor’s degree required
  • Minimum of 3 years in an operations role, preferably in an education setting, with success redesigning overall processes and implementation plans
  • Relevant experience engaging with community members and/or families (educational context preferred)
  • Drive to create efficient and effective systems, structures, and procedures, sweating the details, and driving towards outcomes
  • Bilingual: Spanish and English speaker strongly preferred
Comments Off on Chief Legal Counsel & General Counsel

Chief Legal Counsel & General Counsel

Posted by | April 7, 2021 |

The Chief Legal Counsel and General Counsel will:

  • Serve as general counsel to CASB and advise CASB staff and the CASB Board of Directors on legal issues.
  • Lead CASB’s member legal resources and policy teams.
  • Serve as a resource for CASB-member school boards seeking general legal information and policy information.
  • Research and develop resources to keep CASB members apprised of current legal issues and policies affecting Colorado school districts.
  • Provide legal support to CASB’s advocacy and policy teams.
  • Monitor, review, and comment on rules pending before the State Board of Education and other state agencies that pertain to schools.
  • Serve on committees and working groups with the Colorado Department of Education and other state agencies and organizations that pertain to schools.
  • Monitor state and federal cases and decisions that pertain to schools.
  • Develop and deliver presentations that provide general legal information to school board members and other school district personnel at district locations and CASB events.

Required Qualifications

  • Juris Doctor degree and licensed to practice law in Colorado.
  • Experience in education law in Colorado and nationwide.
  • Experience with school board policy research and/or development.
  • Demonstrated oral and written communication skills, including public speaking.
  • Ability to analyze legal issues and trends within Colorado and nationwide and to forecast their impact on public education.
  • A genuine desire to work with people to improve public education.
  • Demonstrated ability to effectively interface with publicly-elected boards of education, the education community, political figures, and the public.

Preferred Qualifications

  • Knowledge of statutory and regulatory compliance requirements impacting education within Colorado and nationwide.
  • Experience representing school districts, nonprofit education organizations, or other public education entities.
  • Experience with the legislative process and working with educational advocates / lobbyists.
  • Understanding of member school boards’ needs and an association’s role in meeting those needs.
  • Experience serving as a senior leader within an organization.
  • Ability to contribute to and champion strategic change.
  • Experience supervising and managing staff.
  • Experience managing multiple concurrent projects and responsibilities.

Industry: Education

Salary: CASB will offer a competitive salary, commensurate with experience, within the range of $100,000 – $120,000.

Benefits: Sick leave, vacation leave, Public Employees Retirement Association membership, a group disability policy, and employee life insurance policy. Additional optional benefits include a 401k plan, health insurance, dental insurance, and vision insurance.

Job Posting Date: March 5, 2021.

Application Deadline: 4:30 p.m. April 21, 2021

Anticipated start date: To be negotiated.

The Colorado Association of School Boards is an equal opportunity employer and will not discriminate on the basis of race, color, national origin, ancestry, creed, age, marital status, religion, gender, disability, sexual orientation, genetic information, or veteran status.

Comments Off on English Language Acquisition

English Language Acquisition

Posted by | April 6, 2021 |

English Language Acquisition Teacher and Building ELA Administrator

Status: 1.0 FTE

FLSA Classification: Exempt

Reports To: Head of School

Annual Contract Days: 192

 

American Indian Academy of Denver (AIAD) is an Indigenized STEAM (science, technology, engineering, arts and math) public school providing rigorous, interactive learning opportunities for 6-9th grade students.

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

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

POSITION SUMMARY

AIAD teachers create and implement relevant and meaningful curriculum through innovative teaching methods. Our ELA teacher will focus on providing rigorous, English language-focused learning experiences that both embed meaning and context and emphasize functional language, grammatical forms, vocabulary, application and fluency utilizing AIAD curriculum and standards to plan and implement targeted lessons and assessments for each student; following a scope and sequence of language development. The building ELA Administrator will ensure that all ELA program requirements are met in compliance with DPS’s Consent Decree (2012) to help multilingual learners participate, learn and succeed in the classroom.

ROLES AND RESPONSIBILITIES:

  • Deliver rigorous, English language-focused learning experiences that both embed meaning and context and emphasize functional language, grammatical forms, vocabulary, application and fluency;
  • Plan and implement targeted ELD lessons and assessments for each students following a scope and sequence of language development;
  • Use strength-based restorative classroom practices that foster resiliency and success for students;
  • Collaborate with colleagues to incorporate ELD strategies and lessons into AIAD’s integrated curriculum;
  • Participate in weekly professional development through a student-centered professional learning community format;
  • Develop strong relationships with parents and students, creating investment in school culture and academics;
  • Work collaboratively with colleagues and staff to create consistent structures and systems;
  • Maintain required administrative records, for example: student attendance, evaluation, report cards, and student data;
  • Oversee the ELA programming at the school to ensure that:
    • The school is offering the necessary ELA services for their English Learners
    • The school is in compliance with the ELA requirements of the Charter Contract and

Consent Decree

  • Ensure that all English Learners are properly identified, redesignated and monitored by the

CH-ISA Team, completing forms issued by the ELA Department

  • The Charter ELA Administrator must be a member of, and lead, the CH-ISA Team to

ensure required processes are followed in accordance to district timelines

  • Oversee the Charter ELA Teacher Qualification program at the school to ensure all teachers are

ELA qualified within the first two years of employment

  • Identify ELA Instructor- ELA qualified Instructor of Record
  • Serve as the English Language Acquisition and Portfolio Management Team point of contact for

any questions and issues related to ELLs

MINIMUM REQUIREMENTS:

  • Must be ELA-E or ELA-S qualified (either through CLD/LDE State Licensure, Advanced Degree, or DPS District-run or Charter Teacher Qualification program);
  • Must participate in required New Charter ELA Administrator Onboarding in first year of role (approximately 20 hours throughout year);
  • Has minimum of 2 years classroom experience;
  • Has prior knowledge of and/or experience with implementing methods for accelerating English language acquisition across content areas;
  • Has experience developing and implementing differentiated curriculum and learning objectives for a wide range of learners;
  • Has experience and/or strong understanding of how to design culturally competent learning experiences;
  • Has experience integrating technology and artistic expression into instruction and student learning experiences;
  • Possess deep understanding of what it means to live as part of a marginalized group of people;
  • Possess great relationship skills and high emotional intelligence.

STRONGLY PREFERRED EXPERIENCE AND DISPOSITIONS:

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

 

WHY CHOOSE AIAD?

  • Empowering work environment in a community-based school dedicated to community transformation;
  • Opportunity to help build a high achieving school nested in Indigenous belief systems and values;
  • Participate in a shared leadership model where all voices are heard;
  • School committed to supporting professional growth for all employees;
  • Health/dental/vision insurance and PERA (retirement);
  • Staff wellness opportunities;
  • Moving stipend for new employees moving to Denver from outside Colorado;
  • $48,000 to $55,000 annual salary range dependent upon education and experience.

 

 

 

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Middle/High School Math

Posted by | April 6, 2021 |

Middle/High School Math Teacher Job Description

Status: Full-Time

FLSA Classification: Exempt

Reports To: Head of School

Annual Contract Days: 192 Days

 

American Indian Academy of Denver (AIAD) is an Indigenized STEAM (science, technology, engineering, arts and math) public school providing rigorous, interactive learning opportunities for 6-9th grade students.

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

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

POSITION SUMMARY

The AIAD Math teacher will be responsible for preparing math lessons for all four grade levels. You will teach one section each of 7th, 8th, & 9th grade math (the other two STEAM teachers will teach other 6th & 7th grade sections), building each student’s foundation of math using a variety of instructional methods nested in culturally competent approaches, student-led discussions, group learning strategies and differentiated learning modifications/extension that promote academic achievement for all students. This position will also be responsible for facilitating a Gifted & Talented class.

 

 

ROLES AND RESPONSIBILITIES:

  • Prepare lessons for all four grade levels;
  • Implement a Tier 1 (stand-alone) math curriculum for 7th, 8th, 9th grade students (one section each);
  • Facilitate one section of Gifted & Talented course;
  • Collaborate with colleagues to implement math interventions and extensions;
  • Use strength-based restorative classroom practices that foster resiliency and success for students;
  • Participate in weekly professional development through a student-centered professional learning community format;
  • Develop strong relationships with parents and students, creating investment in school culture and academics;
  • Work collaboratively with partner teachers and staff to create consistent structures and systems;
  • Maintain records for such things as student attendance, evaluation, report cards, and other documents;
  • Implement Individualized Education Plan (IEP), monitor and report on students’ progress toward their academic and career readiness goals, as noted in their IEP as aligned with the instructor’s content area.

REQUIRED PREPARATION AND EXPERIENCE:

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

STRONGLY PREFERRED EXPERIENCE AND DISPOSITIONS:

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

 

WHY CHOOSE AIAD?

  • Empowering work environment in a community-based school dedicated to community transformation;
  • Opportunity to help build a high achieving school nested in Indigenous belief systems and values;
  • Participate in a shared leadership model where all voices are heard;
  • School committed to supporting professional growth for all employees;
  • Health/dental/vision insurance and PERA (retirement);
  • Staff wellness opportunities;
  • Moving stipend for new employees moving to Denver from outside Colorado;
  • $45,000 to $55,000 annual salary range dependent upon education and experience

 

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Middle/High School Humanities

Posted by | April 6, 2021 |

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

Status: Full-Time

FLSA Classification: Exempt

Reports To: Head of School

Annual Contract Days: 192

 

American Indian Academy of Denver (AIAD) is an Indigenized STEAM (science, technology, engineering, arts and math) public school providing rigorous, interactive learning opportunities for 6-9th grade students.

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

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

POSITION SUMMARY

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

 

 

ROLES AND RESPONSIBILITIES:

  • Deliver culturally competent, rigorous Tier 1 instruction in middle school and/or 9th grade Humanities via AIAD’s integrated English Language Arts/Social Studies curriculum in a block schedule format;
  • Conduct Tier 2 reading and writing interventions;
  • Teach at least one elective course;
  • Use strength-based restorative classroom practices that foster resiliency and success for students;
  • Collaborate with colleagues to develop middle school and/or 9th grade Humanities lesson plans and learning activities that fit within AIAD’s integrated curriculum;
  • Participate in weekly professional development through a student-centered professional learning community format;
  • Develop strong relationships with parents and students, creating investment in school culture and academics;
  • Work collaboratively with partner teachers and staff (fellow Humanities teacher, STEAM teacher, Lakota/Dineh Culture & Language teachers and school staff) to create consistent structures and systems;
  • Maintain required administrative records, for example: student attendance, evaluation, report cards, and student data;
  • Implement Individualized Education Plan (IEP), monitor and report on students’ progress toward their academic and career readiness goals, as noted in their IEP as aligned with the instructor’s content area.

MINIMUM REQUIREMENTS:

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

STRONGLY PREFERRED EXPERIENCE AND DISPOSITIONS:

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

 

WHY CHOOSE AIAD?

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

 

 

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Middle/High School Humanities

Posted by | April 6, 2021 |

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

Status: Full-Time

FLSA Classification: Exempt

Reports To: Head of School

Annual Contract Days: 192

 

American Indian Academy of Denver (AIAD) is an Indigenized STEAM (science, technology, engineering, arts and math) public school providing rigorous, interactive learning opportunities for 6-9th grade students.

POSITION SUMMARY

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

 

 

ROLES AND RESPONSIBILITIES:

  • Deliver culturally competent, rigorous Tier 1 instruction in middle school and/or 9th grade Humanities via AIAD’s integrated English Language Arts/Social Studies curriculum in a block schedule format;
  • Conduct Tier 2 reading and writing interventions;
  • Teach at least one elective course;
  • Use strength-based restorative classroom practices that foster resiliency and success for students;
  • Collaborate with colleagues to develop middle school and/or 9th grade Humanities lesson plans and learning activities that fit within AIAD’s integrated curriculum;
  • Participate in weekly professional development through a student-centered professional learning community format;
  • Develop strong relationships with parents and students, creating investment in school culture and academics;
  • Work collaboratively with partner teachers and staff (fellow Humanities teacher, STEAM teacher, Lakota/Dineh Culture & Language teachers and school staff) to create consistent structures and systems;
  • Maintain required administrative records, for example: student attendance, evaluation, report cards, and student data;
  • Implement Individualized Education Plan (IEP), monitor and report on students’ progress toward their academic and career readiness goals, as noted in their IEP as aligned with the instructor’s content area.

MINIMUM REQUIREMENTS:

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

STRONGLY PREFERRED EXPERIENCE AND DISPOSITIONS:

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

 

WHY CHOOSE AIAD?

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

 

 

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Middle School STEAM

Posted by | April 6, 2021 |

Middle School STEAM (Science and Math) Teacher Job Description

Status: Full-Time

FLSA Classification: Exempt

Reports To: Head of School

Annual Contract Days: 192

 

American Indian Academy of Denver (AIAD) is an Indigenized STEAM (science, technology, engineering, arts and math) public providing rigorous, interactive learning opportunities for 6-9th grade students.

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

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

POSITION SUMMARY

AIAD teachers create and implement relevant and meaningful curriculum through innovative teaching methods. AIAD STEAM (Science/Math) teachers will be responsible for building each student’s foundation of science and math using a variety of instructional methods nested in culturally competent approaches, including land-based, project-based and problem-based learning as well as collaborative student-led discussions, group learning strategies and differentiated learning modifications/extension that promote academic achievement for all students. Middle school STEAM teachers will also teach at least one section of either 6th or 7th grade math.

 

ROLES AND RESPONSIBILITIES:

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

REQUIRED PREPARATION AND EXPERIENCE:

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

STRONGLY PREFERRED EXPERIENCE AND DISPOSITIONS:

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

 

WHY CHOOSE AIAD?

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

 

 

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Middle/High School Special Education

Posted by | April 6, 2021 |

SPED (Special Education Educator) Teacher Job Description

Status: Full-Time

FLSA Classification: Exempt

Reports To: Head of School

Annual Contract Days: 192

 

American Indian Academy of Denver (AIAD) is an Indigenized STEAM (science, technology, engineering, arts and math) public school providing rigorous, interactive learning opportunities for 6-9th grade students.

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

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

POSITION SUMMARY

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

 

ROLES AND RESPONSIBILITIES:

  • Serves students from all eligible categories.
  • Teach literacy, math, STEAM, and language skills when necessary during Tier 1 instruction in these disciplines.
  • Collaborates and consults with classroom teachers, and other specialists in a problem-solving approach to implement the most effective instructional plan for students.

 

  • Attend house/grade level meetings at least once a month and advocate for student needs. Provides instruction at the large group, small group, and individual level; Plan and complete intellectual prep for co-teaching, push-in and pull-out classes.
  • Complete all IEPs and evaluations before Annual or Triennial deadlines. Collaborates with general education staff for successful inclusion of students.

 

  • Assists in screening, diagnostic, and progress monitoring assessments. Assists in analyzing student data to determine student profile of needs, and for making instructional placement and instructional focus decisions.
  • Provides direct instruction to small groups of students at the strategic level of intervention in order to supplement core instruction.
  • Maintain required administrative records, for example: student attendance, evaluation, report cards, and student data.
  • Collaborates with general education staff for the successful inclusion of students; Provide each general education teacher with information regarding each student’s disability and unique needs.

 

MINIMUM REQUIREMENTS:

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

STRONGLY PREFERRED EXPERIENCE AND DISPOSITIONS:

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

 

WHY CHOOSE AIAD?

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

 

Comments Off on Principal Green Mountain High School

Principal Green Mountain High School

Posted by | April 5, 2021 |

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

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

Green Mountain High School is Jefferson County’s only comprehensive academy high school with rigorous Advanced Placement, dual college credit and honors courses, along with athletics, co-curricular activities, university and business partnerships, senior Capstone, internships and 14 academy pathways providing students with exposure to real-world experiences and high level electives. We feature academies in Business & Global Studies; Health & Human Services; Arts, Humanities & Performance; and Science, Technology, Engineering & Math. Visit GMHSRams.org for more information and follow us on Facebook, Twitter and/or Instagram.

GMHS School Performance Framework is Performance.

Desired Start Date: 07/06/2021

Principal Senior (225)
Annual Position
FLSA: Exempt
FTE: 1.00000 , Hours/Day: 8.000 , Days/Year: 225
Salary Plan, Grade, Step: JCA – Administrator – 225 days , P12, 1
Min-Mid Annual Salary Range: $109,231.39 – $129,052.44 Effective as of: 08-16-2019

**Annual salary noted above is based on an 8 hour day and full days worked calendar. Any position that is less than a full FTE/8 hours per day or late start will be prorated accordingly.

The successful new hire or rehired candidate will be responsible to complete and incur the fingerprinting and processing fee of $49.50 through an appropriate fingerprinting vendor and the Colorado Bureau of Investigation, within 48 hours of offer acceptance.

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

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

Following is a general summary of the essential duties and responsibilities for this position as outlined in the School Leadership Profile.

LEADERSHIP: Provide a purpose and direction for the school.

COMMUNITY BUILDING: Guide the development of a caring community that includes stakeholders in the school.

INSTRUCTIONAL LEADERSHIP: Focus on student learning and student success.

MANAGEMENT: Manage the human and financial resources to ensure an orderly work and learning environment..

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

EXPERIENCE Requirements follow State of Colorado guidelines for principal licensure. In addition, the candidate will have a minimum of 2 years educational administrative and/or comparable administrative leadership.

EDUCATION AND TRAINING Master’s degree.
.
CERTIFICATES, LICENSES, REGISTRATIONS Colorado Principal License issued or in process.

SKILLS, KNOWLEDGE, & EQUIPMENT Demonstrated conflict management, problem solving, resource allocation, prioritization, data analysis, collaborative decision making, relationship building, group facilitation, writing, and speaking skills. Demonstrated knowledge and use of District policies, procedures, employee contracts, and legal requirements. Computer and technology skills which include Human Resources; Financial Systems; and communications technology including software, E-mail, and voice mail are a condition of employment and must be obtained within one year after hire.

DECISION MAKING Ability to determine staffing levels and budget requirements; develop alternatives and make decisions in crises situations; utilize collaborative decision making skills; and apply good judgment to ensure student safety and carry out student discipline. Errors could lead to legal ramifications and compromise student safety and the learning environment, resulting in substantial embarrassment or cost to the District. Final decisions at the school site are the responsibility of this position.

COMMUNITY RELATIONS Daily contact with parents, students, and law enforcement officials to exchange information and resolve issues. Regular contact with vendors, media, legislatures, and government entities to exchange information; with higher education, partnerships, and businesses to exchange information, develop and maintain programs, maintain relationships, and foster program participation; with government agencies, community individuals and groups, transportation officials, and community colleges to exchange information and resolve issues; and with district attorneys to exchange information regarding legal matters.

SPAN OF CONTROL Directly supervise assistant principals, counselors, teachers, school resource officers, coaches, club sponsors, classified employees, and special education personnel. Carries out supervisory responsibilities in accordance with the organization’s policies and applicable laws. Responsibilities include interviewing, hiring, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems.

EDUCATIONAL DELIVERY Support the instructional programs of the District by supervising and evaluating teachers and administrators and by developing and implementing school instructional programs. Understand the philosophy of standards based education, the processes of curriculum development and effective models of instruction, and lead their implementation in the schools. Manage the development of curriculum and instructional programs that recognize the contributions of diverse groups and foster success for all students regardless of gender, race, or disability. Lead the community in the development of challenging performance standards for students and the development of varied supervisory and evaluation processes. Insure the development of a staff development program that recognizes the principles of adult learning and focuses on student success. Use data to analyze the current state of student learning and serve as a catalyst for and manager of needed change. Understand and lead the use of technology in instruction. The majority of the time is spent at the school site.

COMPLEXITY OF WORK Requires analytical skills, independent thinking, considerable judgment, and the ability to assess crises and make sound decisions quickly with little time or input from others. Must manage personnel, curriculum, student success and discipline, and physical plant. Must have a strong understanding of student behavior, District culture and policies and be able to quickly analyze the impact of decisions on the student, school, District, and community. Final decisions at the school are the responsibility of this position. Generally, work is complicated by the volume of students at the school site, large budget management responsibilities, and the diversity and severity of student issues and crises.

The physical demands, work environment factors, and mental functions described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

PHYSICAL DEMANDS While performing the duties of this job, the employee is regularly required to stand, walk, reach with hands and arms, talk or hear, and taste or smell. The employee frequently is required to use hands to finger, handle, or feel. The employee is occasionally required to sit; climb or balance; and stoop, kneel, crouch, or crawl. The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 100 pounds. Specific vision abilities required by this job include distance vision, peripheral vision, depth perception, and ability to adjust focus.

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

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

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

Comments Off on School Improvement & Equity Specialist

School Improvement & Equity Specialist

Posted by | April 5, 2021 |

REPORTS TO: Director of Student Services

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 42 schools across the state of Colorado serving over 20,000 students. CSI is uniquely positioned to serve and promote charter school innovation in communities throughout Colorado and to be a leader in improvements in authorizer practices. CSI aspires to continue growing the quality and quantity of its portfolio of schools in Colorado in response to the need for high quality, innovative charter school options. Our organization is at an extraordinary point of opportunity and is poised to make additional systemic changes that will yield improvements within the portfolio’s overall student achievement.

Visit our website to learn more

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

 

POSITION SUMMARY

The Colorado Charter School Institute (CSI) is committed to creating and sustaining a portfolio of high-quality school options that meet the needs of all students. CSI is seeking passionate, equity-oriented School Improvement & Equity Specialist candidates to assist CSI in furthering the organization’s mission of increasing access and equity for students across all CSI schools. This position will collaborate with other staff to align school continuous improvement initiatives and apply principles of Diversity, Equity, and Inclusion (DEI) to facilitate intentional changes within our schools through to targeted supports that lead to measurable improvements in equity and access. The School Improvement & Equity Specialist will lead CSI’s work on early-childhood initiatives to improve outcomes for our youngest students.

Strong candidates will be high-capacity individuals with an authentic commitment to DEI, challenge the status quo, and hold others accountable to prioritize diversity, equity, and inclusion. This position requires high-levels of collaboration, working in cross-department teams, excellent communication skills, and the ability to relate to school staff.

 

Please see below for a complete position description:

 

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.

  • Advance CSI’s mission of increasing access and equity for students across all CSI schools.
  • Support and advance equity across the organization
    • Lead improvement activities with a focus on equity and access for special populations (SPED, ELL, GT, 504) and historically educationally disadvantaged groups (minority, FRL).
    • Further the strategic vision for CSI’s Equity Report and corresponding tiered supports for schools.
    • Analyze school Equity Report data to develop training and supports.
  • Collaborate with the Evaluation and Assessment Department to align school improvement efforts with a focus on equity.
  • Provide oversight and access to resources for school-wide systems of supports, including discipline, Positive Behavioral Interventions, Restorative Justice, and positive culture and community.
  • Lead training, technical assistance, and compliance monitoring for dropout and re-engagement initiatives, including homeless, child welfare services, and related program grants.
  • Increase early-childhood equity initiatives through training, technical assistance, and compliance monitoring for initiatives including school readiness, READ Act, and the Colorado Preschool Program.
  • Ensure that all training, technical assistance, and compliance monitoring includes tiered processes and actions based on school performance, including serving as a Case Manager for schools.
  • Coordinate and facilitate the development of the cooperative efforts between schools and other community agencies in providing services to students.
  • Collaborate with the SS Department to provide schools regular communication and customer service in all school program areas
  • Collaborate with Student Services Department to support the training, technical assistance, and compliance monitoring of all school program areas.

 

DEPARTMENT RESPONSIBILITIES

  • Provide school performance and operational evaluation for inclusion in the CSI Annual Review of Schools for all managed programs.
  • Participate in the review of all charter applications as a member of the CSI Review Team.
  • Provide operational support for the Director of Student Services.
  • In coordination with the Data Submissions unit, provide technical assistance and validate programmatic data for state and federal reporting.

 

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 and vision insurance, paid holidays, paid vacation and sick time, flexible scheduling, a work-life balance culture, no-cost life and disability insurance (with additional paid options), Flex Spending and Health Savings Account options, professional development opportunities, wellness offerings, a performance based bonus and membership in Colorado Public Employees’ Retirement Association (PERA).

 

CSI INCLUSION STATEMENT

As a statewide charter school authorizer, CSI recognizes that autonomy and diversity can drive innovation and improved outcomes, both in our schools and in our organization. We are committed to fostering a diverse and inclusive culture and strive to demonstrate this commitment in our recruitment efforts. We value the unique contributions that result from different perspectives and experiences as they make us stronger. CSI is proud to be an equal opportunity employer and does not discriminate based on gender, race, color, religion or belief, national origin, age, sexual orientation, marital status, disability, or any other protected class.

 

WHAT WE ARE LOOKING FOR:

At a minimum, we are looking for the following:

  • Minimum of 3 years work experience in one or more school programs
  • Bachelor’s degree required
  • Experience developing and implementing training resources and procedures
  • Experience managing multiple ongoing programs or projects with internal and external stakeholders
  • Familiarity and experience with state and federal laws associated with exceptional students
  • All final candidates must successfully pass a thorough criminal background check.

 

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

  • Master’s Degree in Education, Social Services/Work & Counseling, Social Justice, Youth Studies, or related fields of study preferred
  • A proven ability to proactively improve systems and identify potential internal and external customer issues
  • A proven ability to design and facilitate effective trainings to a variety of stakeholders
  • Experience with data analysis and statistics
  • Detail-oriented with demonstrated ability to follow-through on projects
  • Experience developing, implementing, and evaluating process documentation and resources for various stakeholders.

 

LOCATION & TRAVEL

  • Denver/Front Range/Fort Collins/Colorado Springs
  • Statewide travel is typically required, although due to the COVID-19 pandemic, travel requirements are currently significantly reduced, and CSI Staff are provided the option to work remotely at this time.

 

WORK ENVIRONMENT

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

 

NOTE

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

 

COVID PRECAUTIONS:

  • Remote interview process
  • Mostly virtual meetings for the time being
  • Social distancing guidelines in place (when in the office)
  • Sanitizing, disinfecting, or cleaning procedures in place (at the physical office)
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Office Administrator

Posted by | April 5, 2021 |

REPORTS TO: Human Resources and Accounts Payable Manager

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 42 schools across the state of Colorado serving over 20,000 students. CSI is uniquely positioned to serve and promote charter school innovation in communities throughout Colorado and to be a leader in improvements in authorizer practices. CSI aspires to continue growing the quality and quantity of its portfolio of schools in Colorado in response to the need for high quality, innovative charter school options. Our organization is at an extraordinary point of opportunity and is poised to make additional systemic changes that will yield improvements within the portfolio’s overall student achievement.

Visit our website to learn more

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

 

POSITION SUMMARY

CSI is seeking an energetic professional who doesn’t mind wearing multiple hats to join our team. This position is best filled by an individual who enjoys a wide range of administrative tasks, is well organized and can work independently. Our organization offers a positive, collaborative and mission driven culture. If this sounds like you, we encourage you to apply!

 

Please see below for a complete position description:

 

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.

Main Office Administrative Duties (60% of time worked):

  • 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 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 to external vendors and CSI 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
  • Work with each of the CSI Departments on various projects

 

School Assessment Coordination (40% of time worked):

  • Serve as the District Assessment Coordinator (DAC) to oversee all state-required assessments. Provide training, technical assistance, and compliance monitoring relating to state assessments related to logistics, administration, security, and reporting
  • In coordination with the Data Submissions Coordinator, support schools in completing all of the assessment-related data collections including all student biographical data (SBD) submissions.
  • Work with the Data Manager to validate and audit school assessment data collections to ensure the transmission of the most accurate data to CDE
  • Serve as the access manager to manage relevant CSI and school accounts related to state assessments in CDE’s Identity Management System and CSI’s secure file system

 

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 and vision insurance, paid holidays, paid vacation and sick time, flexible scheduling, a work-life balance culture, no-cost life and disability insurance (with additional paid options), Flex Spending and Health Savings Account options, professional development opportunities, wellness offerings, a performance based bonus and membership in Colorado Public Employees’ Retirement Association (PERA).

 

WHAT WE ARE LOOKING FOR:

At a minimum, we are looking for the following:

  • High school diploma, GED, or equivalent
  • Strong time-management and interpersonal skills
  • Attention to detail, professional written and verbal communication skills, and familiarity with modern workplace software programs and tools
  • Some experience as an office administrator, office assistant or administrative role
  • Self-motivated
  • All final candidates must successfully pass a thorough criminal background check.

 

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

  • Associate’s or bachelor’s degree preferred (5+ years of successful work experience can be substituted for a degree)
  • Data entry experience
  • District assessment coordination experience
  • Experience using accounting software
  • Experience working with charter schools in Colorado

 

LOCATION & TRAVEL

This position may be partially remote for some period due to COVID-19 restrictions but will require full time availability during regular business hours in our Downtown Denver office at 1600 Broadway when restrictions are reduced.

 

CSI INCLUSION STATEMENT

As a statewide charter school authorizer, CSI recognizes that autonomy and diversity can drive innovation and improved outcomes, both in our schools and in our organization. We are committed to fostering a diverse and inclusive culture and strive to demonstrate this commitment in our recruitment efforts. We value the unique contributions that result from different perspectives and experiences as they make us stronger. CSI is proud to be an equal opportunity employer and does not discriminate based on gender, race, color, religion or belief, national origin, age, sexual orientation, marital status, disability, or any other protected class.

 

WORK ENVIRONMENT

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

 

NOTE

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

 

COVID PRECAUTIONS:

  • Remote interview process
  • Mostly virtual meetings for the time being
  • Social distancing guidelines in place (when in the office)
  • Sanitizing, disinfecting, or cleaning procedures in place (at the physical office)
Comments Off on Federal Grants Specialist

Federal Grants Specialist

Posted by | April 5, 2021 |

REPORTS TO: Controller

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 42 schools across the state of Colorado serving over 20,000 students. CSI is uniquely positioned to serve and promote charter school innovation in communities throughout Colorado and to be a leader in improvements in authorizer practices. CSI aspires to continue growing the quality and quantity of its portfolio of schools in Colorado in response to the need for high quality, innovative charter school options. Our organization is at an extraordinary point of opportunity and is poised to make additional systemic changes that will yield improvements within the portfolio’s overall student achievement.

Visit our website to learn more

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

Please see below for a complete position description:

 

ESSENTIAL DUTIES AND ROLE-SPECIFIC RESPONSIBILITIES

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

  • Coordinate all phases of Federal COVID relief funds.
  • Process grants payments to CSI schools and external vendors.
  • Review requests for funds submissions from CSI schools and the League to ensure completion, financial compliance, and budgetary alignment.  Provide feedback to schools on request for funds Federal and State compliance requirements.
  • Track assigned grants and work with other CSI staff in coordinating the workflow of these grants as needed, including securing required signatures.
  • Communicate with the Colorado Department of Education (CDE) the Office of the Governor to ensure all Federal COVID relief grant funds are managed appropriately, and all related deadlines are met.
  • Assist Grants Fiscal Manager with quarterly and end of year reporting data entry and audit requests.
  • Coordinate budget submissions and revisions for Federal COVID relief grant funds
  • Assist the Grants Fiscal Manager with grant application completion checks.
  • Provide necessary documentation to the Office of the Governor and CDE and request funds through CORE in accordance with grant timelines and deadlines.
  • Provide technical assistance and training to schools on the request for fund process and required quarterly and year-end financial reports.

 

DEPARTMENT RESPONSBILITIES

  • Assist with other grant related assignments as needed.
  • Respond to audit verification requests and assist the Controller in completing other monthly reconciliations.
  • In coordination with the Finance Department, provide technical assistance and validate financial data for state and federal reporting.

 

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 and vision insurance, paid holidays, paid vacation and sick time, flexible scheduling, a work-life balance culture, no-cost life and disability insurance (with additional paid options), Flex Spending and Health Savings Account options, professional development opportunities, wellness offerings, a performance based bonus and membership in Colorado Public Employees’ Retirement Association (PERA).

 

CSI INCLUSION STATEMENT

As a statewide charter school authorizer, CSI recognizes that autonomy and diversity can drive innovation and improved outcomes, both in our schools and in our organization. We are committed to fostering a diverse and inclusive culture and strive to demonstrate this commitment in our recruitment efforts. We value the unique contributions that result from different perspectives and experiences as they make us stronger. CSI is proud to be an equal opportunity employer and does not discriminate based on gender, race, color, religion or belief, national origin, age, sexual orientation, marital status, disability, or any other protected class.

 

WHAT WE ARE LOOKING FOR:

At a minimum, we are looking for the following:

  • Associate Degree
  • Grants fiscal management experience
  • Detail-oriented with demonstrated ability to follow-through on projects
  • Flexible and able to work autonomously as well as take direction as needed
  • All final candidates must successfully pass a thorough criminal background check.

 

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

  • Bachelor’s Degree
  • Accounts payable experience
  • Experience with accounting software
  • Experience in a school, school district, or government
  • Experience working with public or charter schools in Colorado

 

LOCATION & TRAVEL

The typical work location for this position is the CSI office in Downtown Denver, although due to the COVID-19 pandemic institute staff are currently working remotely.

 

WORK ENVIRONMENT

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

 

NOTE

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

 

COVID PRECAUTIONS:

  • Remote interview process
  • Mostly virtual meetings for the time being
  • Social distancing guidelines in place (when in the office)
  • Sanitizing, disinfecting, or cleaning procedures in place (at the physical office)
Comments Off on Wend Community Connector

Wend Community Connector

Posted by | April 2, 2021 |

Position:  Wend Community Connector

Location: Denver Metro area (Aurora)

Job Classification: Full-time

The Organization

In a sentence: Wend is a collective of wayfinders exploring pathways towards a better world — a  world with more trust, more vibrancy, and more justice; accomplished by healthier relationships with ourselves, each other, communities, the natural world, and spirit. 

The current landscape: We’re creating a new kind of social impact fund — one that uses the mindset of equity and abundance to return to a more interconnected world. We do not align behind a single organizational purpose; instead we move towards a better world on a path of shared values, empowered to be the change we want to see.

The Area of Our Work

The Wend Community Connector will support our work in Community Systems, dedicated to a world more oriented to equity and wellness for all through system change centered in and driven by context, community and our interconnectedness.

Wend seeks social systems that create the conditions for life and perpetuate values of equity, empowerment and holistic support.  Community Systems team members are dedicated to redesigning and evolving systems of public education, health, food, democracy and other essential human services by bringing humans to the center of design, learning as a core principle and authentic, caring support to all people. Partnering closely with and guided by communities and visionary system leaders, Wend team members in this work are dedicated community allies and systems change agents. 

The Role

The Wend Community Connector will be dedicated to four essential roles within the Community Systems team and body of work:

  • Outreach and Research –  Joining our research partners and team members in building and maintaining understanding of the full landscape of organizations and community leaders related to and aligned with Community Systems values, work, goals  in Aurora, CO and beyond
  • Community Partner – Creating and maintaining authentic and trusting relationships with partners, allies and leaders in the community
  • Resource Navigator – Actively gathering and mapping resources and connections to support the goals and wellness of Wend partners and their communities
  • Steward – Connecting and supporting the Community Systems team by joining meetings, capturing notes and learning, and other essential operational functions;  Acting as a connector to the larger Wend operational and Stewards of Capacity team

Ways of Working

The goals of our Community Systems vision require a certain way of working, in which the ‘how’ is as important as the ‘what’.  The Wend Community Connector commits to:

  • Catalyze and amplify community-led change by acting as ally, advocate, thought-partner and connector 
  • Recognize the harmful inherent privilege and power paradigm in funder relationships, and work constantly and transparently to overcome and transform that dynamic
  • Prioritize building deep, trusting, transparent relationships with team, community and partners
  • Learn from partners and the work, and remain closely and respectfully involved
  • Take an asset-based approach to communities and other partners
  • Respect the complexity of context, whether in relationship, organization, community or a system
  • Embrace and uphold the profound need for our essential social systems and their revitalization
  • Practice urgent patience, seeking to meet immediate need while recognizing the pace of change and building solutions to serve generations to come
  • Live and lead from the ‘What if…’

Examples of Duties and Actions

Asset-based community organizing and collective change-building are at the heart of this work and role.  These values and practices infuse and inform all actions as the Community Connector:

  • Co-designs and conducts initial and ongoing outreach and research to understand and connect organizations, services, resources and leaders in the community
  • Uses asset-based community organizing approaches to continuously build network of partners and relationships in community, learning and connecting to strengthen work, trust and learning among diverse and sometimes unlikely stakeholders
  • Builds on landscape analysis and close, transparent, collaborative relationships to make recommendations to other team members regarding strengths and needs in the community
  • Works closely with partners to identify capacity needs and their intersection with the wider ecosystem and available support, and with the Community Systems team to strategically access and connect the capacities and resources needed
  • Strengthens, connects and supports the Community Systems team by providing critical operational support; joining meetings, capturing and sharing notes, organizing and sharing learning, connecting to the larger Wend operational team, and other key supports as needed.

Qualifications

Strong candidates for the Community Connector Role at Wend:

  • Resonate deeply with the values and goals described above and would passionately question and drive them forward
  • Are passionate and experienced asset-based social justice activists and community connectors
  • Bring experience in landscape analysis, non-profit evaluation or other related research, particularly with a relational lens and asset-based approaches
  • Thrive in operational roles and the opportunity to provide administrative support to strengthen a small and extremely dedicated team and its growing work
  • Uphold equity and well-being for all as the foundation and goal of the work
  • Are adept at building authentic trust and partnership, with an emphasis on learning  from partners and community and particularly from those most impacted by systemic oppression
  • Embrace being ‘wrong’ and limited in understanding, hand-in-hand with their gratitude in being able to bring their own insights and expertise to shared solution-building
  • Are independently motivated and excited to bring their insights, expertise, determination and hope to this role
  • Are skilled at seeing and forging connections, both within the team and in the work in 

the world.

  • Follow-through on commitments, follow-up on possibilities and prioritize communication and reliability
  • Have deep and authentic experience of context for those most marginalized in our communities and country 
  • Bring to bear and to life the principles of ‘Nothing about us without us’ and ‘Those closest to the problem must lead to change it’ 
  • Recognize that work in the world goes hand in hand with personal ‘work’ and well-being
Comments Off on Director

Director

Posted by | April 2, 2021 |

Treasureland Preschool is now accepting applications for the Director position.  The job begins July 1, 2021.

PRESCHOOL DIRECTOR

TREASURELAND PRESCHOOL

2950 South University Boulevard

Denver, CO  80210

 

POSITION OVERVIEW

The Director of Treasureland Preschool works collaboratively to build a relational, inclusive and welcoming environment for staff, parents and children.  The Director oversees the high quality, integrated, investigative and child-driven curriculum using the guiding principles of the school’s mission, Scope and Sequence and play-based philosophy.

 

JOB TYPE

Full time, salaried, exempt position

 

REPORTS TO

The Rector of Christ Church

 

SALARY AND BENEFITS

$48,000-$52,000

Retirement plan, Health, Vision and Dental insurance, Pension through Church Pension Group, personal leave

 

PRIMARY RESPONSIBILITIES

  • Oversees the administration of a developmentally appropriate, integrated and investigative curriculum which aligns with the school’s Scope and Sequence and the Colorado Early Learning Guidelines.
  • Oversees and manages the smooth running of the school, monitoring those in charge of curriculum planning, implementation, custodial and financial oversight.
  • Supervises all budget and compensation processes.
  • Supports the training, coaching and implementation of Conscious Discipline, the school’s social emotional management program.
  • Covers/supports classrooms as needed.
  • Ensures compliance with all State licensing requirements and any additional regulatory agencies as necessary.
  • Maintains school’s Colorado Shines webpage with updated data, documentation and all quality improvement goal implementation as defined and outlined by Colorado Shines and Denver Preschool Program.
  • Spearheads preparation for, and oversees all aspects of accreditation through Colorado Shines according to the accreditation cycle – approximately every three years.
  • Advocates for and represents the school within the community.
  • Responds to parent and community concerns.
  • Assesses and arranges for major repairs to the school’s space, both inside and out.
  • Demonstrates cooperative, collaborative, positive and professional oral and written communication with parents, staff and church personnel, practicing confidentiality at all times.
  • Develops and oversees all staff management, including hiring, onboarding, performance evaluation, staff meetings, professional development, and any additional staff management duties.
  • Establishes policies and procedures for the smooth operation of the school and oversees compliance of those policies as outlined in both the Parent Handbook and the Staff Policies and Procedures.
  • Retains Director certification and all licensing requirements for the position.
  • Supports and adheres to the school’s Sexual Abuse Prevention Policies as outlined in both handbooks.
  • Demonstrates professionalism, discretion and confidentiality in all interactions and relationships, including, but not limited to school staff, parents and church personnel.
  • Collaborates with staff, volunteers and Parent Council to provide educational and community building opportunities and encourages parent-staff partnerships to support children’s growth.
  • Establishes policies, procedures and oversees adherence to required and developmentally appropriate practice regarding health and safety of the preschool community.
    • Maintains a healthy environment as defined by Colorado Office of Early Childhood Care and Licensing, Department of Public Health and Environment, Fire and Police Departments, Department of Social Services and the school’s nurse consultant.
  • Demonstrates integrity, enthusiasm and professionalism in all interactions and in all aspects of the job.
  • Additional related duties as needed or assigned.

 

QUALIFICATIONS

  • Minimum of Bachelor’s degree in early childhood education
  • Minimum of 3 years early childhood teaching experience
  • Director Certification for large center
  • Strong knowledge of child development
  • Ability to focus on efficiency and effectiveness
  • Values stability and risk taking
  • Ability to motivate people
  • Able to focus on short and long term goals
  • Excellent oral and written communication skills
  • Computer skills
  • Good interpersonal skills
  • Demonstrated leadership skills
  • Organizational skills and ability to multi-task
  • Familiarity with the Colorado accreditation process through Colorado Shines
  • Conflict management skills
  • Visionary
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Middle School Principal

Posted by | April 1, 2021 |

Category: Administration/Middle School Principal
Date Posted: 04/01/2021
Location: Craig Middle School 
Application Deadline: Open Until Filled

Contract Terms:  August 1st, 2021 through June 30th, 2022

Starting Salary:  Step 1 Middle School Principal of Administrators Salary Schedule, dependent upon experience.

Moffat County School District is seeking a Principal for the Craig Middle School in Moffat County.  The Craig Middle School is the only 6th – 8th school in the district, houses an average of 425 students with an average of 58 staff members.

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

Required Qualifications:

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

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

  • Productive classroom management and instructional practices in secondary education.
  • Strong written and verbal communication skills.
  • Computer literate and possess an interest in expanding the use of technology in education.
  • Student data analysis and utilization of that data to improve student growth and success.
  • Development and implementation of curriculum that supports students of all levels academically and socially.
  • Promotion of positive student behavior programs and effective implementation of student disciplinary actions.
  • Effective budget creation and management.
  • Supervision and performance evaluation of certified and classified staff.
  • Interviewing, hiring, and training of staff.
  • Promotion and coordination of staff development and professional growth.
  • Demonstrate ability and commitment in staff and parent relations.
  • Knowledge of special needs populations.
  • Knowledge of school accreditation process.

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

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

Moffat County School District uses the applicant tracking system from Frontline Education to manage employment applications online.  www.moffatsd.org

In compliance with Title VI & VII of the Civil Rights Act of 1964, Title IX of the Education Amendment of 1972; Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act, the Genetic Information Nondiscrimination Act of 2008, and Colorado law, Moffat County School District RE-1 does not unlawfully discriminate on the basis of race, color, sex, religion, national origin, ancestry, creed, age, marital status, sexual orientation, genetic information, disability or need for special education services in admissions, access to, treatment, or employment in educational programs or activities which it operates. English speaking ability will not be a barrier to participation and admission to District programs. Complaint procedures have been established for students, parents, employees or need for special education services. The following person(s) have been identified as the compliance officer for the District.  Compliance Officer for Title IX – Scott Pankow, Superintendent, Renae Ogden, Executive Director of School Support and Personnel, 600 Texas Ave, Craig, CO  81625, 826-4249.

En cumplimiento del Título VI y VII del Acto de Derechos Civiles de 1964, Título IX de la Enmienda de Educación de 1972; Sección 504 del Acto de la Rehabilitación de 1973, la Discriminación de Edad en Acto del Empleo de 1967, el Acto de los Americanos con Discapacidades, el Acto de no Discriminación de Información Genética de 2008 y la ley de Colorado, Condado de Moffat Distrito Escolar RE-1 no discrimina ilegalmente en base a raza, color, sexo, religión, origen nacional, ascendencia, credo, edad, estado civil, orientación sexual, información genética, discapacidad o necesidad de servicios de educación especial en la admisión, acceso, tratamiento o empleo en programas educativos o actividades que opera. Capacidad de hablar ingles no será un obstáculo para la participación y admisión a programas del Distrito. Se han establecido procedimientos de queja para los estudiantes, padres, empleados o necesidad de servicios de educación especial. La(s) siguiente(s) persona(s) han sido identificadas como el oficial de cumplimiento para el Distrito. Renae Ogden, Condado de Moffat Distrito Escolar RE-1,600 Texas Ave, Craig Co 81625, 970-826-6270, renae.ogden@moffatsd.org.

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Chief Financial Officer

Posted by | March 31, 2021 |

About Rocky Mountain Prep

There are many public charter schools and many models. Rocky Mountain Prep prides itself on being different. We balance rigor and love – taking head on the challenges that make a person academically successful and building the relationships that make them emotionally independent. We teach our scholars through our PEAK values of Perseverance, Excellence, Adventure, and Kindness, and we strive to value our scholars as people, not just as numbers pointing to achievement. Our model has made us one of the most successful networks in Denver – leading our scholars to both academic success, and more importantly, to a love of learning rooted in a joyful school and a tight-knit community.

RMP is committed to hiring staff representing diverse backgrounds and experiences. We have made it our goal to partner with diverse communities and we know that the better we are at hiring from backgrounds that challenge our own understanding, the better we will be at educating the scholars that need it the most. Diversity means a lot of different things and a Rocky Mountain Prep staff member is one that embraces what makes them unique and uses that as a guiding force in becoming an excellent educator and leader.

About the Role

The Chief Financial Officer is responsible for ensuring our students, staff, and schools have the resources available to improve student outcomes today, this year, and over the next five years.

The Chief Financial Officer (CFO) leads the annual budget planning process, advises and coaches senior leadership on budget and financial matters, and ensures a coordinated approach to the effective use of all resources. The CFO will report to the CEO, and will be responsible for facilitating and driving financial plans at the board level, the chief level, and the manager levels of the organization. The CFO also coordinates the financial team and works hand-in-hand with people, operations, and program functions, providing critical decision-making input, to ensure responsible use of resources towards maximum impact towards Rocky Mountain Prep’s key priorities.

Responsibilities of the Chief Financial Officer include

  • Strategically manage RMP resources to maximize student achievement: Develop strategies to shift resource use as needed across RMP to align to a 3-5 year financial model that assumes all schools are financially sustainable on public funding.
  • Maintain healthy cash reserves for RMP: RMP maintains 90 days of cash, ensuring adequate reserves while all available resources are invested to advance student learning.
  • Manage accurate and on-time reporting to authorizers: Generate annual, quarterly and monthly requirements for financial reporting, including strong annual audits.
  • Launch strong budget management systems for schools and managers: Launch systems that enable NST managers and school APOs to actively track and manage their budgets monthly, including landing within +/- 2% of expense targets annually for functional, school, and network-wide budgets.
  • Accurate and regular reporting to board: Present clear output, and lead board members through information with context in a way that welcomes and brings along all participants for discussion; rehearse with cabinet team
  • Lead your team toward ambitious annual goals: Lead a small finance team towards strong outcomes, while also managing non-direct reports across NST and school teams to meet financial goals.

Key Competencies

  • Financial Management – Understands the best practices regarding the rules, policies, regulations, and procedures for finances within the nonprofit sector. Knowledgeable about budgeting, projecting, monitoring, reporting, auditing, etc. and applies protocols to safeguard use of financial resources effectively and economically.
  • Analytical Thinking – Conducts cause and effect analysis in a systematic, step-by-step manner that includes identifying key issues, testing hypotheses, diagnosing problems and opportunities, making sound inferences from information, and drawing logical conclusions to make recommendations on actions.
  • Strategic Outlook and Alignment – Thinks strategically about issues likely to impact Rocky Mountain Prep over the long-term, deeply understands our organizational strengths and weaknesses, and develops long-term organizational strategy that aligns with our vision and long-term plan.
  • Personal Agility – Demonstrates a positive attitude, resilience and openness to change. Adapts one’s approach as the requirements of a situation change, is comfortable in ambiguous situations, and works effectively in a variety of settings with individuals and groups of diverse backgrounds and experiences.
  • Culture Add – Internalizes RMP’s mission and vision and excites others about what’s possible for our scholars, families, and communities. Understands importance of RMP being a diverse, equitable, and inclusive organization; shows daily commitment to diversity and mission, including various perspectives in work.
  • Core Values –  Internalizes, embodies, champions, and holds others accountable to the RMP core values of perseverance, excellence, adventure and kindness. Brings a diverse perspective, a strong desire to learn, and a spirit of generosity and curiosity to the team.

Qualifications

  • Bachelor’s Degree required
  • M.B.A. or Master’s in Finance highly preferred
  • Minimum of 5 years in a leadership position and/or in management consulting highly preferred
  • Experience in leading in a public K-12 school system highly preferred
  • Must be authorized to work in the United States and pass a comprehensive background check.

Salary & Benefits

Rocky Mountain Prep offers a competitive compensation and benefits package. The salary starts at $100k+ annually. Exact salary will be determined based on professional experience.

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Chief Academic Officer

Posted by | March 31, 2021 |

About Rocky Mountain Prep

Rocky Mountain Prep is a growing network of innovative public charter schools, serving students in pre-kindergarten through fifth grade in the Greater Denver Area. Rocky Mountain Prep opened its first school in 2012 with 130 students and has grown to four schools, working with over 1,500 scholars across two districts. Grounded in our culture of rigor and love, our schools consistently outperform local districts academically, while also ensuring our scholars are developing in our PEAK values of perseverance, excellence, adventure, and kindness.

 

Who We Seek

Our staff believes that when you love someone, you hold them to high expectations – and we apply this to our own work, the work of our colleagues, and the work of our scholars. We take our work seriously, but ourselves less so – we laugh and joke and bring joy to work every day. And finally, we value a diversity of perspectives and experiences, recognize the humanity of those around us, and seek to build an inclusive environment that models what we wish to see in the world. Overall, we’re good people with big hearts, who care a whole lot about our people – both big and small – and are constantly improving our practice to be the staff our scholars truly deserve.

 

About the Role 

Reporting directly to the Chief Executive Officer, the Chief Academic Officer (CAO) is responsible for both sustaining and building upon the culture of high academic excellence in the Rocky Mountain Prep network, and will have primary authority and accountability for the academic performance of all schools.  Serving as a critical member of RMP’s senior leadership team, the CAO will manage the central office’s instructional support staff and work closely with school principals and the Chief of Schools.  The CAO provides leadership, vision, and strategic direction for the RMP curriculum, instruction, assessment and school improvement initiatives including overseeing implementation and training on curriculum and core instructional practices, assessments and accountability for the academic success of the schools.

 

 

This is an exciting opportunity for a results-oriented K-12 instructional leader with superior critical thinking, systems-building, communication, and management skills to help maximize Rocky Mountain Prep’s current impact and future growth.

Responsibilities include, but are not limited to:

Academic Visioning and Leadership

  • Provide scalable instructional program leadership to all school leaders with specific responsibility for planning, development, implementation, assessment and improvement across all current and future schools
  • Ensure that curricula are aligned to national and state standards and create curricular resources that allow for efficient and effective pacing, sequencing and lesson planning
  • Evaluate assessment tools on a regular and on-going basis
  • Disaggregate school data sets and implement data-driven instructional decisions at the network level
  • Regularly observe and evaluate student work through classroom walk-throughs and observations
  • Partner closely with the Chief of Schools to align on expectations and development for school leadership and instructional staff

Coaching and Development

  • Develop principals and assistant principals in their roles as instructional leaders and provide impactful feedback and coaching to these leaders
  • Manage and utilize data systems to drive results across the organization.  Ensure that data is in service to learning and is accessible to teachers, parents, and students
  • Support school leaders to ensure high quality implementation of the schools’ educational design, including school culture, standards, assessments, and instructional guidelines
  • Lead a central office team of academic support staff on a common vision and approach to achieving long term priorities and short term goals
  • Assist school leaders in monitoring and evaluating the effectiveness of programs as well as identifying and acquiring appropriate program resources to ensure that curricula are student-focused and aligned with the school’s mission, core values, academic standards, and strategic goals
  • Facilitate collaboration among school leaders and school sites to promote “One RMP” culture and program
  • Seek and maintain professional affiliations and enhance professional growth and development to keep current with instructional best practices

Strategic Thinking and Execution

  • Determine and implement the organization’s academic priorities
  • Play a key role in establishing and refining RMP’s academic strategy, communicating a big-picture view, and championing goal alignment for all instructional and curricular standards and supports across the organization
  • Assist the CEO in the development of a strategic plan and scalability of the existing instructional model that will ensure excellence and high standards as RMP expands to serve a greater number of students
  • Ensure strategies are translated into specific objectives and plans (with contingencies), encourage cross-functional collaboration to align efforts, and set realistic yet aggressive timeframes for achieving objectives
  • Execute on short and long-term deliverables

Qualifications:

Experience & Results

  • Bachelor’s degree required, Master’s degree preferred
  • A minimum of seven years of instructional work experience required
  • Experience as a school leader of a high-performing urban public school
  • Experience leading high-performing teams and managing staff, while providing constructive feedback and coaching to team members
  • Demonstrated success leading school improvement initiatives that close student achievement gaps between racial, ethnic, and economic groups
  • Demonstrated success leading strategic educational initiatives that result in measurable improved student achievement
  • Deep experience in the design, integration, implementation and management of a school including knowledge of curriculum, instructional practices, school operations and management, and leadership development

Skills

  • Strong leadership abilities including an encouraging, motivating presence to help with conflict management, team building, mentoring and coaching, goal-setting, prioritization and strategic planning
  • Proven ability to collaborate and build relationships with internal and external stakeholders
  • Ability to be flexible, resilient, and adaptable to changing priorities
  • Balance between rigor and love
  • Proven written and verbal communication skills
  • Strong strategic planning and organization skills
  • Proficiency in Microsoft Office and Google applications
  • Authorized to work in the United States and pass a comprehensive background check

Salary & Benefits

This is a full-time, benefits-eligible position with a salary range of $100,000-$140,000, Exact salary will be determined based on experience and track record of strong performance in other roles.

 

Timeline

The application process will consist of the following steps for qualified candidates:

1. Performance Task & Phone Interview

2. Virtual Interview Day (3-4 hours)

 

If selected for the role, the CAO must be able to start work in-person OR remotely on May 10, 2021. In-person work for the role must begin on June 1, 2021 in Denver, CO.

 

 

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

 

 

Thank you so much for considering Rocky Mountain Prep for the next stage in your career. We look forward to getting to know you and to sharing more about us. Please reach out with any questions!

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College Completion Advisor

Posted by | March 30, 2021 |

Position Overview

The College Completion Advisor is responsible for supporting students in owning their college experience and ensuring that 70% of College Track students graduate with a bachelor’s degree and social mobility opportunities within six years. The ideal candidate is a motivated, hard-working, organized individual with experience advising, influencing, and managing first-generation college students.

Primary Responsibilities Include:

Manage a caseload of college students to achieve the following:

  • Academic Achievement: Review student data consistently. Provide direct coaching to ensure students know academic requirements and make behavioral changes necessary to graduate in four to six years. Whenever possible, refer students to appropriate external or campus resources.
  • College Affordability: Support students in graduating from college with manageable debt. Ensure students apply for and receive all available financial aid and scholarships.
  • Future Opportunities: Serve as a resource to students by connecting them to career and leadership development opportunities.
  • Social Emotional Wellness: Guide students towards integration in their campus community, good physical and mental health, and healthy relationships. Whenever possible, refer students to appropriate external or campus resources.
  • Data Entry & Analysis: Input and review student data consistently and use collected student data to recognize trends and inform advising.

Support High School Program:

  • Student Transition Support: Collaborate with the College Completion team to provide individualized support and implement transition plans for high school seniors to ensure they matriculate to college.
  • High School Programming: Provide limited support to other high school programming as assigned by the College Completion Director, including co-leading high school workshops, programming, and college tours.

Internal Scholarship Distribution

  • Budgeting Support: Collect and provide student and family financial information necessary for budgeting and awarding College Track’s need-based scholarships.
  • Scholarship Distribution: Act as a liaison between students and College Track National to distribute funds to students and colleges.

 Skills & Experience Required

  • 3-5 years of experience advising and supporting first-generation college students; preferably in a higher education setting.
  • Holds the highest expectations for students. Demonstrated success in motivating, influencing and managing students. Strong interpersonal skills and effective at relationship building with students and families
  • Strong sense of possibility; approaches new challenges with optimism.
  • Reliably prioritizes the highest impact work amongst competing demands, delegates effectively, holds self-accountable and produces quality work consistently
  • Focuses on delivering outcomes despite obstacles, seeks out challenges as opportunities to grow, takes unexpected setbacks in stride, and is able to galvanize self towards goals and impact.
  • Minimum 4-year college degree
  • Able to work 11:00am – 7pm Monday through Friday and occasionally on weekends, program necessity requires.
  • Travel will be required to colleges and universities outside of the metropolitan area
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Director of Programs

Posted by | March 25, 2021 |

OVERVIEW 

We are looking for a Director of Programs to lead the member-facing work of the Colorado Youth Congress and act as a key leader of a young, mission-driven organization. If you love youth development, you’re a great facilitator, and you care deeply about issues of justice and systems change, then we’d love for you to apply. 

This role is full-time, based in Colorado but otherwise flexible on location, with a beginning salary in the range of $60 – $70K. The deadline to apply is April 28th. More details below.

WHO WE ARE

The Colorado Youth Congress works with high school leaders — from urban, suburban and rural communities across Colorado — to lead systems change in the areas of racial justice and mental health. We operate with the firm belief that in order to transform systems, we must focus on three levels of change:

  1. Individual: The first evolution is always internal. We work with young people to reflect on and build a strong sense of identity and the skills needed for a lifetime of effective leadership.
  2. Community: We build the type of community we want to see replicated in society — diverse and equitable with a whole lot of love. 
  3. Systems: We honor the complexity and interconnectedness of our problems and engage deeply with partner organizations to co-create systems change.

For more details about our program, see here

WHO YOU ARE

  1. You love supporting young folks as they develop into bold, self aware, justice-minded leaders.
  2. You’re a great facilitator who knows how to decenter themselves and elevate co-creation in all aspects of your job. You love to help design agendas, guide conversations, and push groups of young people to achieve their full potential.
  3. You have the courage to explicitly name problems as they come up and the humility to co-create adaptations with the community.
  4. Your value system centers on diversity, equity and inclusion. You have a clear understanding of the historical threads of oppression and have reflected deeply on your own positionality. You’ve demonstrated a desire to dismantle unjust systems and re-build something just and sustainable.
  5. You are able to work some evenings and weekends to support CYC members (with full autonomy over your schedule elsewhere to support a healthy, sustainable balance)

YOUR KEY RESPONSIBILITIES

  • Co-create a world-class program alongside CYC youth
    • Work with interns and members to establish key priorities, schedules and agendas
    • Ensure high levels of collaboration between different member workpods
    • Get to know each member deeply and support in their leadership development
    • Surface challenges and tensions with the program and co-design adaptations with the team
    • Lead the measurement and evaluation process and use the data for continuous improvement
    • Assist the Director of Operations with program logistics
  • Contribute to the development of a responsive, equitable education ecosystem
    • Co-lead the CYC Systems Change Network with members, interns and partners
      • Ensure authentic youth leadership of the network
      • Help set strategies and tactics alongside members and partners
      • Meet with new and existing partners to cultivate a strong ecosystem
    • Coordinate opportunities for collaboration between partner organizations and members
  • Co-lead the Colorado Youth Congress into its next phase
    • Work alongside the Executive Director and the Director of Operations to keep evolving the organization towards its vision
    • Surface challenges and tensions with the organization and co-design adaptations with the team
    • Help refine internal systems towards excellence and sustainability

COMPENSATION AND BENEFITS

  • Salary is commensurate with experience and will be in the range of $60,000 – $70,000 annually.
  • We offer autonomy and freedom at work (you choose when and where to work and how to best do your job), unlimited paid time off, and a transparent and loving team.
  • Health insurance stipend of $440 per month (you will purchase health insurance on your own).
  • Phone and internet stipend of $100/month.
  • Wellness stipend of $100/month to be used towards whatever makes you happy and healthy.
  • 401(k) retirement plan – after 6 months of employment you will be eligible for a 4% match.
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Literacy Specialist (Secondary Interventionist) 6th-12th

Posted by | March 25, 2021 |

Job Description

(This position is for the 2021-2022 school year)

Literacy Specialist-SECONDARY INTERVENTIONIST (6-12)

About Lotus School for Excellence:

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

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

Position Summary:

Secondary Interventionists will create exceptional outcomes and opportunities for 6-12 students by providing high-quality, rigorous and engaging interventions in collaboration with classroom teachers and specialists under the direction of the MTSS Coordinator.

Must Haves:

  • A strong passion for diverse populations.
  • Culturally responsive teaching aptitude for planning rich learning opportunities with student needs, interests, and readiness in mind.
  • Data-driven approach. You use data to make instructional moves that improve or enhance student learning.
  • Well versed in teaching English language development and knowledge of the various proficiency levels.
  • Experience with diverse populations and Title One schools.

Instruction:

  • Review and evaluate student achievement information in order to place students in appropriate academic interventions.
  • Analyze all assessment data to understand students’ needs in order to select and recommend evidence-based instructional interventions to implement.
  • Collaborate with and coach teachers for the purpose of increasing student achievement by ensuring best instructional practices are being implemented, and differentiated instruction is being used to meet the needs of every student.
  • Model engaging, data-driven professional learning utilizing a demonstrated knowledge of language acquisition, bilingualism, and culturally responsive pedagogy.
  • Create data dashboards to monitor student progress and measure the effectiveness of intervention programming and services in order to evaluate the impact on student achievement.
  • Demonstrated record of success as a teacher using interventions, providing individualized instruction based on student needs resulting in increased student achievement for all.
  • Regularly attend meetings to review student data and use it to provide student feedback and set goals.
  • Understand ROI’s and ability to recommend changes to time, intensity or duration of interventions based on progress monitoring data.
  • Collaborate with special teams, including English language learners and the special education department to ensure that instruction meets the needs of each learner.

Culture:

  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning.
  • 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).
  • Own the success and achievement of all scholars in the school.

Development:

  • Attend and participate in weekly staff meetings.
  • Participate in regular instructional coaching meetings and content-based dep meetings.

Education and Related Work Experience:

  • Bachelor of Arts or Sciences degree
  • Experience with MTSS teams
  • 2+ years as a teacher, with preference for experience as an Interventionist

Licenses, Registrations or Certification:

  • Achieve Qualified English Language Arts Teacher or Math 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 the content area).

Condition of Employment

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

Reports to: MTSS Coordinator

Job Type: Full-time (186-day schedule)

Compensation and Benefits:

  • $45,000 – $67,468.91 / year (BOE)
  • Participation in CO PERA program, including a PERA 401k contribution option
  • Funding of 100% of individual medical benefits and a wide range of insurance plans
  • Approximately 9 weeks of summer vacation, 4 weeks of school holidays/vacations, and 8 days of PTO annually

 

 

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Zone Superintendent

Posted by | March 23, 2021 |

ABOUT THE POSITION
District 49 depends on Zone Superintendents to grow the robust portfolio of distinct and exceptional schools referenced in our strategic plan. The Power Zone Superintendent supports district administrators by collaborating with the CEO and serving as the primary liaison between the district and our schools in the zone. The Zone Superintendent provides oversight and direction to ensure zone and school compliance with applicable policy, law, ethical and professional obligations. This leadership role includes supervising school principals and other zone administrative staff; designing and communicating policies, practices and procedures; facilitating and monitoring zone and school objectives, projects and timelines; creating and communicating data/information; participating in budget development and monitoring; and ensuring that zone initiatives support the strategic priorities of the district, zone, and individual schools. Because each of the four zones in the district has unique commitments and strategies, our commitment to zone autonomy anticipates that the leadership structure in each zone may be customized according to the strategic priorities of that zone. The Zone Superintendent, in collaboration with the Chief Education Officer may create positions and structures that serve the particular character and values of the zone.

Minimum qualifications include a Master’s degree plus additional coursework required for certification or licensure and a minimum of five years of department, building or district leadership.

ABOUT THE POWER ZONE
Located in the northwestern area of the district, the POWER Zone serves students in a traditional K-12 feeder system consisting of four traditional elementary schools, a specialized school serving students learning with indicators of dyslexia, a middle school and a high school. The schools in the POWER Zone hold high expectations for academic success, so educators focus on excellence in traditional core academics delivered through proven education practices, where strong instruction is grounded in professional learning communities.

The POWER Zone has adopted the High Reliability Schools (HRS) framework as their model for continuous improvement. Working with Marzano Resources, the leaders and schools in the POWER Zone are progressing through certification at increasing levels of the HRS framework.

ABOUT DISTRICT 49
School District 49, the fastest-growing district in Colorado, hosts 25 exceptional schools and programs within four distinct innovation zones, providing preK-12-aligned curriculum, online and alternative programming and homeschool enrichment.  Home to more than 24,000 students and 2,100 staff members, District 49 aims to be the best choice to learn, work and lead. As one of Colorado’s recognized Districts of Innovation, District 49 is a challenging and stimulating place to lead. As part of our commitment to innovate, we host a robust portfolio of conventional, charter, online, and blended schools, including homeschool support as well as career and work-based education.

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Communications Associate

Posted by | March 22, 2021 |

Job Title: Communications Associate

Department: Sector Development

Reports To: Vice President of Communications

FLSA Status: Non-Exempt

FTE:  0.50

 

SUMMARY

The Communications Associate is responsible for managing tactical efforts related to internal and external communications. Key among the responsibilities includes: project managing key efforts such as social media, email communications, website updates, and supporting the RISE grant. Important components are: maintaining high-quality written communications, high level assessment of visual and graphic standards, events production, and thoughtfulness in developing content. The Associate will work closely alongside the VP and the other members of the team. This is a temporary position through July 31, 2021, but may have the option of being extended.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned and are subject to change.

Internal Communications: Manage mailings and editorial calendar. All mailings or correspondence through Informz, or similar system, will be reviewed edited by VP before delivery.

  • Produce/Write electronic communications including newsletters/event invitations/etc.
  • Create articles features and other content for website, social media and e-newsletters

Public and Media Relations

  • Track media coverage of Colorado League of Charter Schools
  • Track and respond as advised to social media contacts through Meltwater, or similar system

Marketing and Communications

  • Lead specific projects and marketing programs as designated by the VP of Communications
  • Develop draft content in Social Media, website, email and other avenues
  • Social Media: execute a social media plan to ensure that this channel is growing and vibrant

Major Campaigns

  • RISE grant production includes the planning, set up, regular reporting and build out of a website, comms plan, and additional internal communications efforts
  • Other campaigns TBD

Events

  • As needed support content (creative) generation and oversight to ensure quality
  • As needed, support event marketing
  • Support event production to including research and secure event locations

 

 

Organizational Responsibilities

Work with multiple systems to ensure data is kept up to date and includes: YM, Community, Meltwater, Hootsuite, and others

SUPERVISORY RESPONSIBILITIES
This position does not have any supervisory responsibilities or budgetary oversight.

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

KNOWLEDGE AND SKILLS

  • To perform this job successfully, an individual should have knowledge of Microsoft Office software YourMembership, Community, Meltwater, Hootsuite, and others (Adobe CS a plus)
  • Knowledge of web design
  • Writing experience
  • Social medial set up and tactics knowledge

EDUCATION and/or EXPERIENCE
At least three years of experience in a marketing or communications role.

LANGUAGE AND INTERPERSONAL SKILLS
Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information to management.

REASONING ABILITY
Ability to interpret a variety of instructions furnished in written or oral form.

CERTIFICATES, LICENSES AND REGISTRATION
None required

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.

  • The employee must occasionally lift and/or move up to 25 pounds
  • Specific vision abilities required by this job include close vision, depth perception and ability to adjust focus

WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

  • Normal office environment with remote work option. The noise level in the work environment varies between quiet and moderate
  • Occasional, less than 25%, travel and work off site, particularly to different Front Range schools

 

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Chief Executive Officer

Posted by | March 22, 2021 |

RMC Health partners with passionate advocates for healthy young people, providing professional learning and capacity building that prepares them to be knowledgeable, capable and effective.  Wellness champions bring their vision to life, and students of every background and identity can live their best lives.

 

RMC Health supports schools and school districts in Colorado and across the country in these areas:

 

Training Expertise to Create Healthy Schools

RMC Health blends deep content knowledge with expert facilitation to create a unique learning experience that prepares participants to create and sustain healthy schools.  We offer professional learning opportunities to staff in schools, districts, and organizations who are champions for healthy young people.  Our training topics are driven by state and national priorities for healthy schools and communities and represent practice areas in which RMC Health has developed exceptionally deep content expertise.  These include topics such as building a health and wellness team, substance use prevention, and implementing a whole school, whole child, whole community model.

 

Capacity Building

RMC Health provides capacity-building to increase a school’s or district’s effectiveness and to accelerate those efforts.  With four decades of experience offering productive professional learning opportunities, RMC Health is the ideal partner for capacity building or opportunities to ‘train the trainer.’  We work with individuals and teams that want to improve their ability to offer professional training to their own organizations.

 

Convening & Collaboration

RMC Health is honored to share our knowledge and learnings with the field, to disseminate best practices, and to exchanged ideas to advance school health.  RMC Health is a recognized leader in local and national movements for healthier schools.  That’s why we are a trusted partner to state and local governments, philanthropic partners, and nonprofit organizations leading systemic change.  We are invited regularly to share best practices that draw on our decades of experience in schools and in public health as well as our expertise as skilled facilitators.

 

The board of RMC Health now seeks a dynamic, visionary Chief Executive Officer to lead our continued growth and development.

 

General Position Description

In conjunction with the Board of Directors, the CEO develops and executes the strategic vision for RMC Health in accordance with its mission to empower champions for healthy students and schools.  The CEO implements that vision through detailed plans and effective operations, making difficult decisions that require flexibility, adaptation, and trade-offs.  The CEO is responsible for enhancing and maintaining a strong culture that drives the organization and its staff to achieve excellence.  The CEO ensures long-term financial sustainability and drives long-term stability and value-added impact to RMC’s partner relationships.

 

 

 

 

What Does it Take?

Leading RMC Health successfully into its next chapter of growth and impact requires a highly capable leader who is committed to our mission and who knows how to build organization capacity.  Qualified candidates will have skills and experience in these areas:

Strengths and Talents

  • Leader: Confident, respectful, steady and enthusiastic; respects and values multiple views and input; unites stafftoward a common vision; manages organizational growth while continuing commitment to organizational compassion, passion and empathy
  • Communicator: An exceptional written and verbal communicator; a good listener; a clear, direct and succinct communicator; well-spoken and comfortable with public speaking
  • Team builder: Open, supportive and empathetic; someone who is invested and has a track record of growing others; ability to build a high performing team
  • Strategist: Visionary; a long-term strategic thinker; a problem-solver, nimble and responsive to changing environments
  • 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, Knowledge, and Skills

  • Demonstrated leadership experience with specific experience leading a team to accomplish challenging Experience working in an educational setting (e.g., school, school district, state education agency), public health, or nonprofit/community-based organization preferred.
  • Familiarity with, and ability to build support for, concepts such as health equity; health disparities; social determinants of health; risk and protective factors; Whole School, Whole Community, Whole Child model; best practices; evidence-based practices.
  • Experience in developing and implementing a strategic vision for an organization and building buy-in to that vision with diverse
  • Experience in working with and cultivating relationships with major funders including foundations andgovernment agencies.
  • Demonstrated experience in working with a governing
  • Leadership experience in managing financial operations, building revenue streams, and recruiting and leading a high performing
  • A track record of credibility and relationships with diverse constituents across Colorado and nationally.
  • Understanding of how to deliver effective customer
  • Partner with all members of the organization in both strategic and tactical matters to further the mission and strategies of the organization.
  • Ability to efficiently manage multiple tasks with accuracy and respond to changing priorities.

 

Dispositions

  • Asset-based orientation.
  • Learning mindset and continuous improvement.
  • Ability to be self-reflective.
  • Commitment to equity and inclusion.
  • Ability to hold multiple perspectives and the skills to foster relationships with all levels of employees, partners, and clients.
  • Ability to accept and give feedback freely and honestly.
  • Ability to thrive with minimal direction and supervision in potentially ambiguous and changing environments.

 

Other Qualifications

  • Bachelor’s degree, advanced degree highly preferred; other significant leadership experience will be considered in lieu of formal degree completion.
  • Ability to travel, as needed, in-state and out-of-state.

 

Compensation

The salary range for this leadership role is $110,000 – $130,000, commensurate with qualifications and experience. RMC Health offers a competitive compensation and benefits package, including medical, dental, and disability insurance coverage, 401(k) retirement saving plans, and a generous holiday/paid-time-off policy. RMC’s office environment is relaxed with a culture of accountability allows for significant workplace flexibility.

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K-8 Science Teacher

Posted by | March 22, 2021 |

Denver Academy of Torah is seeking a qualified science teacher who is able to develop and implement a science program for kindergarten through middle school. This includes teaching weekly or bi-weekly science classes to students in kindergarten through 8th grade, and approximately 3-5 science periods weekly per grade in middle school. Candidates for this position should have familiarity with the scope of science and be adept at creating engaging hand-on lessons that reach students of all abilities. 

In addition to very small class sizes, benefits include excellent medical and dental coverage; life insurance, FSA, 403B, paid time off, maternity/paternity leave, and more.

 

 

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Elementary General Studies Teacher

Posted by | March 22, 2021 |

Denver Academy of Torah anticipates having several K-5 General Studies positions available. A full-time elementary position typically includes teaching two grade levels – one in the morning and one in the afternoon. General Studies teachers are responsible for teaching: literacy, mathematics, and social studies. Students will receive science, physical education, and art in the form of specials. Teachers will also be responsible for supervising students during arrival and dismissal, lunches and recesses.

Exceptional candidates will bring learning to life by using provided curricular resources as a foundation for developing comprehensive theme-based units of instruction, which meet learning objectives. Ideal candidates will have experience incorporating project-based learning into their planning and instruction. We are seeking those who are skilled in creating a classroom environment that is both structured and flexible, and in which instruction is differentiated to challenge and support each student based on his/her ability level. General Studies teachers will work closely with their grade-level teaching partners to collaborate and support students.

In addition to very small class sizes, benefits include excellent medical and dental coverage; life insurance, FSA, 403B, paid time off, maternity/paternity leave, and more.

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High School Math Teacher

Posted by | March 22, 2021 |

Denver Academy of Torah anticipates having a full-time high school mathematics position available for the coming school year. This position may include teaching any and/or all of the following courses: Algebra I, Algebra II, Geometry, AP Statistics, Pre-Calculus, AP Calculus. Ideal candidates will have experience teaching high school mathematics and subject mastery of all aforementioned content areas.

In addition to very small class sizes, benefits include excellent medical and dental coverage; life insurance, FSA, 403B, paid time off, maternity/paternity leave, and more.

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Head of School

Posted by | March 21, 2021 |

Position Overview: The Aspen Ridge Board of Directors is currently seeking candidates for our Head of School (HOS) position.

Head of School has the ultimate responsibility for the overall operational management and vision of the school according to the strategic plan set by the Board of Directors. This includes the development and delivery of the school’s program consistent with the school’s mission, philosophy, and goals, overseeing the school’s business operations and financial health, and assuring adherence to policy and procedure.

The Head of School works with the Principal and Dean of Students to ensure robust classroom and educational programs that serve each new generation of students and families. The Head of School is hired by the Board of Directors and is the sole employee of the Board of Directors. The Head of School is responsible to the Board and reports to the Board at meetings on the conduct, affairs, and operations of the school.

Essential Responsibilities

The Head of School leads and coordinates the administrative and educational activities of the school by executing the following functions either personally or through personnel delegation. These essential responsibilities include but are not limited to the following:

Vision and Strategy

  • Articulate, advocate and manifest the school vision consistent with the school’s Core Knowledge mission in collaboration with the Board of Directors.
  • Ultimately responsible for the overall success of the school; providing the school community with educational leadership consistent therewith; ensuring curriculum goals and programming are implemented.
  • Continuous improvement toward application and certification as a Core Knowledge School of Distinction.

Finance and Business Operations

  • Provide oversight for business operations and ensure annual audit.
  • Spearhead the work of the Finance Committee.
  • Assist in the development of the budget and approval of
  • Supervise admissions, marketing, and fundraising efforts.
  • Oversee accountability for organizational policy and procedure for staff, teachers, and the organization.
  • Ensure the safety and well-being of all students and employees under the School’s jurisdiction; supervise the operation and maintenance of all school facilities.

Staff Management

  • Supervise and support office and faculty.
  • Ensure regular performance reviews for all staff.
  • Collaborate with the Principal and Dean of Students to define the teaching and non-teaching positions needed to implement the School’s programs and ensure selection and employment of competent personnel to fill positions as needed.
  • Oversee and act on hiring and terminating personnel, in consultation with the Principal and Dean of Students when this applies to faculty.

Curriculum Management

  • Ensure educational quality through periodic program evaluations. Oversee and implement decisions to move forward on any curriculum upgrades and/or changes.
  • Ensure adherence to student disciplinary policies and standards of conduct.
  • Submit reports to external agencies as required.

Community

  • Represent the school to all its constituents including faculty and staff, parents, students, alumni, neighbors, and the broader community.
  • Collaborate and represent with external community partners.
  • Manage demands and interests of the various constituencies of the school.
  • Monitor and address emergent school community issues in a timely manner.

Governance

  • Act as an advisor to the Board including bringing to the attention of the Board such matters and data as are appropriate to keep the Board fully informed to meet its responsibilities. This includes annual budget, tuition, enrollment, fundraising recommendations, long-term planning needs, suggestions for board policy development as well as strategies for institutional betterment.
  • Sustain open communication with the Board’s leadership including attending Board meetings and supervising maintenance of Board agendas and minutes.
  • Serve as an ex-officio member of the Board and support committees and task forces of the Board.
  • Support the Board in its efforts to raise funds for the school.
  • Other duties as assigned by the Board of Directors that may be required to meet the ongoing needs of the school.

Legal/Compliance

  • Ensure the school conducts its affairs in a manner congruent with its bylaws and state and federal statutes.
  • Represent the school in its relations with our charter authorizer, and with other state and federal agencies, including, without limitation, local, state, regional, and national educational organizations, and accrediting agencies.

Facilities

  • Oversee grounds and maintenance.
  • Direct maintenance and janitorial staff.
  • Oversee school’s IT personnel.

Qualifications

  • Significant experience in or knowledge of nonprofit leadership.
  • Significant experience in education, ideally including classroom teaching experience, although not required.
  • Master’s degree from an accredited educational institution.
  • Substantial knowledge of applicable federal and state regulations, specifically related to Charter schools.
  • Familiarity with current best practices in Charter schools.
  • Demonstrate strong financial intelligence and long term vision for fiscal stewardship; allocate resources according to school and board goals.
  • Excellent analytical and abstract reasoning skills. Ability to think strategically and synthesize complex information.
  • Ability to generate creative solutions and meet challenges with resourcefulness.
  • Ability to balance priorities and meet hard deadlines.
  • Ability to work independently in a multitasking environment employing organizationally sound decision-making.
  • Strong interpersonal, presentation and written communication skills facilitating work with all constituencies of the school community.
  • Ability to manage difficult situations and maintain confidentiality and trust.
  • Inspire respect and trust; display passion and optimism.
  • Enjoy being an active team member of an administrative team.
  • Strive to continually build knowledge/skills and share expertise with others.
  • Experience successfully leading a Charter school is strongly desired.

Salary and Benefits

  • Competitive salary based upon experience. Salary range $100,000 to $110,000. Benefits include medical, dental, vision, life insurance, retirement (PERA) and paid time off.
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7th/8th Grade Math Teacher & Crew Lead

Posted by | March 15, 2021 |

Odyssey School of Denver is a diverse, K-8 Expeditionary Learning (EL) charter school. We believe in teaching students how to learn through a focus on academic achievement, critical thinking, and social responsibility, preparing them for high school and beyond. Our EL curriculum is supported by a robust outdoor Adventure program in which all students and staff participate. The seventh/eighth grade Math Teacher and Crew Lead works with staff and students to design, implement, and support the educational program of the Odyssey School of Denver in a manner that is true to the principles of EL Education and the mission and vision of the school.

Primary responsibilities include:

  • Building Crew & Character
    • Build school culture and foster character through practices that bring the community together, promote shared understanding, and encourage all community members to become crew, not passengers
    • Ensure equity and have high expectations by creating and adapting structures to ensure that all students have access to comprehensive and challenging curriculum
  • Planning, Instruction, & Assessment
    • Develop compelling unit and daily math lesson plans while being a critical consumer of curriculum.
    • Consistently use instructional practices that are engaging and promote equity and high expectations through reading and writing across the disciplines, utilizing inquiry-based approaches, and effective instructional practices that make rich content come alive, ensure all students think and participate, and allow the teacher to know all students and their thinking well.
    • Utilize effective assessment practices to analyze student work and evidence of student thinking to understand learning and to shape instruction.
  • Family Communication
    • Make families welcome, know them well, engage them actively in the life of the school, and communicate regularly with them.
    • Make use of effective classroom management practices and communicate challenges and celebrations with parents
  • Professionalism & Responsibilities
    • Participate in a strong professional culture that is sustained via collective leadership and action.
    • Observe and support the Odyssey staff community courtesies and Habits.
    • Work with the Adventure Director to schedule, plan, and support facilitation of two overnight trips per year, as well as a variety of Adventure days throughout the year, and coordinate parent chaperones.
    • Attend and participate in all Staff Council and professional development meetings. Avoid scheduling conferences, medical appointments, etc. during these times.
    • Be prompt for school, meeting and supervision responsibilities
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K-8 Special Education Teacher

Posted by | March 14, 2021 |

Job Title: K-8 Special Education Teacher, 2021-2022 school year

Location: Carbondale Community School, Carbondale, Colorado

Submit resume and cover letter to: Sam Richings-Germain, Principal  srichings@discovercompass.org 

Carbondale Community School is a district charter school managed by Compass for Lifelong Discovery.

With 135 students, Carbondale Community School  (CCS) provides a balanced, integrated educational experience that incorporates strong academic skills woven into project-based learning opportunities. 

At CCS, our highly qualified staff work in tandem with students, families, and our community to maintain strong traditions, a healthy social, emotional, and physical learning 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 our traditions and 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, meaningful learning.

As a school and an organization we highly value the contributions of our teaching staff and we are committed to shared-decision making and work-life balance.

Required Qualifications:

  • Must have or be eligible for a Colorado Teaching License with Special Education Generalist endorsement

 Job Description:

  • Teach elementary and middle school students
  • Communicate and collaborate with staff, students, parents, and community in order to plan for and implement needed support for students
  • Manage and organize time and duties to ensure timely and thorough completion of special education service delivery, progress monitoring and evaluations, collaborative meetings, and associated paper work
  • Provide individualized supports for children in general education classrooms by modifying/adapting curriculum and activities 
  • Utilize informal and formal assessments to plan and deliver effective instruction and to engage students in meaningful learning
  • Develop effective positive behavior support plans when needed
  • Participate in general school-wide staff meetings and district-wide special education meetings
  • Perform additional duties as assigned  

**CCS staff are employed by Compass for Lifelong Discovery. Compensation is based on experience. Please visit our website to learn more about salary and benefits.  

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

***Do not use the online application for this position.  

Submit resume and cover letter to: Sam Richings-Germain, Principal  srichings@discovercompass.org 

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Middle School Math/Science Teacher

Posted by | March 14, 2021 |

Job Title: Middle School Math and Science Teacher, 2021-2022 school year

Location: Carbondale Community School, Carbondale, Colorado

Submit resume and cover letter to: Sam Richings-Germain, Principal  srichings@discovercompass.org 

 

Carbondale Community School is a district charter school managed by Compass for Lifelong Discovery.

With 135 students, Carbondale Community School  (CCS) provides a balanced, integrated educational experience that incorporates strong academic skills woven into project-based learning opportunities. 

At CCS, our highly qualified staff work in tandem with students, families, and our community to maintain strong traditions, a healthy social, emotional, and physical learning 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 our traditions and 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, meaningful learning.

As a school and an organization, we highly value the contributions of our teaching staff and we are committed to shared-decision making and work-life balance.

Required Qualifications:

  • Must have or be eligible for a Colorado Teaching License with Middle School/Secondary Math or Science endorsement 
  • Strong desire to be a part of positive, student-focused, and community-minded faculty 
  • Excellent organization, communication, and problem-solving skills 
  • Willingness to lead innovative improvement efforts and to grow professionally and personally 

Desired Qualifications:

  • Experience leading outdoor education trips with K-12 students; Wilderness First Aid or willing to obtain 
  • Certified to drive a Type A School Bus (Mini-Bus) or willing to obtain certification
  • Bilingual (Spanish and English)

Job Description:

  • Joyfully support, prepare, and inspire individual students every day
  • Establish a cooperative and inclusive classroom culture through high expectations, consistent routines, and a focus on restorative practices, social-emotional development, and service leadership 
  • Effectively teach appropriately challenging Mathematics and Science to students in 7th and 8th grade
  • Design multi-disciplinary project/problem and standards-based learning units
  • Utilize assessments to personalize and adjust teaching and learning 
  • Implement research-based interventions in response to individual needs 
  • Engage students in self-evaluation and goal setting through digital portfolios, student-led conferences, and frequent, low-stake but high yield, informal assessments
  • Establish an efficient, mutually-supportive, and student-focused co-teaching relationship with a 7-8 teaching partner
  • Coordinate and execute internship experiences, 8th grade graduation and portfolio presentations
  • Plan and guide safe, enriching, daily and multi-day outdoor education trips 
  • Create and lead periodic K-8 enrichment classes and a scene in the school’s Big Event
  • Contribute to learning center and school-wide fundraising efforts
  • Follow policies established by the COMPASS Board of Directors, administration, the respective school district, and Colorado State-mandated school guidelines, except where COMPASS has received waivers
  • Complete other duties as assigned

**CCS staff are employed by Compass for Lifelong Discovery. Compensation is based on experience. Please visit our website to learn more about salary and benefits.  

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

Submit resume and cover letter to:  Sam Richings-Germain, Principal srichings@discovercompass.org

 

Comments Off on Principal

Principal

Posted by | March 12, 2021 |

K-8 Principal

Job Title: K-8 Principal
Classification: FT/Salary Exempt
Reports To: AXL Academy Executive Director
Salary Range:  $85,000-95,000

Benefits:

  • Medical benefits
  • Vision insurance
  • Dental Insurance
  • Life Insurance
  • PERA retirement benefits
  • Paid time off
  • Paid sick leave

About AXL Academy
Aurora Expeditionary Learning (AXL) Academy is a PK-8 Expeditionary Learning Charter Public School located in Aurora, Colorado. Founded in 2008, AXL strives to deliver academic achievement, character development and social equity by using an active instructional model and a strong school culture. AXL meets scholars where they are to engage, empower and help all scholars achieve. For more information, please visit www.axlacademy.org.

Position Overview:
The AXL K-8 Principal will be responsible for student achievement through instructional programming, staff support and supervision, maintaining systems, scheduling, and accomplishing school wide goals. This position supervises and evaluates staff in addition to ensuring scholar success with K-8 discipline in a proactive and restorative manner. A successful person in this position will develop and maintain healthy relationships with scholars, staff and families. This position is within the AXL Academy Administration which participates in the hiring process in alignment with the mission and vision.

Position Responsibilities and Requirements:

  • Professional demeanor to be approachable, respectful and kind
  • Open-minded and maintain a neutral stance regarding conflict
  • Ability to navigate and conduct conversations of varying levels of difficulty
  • Data driven decision maker
  • Ability to manage and support macro leadership with micro, detail-oriented skill
  • Ability to prioritize and manage multiple scenarios and activities throughout a day.
  • Support a culture of excellence, teamwork and collaboration amongst the staff, teachers, scholars and families.
  • Support organizational goals consistent with the vision, mission and strategic plan set forth by the Board of Directors and Executive Director.
  • Maintain active involvement in the school unified improvement plan (UIP) in collaboration with the Instructional Leadership Team (ILT).
  • Foster a school climate that supports both scholar and staff success in alignment with the code of character.
  • Oversee all programs, services, and activities to ensure that program objectives are met.
  • Ensure the safety and security of all scholars, staff, visitors and families.
  • Ensure an orderly learning environment.
  • Ensure appropriate standards of scholar behavior, performance, attendance, and achievement.
  • Supervise in a fair and consistent manner.
  • Manage effective discipline and attendance systems with high standards, consistent with the code of character, vision, and mission of the school.
  • Ensure a safe, orderly environment that encourages scholars to take responsibility for behavior and creates high morale for the AXL community.
  • Ensure compliance of local, state, and federal laws and regulations.
  • File all required reports regarding attendance and discipline matters.
  • Protect confidentiality of records and information gained as part of exercising professional duties and use discretion in sharing such information within legal confines.

Instructional Leadership

  • Manage, evaluate and develop teachers.
  • Facilitate biweekly meetings of Instructional Leadership Team.
  • Work with teachers to constantly assess and improve scholar achievement results.
  • Ensure use of effective, research-based teaching methodologies and practices.
  • Collaborate and work with instructional coach to implement data-driven instructional practices and lead discussions about scholar performance during PLCs.
  • Collaborate with the instructional coach for PD cycles in alignment with school wide goals.
  • Ensure high quality curricular training and resources to staff.
  • Ensure consistencies in instruction and practice amongst teachers.
  • Foster culture of professionalism among teachers and staff.
  • Ensure coverage for teaching staff when needed by using the substitute system.
  • Ensure learning environment and classroom instruction maximizes scholar learning.
  • Monitor progress of all scholars.
  • Make Data Driven Decisions.
  • Supervise and mentor teachers.
  • Lead and/or participate in school culture meetings as necessary.

Education, Licensing, Experience:

  • Principal’s License
  • Master’s Degree in Educational Leadership or related field
  • Teaching and/or administrative experience in urban areas with marked success, and quantifiable and objective scholar performance gains that surpass state averages.

Required knowledge, skills and abilities: 

  • Strong commitment to the Mission and Vision of the school.
  • Motivational and energetic leader who is committed to excellence.
  • Proven ability to work collaboratively with a diversity of people.
  • Practice and positive belief in restorative behavioral practices within education
  • Knowledge of Colorado Academic Standards.
  • Ability to identify and promote effective instructional practices.
  • Analytical problem-solver and solutions-oriented strategic thinker who has overcome difficult organizational challenges.
  • Uses effective interpersonal skills including tact, patience, and courtesy.
  • Meets schedules and deadlines with minimal follow-up.
  • Strong knowledge of and passion for data-driven behavior management systems.
  • Energy and entrepreneurial spirit for an expeditionary learning charter school.
  • Professional demeanor, strong work ethic, detail driven work style with excellent organizational skills.
  • Ability to prioritize, multi-task, delegate and lead by example.
  • Have excellent written and verbal communication skills.
  • Ability to thrive in a diverse, intellectually challenging, fast-paced and collaborative environment.
  • Fluency with technology (Email, spreadsheets, infinite campus, Google suite, etc.)

This description is not intended, and should not be construed, to be an exhaustive list of all responsibilities, skills, efforts, or working conditions associated with this job.Equal Opportunity Employer

AXL is an Equal Opportunity Employer. AXLs ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation or disability.  Any individual needing assistance with this application should contact the Human Resources Department.

 

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High School Science Teacher

Posted by | March 12, 2021 |

High School Science Teacher

Colorado High School Charter is seeking a Science teacher at our GES campus in Denver, Colorado for the 2021-2022 school year.  Colorado High School provides students with a unique and innovative learning experience that allows them to recover credits through project-based core content classes (Math, Science, Social Studies and English Language Arts) while taking advantage of numerous concurrent enrollment and community partnership opportunities in a learning environment committed to equity and inclusivity.

 

Colorado High School Charter Overview

Colorado High School Charter (CHSC) is a grades 9-12 public charter school in Denver whose mission is to transform the alternative education experience by igniting the potential within each of the diverse young people we serve.  CHSC is one of the leading alternative education campuses in Denver, with student achievement data consistently showing notable growth. As an educator at CHSC, you will have the opportunity to develop meaningful relationships with your students while receiving regular coaching and professional development to allow you to deliver exceptional instruction for students who have not found success elsewhere. Learn more at our website: www.coloradohighschoolcharter.com

 

What makes teaching at CHSC exciting?

  • Constant learning through weekly coaching and professional development
  • A focus on student personal and academic growth achieved through tailored curricula, a supportive school environment and community partnerships
  • Social emotional support for students to remove barriers in and out of the classroom so ALL students can be successful
  • A great staff culture that regularly celebrates student and staff achievement
  • We are growing.  CHSC has experienced increased enrollment; word is spreading about the amazing work we do.

 

What do we look for in candidates?

  • You are committed to equitable and inclusive practices, inside and outside of the classroom.  Understanding that continuous professional learning and individual desire will move our learning community in the desired direction for all students, families and staff members.
  • You are passionate about education in an alternative education setting and are excited about Colorado High School Charter’s mission.
  • You recognize the value of learning through real-world application and are eager to help all students consider a range of desired career paths.
  • You are excited about the opportunity to engage students inside and outside of the classroom through experiential and project-based learning.
  • You have experience or a strong desire to work with young people who have struggled personally or academically in conventional school settings.
  • You are tenacious about your own professional growth and have the ability to seek and apply feedback to improve your practice.
  • You’re entrepreneurial, innovative and willing to do “whatever it takes.”
  • You value developing trusting and often transformative relationships with students.
  • You are a team player who helps create a positive and vibrant school culture for both staff and students.
  • Candidates from diverse backgrounds and/or bilingual in English/Spanish are strongly encouraged to apply for this position.

 

Job Description

The Science teacher will teach multiple sections of mixed-level high school Science content to students over the course of four academic quarters.

 

Science Teacher Responsibilities:

  • Curriculum development with an emphasis on problem-based and experiential learning
  • Deliver engaging, standards-aligned project-based learning curricula
  • Develop and provide capstone competency demonstrations for students to show mastery of core high school skills
  • Manage the classroom effectively by developing quality relationships and high expectations for students to maintain a productive learning environment, based on culturally responsive practices.
  • Co-teach and collaborate with colleagues to meet student learning needs
  • Positively impact achievement and differentiate instruction based on the needs of students
  • Work collaboratively with students, families, and colleagues
  • Support and actively participate in professional learning communities, professional development, and staff team-building exercises
  • Utilize multiple online platforms to monitor attendance, post grades, and deliver student assignments
  • Support and willingly engage with Restorative Justice practices
  • Conduct after-school study halls to support student achievement
  • Collaborate with peers, instructional coach, and administration to refine practice
  • Engage families and community members through phone calls and CHSC Parent/Teacher conferences and Family Nights
  • Develop meaningful and positive relationships with students
  • Other duties assigned by the School Leadership Team

 

Work hours are from 8:00 a.m. to 4:00 p.m. Monday through Friday with occasional evening commitments for school events.

  

 

Qualifications

Colorado High School Charter seeks candidates with strong character, passion for supporting students of diverse backgrounds and needs, and a relentless commitment to improvement and learning.

 

Required:

  • One of the following:
    • Subject matter endorsement on a Colorado teaching license
    • Bachelor’s degree or higher with major in subject matter
    • 36 semester credit hours in subject matter
    • Passing score in subject matter on Praxis exam
  • Commitment to equitable and inclusive practices through professional learning and individual desire
  • Strong knowledge of teaching methods, learning styles and educational research related to secondary learners
  • Ability to align curriculum, performance tasks, and assessments with state content standards
  • Strong communication, organization, and planning skills
  • Strong interpersonal skills with the ability to build rapport quickly, facilitating positive relationships with students and coworkers
  • Problem solving skills
  • Proficiency in the use of technology
  • Permanent US work authorization

 

Desired:

  • Experience working with young people who have struggled personally or academically in conventional school settings.

 

Compensation

Salaries are competitive and commensurate with experience and include a comprehensive benefits package.  Teachers are eligible for the Federal Teacher Loan Forgiveness Program.

 

To Apply

Submit cover letter and resume to: careers@chscharter.org.

CHSC proudly values diversity and is an equal opportunity employer. Colorado High School Charter does not discriminate on the basis of race, color, national origin, age, sex, or disability, in admission or access to, or treatment or employment in its programs and activities.

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High School Humanities Teacher

Posted by | March 12, 2021 |

High School Humanities Teacher

 

Colorado High School Charter is seeking a Humanities Teacher at our GES campus in Denver, Colorado for the 2021-2022 school year.  Colorado High School provides students with a unique and innovative learning experience that allows them to recover credits through project-based core content classes (Math, Science, Social Studies and English Language Arts) while taking advantage of numerous concurrent enrollment and community partnership opportunities in a learning environment committed to equity and inclusivity.

 

Colorado High School Charter Overview

Colorado High School Charter (CHSC) is a grades 9-12 public charter school in Denver whose mission is to transform the alternative education experience by igniting the potential within each of the diverse young people we serve.  CHSC is one of the leading alternative education campuses in Denver, with student achievement data consistently showing notable growth. As an educator at CHSC, you will have the opportunity to develop meaningful relationships with your students while receiving regular coaching and professional development to allow you to deliver exceptional instruction for students who have not found success elsewhere. Learn more at our website: www.coloradohighschoolcharter.com

 

What makes teaching at CHSC exciting?

  • Constant learning through weekly coaching and professional development
  • A focus on student personal and academic growth achieved through tailored curricula, a supportive school environment and community partnerships
  • Social emotional support for students to remove barriers in and out of the classroom so ALL students can be successful
  • A great staff culture that regularly celebrates student and staff achievement
  • We are growing.  CHSC has experienced increased enrollment; word is spreading about the amazing work we do.

 

What do we look for in candidates?

  • You are committed to equitable and inclusive practices, inside and outside of the classroom.  Understanding that continuous professional learning and individual desire will move our learning community in the desired direction for all students, families and staff members.
  • You are passionate about education in an alternative education setting and are excited about Colorado High School’s mission.
  • You recognize the value of learning through real-world application and are eager to help all students consider a range of satisfying career paths.
  • You are excited about the opportunity to engage students inside and outside of the classroom through experiential and project-based learning.
  • You have experience or a strong desire to work with young people who have struggled personally or academically in conventional school settings.
  • You are tenacious about your own professional growth and have the ability to seek and apply feedback to improve your practice.
  • You’re entrepreneurial, innovative and willing to do “whatever it takes.”
  • You value developing trusting and often transformative relationships with students.
  • You are a team player who helps create a positive and vibrant school culture for both staff and students.
  • Candidates from diverse backgrounds and/or bilingual in English/Spanish are strongly encouraged to apply for this position.

 

Job Description

The Humanities teacher will teach multiple sections of mixed-level high school Social Studies and English content to students over the course of four academic quarters.

 

Humanities Teacher Responsibilities:

  • Curriculum development with an emphasis on problem-based and experiential learning in both ELA and Social Studies content areas
  • Deliver engaging, standards-aligned project-based learning curricula
  • Develop and provide capstone competency demonstrations for students to show mastery of core high school skills
  • Manage the classroom effectively by developing quality relationships and high expectations for students to maintain a productive learning environment, based on culturally responsive practices.
  • Co-teach and collaborate with colleagues to meet student learning needs
  • Positively impact achievement and differentiate instruction based on the needs of students
  • Work collaboratively with students, families, and colleagues
  • Support and actively participate in professional learning communities, professional development, and staff team-building exercises
  • Utilize multiple online platforms to monitor attendance, post grades, and deliver student assignments
  • Support and willingly engage with Restorative Justice practices
  • Conduct after-school study halls to support student achievement
  • Collaborate with peers, instructional coach, and administration to refine practices
  • Engage families and community members through phone calls, CHSC Parent/Teacher conferences and Family Nights
  • Develop meaningful and positive relationships with students
  • Other duties as assigned by the School Leadership Team

 

Work hours are from 8:00 a.m. to 4:00 p.m. Monday through Friday with occasional evening commitments for school events.

  

Qualifications

Colorado High School Charter seeks candidates with strong character, passion for supporting students of diverse backgrounds and needs, and a relentless commitment to improvement and learning.

 

Required:

  • One of the following:
    • Subject matter endorsement on a Colorado teaching license. Dual subject endorsement (English and Social Studies) preferred.
    • Bachelor’s degree or higher with major in subject matter
    • 36 semester credit hours in subject matter
    • Passing score in subject matter on Praxis exam
  • Commitment to equitable and inclusive practices through professional learning and individual desire
  • Strong knowledge of teaching methods, learning styles and educational research related to secondary learners
  • Ability to align curriculum, performance tasks, and assessments with state content standards
  • Strong communication, organization, and planning skills
  • Strong interpersonal skills with the ability to build rapport quickly, facilitating positive relationships with students and coworkers
  • Problem solving skills
  • Proficiency in the use of technology
  • Permanent US work authorization

 

Desired:

  • Experience working with young people who have struggled personally or academically in conventional school settings.

 

Compensation

Salaries are competitive and commensurate with experience and include a comprehensive benefits package.  Teachers are eligible for the Federal Teacher Loan Forgiveness Program.

 

To Apply

Submit cover letter and resume to: careers@chscharter.org.

CHSC proudly values diversity and is an equal opportunity employer. Colorado High School Charter does not discriminate on the basis of race, color, national origin, age, sex, or disability, in admission or access to, or treatment or employment in its programs and activities.

CHSC Mission

Colorado High School Charter is transforming the alternative education experience by igniting the potential within each of the diverse young people we serve.  CHSC ensures students’ personal and academic growth by creating tailored curricula, a supportive school environment, and community partnerships. We empower our students to succeed in life and positively contribute to their families and communities by offering them the freedom and resources to pursue a post-secondary path aligned with their individualized goals.

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K-1-2 Teacher

Posted by | March 11, 2021 |

Teaching Opportunity at the Stanley British Primary School

Opening:   Multiage teacher in a Kindergarten, 1st and 2nd Grade Classroom

Full time position, to begin August 2021

About Stanley BPS: For over 45 years, Stanley classrooms have been filled with engaged learners and 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:

  • Inspiring and educating children to develop to their full potential – socially, emotionally, intellectually, physically, and creatively
  • Creating a safe, supportive, mutually respectful classroom community which values the distinct contributions, background, and abilities of each child
  • Implementing integrated, meaningful, developmentally-appropriate curricula in which students can explore and experiment through first hand experiences
  • Creating opportunities for students to know themselves, to make good choices, and take responsibility for their own learning and actions
  • Communicating and collaborating with parents and actively involving them in the life of the classroom and of the school
  • Communicating and collaborating positively and professionally with the Stanley staff and community
  • Actively engaging in ongoing professional development

Desired Qualifications and Background Experience:

  • A deep enjoyment in working with, honoring, and valuing each individual child
  • A commitment to diversity, equity, and inclusion as a core value in the classroom and within the school community
  • An appreciation for the British Primary philosophy, including the Seven Goals for Learners: self-awareness, collaboration, curiosity, perseverance, academic resourcefulness, and joyful, life-long learning
  • Excellent communication and collaboration skills
  • Flexibility and the ability to manage details and follow-through
  • Teaching experience in K-2 classrooms
  • Experience adapting and modifying curriculum and meeting the needs of diverse learners
  • Bachelor’s or Master’s degree in Education or related field
  • A commitment to improving one’s craft and growing professionally, modeling the joyful, lifelong learning we seek to impart to our 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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NEDERLAND MIDDLE/SENIOR HIGH SCHOOL PRINCIPAL

Posted by | March 11, 2021 |

PRINCIPAL
NEDERLAND MIDDLE/SENIOR HIGH SCHOOL

BOULDER VALLEY SCHOOL DISTRICT is committed to creating challenging, meaningful, and engaging learning opportunities so that all children thrive and are prepared for successful, civically engaged lives. Our comprehensive and innovative approach to education ensures that each student meets expectations relative to intellectual growth, physical development, and social-emotional well-being. The district covers approximately 500 square miles and serves the communities of Boulder, Erie, Louisville, Lafayette, Superior, Broomfield, Nederland, Ward, Jamestown, and Gold Hill.  Website: BVSD.

 

Nederland Middle/Senior High School offers a small school setting with just under 400 students in a beautiful mountain setting west of Boulder.  Nederland Middle/Senior High School is Boulder Valley School District’s only grade 6-12 school, offering a comprehensive education with personalized instruction in small classes and a dynamic Career and Technical Education program (CTE).  All students, teachers, staff, parents, and patrons work together as a caring, trusting team, sharing unique talents and resources to provide an environment for each individual to be valued, grow, and achieve success.  Nederland Middle/Senior High School provides an academically rigorous and nurturing environment for every student while integrating the unique mountain community.
Website: Nederland Middle/Senior High School

SUMMARY:
A BVSD Principal must have a strong background in collaborative leadership, cultural proficiency, and data-driven school improvement. The principal must also have demonstrated skill in an extensive range of leadership and management and must possess the exceptional leadership skills and vision required to lead this school.

RESPONSIBILITIES:
Provide collaborative leadership in the following areas:
-Continuous school improvement aligned with the District Strategic Plan and State Accreditation
-Purposeful and inclusive curriculum and instructional strategies that are school-wide and focused
-Ongoing assessment of school progress and student achievement
-Job-embedded and discipline-based professional development
-Commitment to shared decision making in a spirit of collaboration
-School climate development that fosters a just and equitable environment
-Hire, supervise, and evaluate staff members
-Provide a safe and secure educational environment

QUALIFICATIONS:
Required:
-Currently hold a Colorado Principal License or have licensure application in the process (must upload license or in process documentation to application)
-Completed and submitted BVSD online application
-Minimum of three years experience as a school administrator

Preferred:
-Experience in teaching, supervision, and educational leadership
-Principal experience or it’s equivalent
-Experience with data-driven school improvement processes that result in high academic achievement for all and elimination of achievement gaps
-Knowledge of student assessment and data analysis for continuous improvement
-Current knowledge of effective instructional practices
-Strong planning, organization, motivation, management, supervision, and evaluation skills
-CTE administrative experience or desire to become CTE administration certified
-Strong written and verbal communication skills with internal and external audiences
-Experience with the MTSS process and the Standards-Based Teaching/Learning Cycle
-Knowledge of school-based budget/planning
-Demonstrated skills in facilitation, problem-solving, and conflict management
-Understanding of English Language Learners and appropriate programming. Employment is contingent upon successful completion of the post-offer screening process, including a background check.

SALARY:  Range 17:  $110,937 – $167,098  (2020-2021 salary schedule – based on experience); excellent benefit package. Website: BVSD Benefits.

EFFECTIVE DATE: Beginning of 2021-2022 school year (estimated to be July 26, 2021)

INTERVIEWS HELD:  Formal interviews will be held the week of April 5th and will include building and central administrative interviews.

The Boulder Valley School District is an equal opportunity educational institution and does not unlawfully discriminate on the basis of race, color, ethnicity, sex, gender identity/expression, national origin, creed, religion, age, sexual orientation, disability, or veteran status in admission or access to, and treatment and employment in its educational programs or activities.  Inquiries or complaints:  BVSD Legal Counsel – 720-561-5903; Office for Civil Rights – http://www2.ed.gov/about/offices/list/ocr/addresses.html

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K-1-2 Learning Specialist

Posted by | March 9, 2021 |

Learning Specialist Teaching Opportunity at the Stanley British Primary School

Opening:   Kindergarten, 1st, and 2nd Grade Learning Specialist

Full-time position to begin August 2021

About Stanley BPS: For over 45 years, Stanley classrooms have been filled with engaged learners and 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:

  • Inspiring and educating children to develop to their full potential
  • Creating a safe, supportive, mutually respectful classroom community which values the distinct contributions, background, and abilities of each child
  • Providing exceptional instruction focused on meeting the needs of diverse learners consistent with current evidence-based educational practices.
  • Developing, planning, and implementing individualized Learning Support Plans (I.E.P.s)
  • Working in the classroom and as part of a team to support children’s needs
  • Meeting on a regular basis with classroom teachers to discuss children, their progress, and how best to create an inclusive classroom community
  • Participating in trans-disciplinary Child Support Meetings (speech, O.T, tutors, Psychologist Consultant, classroom teacher, Head of 3-4-5, and others, as necessary.)
  • Meeting with parents on a regular basis, and as needed, to reflect on their child’s progress and make necessary changes to goals and plans

Desired Qualifications and Background Experience:

  • A deep enjoyment in working with, honoring, and valuing each individual child.
  • A commitment to diversity, equity, and inclusion as a core value in the classroom and within the school community
  • An appreciation for the British Primary philosophy including the Seven Goals for Learners of self-awareness, collaboration, curiosity, perseverance, academic resourcefulness, and joyful, life-long learning
  • Excellent communication and collaboration skills
  • Flexibility, and the ability to manage details and follow-through
  • Collaboration skills that support our inclusion model for student support
  • Teaching experience, preferably at least five years, and preferably in K-5 classrooms
  • Experience adapting and modifying curriculum, and meeting the needs of diverse learners
  • Ability to interpret and communicate about assessments and comprehensive evaluations
  • Background in Special Education, ideally a Bachelor’s or Master’s degree in Special Education or related field.
  • A commitment to improving one’s craft and growing professionally, modeling the joyful, lifelong learning we seek to impart to our 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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Superintendent

Posted by | March 9, 2021 |

About Denver Public Schools

Denver Public Schools is a large, diverse urban school district with more than 90,000 students in 207 schools and over 14,000 employees. We are very proud of our diversity and believe it is one of our greatest strengths. Students of color comprise the majority of DPS’ ethnically and culturally rich student population, which includes 52% Latinx, 13.8% Black, 3.2% Asian, 0.7% Native American, 4% multi-ethnic and 25.6% white students. Sixty-one percent of students come from families that qualify for free- and reduced-price lunch benefits, and 36.3% are identified as English language learners, with more than 160 languages spoken at home. Please read the Board Overview Statement for more information about our district and the search for our next superintendent.

About the Superintendent Role

The superintendent will serve as the Chief Executive Officer of Denver Public Schools. The role reports directly to the Board of Education. The superintendent for DPS will enter the district at a critical time as the district works to recover from a pandemic, deepen its equity work on behalf of students, and ensure a strong system of schools ready to meet the needs of every student, in every neighborhood.

Core Leadership Responsibilities

While the district has advanced progress and growth over the past decade, key challenges remain and must be addressed by the district, superintendent and board. The next superintendent should possess the vision and leadership skills necessary to build on our successes to date and tackle the challenges and opportunities that lie ahead. Key leadership responsibilities for our next superintendent include the following:

Ensuring Access to Deep and Rich Learning:

The mission of the Denver Public Schools is to provide all students the opportunity to achieve the knowledge and skills necessary to become contributing citizens in our diverse society. We are committed to supporting brighter futures for all students. Following are some key facets in our shared vision that our next superintendent will lead:

  • Accelerate learning and raise expectations for every student: increase student achievement and teacher development through precise, individualized professional learning aligned with achievement goals.
  • Adopt instructional models and structures: based on practices that are research based, culturally responsive and demonstrated to be effective; strengthen collaboration with parents to enhance learning for their own children and all children.
  • Invest Early: while we have seen significant gains in early literacy among our students, we continue to have a large opportunity gap. We know how vitally important it is that we invest in our youngest students with a particular focus on ensuring that all our students learn to read confidently by third grade.
  • Address Institutional Racism and Other ‘-isms’: confront through analysis, action, and anti-racism, how the district is dealing with race, culture and language diversity in addressing systemic inequities that persist in order to improve the experience of students, teachers, and families of color at DPS.
  • Support Multilingual Learners and Students with Disabilities: honor the district’s implementation of the Consent Decree, support dual language programs and the Seal of Biliteracy, and continue to ensure the protection and welcoming embrace for our immigrant and refugee students and families. Also focus deeply on advancing the growth and support of our students with disabilities.
  • Prepare our Students for Career and College: we aim for every student to graduate from high school being college and career ready, and must prepare them to meet the state’s newly developed graduation requirements. We are developing innovative approaches to better prepare our students for college and career, including early college models, expanded concurrent enrollment opportunities, and new apprenticeship roles through our CareerConnect program.

Recovering from the Pandemic:

  • After the COVID 19 pandemic made it necessary to shift all of our schools to remote learning in March 2020, we took the spring and summer to establish crisis priorities. The Crisis Priorities formed the focus of our governance team and DPS for the 2019-2020 school year and through January.
  • Now that we are transitioning out of the pandemic the board has approved a set of Transition Priorities which will guide our future work. While the new superintendent will need to carry out these priorities, she/he is also charged with leveraging the transformative work that this crisis has afforded the district.

Engaging our Communities as Partners:

  • Work meaningfully with communities across the city to inform, problem-solve, establish partnership and shared ownership of the district.
  • Expand and strengthen community involvement and partnerships, fostering ownership and shared responsibility; increase dialog and cooperation with key local, state and national groups and organizations; provide environments that optimize learning and teaching and are safe, secure and well-maintained.
  • Act as liaison between the District and the community, other school districts, CDE, colleges and universities, and the US Dept. of Education. Assume responsibility for effective public relations and for creating a cooperative working relationship between the schools and the community and our local government.
  • Our relationships with employee associations in the district are important. Denver Public Schools has agreements with 10 employee associations.  Information about all DPS employee groups can be found

Supporting a Diverse System of Schools:

  • Support and encourage collaboration and learning across the district’s family of schools with the belief that “we are better together.” We must work together to ensure the ongoing support and evaluation of the successful implementation of our district-run schools and charter schools, including our innovation schools and zones.
  • Provide ample, relevant, and ongoing professional development and learning support for teachers and school leaders; create and nurture structures that allow for collaborative learning across schools and regions.

Support a Thriving Workforce:

  • We know that our most important factor in closing opportunity gaps is to attract, retain and develop our school leaders and teachers, especially in our highest-poverty schools. We must continue to support strong leadership development programs – of both school leaders and teacher leaders – and we are fully committed to investing in the growth and development of our educators.
  • Recruit, retain, develop and inspire highly effective staff at every layer of the organization, with a particular emphasis on diversity, fair and equitable compensation, and the implementation of culturally-responsive education practices.
  • Create the conditions where staff can collaborate, feel supported and able do their best work on behalf of the students they serve.

Stewardship During a Time of Declining Population of School-aged Children:

  • After years of dramatic enrollment growth, the city of Denver is beginning to experience a decline in the number of school-aged children, with gentrification affecting many areas of the city. We know how important it is to be proactive in the face of rising housing prices and gentrification in order to promote greater school integration and support our families and communities. We must conduct regional planning rooted in a deep understanding of our communities in order to address access to quality schools and aligned choice and transportation options. In addition, the district has ongoing challenges with the insufficiency of state funding in a state that underfunds its public schools. We will need to address some structural deficits in our budget in the years ahead. We must also focus on financial stewardship and strong communication and change management strategies.

Checking Progress and Holding Ourselves Accountable:

  • School Performance Compact (SPC) – We are committed to reassessing and clarifying the objectives and tactics of the School Performance Compact policy, which governs how the district evaluates school performance and manages intervention strategies like turnaround and restart.
  • Quality School Measures – The Reimagine School Performance Framework (SPF) committee recommendations highlight a new way to examine school performance and accountability, measuring not only academic data but also other aspects of schooling such as students’ social and emotional well-being, and the climate and culture of schools. Through the work of this committee, we learned that our community also values a focus on school improvement and leveraging authentic partnerships with schools, the district, and the community to help schools improve and take a shared responsibility approach for supporting school improvement and success. As a result, we officially transitioned to the state performance framework in 2020, and are looking forward to exploring new ways to ensure educational equity in DPS.
  • Transparency – We want to continue to assure financial transparency through the publication of our budget transparency guidebook, which provides insight into the goals, values, and strategies that guide our financial decisions.

Partnering Effectively with the Board:

  • The Board of Education values a collaborative relationship with the Superintendent to create the best outcomes for our students. To that end, we are receiving training in policy governance from the Colorado Association of School Boards.  We also want to create a smooth and efficient transition for the next board that will be elected in November 2021.
  • Develop long-range plans, aligned with the board’s predefined goals, vision and priorities, consistent with population trends, community growth, cultural needs, and appropriate use of district resources.  Assume administrative responsibility, accountability and leadership in order to achieve the board’s goals.
  • Communicate and collaborate with all members of the board, keeping the board up-to-date on developments, initiatives and issues in the district; provide leadership to enable the board to function effectively.
  • Monitor and provide recommendations for district administrative policies to be approved by the board. The Board of Education will create a separate set of board policies including Goals, Executive Limitations, Board Means and Superintendent Delegation per the Carver Model of Policy Governance.
  • Prepare and submit to the board a proposed annual budget reflecting the board’s defined goals, vision and priorities.
  • Provide the board with accurate and timely information that enables the board to appropriately perform its monitoring function.

Leading an Effective District Team:

  • Support a collaborative learning culture based on trust, compassion and mutual respect.
  • Manage the day-to-day operations of the district within the policy parameters adopted by the board, assuming responsibility and authority for the planning, operation, supervision, assignment, and evaluation of the programs, services, staff, students and facilities of the district.
  • Direct the identification of funding opportunities that enhance DPS revenues through grants and legislation.
  • Make recommendations regarding selection or termination of the district’s staff, consistent with laws of the state and district policy.

Leadership Skills, Values and Competencies: Leading our school system effectively will require several core skills that will drive our recruitment and screening efforts:

Racial-Equity Lens

  • Lead with a strong racial equity lens deeply rooted in understanding the systemically oppressed, and how systemic racism has led to inequitable access to opportunities and resources for our students.
  • Recognize race and power dynamics playing out within our organization at all levels and interrupt those inequities through honest and difficult conversations and actions.
  • Address matters of equity, race, and bias in decision-making with clarity, confidence, openness, empathy and historical context.
  • Build authentic relationships across lines of difference (race, ethnicity, gender, age, socioeconomic background, LGBTQ status, etc.) through self-reflection, empathy, and a clear personal identity.
  • Understand the one-hundred plus year history of Denver Public Schools and the City of Denver as a whole.

Community-Centered Leadership

  • Honor the voice of community members to help inform and drive key district decisions.
  • Seek out the voices of marginalized communities to ensure well-rounded and diverse input on key district-level decisions.
  • Ensure that the individuals with the most at stake for key district-level decisions have a say before decisions are made.
  • Commit to transparency in decision-making, sharing back what was learned from stakeholders and how their perspective helped guide the district’s decisions.

Effective Relationship Builder and Communicator

  • Serve as an ambassador for DPS students, building effective relationships with city and state leaders, helping to tell the story of DPS’s successes, and successfully advocating when needed to ensure that the district is able to meet students’ needs.
  • Push back thoughtfully when needed to avoid distraction from core priorities and goals in the better interest of student success.
  • Build trust among board members, district staff, teachers, and leaders, and core stakeholders to establish a shared vision for the district.
  • Communicate effectively, tailoring messages for the audience, context, and mode of communication.
  • Listen compassionately with an open mind – seeking to fully understand community members and stakeholders perspectives before establishing the direction forward.
  • Navigate politically complex structures, relationships and dynamics to challenge ideas and enable thoughtful decisions and positive outcomes for students.

Visionary Capacity Builder

  • Commit to utilizing a process of continuous inquiry and improvement, and to communicating results honestly and collaboratively executing corresponding next steps.
  • Consider critical feedback without being deterred or taken off-track of key organizational priorities.
  • Lead the organization through strategic planning and stay focused on core vision, goals and priorities.
  • Foster conditions for organizational learning.

Team Leadership

  • Build, inspire, manage and coach effective teams to achieve ambitious goals.
  • Assess team and individuals’ skills, identify development needs, and provide feedback and supports to improve practice, build capacity, and maximize talent.
  • Promote professional learning and utilize effective adult learning techniques.
  • Lead teams to collaborate with each other and with other stakeholders, including parents and families.

Education & Experience

  • Proven skills and experience in strategic planning, communicating a vision and goals to others, and effectively implementing action plans throughout an organization utilizing “out-of-the-box” thinking. Skillful positive force within the District, government and community.
  • Demonstrated record of success with fiscal accountability and data-driven decision-making.
  • Proven highly developed accounting and budgeting skills; advanced ability to collect, analyze and interpret data.
  • Successful experience working in diverse economic, multicultural, and multilingual communities and environments. Proven cultural-competence skills with a history of inclusive and relevant equity practices.
  • Advanced written, verbal, and listening skills in English.
  • Experience and proficiency with Microsoft Office products (e.g. Excel, Word, and PowerPoint).
  • Bilingual skills in Spanish preferred.

Knowledge & Other Qualifications

  • Commitment and willingness to be a relentless and passionate advocate for all children.
  • Advanced knowledge of public school policy, procedures and management. Thorough understanding of national, state and local educational goals and standards required to advance K-12 public education.
  • Current knowledge of best practices, continuous improvement strategies and high expectations for performance; commitment to maintaining high standards and increasing accountability for results at all levels.
  • Ability to deliver high-energy and inspirational leadership, displaying vision, self-confidence, integrity and calculated risk-taking.
  • Track record of successfully managing a highly competent team to oversee daily operations and finances.
  • Proven abilities in the areas of public relations, project facilitation, team management, decision-making and collaboration.
  • Demonstrated track record as a culturally responsive leader. Bilingual proficiency, a plus.

Benefits & Compensation

Salary is competitive, and commensurate with prior experience. In addition, a comprehensive benefits package is included. We look forward to discussing details with you as the interview process progresses.

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Director of Communications

Posted by | March 5, 2021 |

27J Schools is looking for a communications leader to inspire, lead, and drive our mission forward, and to plan, organize and direct district communications, including public relations, strategic communications, marketing and awareness activities to enhance community understanding of 27J Schools’ mission, goals, objectives, services and activities. Manage major district staff announcements, family communications, media relations, strategic publications, website communications, social media, public engagement, governmental relations, crisis communications and community outreach. Advise and support the Superintendent, Board of Education and district staff regarding internal and external communications. Supervise and evaluate the performance of assigned personnel.

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Enrollment Specialist

Posted by | March 5, 2021 |

Colorado High School Charter Overview

Mission: Colorado High School Charter is transforming the alternative education experience by igniting the potential within each of the diverse young people we serve.  CHSC ensures students’ personal and academic growth by creating tailored curricula, a supportive school environment, and community partnerships. We empower our students to succeed in life and positively contribute to their families and communities by offering them the freedom and resources to pursue a post-secondary path aligned with their individualized goals.

Vision: Schools that Empower People

Core Values: Relationships, High Expectations, Growth, Inclusivity, Wellness, Third-fourth-fifth Way

About: Colorado High School Charter (CHSC) is one of the leading alternative education campuses in Denver, serving students in grades 9-12.  As an educator at CHSC, you will have the opportunity to develop meaningful relationships with your students while receiving regular coaching and professional development to allow you to deliver exceptional instruction for students who are looking for a small, supportive and relevant school setting.

www.coloradohighschoolcharter.com

What makes teaching at CHSC unique?

  • Constant learning through weekly coaching and professional development focused on culturally sustaining and inclusive practices
  • A focus on student personal and academic growth achieved through relevant and intentionally created curricula, a supportive school environment and community partnerships
  • Social emotional support for students to remove barriers in and out of the classroom so ALL students can be successful
  • A positive culture that regularly celebrates student and staff achievement
  • We are in demand. Students are consistently referred to our schools and word is spreading about the amazing work we do.

What do we look for in candidates?

  • You are passionate about education in an alternative education setting where we recognize our students are looking for a school experience that is different than a traditional, comprehensive high school. We build off of best practices that work for our students AND have the autonomy and support to be innovative in our practices.
  • You are excited about Colorado High School’s mission.
  • You recognize the value of learning through real-world application and are eager to help all students consider a range of satisfying career paths.
  • You are excited about the opportunity to engage students inside and outside of the classroom through the creation of relevant curricula and programming.
  • You have experience or a strong desire to work with young people who have struggled personally or academically in conventional school settings.
  • You are tenacious about your own professional growth and have the ability to seek and apply feedback to improve your practice.
  • You’re entrepreneurial, innovative and willing to do “whatever it takes.”
  • You value developing trusting and often transformative relationships with students.
  • You are a team player who helps create a positive and vibrant school culture for both staff and students.

Job Description

The Enrollment Specialist will focus on the recruitment, enrollment and engagement of new students at our Osage campus for the 2021-2022 school year.  The Enrollment Specialist will be responsible for recruitment outreach efforts, including making calls to students coded as dropouts, reaching out to other youth service-based organizations who support young people enrolling in school, and advertising CHSC enrollment in the local community.  This is a contract position from May 2021-October 2021.

Responsibilities:

  • Recruit young people who are currently not enrolled in school or are interested in transferring to Colorado High School Charter
  • Conduct “cold calls” to students who are currently listed as dropouts
  • Network with youth agencies who are working with young people who may be in need of an alternative education opportunity
  • Advertise Colorado High School program offerings and enrollment process in the community
  • Develop trusting and supportive relationships with young people and their families
  • Guide and support prospective students and families through the enrollment process
  • Progress monitor students who enroll to ensure they are consistently engaging

This is a contract position from May 2021-October 2021.  This position allows for flexible work hours.

Qualifications:

  • High School Diploma or equivalent
  • Must be a self-starter with strong communication skills
  • Reliability with commitment to follow through
  • Case management skills/experience
  • Experience working with diverse students and families
  • Permanent US work authorization
  • Valid driver’s license and reliable vehicle

Compensation:

Commission based on recruitment and retention of students through October.

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School Counselor

Posted by | March 5, 2021 |

POSITION:  SCHOOL GUIDANCE COUNSELOR

LOCATION:  PLATTE CANYON HIGH SCHOOL

SCHEDULE:  Board approved 2021-2022 academic calendar.  Starts August 2, 2021 – 200 days

SALARY:     Per Board approved 2020-2021 Licensed salary schedule.
Initial placement on salary schedule is based upon highest degree earned, college credits earned after highest degree earned, and up to 10 years previous experience in related field.
Annual pay is divided equally by 12 months and paid monthly on the last business day of the month.

BENEFITS:  Eligible for PERA Retirement Plan
Sick/Personal days earned at 1 day for every 20 days worked
Licensed Emergency Leave Bank
Full-Time employees are eligible for the District Benefit Package (Health, Dental, Vision and Life Insurance)
 Free employee access to District indoor swimming pool, workout area, and District property that offers hiking, mountain cycling, and a disc golf course
Employee Bonus Program

The Platte Canyon School District is committed to creating meaningful and engaging learning opportunities so that all of our students are well-prepared for post-secondary success, as well as positive contributions to their chosen communities. Our student-centered approach to education includes high expectations for student achievement and growth, as well as strong physical development and social-emotional well-being. The District serves the mountain communities of Bailey, Pine Junction, Shawnee, and Grant.

Platte Canyon High School offers a small school setting with roughly 260 students nestled in the beautiful Platte Canyon just outside of Bailey, Colorado. Recently, Platte Canyon High School is consistently ranked in the top 15% of all public high schools in Colorado by The US News and World Report. PCHS provides an academically rigorous environment and our staff members excel in providing personalized instruction for all students. Our mountain community location provides a unique setting in which students can explore educational resources such as the North Fork of the South Platte River, as well as our outdoor classroom that is nestled at the edge of the Pike National Forest.

Qualifications:  

  • Quality preparation in the area of school counseling.
  • At least 3 years of successful experience in counseling,
  • Minimum 3 years classroom teaching experience.
  • Master’s Degree from an accredited college or university in counseling studies.
  • Required Colorado license through the Colorado Department of Education (CDE) with appropriate endorsement in Special Services.
  • Must be considered highly qualified by CDE professional standards.
  • CPR and First Aid certification.

RESPONSIBILITIES:  The Counselor assists students to understand themselves, to achieve to their capacity, and to make appropriate decisions through personal, educational, and guidance services in the following manner:

  • Demonstrates a knowledge of and skill in the techniques of counseling.
  • Assists students in becoming self-actualized and able to solve problems, make sound decisions, and accept responsibility for their decisions and the resultant consequences.
  • Assists students in developing the skills in interpersonal relationships which will enable them to better relate to family, school peers, school adults and to society in general.
  • Demonstrates vitality and enthusiasm (e.g. displays enthusiasm and vitality for counseling tasks).
  • Assists students in dealing with personal social problems through individual and group counseling or through referral; also provides students and/or parents with appropriate information concerning special programs and/or referral agencies.
  • Assists students in assessing their own strengths and weaknesses through providing appropriate appraisal information.
  • Works to discover and develop special abilities of students’ and to resolve stduents’ individual educational needs.
  • Demonstrates effective relations with students (e.g. displays warmth and understanding student viewpoints)
  • Demonstrates effective staff relations with school staff (e.g. relates easily to other members of staff and is prepared to work in cooperation with others).
  • Shows a willingness to accept leadership responsibilities (e.g. accepts assigned responsibilities, and shows preparedness to take initiative).
  • Assist administrators, students, teachers and parents by implementing comprehensive developmental counseling programs designed to help students develop their educational, social, career, and personal strengths and to become responsible and produce citizens.
  • Responsible for student records and maintaining confidentiality of those records.
  • Demonstrates clear and effective communication with the Board, administrators, faculty, staff, students, parents and the public in general.
  • Adheres to Board policy and regulations.
  • Serves as a positive liaison between the school and community (e.g. public relations).
  • Supports student activities (e.g. promotes school spirit through attendance at events).
  • Demonstrates ability to get results through teamwork.
  • Demonstrates promptness in arrival at school, meetings and events.
  • Participates in the writing of personal goals and objectives which demonstrate the ability to grow and develop professionally.
  • Sets a positive example for students by showing good judgment in personal grooming, dress and demeanor.
  • Coordinates and is responsible for all state and district mandated testing for the high school, including AP exams.
  • Serves as the site assessment coordinator.
  • Responsible for creating Four Year Academic (ICAP) Plans for all incoming Freshmen.
  • Responsible for the creation of school schedule for upcoming year.
  • Responsible for creating students schedules for the new year.
  • Oversight of Career Center.

Application Procedure – apply online at www.plattecanyonschools.org

Platte Canyon School District
Public Notice
Nondiscrimination/Equal Opportunity
In compliance with Titles VI & VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972; Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act and Colorado law, the Platte Canyon School District does not discriminate on the basis of race, color, sex (which includes marital status), sexual orientation, religion, national origin, ancestry, creed, age, disability, genetic information, or any other protected status in admissions or access to its programs and services, or employment in the educational programs or activities which it operates.  
Complaint procedures for Title IX and Section 504 have been established for students, parents and employees.  Compliance Officers have been assigned to coordinate compliance activities for the District.  Written complaints of alleged discrimination should be addressed to one of the following individuals at the Platte Canyon School District, 57393 U.S. Highway 285, Bailey, Colorado 80421.
For employment-related complaints:
Mike Schmidt, Superintendent – District Compliance Officer

 

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Vice President of Analytics

Posted by | March 4, 2021 |

THE ORGANIZATION

The Charter School Growth Fund (CSGF) is a leading nonprofit venture philanthropy fund that identifies the nation’s best public charter schools, funds their expansion, and helps to increase their impact. The portfolio includes 150 charter school networks that operate over 1,000 schools and serve more than 500,000 students in 31 states. We are committed to expanding the impact of schools that are closing achievement and opportunity gaps. Our investment strategy is like that of a nonprofit venture capital firm for public charter schools. The diverse “portfolio” of schools and leaders that we support include single-site charter schools as well as established networks that operate schools in several states. Ultimately, we believe the portfolio networks can serve more than one million students nationwide and in doing so, show how public schools can help students achieve excellent outcomes at scale.

This is an exciting time to join the Charter School Growth Fund. We are launching our next philanthropic fund in 2021, building on our 15-year track record of success. CSGF’s new five-year “Fund IV” will be larger in size and scope than previous funds, with a goal to continue to fuel charter sector growth, accelerate innovation, and strengthen long-term outcomes for students, particularly students of color and those from low-income backgrounds. Our new fund will continue to prioritize investments in leaders of color as our current portfolio is led by more than 50% leaders of color and more than 50% female leaders. We believe it is vital for the networks we support to be proximate to the lived experiences of the students and communities they serve.

THE OPPORTUNITY

Role: As the organization’s leader of data and analytics, the Vice President of Analytics will play a critical role in leveraging data to drive organizational decision-making and to support CSGF’s impact on the education sector. The VP of Analytics is responsible for the strategic thought partnership, data, insights, and analyses that CSGF, its portfolio, and its partners need to conduct their work at a high level. This senior role oversees a team responsible for collecting data from across the CSGF portfolio, providing timely access to this data and data visualizations that enable CSGF’s internal teams to drive their work. This is an ideal position for a senior leader who is looking for an opportunity to play a meaningful role in the movement to expand great schools that put low-income students on a path to college and career success. The role reports directly to the COO.

Team: CSGF’s Analytics team is a trusted partner in providing support to the Investment Management Team, Investor Relations Team, Impact Team, portfolio members, external partners, and the charter sector. The Analytics Team provides readily accessible, strategic, and actionable insights that drive organizational decision-making and performance. It also serves as an expert resource to internal and external stakeholders to ensure that CSGF provides a broader impact on the education sector. Analytics team members are highly collaborative, seek to continuously improve their practices, and leverage each other’s strengths to benefit the team and organization.

KEY RESPONSIBILITIES

The responsibilities of the VP of Analytics include:

STRATEGY & LEADERSHIP

  • Lead CSGF’s Analytics Team and deliver on CSGF’s core data and analytics needs
  • Be the trusted voice and leader on data/analytics with CSGF’s internal team, including being viewed as the definitive voice on school performance and the impact the schools CSGF supports are making on student performance
  • Lead analysis and monitoring of progress toward annual and multi-year CSGF goals
  • Develop a short-term and long-term research agenda for the organization in alignment with CSGF’s overall long-term strategy
  • Build and maintain an organization-wide culture of leveraging data to drive organizational insights and effectiveness
  • Represent CSGF externally with funders, CSGF’s board, and other key partners; serve as a highly respected leader in data and analytics in the K-12 education sector

ANALYTICS & INSIGHTS

  • Lead CSGF’s insights strategy as a foundational part of CSGF’s overall strategy
  • Help CSGF develop perspective on key school performance and post-secondary outcome-related questions
  • Oversee efforts to align on an organization-wide evaluation framework for each proposed investment, and for annual review of current investments
  • Support the development of organizational dashboards and performance management metrics, frameworks and reporting tools
  • Lead team that produces new data benchmarking reports and deep dive analyses with portfolio and funders
  • Ensure that all performance frameworks, metrics, analyses, and reports are developed through a DEI lens
  • Implement team’s strategy to ensure that CSGF has accessible, insightful and actionable analytics that drive organizational decision-making
  • Lead team that delivers on the annual cycle of data work: data collection process, internal & external reporting, new applicant process, and internal academic analyses

TECHNOLOGY & INFORMATION SYSTEMS

  • Lead CSGF’s technology support in partnership with external IT partner(s) to ensure each CSGF team member has the technology and support needed to carry out their work efficiently
  • Drive technology investments and requirements to ensure that hardware & software needs for the organization are maintained and improved over time
  • Build upon the base of current systems to realize “self-service” vision for CSGF to ensure all internal teams have access to accurate and actionable data on a real-time basis

REQUIRED QUALIFICATIONS

  • Deep commitment to CSGF’s mission
  • At least five years’ experience leading high-functioning teams with responsibility for research, analytics, and/or data visualization/reporting in the public or private sector
  • Ability to develop trust and exert influence across all levels of the organization and with external stakeholder and industry participants in support of CSGF’s goals
  • Experience with data in an educational setting; experience in a charter school context strongly preferred
  • Experience overseeing the construction of and maintenance of data visualization tools and systems; experience managing a data warehouse preferred
  • Demonstrated ability to communicate and build relationships at the appropriate level for diverse groups of stakeholders, synthesizing information for maximum effect
  • Strong quantitative skills with experience and demonstrated proficiency in managing large and/or challenging data sets
  • Customer-service orientation; understand end-user needs
  • Ability to travel frequently to Colorado office, if working remotely

WORKING AT CSGF

We are focused on hiring and developing great people and believe that building diverse perspectives across our team make us more effective in expanding our impact. (This is reflected in Our Commitment to Diversity Statement.) Our core values are:

  • Results. We work relentlessly to create efficient, measurable, and sustainable results. We strive for excellence and pursue our mission tenaciously. Ideally, you thrive working in a self-directed manner in a fluid environment where flexibility and tenacity are required.
  • Entrepreneurship. We embrace calculated risks and new approaches. We have an entrepreneurial spirit that welcomes innovation, diversity of ideas, and risk. We rely on you to question conventional wisdom and think independently.
  • Integrity. We are truthful, fair, and trustworthy in all aspects of our work. We hold ourselves and our partners to the highest ethical standards. We trust you will too.
  • Respect. We appreciate the challenges faced by education entrepreneurs and recognize the limits of our own knowledge. We understand that our ultimate success depends on that of our partners. Your humility will be key to building trusted and authentic relationships.
  • Teamwork. We value each of our team members as individuals but believe that we achieve the best results by working together. We willingly sacrifice individual interests and recognition for greater collective impact. We hope having fun at work is important to you and that you are a team player.

COMPENSATION

Compensation is commensurate with experience and education. The target salary range for this role is $155-175K+ annually. CSGF offers a very competitive package of benefits, including: health, life, disability, and dental insurance coverage; vacation/holidays and parental leave; and participation in CSGF’s 403(b) plan. Candidates must have permanent authorization to work in the US.

START DATE

CSGF seeks candidates who can start as soon as possible.

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Superintendent

Posted by | March 3, 2021 |

The board of education, staff and community has determined the following qualities to be
essential to the success of their future superintendent. We desire a superintendent who:

  • Is an inspiration leader
  • Possesses excellent communication, listening and people skills
  • Is a collaborative team builder
  • Has a strong, fair and consistent management style
  • Comes with broad PK-12 teaching, administrative understanding and experience
  • Has a sound understanding of Colorado school law and finance
  • Prioritizes serving the students

Qualifications

  1. Type D Certificate or higher preferred
  2. MA or Higher in Education and Leadership Studies preferred
  3. Minimum three years as a teacher and three years as a principal
  4. Such alternatives to the above qualifications as the Board may find appropriate and
    acceptable.

 

 

 

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Meeker Elementary School Principal

Posted by | March 2, 2021 |

Essential Job Functions:

  • Develop and maintain a school mission and vision that is consistent with the mission and vision of the District.
  • Provide instructional leadership for all staff that maximizes achievement for all students.
  • Oversees the implementation of all District curriculums.
  • Supervises all instructional staff in meeting District and State Curriculum Standards.
  • Regularly observes each teacher in the school to assess performance and to gather information that will lead to instructional improvement.
  • Select, assign, supervise and evaluate classified and certified staff as provided by District policy and monitor the distribution of evaluation scores within the school.
  • Provide leadership to initiate and maintain the involvement of the community and the parents in the learning processes at the school and encourage and support the activities of a parent-school group.
  • For the full Principal Job Description please visit our Job Descriptions

Qualifications and Experience:

  • Master’s’ Degree in Education or related field preferred.
  • Relevant prior experience, including 3 years of successful teaching, administrative or equivalent leadership experience.
  • Demonstrate effective problem solving skills.
  • Knowledge of curriculum, assessment, models of instruction.
  • Knowledge of Special Education and Second Language Acquisition regulations and strategies for services.
  • Such alternatives to the above qualifications as the Board of Education may find appropriate and acceptable

 

  • For Meeker School Districts Salary Schedules, please click HERE.
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Math and Logic Teacher

Posted by | March 1, 2021 |

Who are we?

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

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

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

What are we looking for?

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

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

Desired Mindsets & Habits

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

Responsibilities and Outcomes

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

Posted by | March 1, 2021 |

Who are we?

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

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

What are we looking for?

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

Desired Mindsets & Habits

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

The CUBE Teacher:

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

Posted by | February 26, 2021 |

We live and model the community’s values in thought, word and deed to students, colleagues and parents and the larger community. We are palpably committed to, supportive and co-leaders in the achievement of Aspen Academy’s vision and mission.

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

Does the following describe you?

  • You are a competent, compassionate, creative, dedicated and enthusiastic professional. You are committed to growth and improvement.
  • You possess a habit and practice of continual personal and professional growth, and both curiosity and expertise in technology and education.
  • You think strategically, anticipate future needs and trends surrounding technology usage in the classroom and incorporate them into a plan for the future.
  • You are an excellent communicator, both written and verbal.
  • You possess considerable knowledge about budget development and management.
  • Your strengths include strong time, organization and project management skills; and you demonstrate of strong social and emotional intelligence, and cultural competency.

If this describes you, we can’t wait to meet you!

At Aspen Academy, we prepare students to enter, succeed in, and graduate from outstanding high schools.  We are committed to providing an intentionally diverse student body with an outstanding liberal arts education within the framework of an individualized education; character, leadership and entrepreneurial development; and service learning.

Justice, equity, diversity and inclusion are core to Aspen Academy. We are passionate about building and sustaining an inclusive and equitable working and learning environment for all students, staff, and faculty. We believe every member on our team enriches our community by exposing us to a broad range of ways to understand and engage with the world, identify challenges, and to discover, design and deliver solutions. At Aspen Academy, we don’t just accept difference — we celebrate it, we support it, and we thrive on it for the benefit of our employees, our students, and our community. Aspen Academy is proud to be an equal opportunity workplace and promotes affirmative action. We are committed to providing an environment of mutual respect where equal employment opportunities are available to all applicants and teammates without regard to race, color, religion, sex, pregnancy, national origin, age, physical and mental disability, marital status, sexual orientation, gender identity, gender expression, and military and veteran status. We are committed to the belief and practice that thriving communities are built around dedicated policies that intentionally reflect inclusion and representation.

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

Our Technology Manager & Innovation Coach Responsibilities:

Information Technology Management

  • Takes a leadership role in developing and implementing the School’s technology plan, including oversight and management of all school activities surrounding IT to include (but not limited to): Network administration inventory; maintain accurate inventories and establish guidelines for sharing equipment campus-wide; budget and forecast; evaluate and purchase hardware, software, courseware for potential use in instructional or administrative areas; policies and procedures –school IT security, and coordinate on-going evaluation and recommends procedures to encourage response to instructional and administrative needs; and manage and supervise IT vendors and service providers.
  • “Owner” of our Student Information System and Academic Databases including yearly rollovers and integration into other systems.
  • Lead and coordinate all online assessments and data collection including but not limited to ACT, Illuminate, etc.
  • Lead and coordinate all online learning platforms (Scootpad, See-saw, Membean, Discovery, Google, etc).
  • Meet and consult with the leadership team on the development, maintenance, and effectiveness of data applications; and develop and maintain effective communication and working relationships with administrative and teaching staff.

Technology and Innovation Coaching

  • Develop and implement the School’s educational technology plan and policies.
  • Lead and progress student coding language performance to align with strategic goals.
  • Provide technical curriculum assistance across the PreK-8th grade levels regarding hardware usage, software applications, computer technology, and the general instructional use of technology in the classroom.
  • Develops integrated activities that contribute to achieve annual STEAM integration goals.
  • Establish and maintain systems for educators to access, preview, receive training and use hardware and software applications. Train and on-board new staff on technology and programs.
  • Develop a technology resource approach that can be easily accessed by teachers, students and staff. Develops and implements a School-wide technology in-service program to provide ongoing education and develop campus leaders in the technology field.
  • Coordinate, train, and establish standards for remote teaching as needed.
  • Serve as a point of contact for students that are experiencing trouble with their devices. Also provides proactive training to students to help them self-advocate and properly use the devices they own.

Technology and Innovation Teaching

  • Teach technology and STEAM-related essentials classes as assigned.

Qualifications:

  • Required: Bachelor’s degree in IT or Education or equivalent experience. Master’s preferred.
  • 5 years of experience in Education, preferably at Middle School or Elementary level.
  • 3-5 years experience in technology.
  • Demonstrated and working knowledge of a variety of educational technologies.
  • Demonstrated leadership traits and ability; proven ability to gain respect of peers.
  • Meet physical demands to perform essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
  • Ability to work full-time, including some evenings and weekends; work in person/in the school building.
  • Regularly required to stand; walk, use hands; reach with hands and arms and stoop, kneel, crouch, or crawl.
  • Frequently lift and/or move up to 25 pounds and occasionally lift up to 50 pounds.

Compensation Package:

Aspen Academy offers an excellent compensation package including health care, 403(b) with matching, tuition remission, and more; wide-ranging opportunities for professional development; and a talented and dedicated staff of teaching professionals and supportive administrators.

Salary commensurate with education and experience, starting range: $50,000 – $65,000.

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Teacher

Posted by | February 26, 2021 |

We live and model the community’s values in thought, word and deed to students, colleagues and parents and the larger community. We are palpably committed to, supportive and co-leaders in the achievement of Aspen Academy’s vision and mission.

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

Is this you?

  • You cultivate students’ curiosity, engagement, growth and performance in academic, intellectual, social and emotional domains.
  • You are a competent, compassionate, creative, dedicated and enthusiastic professional. You are committed to growth and improvement.
  • You possess strong instructional pedagogy, a habit and practice of continual personal and professional growth, and both curiosity and expertise in the content to be taught.
  • You are an excellent communicator, both written and verbal.
  • Your strengths include time, organization and project management; and you demonstrate strong social and emotional intelligence, and cultural competency

If this describes you, we can’t wait to meet you!

At Aspen Academy, we prepare students to enter, succeed in, and graduate from outstanding high schools.  We are committed to providing an intentionally diverse student body with an outstanding liberal arts education within the framework of an individualized education; character, leadership and entrepreneurial development; and service learning.

If not for life, then what are we learning for?  We look at learning as a way to ignite the personal passions and interests of each and every student. Our academics, partnered with a focused leadership development sequence, prepare students for life. Students thrive as they build lasting relationships with peers and teachers through small class sizes and a community focus.

Justice, equity, diversity and inclusion are core to Aspen Academy. We are passionate about building and sustaining an inclusive and equitable working and learning environment for all students, staff, and faculty. We believe every member on our team enriches our community by exposing us to a broad range of ways to understand and engage with the world, identify challenges, and to discover, design and deliver solutions. At Aspen Academy, we don’t just accept difference — we celebrate it, we support it, and we thrive on it for the benefit of our employees, our students, and our community. Aspen Academy is proud to be an equal opportunity workplace and promotes affirmative action. We are committed to providing an environment of mutual respect where equal employment opportunities are available to all applicants and teammates without regard to race, color, religion, sex, pregnancy, national origin, age, physical and mental disability, marital status, sexual orientation, gender identity, gender expression, and military and veteran status. We are committed to the belief and practice that thriving communities are built around dedicated policies that intentionally reflect inclusion and representation.

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

Our Teachers’ Responsibilities:

  • Classroom Strategies and Behaviors: Communicating learning goals and feedback, establishing rules and procedures; helping students interact with new knowledge; helping students practice and deepen new knowledge; helping students generate and test hypotheses; engaging students; recognizing adherence to norms and procedures; establishing and maintaining effective relationships with students; communicating high expectations for all students.
  • Planning and Preparing: Planning and preparing for: lessons and units, resources and technology, needs of English language learners, needs of neurodiverse learners and differentiated learning styles, implementation of culturally responsive classrooms.
  • Reflecting on Teaching: Evaluating personal performance as well as developing and implementing a professional growth plan.
  • Collegiality and Professionalism: Promoting a positive environment; promoting an exchange of ideas and strategies; promoting our school and its community’s development.

Qualifications:

  • Required: Bachelor’s degree from an accredited college or university. Optional: Masters or Doctoral degree.
  • Strongly preferred: Teaching credential or license, generalist or domain specific.
  • 3-5 years classroom experience.
  • Evidence of content mastery.
  • Grant permission for a criminal background check upon hire.
  • Meet physical demands to perform essential functions of the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions:
    • Ability to work full-time, including some evenings and weekends; work in person/in the school building; speak for long periods of time.
    • Regularly required to stand; walk; use hands to finger, handle, or feel; reach with hands and arms; and stoop, kneel, or crouch.
    • Frequently lift and/or move up to 25 pounds; occasionally life up to 50 pounds.

Aspen Academy offers an excellent compensation package including health, dental, 403(b) with matching and more; wide-ranging opportunities for professional development; and a talented and dedicated staff of teaching professionals and supportive administrators.

Salary Range: Starting $31,520 – $51,106 (based on education & experience step and ladder, max 6 years teaching experience credit)

Applicants are also invited to visit the Aspen Academy’s website (www.aspenacademy.org) to learn more about the school and its program.

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Community Engagement Specialist

Posted by | February 25, 2021 |

About us:   

We are an Edtech (Education Technology) startup on a mission to increase student achievement through better family/community engagement among low-income and non-English speaking families. Our mobile app and web-platform connect schools and community partners with families by sidestepping typical barriers like contact info, logins, and language translation. In short, Flyer Connect is the most accessible and equitable solution to reach families how they want to be reached. Our vision is for all families, regardless of social or economic barriers, to be empowered, involved, and connected with their schools, educators, and social resources. 

 

About the role:

The Community Engagement Specialist (CES) will have broad responsibility and gain exposure to all client-facing activities.

Sales and Marketing

  • Sales follow-up to schedule demos with prospects.
  • Be a growth marketer and content creator capturing innovative uses of Flyer and promoting them digitally (blog, newsletter, social media).
  • Community moderator who represents Flyer Connect as a trusted resource for industry professionals.

Customer Service

  • Onboarding specialist helping new partners successfully onboard their staff and community by leveraging digital tools and conducting consultation calls.
  • Success specialist delivering and reviewing analytical reports and summaries to strategic accounts.
  • Support specialist responding to technical questions with ideas and solutions. In addition, maintain our extensive knowledge base as our platform rapidly evolves.
  • Referral generator by building and executing strategies to capture referrals from delighted clients.

 

A bit about you: 

Mission-oriented. You are on fire about Flyer Connect’s mission. You’re super excited about helping underserved families achieve academic and career success and a stable lifestyle.

An empathetic influencer. You always listen first and take the time to understand where a client is coming from before offering a solution. That said, this role will entail persuading school administrators and teachers to change their behaviors and adopt the Flyer Connect platform as their primary form of communication so you’ll need to be good at influencing others in a genuine way. 

People-person. You love meeting new people and can quickly build rapport with clients. You’re comfortable presenting to high-level school decision-makers like principals and superintendents and when it comes to commanding a room full of teachers you have no problem owning it. 

Quick on your feet. Each school and community partner is unique in the needs they have for their community so you’ll be able to quickly propose solutions and workarounds to make sure schools are successful in using the platform. 

Self-directed. We’re an early-stage startup that has a few established processes and systems, but we’re the first to admit that we haven’t figured everything out. That’s why we need someone who isn’t afraid to take initiative, try new things, and then tell us the best way to move forward. 

Tech-savvy. Not only are you quick on the uptake of new technology, but you can turn around and explain it to less-confident clients with ease. 

Content generator. Maybe you have a highly-curated Instagram, maybe you journal every day. Regardless, the only thing you love more than sharing that content with the world is improving on the last iteration. 

A day in the life of a Community Engagement Specialist will look a bit like this: 

  • You’ll communicate with our driven team of MBA tech entrepreneurs, former educators, and community leaders around the needs of our various clients and work with the team to provide the best possible client experience.
  • You’ll build digital marketing campaigns to engage our network.
  • You’ll manage leads to drive demos to eventually convert into new clients.
  • You’ll lead training with school administrators who are new to the Flyer platform and may be skeptical about adopting a new system. 
  • You’ll capture creative and effective uses of Flyer and share these with the broader Flyer school community. 
  • You’ll brainstorm and implement new ways to engage the schools and community partners using Flyer, from webinars to pizza parties. 
  • You’ll be the first stop for customer questions and help tickets, answering what you can and delegating what you cannot.  

Required skills and experience:

Associate or Bachelor’s Degree or equivalent

1+ years of relevant work experience in education or community/partnership building

Bonus experience:

HubSpot Sales, Service, or Marketing

Light Graphic Design abilities

Tú hablas Español

What you get:

  1. Compensation based on experience
  2. Flexible work from home policy
  3. Opportunity to make a direct impact in lives
Comments Off on Senior Director of Student Services

Senior Director of Student Services

Posted by | February 25, 2021 |

POSITION DESCRIPTION
Position: Senior Director of Student Services
Reports to: Chief Academic Officer
Location: STRIVE Prep- Central Office (Denver, CO)
Salary: $80,000-$100,000*

STRIVE Prep is a Denver-based community of public charter schools that challenges every student to strive for college and thrive throughout life by helping them to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond. We encourage you to read our 2020 Impact Report and learn more about what a career at STRIVE Prep is like here.

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

Core Beliefs – Achievement

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

Core Beliefs – Justice

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

Core Beliefs – Perseverance

  • Commitment 1:  I commit to the belief that we grow and get smarter through effort and by making mistakes.
  • Commitment 2:  I commit to showing up Con Ganas, where we never give up even when the work is hard. Unwavering commitment to ensuring STRIVE Prep is an actively anti-racist and anti-oppressive organization.
  • Commitment 3:  I commit to showing up with integrity and doing the right thing even when the road is tough.

POSITION SUMMARY

The Senior Director of Student Services will oversee and ensure the quality implementation of the STRIVE Prep’s Student Services Programming including clarity of vision, robust training, and ongoing direct support for these programs: English Language Development, Multi-Tiered Systems of Support, Individualized Instruction Time (course-embedded intervention), Mental Health Services, Special Education, and High School College and Career Ready courses. Ultimately, ensuring the success of all STRIVE Prep scholars in reaching their self-determined outcomes.

ESSENTIAL FUNCTIONS

ACADEMIC VISION SETTING

  • Collaborate with the Chief Academic Officer, Chief Schools Officer, & other network leaders to create and lead on a robust network academic vision centered around rigorous academic expectations, culturally responsive strategies, & critical pedagogy framework.
  • Bring expertise in Universal Design for Learning, Multi-Tiered Systems of Support, Special Education, Section 504 & English Language Development (especially concerning Emergent Bilinguals), as well as an inclusion/equity-focused lens to all levels of decision making.
  • Develop and implement a Student Services Programming Strategic Plan that is in alignment with the network’s academic vision, is based in best practices, & uses data to ensure all scholars are making progress towards self-determined outcomes.

MANAGER OF MANAGERS

  • Lead and manage the STRIVE Prep Student Services team, tasked with the implementation of STRIVE Prep’s vision of Student Services programming, including defining clear performance goals and targets, providing ongoing development and support, and conducting formal performance evaluations.
  • Directly and indirectly, support the work of developing Assistant Principals of Student Services to be experts in leading Student Services programming and MTSS on their campuses.

LEAD ON COMPLIANCE

  • Collaborate with Denver Public Schools to ensure that all STRIVE Prep SpEd programming is in compliance with both district and state requirements.
  • Advocate for scholars and STRIVE Prep interests. For example, for scholars with disabilities to receive services in their least restrictive environment and for campus teams to have the appropriate support to deliver high-quality services.

BUILD CAPACITY

  • Design and lead relevant and comprehensive professional development and training programs for teachers, instructional coaches, center staff, and Assistant Principals of Student Services.
  • Foster a culture of continuous improvement through knowledge sharing and facilitation of ongoing dialogue among and between the Student Services Team and campus-based staff, including Principals, Instructional Coaches, Assistant Principals of Student Services, and Teachers.

REQUIREMENTS

  • Bachelor of Arts or Sciences degree
  • At least three years of teaching experience in a Student Services role
  • Experience leading Student Services programming at a school or district level
  • Demonstrated success leading Multi-Tiered Systems of Support (MTSS) at the school or district/network level.
  • Expertise in Special Education compliance in the state of Colorado and a current Special Education License.
  • A deep belief in holding students to rigorous academic expectations within a critical pedagogy framework
  • Unwavering commitment to ensuring STRIVE Prep is an actively anti-racist and anti-oppressive organization.

PREFERRED REQUIREMENTS

  • Speaks Spanish
  • Has strong experience and knowledge supporting Emergent Bilinguals
  • Strong understanding of social-emotional expertise and interventions.
  • Is English Language Acquisition certified
  • Demonstrated success working with students from historically marginalized communities

COMPENSATION & BENEFITS
This is a full-time exempt position and is eligible for the following compensation and benefits:

  • *Competitive base compensation based on years of relevant experience and other relevant factors allowable by Colorado law and STRIVE Prep policy.
  • Health benefits (eligibility for full-time employees only)
    • 100% employer-paid premium for employee-only medical coverage
    • Dental
    • Vision
    • Company Paid Employee Life Insurance
    • Voluntary Life (Employee, Spouse, Child)
    • Voluntary Critical Illness & Accidental Coverage
    • Voluntary Short-Term Disability
    • Employee Assistance Program
  • Participation in the Colorado Public Employee Retirement Association (PERA) pension program (in lieu of Social Security tax) with an option to elect into a competitive 401(k) plan.
  • Applicable Pay for Performance increase upon successful completion of a full school year
  • Time off benefits (eligibility for full-time employees only)
    • Paid Time Off (PTO)
    • Paid Vacation Time for Central-based employees
    • Paid Designated Breaks
    • Up to 6 weeks of paid Family Leave (upon eligibility)
    • Paid Sabbatical (upon eligibility)

EQUAL EMPLOYMENT OPPORTUNITY AND DIVERSITY, EQUITY, AND INCLUSION
STRIVE Prep 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. STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias.

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Managing Director

Posted by | February 25, 2021 |

POSITION DESCRIPTION
Position: Managing Director
Reports to: Chief Schools Officer
Salary: $110,000-$120,000*

STRIVE Prep is a Denver-based community of public charter schools that challenges every student to strive for college and thrive throughout life by helping them to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond. We encourage you to read our 2020 Impact Report and learn more about what a career at STRIVE Prep is like here.

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

Core Beliefs – Achievement

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

Core Beliefs – Justice

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

Core Beliefs – Perseverance

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

OVERVIEW OF ROLE
Managing Directors are the senior leaders in the organization ultimately responsible for the success of the schools in their portfolio.  They supervise Principals directly and lead the cross-functional work ensuring Principals have the resources, support, strategic guidance, and coaching to excel.  They are members of the senior leadership of the network and each owns an additional network strategy beyond school support.

THE MUST-HAVES

  • You prioritize social justice AND academic excellence as a leader of leaders.  Your experience in education demonstrates the capacity to lead through others to achieve transformational academic gains. You are a champion of social justice and restorative practices and know they are integral in ensuring strong academic results, student agency, and preparing students to be agents of change. You treat each student as if they are your own and expect your colleagues to do the same. You know this is key to building and fostering an inclusive, high-performance environment where students and staff are known, empowered, and trusted to be active collaborators to ensure each student’s success.
  • You have a strong lens on diversity, equity, and inclusion (DEI).  You value diverse perspectives, seek feedback to inform the work and keep those on the top of the margin of mind, which enables you to truly maintain an inclusive school environment. You proactively build meaningful and authentic relationships with your Principals, teachers, support staff, parents, students, & community members. You bring a deep belief in equity and action-oriented commitment to advancing DEI work, and you galvanize others to do the same.
  • You execute the network vision for school culture and academic outcomes.  You are a leader who is able to inspire trust, camaraderie, and support amongst your team to achieve success.  You are a strong collaborator/communicator/problem solver who keeps the vision front of mind while inspiring students and adults and removing roadblocks that impact success.

ESSENTIAL FUNCTIONS

Management of Schools:

  • Observe and support 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 to build and sustain strong staff culture, student culture, and family engagement.
  • Support Principals with the attraction and retention of high-performing staff.
  • Manage a portfolio of 3-4 schools in the Denver metro area.

Management of Principals:

  • Provide Principals with structured, weekly core work on the academic strategy, with frequent coaching and feedback.
  • Support planning and implementation of summer and school-year training for all network instructional leaders.
  • Participate in hiring of Principals, Principal Fellows, and admin teams.
  • Design and lead professional development for Principals and admin teams.
  • Model and hold adults accountable for excellence.
  • Internalize and model STRIVE’s Core Beliefs in all staff interactions.
  • Model professionalism at all times and set staff expectations around professionalism.

Network Leadership:  

  • Build a culture of collaboration and communication among Principals.
  • Support the network academic strategy by promoting the 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.  Provide both input and accountability such that campus needs are prioritized.
  • Serve as a member of STRIVE Prep’s senior leadership team.

ADDITIONAL DUTIES (MAY INCLUDE)

  • Management of Weekly Principal Email
  • License procurement
  • Middle School Culture support

REQUIREMENTS (OR PREFERENCES WHERE NOTED)

  • Bachelor’s degree
  • Minimum of three years of classroom teaching experience
  • Minimum of three years of Principal experience
  • Experience working with an emphasis on data-driven instruction and demonstrable gains in student achievement
  • Speaks Spanish and has experience working with bilingual students (Strongly preferred)
  • Demonstrated success working with students of color (Strongly preferred)
  • Experience in Title I schools (Strongly preferred)
  • Experience in a charter network (Strongly preferred)
  • Experience working in a school setting with students with varied disabilities (Strongly preferred)
  • Leadership development experience (Strongly preferred)
  • Campus culture management experience (Strongly preferred

COMPENSATION & BENEFITS
This‌ ‌is‌ ‌a‌ full-time exempt ‌position‌ ‌and‌ ‌is‌ ‌eligible‌ ‌for‌ ‌the‌ following‌ ‌compensation‌ ‌and‌ ‌benefits:

  • *Competitive base compensation based on years of K-12 teacher of record experience and other relevant factors allowable by Colorado law and STRIVE Prep policy.
  • Health benefits (eligibility for full-time employees only)
    • 100% employer-paid premium for employee-only medical coverage
    • Dental
    • Vision
    • Company Paid Employee Life Insurance
    • Voluntary Life (Employee, Spouse, Child)
    • Voluntary Critical Illness & Accidental Coverage
    • Voluntary Short-Term Disability
    • Employee Assistance Program
  • Participation in the Colorado Public Employee Retirement Association (PERA) pension program (in lieu of Social Security tax) with an option to elect into a competitive 401(k) plan.
  • Applicable Pay for Performance increase upon successful completion of a full school year.
  • Time off benefits (eligibility for full-time employees only)
    • Paid Time Off (PTO)
    • Paid Designated Breaks
    • Up to 6 weeks of paid Family Leave (upon eligibility)
    • Paid Sabbatical (upon eligibility)

EQUAL EMPLOYMENT OPPORTUNITY AND DIVERSITY, EQUITY AND INCLUSION
STRIVE Prep 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. STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias.

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Middle School Math Teacher

Posted by | February 22, 2021 |

An intentionally inclusive school, St. Elizabeth’s School seeks candidates who are interested in and committed to equity, inclusion, and justice. People of color and members of other underrepresented groups are encouraged to apply. Teaching at St. Elizabeth’s requires a BA or equivalent, and an MA is preferred. An Equal Opportunity Employer, St. Elizabeth’s School is committed to being an environment in which all people are respected and valued. As such, discrimination in any form, such as that based on race, religion, ethnicity, gender, gender identity, sexual orientation, age, or socio-economic status will not be tolerated. The school actively works to acknowledge, respect, and celebrate the individual and common threads of our humanity.

St. Elizabeth’s School, an intentionally inclusive K-8 school in northeast Denver, seeks a full-time Middle School (Gr. 6–8) Math Teacher for the 2021–2022 school year. Be your authentic self and join our community!

Essential Duties and Responsibilities

  • Demonstrate an appreciation for middle school students and an understanding of  how they learn best 
  • Stay abreast of current research and best practices to support the growth of all students
  • Collaborate well with colleagues to plan, create, and implement curriculum that is developmentally appropriate and actively engages students in making connections, solving problems, and thinking independently
  • Use educational technology, e.g., Google Suite, IXL with ease 
  • Communicate effectively with parents
  • Engage in ongoing assessment of student learning to inform teaching
  • Maintain up-to-date and accurate records about students and their progress
  • Submit written comments and grades about students and their progress as determined by the Employee Handbook
  • Build a caring and respectful classroom environment in which differences are celebrated
  • Share supervisory duties and general support and care of the school community  
  • Perform necessary routine tasks and daily maintenance of the classroom
  • View challenges and problems as opportunities for growth and transformation 
  • Model integrity, curiosity, responsibility, flexibility, and respect for all persons as well as an appreciation for racial, religious, cultural, and gender diversity and by committing to personal and professional growth in equity and justice in education
  • Attend school functions
  • Participate in admissions process—screening and providing timely feedback on candidates 
  • Perform other duties as assigned by the Head of School

Qualification Requirements

  • Bachelor’s degree; Master’s degree in education or other relevant coursework or certification indicating advanced knowledge in areas related to the responsibilities of the position preferred
  • 3–5 years’ experience as a Middle School Math Teacher
  • Proven experience designing supports for a wide range of math skills and learning styles
  • Immersion in equity work and a commitment to fostering culturally competent and inclusive learning environments
  • Effective use of technology in teaching and learning
  • Exceptional written and oral communication skills and excellent organizational skills
  • Strategic thinker and empathetic problem-solver
  • Self-aware
  • Committed to the mission and values of St. Elizabeth’s School

See more at https://stelizabethsdenver.org/careers

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SPED Educators and Special Service Providers

Posted by | February 22, 2021 |

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

Jeffco Public Schools’ mission is to provide a quality education that prepares all students for a successful future. Maintaining a strong academic focus with quality instruction and frequent progress monitoring produces more successful outcomes for all students. All students, including students with disabilities, deserve the support of highly skilled education professionals dedicated to honoring and addressing each student’s unique learning differences.

Jeffco Public Schools is hiring for SPED Educators and Special Service Providers for the 21-22 school year.

Open positions include:

-Learning Specialist

-ASD Teacher

-SSN Teacher

-Teacher, Hearing Disability

-Teacher, Visual Disability

-Speech Language Pathologist

-Social Worker

-Psychologist

-Occupational Therapist

-Physical Therapist

 

 

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Principal – Vista Ridge High School

Posted by | February 22, 2021 |

The POWER Zone in School District 49 is searching for a motivated and dynamic individual to lead Vista Ridge High School, one of 7 schools within Colorado’s largest unified Innovation Zone.  Vista Ridge High School has excellent teachers and a history of both strong academic growth as well as competitive sports, visual and performing arts, and other extracurricular programming.

Vista Ridge is one of only 11 high schools in the nation to receive the Marzano High Reliability Schools Level 1 and 2 designations. Vista Ridge is deeply committed to ensuring all students have opportunities to be engaged in their educational journey. This means that Vista Ridge’s career and academic planning is individualized down to the individual student level. Pathway learning, where students first explore various learning opportunities and then begin to focus on particular areas of interest by graduation, is at the heart of this work. Concurrent enrollment, work based learning, and career and technical education opportunities all support this commitment.

Vista Ridge is actively working on creating increased online and blended programming options in order to provide increased opportunity for more flexible on campus and off campus learning options as well as increased course offerings and pathway opportunities. This is evolving work that will continue to develop over the next few years.

Please send any questions regarding the position to Mike Pickering, POWER Zone Superintendent, at mpickering@d49.org.

District 49 is a progressive, rapidly growing district in eastern Colorado Springs. Home to more than 23,000 students and 2,000 staff members, District 49 aims to be the best choice to learn, work and lead. As one of five strategic priorities, District 49 commits to provide individualized educational experiences that launch every student toward success. District 49 is a challenging and stimulating place to lead. As part of our commitment to innovate, we host a robust portfolio of conventional, charter, online, and blended schools, including homeschool support as well as career and technical education.

Comments Off on Partner, Community Partnership & Advocacy

Partner, Community Partnership & Advocacy

Posted by | February 22, 2021 |

About RootED

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

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

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

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

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

RootED is an organization that utilizes a co-leadership partnership model where each Partner leads a key aspect of our work and where every Partner is involved in key organizational strategic decisions.

About the Role
You will play a vital role in achieving the goals of RootED by leading RootED’s community-driven partnership and advocacy work.  This will include the creation and implementation of RootED’s community/advocacy strategy,  leading all community investment activities, maintaining the essential community relationships for the organization as well as keeping the team informed on the landscape and community needs. This role will ensure that RootED is operating in partnership with the communities and the leaders who know them best so that our funding decisions and day to day operations are in line with our organizational values. In addition, as a Partner at RootED this person will be involved in making strategic decisions affecting the organization as a whole. Major areas of responsibility include:

Organizational Leadership

  • Collaborating with other organizational Partners on all key organizational decisions
  • Working in partnership with Managing Partner on fundraising efforts, including grant writing and grant reporting
  • Development of RootED strategy and key focus areas
  • Meeting with RootED and DPS boards to communicate RootED’s strategic direction and progress alongside Managing Partner; leading conversations around RootED’s community and advocacy initiatives

Grant Portfolio Management

  • Developing and overseeing grantmaking strategy aligned with RootED’s community partnership and advocacy goals (‘Community Investments’)
  • Managing a portfolio of grantees focused on grassroots, community-led and direct service nonprofit organizations, including prospective grantee relationship building, application review and evaluation, grant reporting support and evaluation, and fostering connections/collaboration among grantees

Community Relationships

  • Developing and maintaining relationships among key education stakeholders and community partners across Metro Denver communities
  • Developing and maintaining grassroots community partnerships throughout the city with the goal of expanding reach and impact
  • Representing RootED in a variety of spaces across the education ecosystem (community meetings, convenings, fundraising events, organizational showcases, conferences, etc.)

Coalition Building & Advocacy

  • Leading strategy and implementation of advocacy and community partnership initiatives
  • Leading and managing a variety of projects to convene stakeholders across the ecosystem, build coalitions and affect policy change
  • Partnering with the communications team to align RootED’s communications work with advocacy and community partnership goals and projects

Key Qualifications

Strong candidates will have the following skills and experiences:

  • A minimum of 3-8 years of professional experience in community advocacy, community engagement, political campaigns, organizing, policy, or a related area, with a track record of executing successful campaigns/change initiatives
  • An unwavering commitment to community-driven change and advancing racial equity in Denver 
  • An ability to build trusted relationships and effectively communicate needs across lines of difference 
  • Confidence in developing and communicating program strategy to senior stakeholders and system leaders
  • Experience effectively implementing complex projects across multiple organizations and stakeholder groups to advance equity in the field of education or a related issue area (healthcare, workforce development, housing, etc.)
  • Connection with the Denver communities most impacted by educational inequities and an appreciation of the nuance of Metro Denver neighborhoods (we encourage DPS alumni to apply)

Team Orientation

Strong candidates will have the following qualities:

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

Compensation and Benefits 

The salary range for this position is $130,000 – $165,000, depending on our chosen candidate’s readiness to fully engage in all aspects of the organizational leadership, advocacy leadership and relationship building components of this role upon hire. We are mindful of market pay inequities and are committed to making an offer that is externally and internally equitable; our offer will be based on the demands of the role and the skills and experiences the candidate brings. RootED provides a comprehensive benefits package and opportunities for meaningful advancement for all team members.

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

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Director/Partner of Communications

Posted by | February 22, 2021 |

About RootED

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

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

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

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

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

RootED is an organization that utilizes a co-leadership partnership model where each Partner leads a key aspect of our work and where every Partner is involved in key organizational strategic decisions.

About the Role

As Director or Partner of Communications, you will play a leadership role on our team by developing and executing our communications strategy through network building, digital storytelling and earned media. Your role will focus on raising awareness of RootED’s work, elevating the impact of our grantee organizations, and ultimately influencing public attitudes around educational equity problems and solutions. This is a new role and includes responsibility for our organizational communications as well as coordinating our communications work across the Metro Denver education ecosystem, including identifying and amplifying shared messages aligned with our goals and values. This role provides opportunities for engagement with teams and senior stakeholders across the city, as well as the opportunity to manage our partnership with the communications firm that has laid a strong foundation for our work in this area thus far. Depending on our chosen candidate’s demonstrated readiness to step into full ownership of a complex communications strategy as well as co-ownership of broad organizational decision-making, this role may hold a Director or a Partner title. Major areas of responsibility include:

Strategy Development & Oversight

  • Develop a strategic communications plan aligned to organizational goals
  • Manage communications projects and campaigns, tracking metrics and reporting on progress to funders and other stakeholders as needed
  • Manage communications consultants to ensure effective coordination of work and effective use of internal and consulting resources

Stakeholder Engagement

  • Develop and maintain strong stakeholder relationships to gain an understanding of key initiatives and work, with an eye toward developing meaningful content
  • Organize network events to foster collaboration and innovation among stakeholder groups, and to surface shared messages and narratives aligned to our strategies
  • Lead or support meetings with key stakeholders, including grantees, policymakers, and community members
  • Work with grantees on communications capacity-building and campaign management efforts

Storytelling

  • Create core messaging that that effectively communicates RootED’s mission, core values, and priorities
  • Plan, write, and design communications and marketing collateral on behalf of RootED, telling stories that promote current issues, successes, and the priorities of the leaders we support
  • Work with communications consultants to draft, pitch, and deliver compelling stories about education innovation and excellence that inform, engage, and persuade a broad range of stakeholders across the Metro Denver ecosystem
  • Plan owned and earned media content, including managing and moderating social media posts, blog posts, and op-eds 
  • Collaborate with communications consultants and grantees to uplift grantee stories and build their capacity to share their successes with the community
  • Lead graphic design process and provide creative direction on collateral

Key Qualifications

Strong candidates will have the following skills and experiences:

  • 3+ years of experience in public relations, communications, public policy, education, community engagement, local government, and/or related field
  • An unwavering commitment to community-driven change and advancing racial equity in urban communities 
  • Experience developing, communicating and managing complex communications and marketing campaigns across a variety of diverse stakeholders, including establishing and meeting metrics of success
  • Skilled in transforming complex problems and ideas into compelling oral and written communications, with a portfolio of work demonstrating effective storytelling across mediums and channels (particularly in education or relevant issue areas such as healthcare, workforce development, housing, etc.)
  • Experience managing social media platforms (including Facebook, Twitter, YouTube, and LinkedIn), websites (WordPress), email marketing campaigns (Constant Contact), and graphic design efforts
  • Access to an established media network and in-depth understanding of local media opportunities; successful track record pitching and placing stories
  • Spanish language skills a plus

Team Orientation

Strong candidates will have the following qualities:

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

Compensation and Benefits 

The salary range for this position is $100,000 – $130,000 (Director) or $130,000 – $165,000 (Partner), depending on our chosen candidate’s readiness to fully engage in all aspects of the organizational leadership, communications leadership and stakeholder engagement components of this role upon hire. We are mindful of market pay inequities and are committed to making an offer that is externally and internally equitable; our offer will be based on the demands of the role and the skills and experiences the candidate brings. RootED provides a comprehensive benefits package and opportunities for meaningful advancement for all team members.

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

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High School Math Teacher

Posted by | February 19, 2021 |

Colorado High School Charter

High School Math Teacher

 

Colorado High School Charter is seeking a Math Teacher at our Osage campus in Denver, Colorado for the 2021-22 school year.  In partnership with a number of community organizations, Colorado High School provides students with a unique and innovative learning environment that allows them to focus on engaging and relevant core content classes (Math, Science, Social Studies and English Language Arts) while taking advantage of numerous post-secondary exploration opportunities, such as concurrent enrollment and community partner classes and programs.

 

Colorado High School Charter Overview

Mission: Colorado High School Charter is transforming the alternative education experience by igniting the potential within each of the diverse young people we serve.  CHSC ensures students’ personal and academic growth by creating tailored curricula, a supportive school environment, and community partnerships. We empower our students to succeed in life and positively contribute to their families and communities by offering them the freedom and resources to pursue a post-secondary path aligned with their individualized goals.

Vision: Schools that Empower People

Core Values: Relationships, High Expectations, Growth, Inclusivity, Wellness, Third-fourth-fifth Way

About: Colorado High School Charter (CHSC) is one of the leading alternative education campuses in Denver, serving students in grades 9-12.  As an educator at CHSC, you will have the opportunity to develop meaningful relationships with your students while receiving regular coaching and professional development to allow you to deliver exceptional instruction for students who are looking for a small, supportive and relevant school setting.

www.coloradohighschoolcharter.com

 

What makes teaching at CHSC unique?

  • Constant learning through weekly coaching and professional development focused on culturally sustaining and inclusive practices
  • A focus on student personal and academic growth achieved through relevant and intentionally created curricula, a supportive school environment and community partnerships
  • Social emotional support for students to remove barriers in and out of the classroom so ALL students can be successful
  • A positive culture that regularly celebrates student and staff achievement
  • We are in demand. Students are consistently referred to our schools and word is spreading about the amazing work we do.

 

What do we look for in candidates?

  • You are passionate about education in an alternative education setting where we recognize our students are looking for a school experience that is different than a traditional, comprehensive high school. We build off of best practices that work for our students AND have the autonomy and support to be innovative in our practices.
  • You are excited about Colorado High School’s mission.
  • You recognize the value of learning through real-world application and are eager to help all students consider a range of satisfying career paths.
  • You are excited about the opportunity to engage students inside and outside of the classroom through the creation of relevant curricula and programming.
  • You have experience or a strong desire to work with young people who have struggled personally or academically in conventional school settings.
  • You are tenacious about your own professional growth and have the ability to seek and apply feedback to improve your practice.
  • You’re entrepreneurial, innovative and willing to do “whatever it takes.”
  • You value developing trusting and often transformative relationships with students.
  • You are a team player who helps create a positive and vibrant school culture for both staff and students.

 

Job Description

The Math Teacher will teach multiple sections of mixed-level high school math content to students over the course of four eight week quarters.

 

Math Teacher Responsibilities:

  • Create standard aligned curriculum with an emphasis on real world relevancy.
  • Deliver engaging, standards-aligned real world relevant curricula.
  • Manage the classroom effectively through a warm demander approach, by developing quality relationships and high expectations for students to maintain a productive learning environment.
  • Positively impact achievement and differentiate instruction based on the needs of students, including multilingual, special education, and gifted and talented students.
  • Work collaboratively with students, families, and colleagues.
  • Support and actively participate in professional learning communities, professional development, and staff team-building exercises.
  • Actively participate in inclusivity work on a personal and school level through constant self-reflection, actively seeking and exploring diverse perspectives, a love of learning, growing and challenging yourself and others.
  • Utilize multiple online platforms to monitor attendance, post grades, and deliver student assignments.
  • Support and willingly engage with Restorative Justice Practices.
  • Support structured time and space to support student achievement, such as holding after school study halls.
  • Collaborate with peers, instructional coach, and administration to refine practice.
  • Engage families and community members through phone calls and CHSC Family Nights (broader outreach, ex. Home visits).
  • Develop meaningful relationships with students, their families and the communities they come from.

 

Work hours are from 8:00 a.m. to 4:00 p.m. Monday through Friday with occasional evening commitments for school events.

  

Qualifications

Colorado High School Charter seeks candidates with strong character, passion for supporting students of diverse backgrounds and needs, and a relentless commitment to improvement and learning.

 

Required:

  • One of the following:
    • Subject matter endorsement on a Colorado teaching license
    • Bachelor’s degree or higher with major in subject matter
    • 36 semester credit hours in subject matter
    • Passing score in subject matter on Praxis exam
  • Strong knowledge of teaching methods, learning styles and educational research related to secondary learners
  • Ability to create curriculum, performance tasks, and assessments with state content standards
  • Strong communication, organization, and planning skills
  • Strong interpersonal skills with the ability to build rapport quickly, facilitating positive relationships with students and coworkers
  • Problem solving skills
  • Proficiency in the use of technology
  • Permanent US work authorization

 

Desired:

  • Experience working with young people who have struggled personally or academically in conventional school settings.

 

Compensation

Salaries are competitive ($48,000-$88,000) and commensurate with experience and include a comprehensive benefits package.  Teachers are eligible for the Federal Teacher Loan Forgiveness Program.

 

To Apply

Submit cover letter and resume to: careers@chscharter.org.

               

Colorado High School Charter is an equal opportunity employer.  All aspects of employment including the decision to hire, promote, discipline, or discharge, will be based on merit, competence, performance, and school needs.  We do not discriminate on the basis of race, color, religion, marital status, age, national origin, ancestry, physical or mental disability, medical​​​ condition, pregnancy, genetic information, gender, sexual orientation, gender identity or expression, veteran status, or any other status protected under federal, state or local law.  Colorado High School Charter believes that diversity and inclusion among our teammates is critical to our schools’ success, and we seek to recruit, develop and retain the most talented people from a diverse candidate pool.

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“The Gateway” for Educator Hiring Opportunities

Posted by | February 17, 2021 |

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 vision document and strategic plan map out with focus and clarity what we expect our schools to accomplish with our graduates. Come join us!

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

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

Benefits of participating through “The Gateway”:

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

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

SALARY
Jeffco Salary Schedules

BENEFITS
Jeffco Benefits

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

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Elementary Principal

Posted by | February 17, 2021 |

Category: Administration/Elementary Principal 
Location: Sandrock Elementary
Application Deadline: 02/27/2021

Starting Salary:  Step 1 K-5 Principal of Administrators Salary Schedule, dependent upon experience.

Moffat County School District is seeking an Elementary Principal for Sandrock Elementary school in Moffat County.  Sandrock Elementary is one of three elementary schools in the district, houses an average of 289 students with an average of 42 staff members in the building.

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

Salary:  Administration Salary Schedule – Depending on years of experience.  Starting at $79,581.00

Required Qualifications:

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

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

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

Moffat County School District uses the applicant tracking system from Frontline Education to manage employment applications online.  www.moffatsd.org

In compliance with Title VI & VII of the Civil Rights Act of 1964, Title IX of the Education Amendment of 1972; Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act, the Genetic Information Nondiscrimination Act of 2008, and Colorado law, Moffat County School District RE-1 does not unlawfully discriminate on the basis of race, color, sex, religion, national origin, ancestry, creed, age, marital status, sexual orientation, genetic information, disability or need for special education services in admissions, access to, treatment, or employment in educational programs or activities which it operates. English speaking ability will not be a barrier to participation and admission to District programs. Complaint procedures have been established for students, parents, employees or need for special education services. The following person(s) have been identified as the compliance officer for the District.  Compliance Officer for Title IX – Scott Pankow, Superintendent, Renae Ogden, Executive Director of School Support and Personnel, 600 Texas Ave, Craig, CO  81625, 826-4249.

En cumplimiento del Título VI y VII del Acto de Derechos Civiles de 1964, Título IX de la Enmienda de Educación de 1972; Sección 504 del Acto de la Rehabilitación de 1973, la Discriminación de Edad en Acto del Empleo de 1967, el Acto de los Americanos con Discapacidades, el Acto de no Discriminación de Información Genética de 2008 y la ley de Colorado, Condado de Moffat Distrito Escolar RE-1 no discrimina ilegalmente en base a raza, color, sexo, religión, origen nacional, ascendencia, credo, edad, estado civil, orientación sexual, información genética, discapacidad o necesidad de servicios de educación especial en la admisión, acceso, tratamiento o empleo en programas educativos o actividades que opera. Capacidad de hablar ingles no será un obstáculo para la participación y admisión a programas del Distrito. Se han establecido procedimientos de queja para los estudiantes, padres, empleados o necesidad de servicios de educación especial. La(s) siguiente(s) persona(s) han sido identificadas como el oficial de cumplimiento para el Distrito. Renae Ogden, Condado de Moffat Distrito Escolar RE-1,600 Texas Ave, Craig Co 81625, 970-826-6270, renae.ogden@moffatsd.org.

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Superintendent/Principal – Arickaree School District, CO

Posted by | February 15, 2021 |

The Arickaree School District, Anton, Colorado, Board of Education, is seeking a highly qualified and fully certified Superintendent/Principal.  The Board wishes to have the successful candidate assume the responsibilities of the position July 1, 2021.

 

McPherson & Jacobson, L.L.C., Executive Recruitment and Development, in association with the Colorado Association of School Boards, has been engaged as the consultant in a search for outstanding candidates. They will assist the board of education in identifying and screening the candidates.

 

Enrollment: 98 pk-12

 

Location: 120 miles east of Denver

 

The Qualifications

 

The candidate must have the background, skills, and abilities essential for excellence in educational leadership. The board recognizes that selecting a superintendent is one of the most important decisions it will make. The board has identified the following desired characteristics:

 

  • Leader – A person who understands and is sensitive to rural schools. A leader who has finance and budget experience and a knowledge of Colorado school finance.  A competent leader who thrives on transparency. A leader who will empower staff and hold them accountable.  A person willing to live and work in a rural environment. A educational leader who has attention to detail and responsibilities done in a timely and accurate manner.  Someone who is an instructional leader focused on student success.  A leader who will change the course of direction when needed and will hold people accountable and establish boundaries.  A person who can build relationships and use team building processes to solve issues but is able to make the hard decisions.  A leader who can build rapport and trust in the community. Someone who can inspire people to do their best.
  • Communicator- A visible leader who listens to the community, parents, students and staff. A person who is hands-on, open, approachable, and optimistic. A person who writes and speaks with clarity.  A good listener.   A humble person who listens to the voice of those they serve. A person whose presence is seen in the classroom, at school activities and in the greater Arickaree community. A person who has the ability to build trust and honest relationships with the staff and the community.
  • Visionary – An innovative, proactive leader with a clear vision for success.  A strategic thinker who develops plans and builds an environment for success. A leader who understands and supports the social and emotional challenges that students face in the educational environment.  A person who can plan ahead for future issues.  The leader who has a plan to recruit and retain staff, in a rural school district.
  • Educator – Is eligible for a Colorado principal license. A school leader who has previous site-leadership experience. A collaborative team leader who involves all parties impacted by a decision and places a high priority in academic achievement and success for all students. A humble and compassionate educator sensitive to the needs of the school staff, students and parents.  An educator who is willing to pitch in and assist in all aspects of the district.

 

Search Timeline:

 

  • Closing date for applications: March 9, 2021 (11:30 p.m. central time)
  • Board of Education selects finalists to interview: March 22, 2021
  • Interviews with the Board of Education: April 6 & 7, 2021
  • Selection of new Superintendent: April 12, 2021
  • Start date: July 1, 2021
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Educational Clinician

Posted by | February 11, 2021 |

Role Description:

REACH Learning Services, LLC is looking to grow our team! We’re excited to bring on an educational clinician to support children and families.  Our clinicians support children in the development of their academic, executive functioning, and/or social emotional skills.  Our clinicians work 1:1 with children in 60-minute sessions and coach parents on how best to support their children between sessions.  Clinicians work with REACH’s director and the family to design completely tailored programs to meet the needs of children.  When applicable, clinicians also coordinate with teachers and other service providers to ensure wraparound support for children and families.  This is a contract position with limited hours to start.  It has the potential to grow.  Income and clients are not guaranteed.  The number of clients is based on current need.

 

Our clinicians help develop students’ academic, executive functioning, and/or social emotional skills by:

  • Conferencing with parents and REACH’s director to design tailored goals, programs, and individual lessons for each student
  • Working one-on-one with students in 60-minute sessions
  • Coaching parents on how best to support their children between sessions
  • Coordinating with teachers, school staff, and other service providers to ensure wraparound support for children and families
  • Meeting monthly as a REACH team for coaching and professional development in order to develop more strategies and improve our practice

 

 

About REACH:

 

REACH builds highly customized programs and works one-on-one with children and their families to increase academic development while also supporting emotional health.

 

Are you a good fit?

 

Mission & Culture Fit

  • You have a deep belief in REACH’s mission
  • You reflect the REACH core values:
    • Relationships are Key,
    • Go Above & Beyond,
    • Customize learning to propel data-driven results
  • Your “for fun” reads are related to education, psychology, special education, etc
  • You are a motivated self-starter who follows through with commitments

 

Organization & Detail Orientation

  • You have a track record of maintaining system to meet goals and deadlines
  • You do not let details slip through cracks
  • You work efficiently with exceptional follow through
  • You consider yourself to be an analytical, data-driven thinker & problem solver

 

Relationship Building

  • You have a track record of building strong rapport w/ students and families
  • You readily share ideas with collaborators on how to solve problems
  • You aren’t afraid to pick up a phone to call a parent/teacher/therapist. You do what you gotta do to serve your clients.

 

Education Experience

  • You have 3-5 years of experience in classroom
  • You have a proven track record of measurable results and student growth
  • You have a Masters Degree in Education
  • You are Orton-Gillingham trained (or are willing to attend training)
  • You have training in executive functioning supports for children and youth
  • Experience with special education highly preferred, but not required
  • You MUST be in the Denver Metro area

 

REACH is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees.  This is a contract position with limited hours to start.  It has the potential to grow.  Income and clients are not guaranteed.  The number of clients is based on current need.

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6th Grade Math Instructor (2021-2022 Opening)

Posted by | February 9, 2021 |

We live and model the community’s values in thought, word and deed to students, colleagues and parents and the larger community. We are palpably committed to, supportive and co-leaders in the achievement of Aspen Academy’s vision and mission.

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

Is this you?

  • You cultivate students’ curiosity, engagement, growth and performance in academic, intellectual, social and emotional domains.
  • You are a competent, compassionate, creative, dedicated and enthusiastic professional. You are committed to growth and improvement.
  • You possess strong instructional pedagogy, a habit and practice of continual personal and professional growth, and both curiosity and expertise in the content to be taught.
  • You are an excellent communicator, both written and verbal.
  • Your strengths include time, organization and project management; and you demonstrate strong social and emotional intelligence, and cultural competency.

If this describes you, we can’t wait to meet you!

At Aspen Academy, we prepare students to enter, succeed in, and graduate from outstanding high schools.  We are committed to providing an intentionally diverse student body with an outstanding liberal arts education within the framework of an individualized education; character, leadership and entrepreneurial development; and service learning.

If not for life, then what are we learning for?  We look at learning as a way to ignite the personal passions and interests of each and every student. Our academics, partnered with a focused leadership development sequence, prepare students for life. Students thrive as they build lasting relationships with peers and teachers through small class sizes and a community focus.

Justice, equity, diversity and inclusion are core to Aspen Academy. We are passionate about building and sustaining an inclusive and equitable working and learning environment for all students, staff, and faculty. We believe every member on our team enriches our community by exposing us to a broad range of ways to understand and engage with the world, identify challenges, and to discover, design and deliver solutions. At Aspen Academy, we don’t just accept difference — we celebrate it, we support it, and we thrive on it for the benefit of our employees, our students, and our community. Aspen Academy is proud to be an equal opportunity workplace and promotes affirmative action. We are committed to providing an environment of mutual respect where equal employment opportunities are available to all applicants and teammates without regard to race, color, religion, sex, pregnancy, national origin, age, physical and mental disability, marital status, sexual orientation, gender identity, gender expression, and military and veteran status. We are committed to the belief and practice that thriving communities are built around dedicated policies that intentionally reflect inclusion and representation.

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

Our Teachers’ Responsibilities:

  • Classroom Strategies and Behaviors: Communicating learning goals and feedback, establishing rules and procedures; helping students interact with new knowledge; helping students practice and deepen new knowledge; helping students generate and test hypotheses; engaging students; recognizing adherence to norms and procedures; establishing and maintaining effective relationships with students; communicating high expectations for all students.
  • Planning and Preparing: Planning and preparing for: lessons and units, resources and technology, needs of English language learners, needs of neurodiverse learners and differentiated learning styles, implementation of culturally responsive classrooms.
  • Reflecting on Teaching: Evaluating personal performance as well as developing and implementing a professional growth plan.
  • Collegiality and Professionalism: Promoting a positive environment; promoting an exchange of ideas and strategies; promoting our school and its community’s development.

Qualifications:

  • Required: Bachelor’s degree from an accredited college or university. Optional: Masters or Doctoral degree.
  • Strongly preferred: Teaching credential or license, generalist or domain specific.
  • 3-5 years classroom experience.
  • Evidence of content mastery.
  • Grant permission for a criminal background check upon hire.
  • Meet physical demands to perform essential functions of the role.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions: Ability to work full-time, including some evenings and weekends; work in person/in the school building; speak for long periods of time. Regularly required to stand; walk; use hands to finger, handle, or feel; reach with hands and arms; and stoop, kneel, or crouch. Frequently lift and/or move up to 25 pounds; occasionally life up to 50 pounds.

Compensation Package

Salary Range: Starting $31,520 – $51,106 (based on education & experience step and ladder, max 6 years teaching experience credit).

Aspen Academy offers an excellent compensation package including health, dental, 403(b) with matching and more; wide-ranging opportunities for professional development; and a talented and dedicated staff of teaching professionals and supportive administrators.

Applicants are also invited to visit the Aspen Academy’s website (www.aspenacademy.org) to learn more about the school and its program.

Comments Off on Turnaround Principal – Mitchell High School

Turnaround Principal – Mitchell High School

Posted by | February 3, 2021 |

SUMMARY OF FUNCTION
Located in Colorado Springs, Colorado this
Turnaround Principal provides transformational leadership to planning, launching and managing a turnaround school. This includes implementing an improvement model which focuses on high student achievement; building a positive school climate that supports the whole student; leveraging research and data to drive initiatives and instruction, and building a high-performing staff and leadership team to achieve the school’s vision and goals. The Turnaround Principal will collaborate with parents, community members, as well as other internal/external resources and stakeholders to implement new educational programs, capital improvements, systems, tools and other resources to accelerate student achievement.

ESSENTIAL JOB FUNCTIONS

  • Develop, monitor, and evaluate staff to build their capacity to meet the learning needs of all students by aggressive data monitoring of achievement under high accountability with unified Improvement Plan goals and School Performance Framework metrics.
  • Serve as an instructional leader by coordinating the development of and monitoring the implementation of the school improvement plan in accordance with the district mission.
  • Develop, implement and sustain an embedded 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.
  • Develop and implement a school-wide plan to ensure the safety of students and staff in accordance with established district policies and procedures.
  • Communicate and collaborate with families and community members, respond to diverse community interest and needs and mobilize community resources.

OTHER DUTIES

  • Performs related work as required.

KNOWLEDGE, ABILITIES, AND COMPETENCIES

  • Driving for Results – strong capacity and proven experiences to achieve outstanding results and the task-oriented actions required for success.
  • Influencing for Results – motivating others and influencing behavior to obtain results. Turnaround Principal recognizes they cannot accomplish change alone; they must rely on the distributed leadership work and commitment of others.
  • Problem-Solving – strategic analysis of data to inform decisions, executing clear and logical plans that staff may follow, and ensure a strong connection between school learning goals and daily classroom activity.
  • Confidence to Lead – staying visible, focused, committed, and self-assured despite personal and professional challenges that are common during high accountability.
  • Consistently demonstrates and communicates the belief that students will perform at high levels when they have access to excellent teaching.
  • Wants to lead specifically in urban community and conveys reasonable understanding of potential challenges involved in leadership with divergent needs of the school.
  • Oral and written fluency in second language is preferred.
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Turnaround Principal – Mitchell High School

Posted by | February 3, 2021 |

SUMMARY OF FUNCTION
Located in Colorado Springs, Colorado this
Turnaround Principal provides transformational leadership to planning, launching and managing a turnaround school. This includes implementing an improvement model which focuses on high student achievement; building a positive school climate that supports the whole student; leveraging research and data to drive initiatives and instruction, and building a high-performing staff and leadership team to achieve the school’s vision and goals. The Turnaround Principal will collaborate with parents, community members, as well as other internal/external resources and stakeholders to implement new educational programs, capital improvements, systems, tools and other resources to accelerate student achievement.

ESSENTIAL JOB FUNCTIONS

  • Develop, monitor, and evaluate staff to build their capacity to meet the learning needs of all students by aggressive data monitoring of achievement under high accountability with unified Improvement Plan goals and School Performance Framework metrics.
  • Serve as an instructional leader by coordinating the development of and monitoring the implementation of the school improvement plan in accordance with the district mission.
  • Develop, implement and sustain an embedded 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.
  • Develop and implement a school-wide plan to ensure the safety of students and staff in accordance with established district policies and procedures.
  • Communicate and collaborate with families and community members, respond to diverse community interest and needs and mobilize community resources.

OTHER DUTIES

  • Performs related work as required.

KNOWLEDGE, ABILITIES, AND COMPETENCIES

  • Driving for Results – strong capacity and proven experiences to achieve outstanding results and the task-oriented actions required for success.
  • Influencing for Results – motivating others and influencing behavior to obtain results. Turnaround Principal recognizes they cannot accomplish change alone; they must rely on the distributed leadership work and commitment of others.
  • Problem-Solving – strategic analysis of data to inform decisions, executing clear and logical plans that staff may follow, and ensure a strong connection between school learning goals and daily classroom activity.
  • Confidence to Lead – staying visible, focused, committed, and self-assured despite personal and professional challenges that are common during high accountability.
  • Consistently demonstrates and communicates the belief that students will perform at high levels when they have access to excellent teaching.
  • Wants to lead specifically in urban community and conveys reasonable understanding of potential challenges involved in leadership with divergent needs of the school.
  • Oral and written fluency in second language is preferred.
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Principal – Sobesky Academy

Posted by | February 3, 2021 |

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

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

Our Mission Statement: At Sobesky Academy, we provide an individualized educational and therapeutic environment for students with IEPs which supports social-emotional awareness, inspires personal growth and builds on students’ strengths in order to empower them for success.

Sobesky Academy is a school dedicated to supporting Jeffco students needing specialized support to ensure their success.  Since 100% of the students at Sobesky have IEPs, the school is designed to provide more intensive services than a student is able to receive at a neighborhood or alternative school setting. Students may be in need of service due to determinations of emotional disability, autism, or other heath impairments that create barriers to a student’s ability to learn. Our trained team of educators are invested in promoting growth and skill building in the areas of social emotional learning, behavioral self-regulation and academic gap filling through the provision of a therapeutic and educational environment that is structured, predictable, consistent and supportive. The north star of the Sobesky Academy Team is to meet the individual needs of each student in a way that allows for skill building and practice that results in a student reintegrating into a less restrictive environment with typical peers.

The Ideal Candidate Will Have The Following Attributes:

  • Passion and commitment to serve students with IEPs who need extra support and focus to succeed.
  • Demonstrated success in building a positive climate and empowering school culture.
  • Proven ability to engender supportive relationships with staff, students and community.
  • Experience building shared leadership and effective collaboration with all stakeholders.
  • Outstanding problem solving skills, flexibility, and creativity to work with students and staff in a controlled setting.
  • Exceptional communication skills that promote relationships, community, and support across the school and district.
  • A deep understanding of systems that contribute to a continuum of services for a diverse group of students, families, and communities.
  • Experience developing comprehensive and aligned programming that leads to measurable results in social emotional skills, academic growth, and post-secondary success with our students.
  • Demonstrated success in recruiting, hiring and developing teachers and staff with a skill set to work with students with intensive needs.
  • Effective strategic planning, school management and budget oversight experience.

 Pre-Employment Requirements

The successful new hire or rehired candidate will be responsible to complete and incur the fingerprinting and processing fee of $49.50 through an appropriate fingerprinting vendor and the Colorado Bureau of Investigation, within 48 hours of offer acceptance.

Job Requirements:

  • Three to five years of successful school leadership required
  • Colorado Department of Education Principal License required and Special Education Director’s License preferred
  • Instructional Leadership – Effective Instruction
  • The school leader ensures a common vision of effective instruction.
  • The school leader builds collective capacity of staff through the cultivation of a robust and equitable collaborative framework
  • The school leader works with teachers to ensure student engagement, including student voice, is evident in daily lessons
  • Instructional Leadership – Observations & Analysis of Instruction & Learning
  • The school leader collects data on instructional practices and leverages it to determine next steps for instructional practice and student intervention/enrichment
  • The school leader implements a Continuous Improvement Planning and Progress Monitoring process resulting in visible improvement in student outcomes and staff efficacy
  • Instructional Leadership – Support for Teacher & School Growth
  •  The school leader supports teacher growth using ongoing feedback, professional learning, coaching and a collaborative framework
  • The school leader evaluates staff performance using district evaluation resources
  • The school leader fosters collaborative structures such as professional learning communities to ensure collaboration, teaching learning, and opportunities for teacher leadership
  • The school leader uses evidence of student learning to plan and implement individual and whole-staff professional learning
  • The school leader provides for embedded professional learning that is aligned to the school improvement plan and the demonstrated needs of educators
  • Operational Leadership – Core Values
  • The school leader displays professional behavior, in accordance with all district policies, at all times and addresses inappropriate behaviors by staff members, including conflicts as they arise
  • The school leader ensures the School Vision, Mission and Strategic Goals are developed jointly with all stakeholders, aligned to Jeffco Generations, and make visible the expectations that all students will master core competencies.
  • The school leader builds a school culture which supports a collaborative and transparent approach to shared leadership and is welcoming to all stakeholders
  • The school leader models, and positively reinforces the vision and values of the school’s culture, and involves students, families, and staff in creating an inclusive and welcoming climate
  • The school leader demonstrates a commitment to a diverse population and inclusive climate, setting expectations that all students will succeed
  • The school leader designs and/or utilizes structures and processes which result in family and community engagement, support, ownership, and advocacy for the school; leverages community and district resources for the school
  • The school leader ensures a safe, caring and engaging environment
  • Operational Leadership – Safety & Security
  • The school leader certifies the Emergency Management Plan (EMP) is current and School Response Team is fully staffed and trained
  • The school leader ensures students and staff are trained on all EMP, Code of Conduct, and policies for the school as well as informed on procedures to report concerns to school officials
  • The school leader sets clear expectations and utilizes rules and procedures for all students and staff
  • Operational Leadership – Managerial Leadership
  • The school leader employs Shared Leadership, which includes at a minimum a school accountability committee and the collaborative structures outlined in the negotiated agreement
  • The school leader ensures the recruiting, hiring, assignment of staff is collaborative, aligned to school focus, and is determined by needs of students
  • The school leader provides for the mentors and dismissal of Staff in a timely manner and is conducted with respect for all stakeholders
  • The school leader manages people and resources aligned to the needs of school improvement plans, stakeholder input, and to ensure support for school’s focus on student achievement
  • The school leader stays current on knowledge of school laws, district policies, and negotiated agreements
  • Leadership Awareness – Clarity and Focus 
  • The school leader carefully selects and persistently clarifies expectations for all stakeholders
  • The school leader limits distractions to the school improvement plan
  • Leadership Awareness – Interpersonal/Emotional Intelligence
  • The school leader models and engenders reflective practice, confidence, humility, perseverance, inspiration, empathy and positivity, and uses situational awareness
  • Leadership Awareness – Communication Skills
  • The School Leader listens to understand and provides convincing rationale for actions through clear communications that are well timed
  • The school leader provides sense-making helping stakeholders understand policies and practices.
  • Leadership Awareness – Growth Mindset/Continuous Improvement
  • The school leader demonstrates leadership which promotes continuous growth, lifelong learning, and risk-taking
  • The school leader ensures a focus on results, based primarily on student learning

 

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

EXPERIENCE   Requirements follow State of Colorado guidelines for principal licensure.  In addition, the candidate will have a minimum of 2 years educational administrative and/or comparable administrative leadership.

EDUCATION AND TRAINING  Master’s degree.

CERTIFICATES, LICENSES, REGISTRATIONS  Colorado Principal License issued or in process.

SKILLS, KNOWLEDGE, & EQUIPMENT  Demonstrated conflict management, problem solving, resource allocation, prioritization, data analysis, collaborative decision making, relationship building, group facilitation, writing, and speaking skills.  Demonstrated knowledge and use of District policies, procedures, employee contracts, and legal requirements.  Computer and technology skills which include Human Resources; Financial Systems; and communications technology including software, E-mail, and voice mail are a condition of employment and must be obtained within one year after hire.

DECISION MAKING  Ability to determine staffing levels and budget requirements; develop alternatives and make decisions in crises situations; utilize collaborative decision making skills; and apply good judgment to ensure student safety and carry out student discipline.  Errors could lead to legal ramifications and compromise student safety and the learning environment, resulting  in substantial embarrassment or cost to the District.  Final decisions at the school site are the responsibility of this position.

COMMUNITY RELATIONS   Daily contact with parents, students, and law enforcement officials to exchange information and resolve issues.  Regular contact with vendors, media, legislatures, and government entities to exchange information; with higher education, partnerships, and businesses to exchange information, develop and maintain programs, maintain relationships, and foster program participation; with government agencies, community individuals and groups, transportation officials, and community colleges to exchange information and resolve issues; and with district attorneys to exchange information regarding legal matters.

SPAN OF CONTROL   Directly supervise assistant principals, counselors, teachers, school resource officers, coaches, club sponsors, classified employees, and special education personnel.  Carries out supervisory responsibilities in accordance with the organization’s policies and applicable laws. Responsibilities include interviewing, hiring, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems.

EDUCATIONAL DELIVERY   Support the instructional programs of the District by supervising and evaluating teachers and administrators and by developing and implementing school instructional programs.  Understand the philosophy of standards based education, the processes of curriculum development and effective models of instruction, and lead their implementation in the schools.  Manage the development of curriculum and instructional programs that recognize the contributions of diverse groups and foster success for all students regardless of gender, race, or disability.  Lead the community in the development of challenging performance standards for students and the development of varied supervisory and evaluation processes.  Insure the development of a staff development program that recognizes the principles of adult learning and focuses on student success.  Use data to analyze the current state of student learning and serve as a catalyst for and manager of needed change.  Understand and lead the use of technology in instruction.  The majority of the time is spent at the school site.

COMPLEXITY OF WORK   Requires analytical skills, independent thinking, considerable judgment, and the ability to assess crises and make sound decisions quickly with little time or input from others.  Must manage personnel, curriculum, student success and discipline, and physical plant.  Must have a strong understanding of student behavior, District culture and policies and be able to quickly analyze the impact of decisions on the student, school, District, and community.  Final decisions at the school are the responsibility of this position.  Generally, work is complicated by the volume of students at the school site, large budget management responsibilities, and the diversity and severity of student issues and crises.

The physical demands, work environment factors, and mental functions described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

PHYSICAL DEMANDS  While performing the duties of this job, the employee is regularly required to stand, walk, reach with hands and arms, talk or hear, and taste or smell.  The employee frequently is required to use hands to finger, handle, or feel.  The employee is occasionally required to sit; climb or balance; and stoop, kneel, crouch, or crawl.  The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 100 pounds.  Specific vision abilities required by this job include distance vision, peripheral vision, depth perception, and ability to adjust focus.

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

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

Equal Employment Opportunity

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

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Executive Director

Posted by | February 2, 2021 |

Job Title: Executive Director

Classification: FT/Salary Exempt

Reports To: Lincoln Academy Board of Directors

Salary Range: $115K to $150K

LINCOLN ACADEMY

Mission: Our mission is to help students attain their highest social and academic potential through an academically rigorous, content-rich education in a safe, orderly, and caring environment.

Vision: Our vision is to prepare all students for their future endeavors by providing a comprehensive Core Knowledge Education.

Job Duties and Responsibilities

At the highest position in the school, the Executive Director (ED) works at the direction of the Board of Directors (BoD) and is ultimately responsible for all areas of the school. The ED serves as the organizational educational leader, responsible for directing and following the policies, regulations, and procedures of the school, authorizer, and state. The ED commits to aligning all goals and daily activities with the mission and vision of the school. The ED will lead the strategic initiatives to achieve excellence for Lincoln Academy’s academics, ensure financial stability and lead the effort in creating and nurturing a positive, supportive, team culture throughout the school. The ED will engage with the external community to help develop strategic partnerships for educational enrichment and financial support. The ED will ensure all students are supervised in a safe learning environment and are able to access the approved curricula of Core Knowledge.  The ED demonstrates high moral character and is an advocate of school choice, has a passion for PreK-8 education, demonstrates a commitment to serving children, and is an excellent communicator to all stakeholders.

The ED protects the integrity of the charter school’s academic programs, finances and operations, its mission and vision, and the terms of its charter. Achieving academic excellence requires the ED to work collaboratively to direct and support all members of the school administration, teachers, and staff.  The ED shall work to enhance the BoD relationship and to oversee and lead strategic planning, academic success, talent management, operations and facilities, culture and climate, finances, communication, emergency procedures, and safety.

Governance

  • Serve as a non-voting (adjunct) member of the BoD, ensuring its initiatives are effectively implemented.
  • Maintain an honest, communicative, and transparent relationship with the BoD in order to effectively lead with the board, staff, and community.
  • Report to BoD relevant information, including but not limited to legal or human resources issues on a timely basis.
  • Assist the BoD Executive Team in the development of the monthly BoD agenda, actively participate in all BoD meetings and assist in its decision-making when necessary.
  • Work with the BoD to create and implement school policies as needed.
  • Complete and deliver all compliance and reporting measures required by Authorizer, CDE, and State.
  • Complete all tasks and projects in a timely manner as assigned by the BoD.
  • Model school values to all stakeholders.

Strategic Planning/Leadership:

  • Develop an annual and three-year strategic plan in collaboration with the BoD, striving to continuously improve academics and the financial strength of the organization by data-driven decisions.
  • Produce and implement clear, evidence-based objectives and initiatives aligned with the strategic plan.
  • Partner with the BoD and the school administrative team to ensure collective responsibility for building a unity of purpose, supporting a common vision, and creating a positive organizational
  • Supervise the administrative team, encouraging healthy cooperation and teamwork.
  • Promotes and encourages the success of every student by collaborating with staff and community members, responding to diverse community interests and needs, and mobilizing community resources.
  • Fosters a climate of innovation and excellence through a positive school culture.
  • Regularly provide accurate, timely, and meaningful communication of school performance to staff, BoD, families, local communities, authorizer, and the CDE.
  • Develop and implement communication plans on behalf of the school to students, staff, families, BoD, authorizing agencies, local school district, local and state government agencies, and business partners.

Operations Management:

  • Oversee facilities and maintenance improvements as budgeted.
  • Design and develop safety systems and procedures supporting a school setting.
  • Direct the budgeting process, grant, and fundraising proposals and determine budget allocations, including workforce, supplies, materials, and equipment as it aligns with the strategic goals and return on investment.
  • Partner with the BoD to set economic objectives, financial and accounting policies as needed.
  • Partner with Finance Committee to create and implement a Financial Policy and Procedure Manual and
  • Develop and implement a marketing plan to ensure enrollment projections are met.
  • Provide financial status to the BoD, Authorizer, State, and other agencies as required.
  • Manage day to day expenditures in accordance with the annual budget.

Academic Success:

To ensure the academic integrity and success of the school, the ED must provide opportunities to further develop the knowledge, skills, ability, and talent of teachers and staff, ensuring a guaranteed viable curriculum is implemented with fidelity and setting the intellectual tone of the school. 

  • Build a high-performing, consistent, data-driven culture with teachers, students, families, and the BoD to ensure a school-wide focus on student achievement.
  • Evaluate the performance of all academic staff.
  • Ensure the range, quality, and use of all available resources and real-world experiences for an excellent education for all students.
  • Be aware of new and emerging technologies and teaching techniques. Establish staff and administrative professional development as needed to enhance the learning experience of students.
  • Regularly track and report student academic progress. Adjust academic goals and performance benchmarks accordingly and recognize academic excellence and growth.

Talent Management :

  • Recruit, develop, and retain qualified talent to support the mission and strategic plan of the organization.
  • Oversee the development and the consistent and fair execution of all Human Resources processes and procedures including ensuring job descriptions are clearly defined, understood, and subject to rigorous review and evaluation.
  • Prepare and conduct regular administration evaluations.

Qualifications:

  • Colorado Principal License (Preferred) and/or ability to obtain.
  • Master’s Degree in a related field and/or advanced degree in education or business administration.
  • Minimum three years of experience in management, supervision, and administration (education experience preferred).
  • Minimum three to five years previous proficient K – 12 classroom teaching experience and/or equivalent.
  • Knowledge of applicable federal and state laws regarding education, student, professional staff, and other employees
  • Demonstrated success in leading high-performing teams within schools, school districts, private schools charter schools, or non-education organizations.
  • Experience in effectively solving challenging problems through a positive and collaborative approach.
  • Strong operations management skills, including financial management, leadership,
  • Effective communication skills, written and oral.
  • Approachable, accessible, highly visible to all stakeholders, and open to multiple points of view.
  • Professional with a high standard of integrity and strong moral and ethical character.
  • An inspiring thought leader who can help develop a strong, collaborative PreK-8 school culture.

Preferred Qualifications:

  • Executive Director/Superintendent or Central Office experience.
  • Five or more years proficient K-12 experience and/or equivalent.

Salary: $115K to $150K

Benefits:

  • Medical benefits
  • Vision insurance
  • Dental Insurance
  • PERA retirement benefits
  • Paid time off
  • Paid sick leave

Lincoln Academy is an equal opportunity employer and does not make hiring decisions based on age, race, gender, religion, disability, or any other characteristic protected by applicable law. If reasonable accommodation is needed to participate in the job application or interview process, to perform essential job functions, and/or to receive other benefits and privileges of employment, please contact our Human Resources Department.

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Superintendent – Haxtun RE-2J School District, CO

Posted by | February 2, 2021 |

The Haxtun RE-2J School District, Haxtun, Colorado, Board of Education, is seeking a highly qualified and fully licensed Superintendent.  The Board wishes to have the successful candidate assume the responsibilities of the position July 1, 2021.

 

McPherson & Jacobson, L.L.C., Executive Recruitment and Development, in association with the Colorado Association of School Boards, has been engaged as the consultant in a search for outstanding candidates. They will assist the board of education in identifying and screening the candidates.

 

Enrollment: 340 pk-12

 

Location: 170 miles north east of Denver

 

The Qualifications

 

The candidate must have the background, skills, and abilities essential for excellence in educational leadership. The board recognizes that selecting a superintendent is one of the most important decisions it will make. The board has identified the following desired characteristics:

 

  • Leader – A person who understands and is sensitive to rural schools. A leader who has budget experience, with specific knowledge of Colorado school finance.  A competent fiscal agent who thrives on transparency. A leader who will empower staff, establish expectations and hold them accountable.  A leader willing to live and work in a rural environment. A person who is an instructional leader and is data informed in decision making to support student learning.  A leader who will change course of direction when needed.  .  A person who can build relationships, use team building processes to build consensus on key issues and make difficult decisions.  A leader who can build rapport and trust in the community.

 

  • Communicator- An approachable, visible leader who listens to the community, parents, students, and staff. A person who is hands-on, open and optimistic. A person who writes and speaks with clarity.  A good listener.  A person whose presence is seen in the classroom, at school activities and in the greater Haxtun community. A person who can build communication with all aspect of the community.

 

  • Visionary – An innovative, proactive leader with a clear vision for success.  A strategic thinker who develops plans and builds an environment for success. A person that will celebrate current successes and one who will also look toward future challenges. A leader who understands and supports the social and emotional challenges that students face in today climate.  Knowledgeable about PBS (Positive Behavior Supports).  Understands the mental health challenges of students and staff.  A person who can plan for the future needs of a diverse population.

 

  • Educator – A Colorado licensed school leader who has previous site-leadership experience. A collaborative team leader who involves all parties impacted by a decision. Places high priority on academic achievement of all students. A curriculum and instructional leader aware of the latest learning research.  Humble and compassionate educator sensitive to the needs of the school district.  An educator who is willing to work with the area school districts’ leadership and continue to grow in professional relationship.

 

Search Timeline:

 

  • Closing date for applications: March 10, 2021
  • Board of Education selects finalists to interview: March 23, 2021
  • Interviews with the Board of Education: April 8 & 9, 2021
  • Selection of new Superintendent: April 13, 2021
  • Start date: July 1, 2021
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Regional Executive Director

Posted by | February 1, 2021 |

Position Overview

College Track is seeking a highly motivated, driven, entrepreneurial leader to serve as the Colorado Regional Executive Director (CO ED). This role will create and implement our regional, multi-year strategy that is rooted in our vision for impact and mission. The CO ED will set the overarching regional direction, maximize student outcomes, inspire CO staff, execute a successful fundraising strategy, and secure and deepen external partnerships. Additionally, this position will drive significant gains in student achievement across both Aurora and Denver sites. The Colorado ED will report to the Regional Executive Officer and is a member of the National Leadership Team.

Primary Responsibilities Include

Achievement of Program Outcomes

  • Oversee performance goals across the two College Track centers in Aurora and Denver to ensure students are on track to matriculate and graduate from college. Provide differentiated support for each site as necessary and maintain exceptional quality, while ensuring the fidelity of our program model and meeting key metrics.
  • Drive organizational and programmatic alignment across the two Colorado centers, and provide support systems that drive academic and student success, ensuring effective intervention strategies are implemented that produce significant gains in achievement.
  • Design and implement systems for evaluating progress toward strategic goals, ensuring that regional objectives are met while also aligning the work with the national program strategy.
  • Identify, recruit, develop, and retain a team of results-oriented, entrepreneurial, creative thinkers to execute the highest quality program and achieve its performance goals.
  • Build a strong, cohesive regional culture that reflects a relentless focus on student success, operational efficiency and excellence.

Fundraising and External Relations

  • Create, implement and manage an effective fundraising strategy that supports significant growth (total of $1.6M by 2024) and long-term sustainability in the CO Region in partnership with our National Development team.
  • Initiate, cultivate, manage, and steward relationships with individual, foundation and corporate supporters; expand an existing portfolio of major gift donors in order to significantly increase revenue from individuals.
  • Manage the Regional Development Director to ensure robust pipeline and revenue goals are met.
  • Steward the Local Advisory Board and inspire fundraising, securting internships, and corporate partnerships.
  • Work effectively with local media to create a strong, positive local presence. Participate in events and speaking engagements and serve as a spokesperson for College Track’s mission and impact.

Strategic Planning

  • Set the overarching regional vision; develop a regional strategy and tactical plan that is aligned with our vision of impact, mission, and goals.
  • Lead the CO region strategic planning process, including annual budgeting, in conjunction with the org-wide annual planning process.
  • Elevate College Track’s presence in the CO Region. Establish relationships with key stakeholders; support the cultivation of local partnerships with school districts, colleges, universities, corporations, and funders to maximize regional impact, scale, and long-term sustainability.

Team Management

  • Coach, develop and manage direct reports in leading strong teams that meet ambitious, measurable, and meaningful goals to ensure programmatic excellence.
  • Lead, support, and manage the CO regional team in executing strong operations, logistics, systems, and compliance in the daily operations of sites, while also anticipating longer-term needs.
  • Create and maintain a productive and supportive working environment for staff that aligns with College Track’s core values.
  • Build and maximize regional connectedness and collaboration, that facilitates the sharing of best practices across the region and that strengthens team impact and student outcomes.
  • Oversee staff hiring, professional development and performance evaluation in partnership with mission support staff.

 

Skills & Experience Required

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

  • Strong identification—personally and/or professionally—with our students’ life experiences and demonstrated commitment to social justice and educational equity.
  • 10+ years of experience in a leadership role, preferably at an established and successful education organization that experienced growth over his/her tenure.
  • Demonstrated success in fundraising with proven track record of expanding an organization’s donor base through collaborative relationship-building
  • Experience managing large teams to achieve goals and accelerate outcomes; and, proven track record of attracting and retaining top-tier talent.
  • Proven track record of delivering outcomes and achieving aggressive performance goals and metrics. Preferred: history of driving significant gains in student outcomes.
  • Highly developed strategic thinking and execution skills that allow him/her to successfully lead and manage projects, groups, or organizations to achieve results.
  • Superior relationship-building and interpersonal skills which enable rapport-building with internal and external stakeholders; ability to inspire confidence and collaboration both internally and externally.
  • Exceptional verbal and written communication skills with the ability to create and deliver inspiring presentations to diverse groups of stakeholders
  • Positive, proactive, solutions-oriented disposition with exceptional ability to collaborate with all levels of staff, and across all departments in the organization.
  • High level of self-awareness, humility, and emotional intelligence.
  • Bachelor’s degree required; Master’s degree preferred
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Executive Director

Posted by | January 27, 2021 |

EXECUTIVE DIRECTOR

2021-22 Academic Year

Job Title: Executive Director

Classification: FT/Salary Exempt

Reports To: AXL Academy Board of Directors

Salary Range:  $100-$110K

About AXL Academy

Aurora Expeditionary Learning (AXL) Academy is a PK-8 Expeditionary Learning Charter Public School located in Aurora, Colorado. Founded in 2008, AXL strives to deliver academic achievement, character development and social equity by using an active instructional model and a strong school culture. AXL meets scholars where they are to engage, empower and help all scholars achieve. For more information, please visit www.axlacademy.org.

Position Overview:

The Executive Director will lead, oversee, manage all aspects of the organization including Leadership, Operational Management, Governance, Fundraising and Academic Success with the partnership of the AXL Academy Board of Directors.

Position Responsibilities:

Leadership:

  • Maintain alignment between all programs and the overall vision, mission, and core values of AXL Academy.

  • Lead, coach and develop AXL Administration in all aspects of AXL Academy to ensure alignment with schoolwide goals through learning, development and evaluation.

  • Oversee employee lifecycle and performance management system that aligns with AXL mission, vision and values.

  • Provides leadership and management to school administration team through overseeing school development, operations, educational standards and student achievement.

  • Develop and maintain a staff culture that embodies the school’s core values, mission and vision.

  • Build and strengthen relationships with and among the School’s constituencies, including but not limited to  staff, parents, board of directors, donors, and the community at large.

  • Pursue fundraising opportunities including but not limited to grants.

  • Cultivate and maintain relationships with foundations, corporations, and individuals who provide financial support to the school to meet AXL  short- and long-term fundraising goals.

  • Strategic Planning and Implementation: Review and develop systems to strategically improve all aspects of organizational health and growth, including but not limited to systems to address achievement gaps and academics, social emotional health and development for all scholars, support services, organizational stability, and financial strength.

  • Lead a professional learning community that focuses on building relationships along with curriculum and instruction as the primary drivers of student achievement and school culture.

Governance:

  • Maintain alignment between the school’s mission/vision and the policies and strategic direction of AXL Academy’s Board of Directors.

  • Report to the board and maintain a positive, working relationship with the Board.

  • Advises the Board on the need for new and/or revised policies and ensures that all policies are implemented and followed.

  • Prepares and submits to the Board recommendations relative to all matters requiring Board action, placing before the Board such necessary and helpful facts, information and reports.

Instructional/Academic Achievement:

  • Align academic achievement and growth with AXL Vision of Engage. Empower. Achieve, while fostering engagement, empowerment, accountability and achievement for staff and scholars.

  • Lead initiatives to support and challenge all students by modeling a growth mindset.

  • Refine teaching practices in order to improve students’ learning and character development with and through effective use of student data.

  • Establish and maintain expectations for school-wide systemic operations to ensure consistency and equity.

  • Support standards-based instruction for all to engage, empower and achieve.

Operations Management:

  • Ensure accurate financial management and oversight for AXL Academy, while ensuring projected revenues through enrollment, managing board approved budget and school  assets.

  • Manage and operationalize board approved annual budget and long-term financial goals.

  • Direct all vendor relationships, maintain school operations and facilities.

  • Ensure school safety at all times surrounding building and security compliance, HR policies and safety for all.

  • Maintain and Completed required annual compliance as outlined by State, School Authorizer and Board requirements.

Required Qualifications:

  • Have at least 5 years’ experience in education including curriculum or program development, implementing accountability measures

  • Have at least 2 years’ experience as principal, school leader, executive director, or other senior leadership role in an educational institution

  • Have a principal’s license

  • Must have in-classroom experience in a K-12 grade, ideally in a charter school or organization

  • Have excellent written and verbal communication skills

  • Demonstrated record of Talent Development

  • Commitment to and experience working with students from diverse backgrounds with unique academic and personal needs

  • Demonstrated experience and competence in working with operations, finance, budgets, and financial planning

  • Ability to thrive in a diverse, intellectually challenging, fast-paced and collaborative environment

  • Maintain an unyielding commitment to all students’ learning:  No limits; no excuses

Salary Range: $100,000 – $110,000

Benefits:

  • Medical benefits

  • Vision insurance

  • Dental Insurance

  • PERA retirement benefits

  • Paid time off

  • Paid sick leave

  • Bonus eligible

APPLICATION PROCESS

Please complete online application at www.axlacademy.org or send a resume and cover letter identifying your interest in and alignment with AXL Academy to executivedirector@axlacademy.org.

The Colorado Sunshine Law, 24-6-402 (3.5) requires that the school post a list of all finalists under consideration for the position of executive director, for fourteen days prior to appointing or employing one of the finalists.

EQUAL OPPORTUNITY EMPLOYER

AXL is an Equal Opportunity Employer. AXLs ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation or disability.  Any individual needing assistance with this application should contact the Human Resources Department.

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Middle School Spanish Teacher

Posted by | January 25, 2021 |

Teaching Opportunity at Stanley British Primary School

Opening:  MS Spanish opening for the 2021-2022 school year

  • Full time position for the 2021-2022 school year

About Stanley BPS: For more than 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:

  • Teach middle school Spanish classes.
  • Work within a team-based, collaborative environment to support students of varied levels and abilities.
  • Develop curriculum that builds out the scope and sequence of the middle school Spanish curriculum.
  • Collaborate with colleagues to provide interdisciplinary learning opportunities for students across class.
  • Assist with duties as needed, such as carpool, recess, and lunch duty.
  • Other duties as assigned.

Desired Qualifications and Background Experience:

  • Experience teaching Spanish or a relevant field.
  • A bachelor’s degree in a relevant field to the discipline taught.
  • A commitment to improving one’s craft and growing professionally, modeling the joyful, lifelong learning we seek to impart to our students.
  • Experience working in a diverse environment
  • Commitment to engendering inclusiveness as a core value in the classroom and within the school community

Desired Qualifications and Background Experience:

  • An appreciation for and understanding of Stanley British Primary’s philosophy of education, including the 7 goals for learners of self-awareness, collaboration, respect, curiosity, perseverance, academic resourcefulness, and joyful, lifelong learning
  • A deep enjoyment of working with kids and getting to know them as individual people, honoring and valuing each individual child.
  • A commitment to, enjoyment of, and appreciation of the development needs of middle school students.
  • A commitment to improving one’s craft and growing professionally, modeling the joyful, lifelong learning we seek to impart to our students.
  • A bachelor’s degree.
  • Experience working in a diverse environment.
  • Highly organized and attentive to detail, able to keep track of a wide variety of dates, deadlines and logistics.
  • A willingness to pitch in and help out wherever needed.
  • A self-starter who is attentive to the needs of individual faculty and of the overall middle school team.
  • Strong oral and written communication skills.
  • Familiarity and comfort with a range of technology, including the Google platform, and the Microsoft suite of software.
  • A desire to learn as much as possible about the world of independent schools.
  • A desire to work with middle school age children.
  • A positive presence and enthusiasm for life-long learning.

We Value:

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

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 | January 25, 2021 |

Teaching Opportunity at Stanley British Primary School

Opening:  Middle School Science

  • Full time position for the 2021-2022 school year

About Stanley BPS: For more than 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:

  • Teach middle school science classes.
  • Work within a team-based, collaborative environment to support students of varied levels and abilities.
  • Develop curriculum that builds out the scope and sequence of the middle school science curriculum.
  • Collaborate with colleagues to provide interdisciplinary learning opportunities for students across class.
  • Assist with duties as needed, such as carpool, recess, and lunch duty.
  • Other duties as assigned.

Desired Qualifications and Background Experience:

  • Experience teaching science or a relevant field.
  • A bachelor’s degree in a relevant field to the discipline taught.
  • A commitment to improving one’s craft and growing professionally, modeling the joyful, lifelong learning we seek to impart to our students.
  • Experience working in a diverse environment
  • Commitment to engendering inclusiveness as a core value in the classroom and within the school community

Desired Qualifications and Background Experience:

  • An appreciation for and understanding of Stanley British Primary’s philosophy of education, including the 7 goals for learners of self-awareness, collaboration, respect, curiosity, perseverance, academic resourcefulness, and joyful, lifelong learning
  • A deep enjoyment of working with kids and getting to know them as individual people, honoring and valuing each individual child.
  • A commitment to, enjoyment of, and appreciation of the development needs of middle school students.
  • A commitment to improving one’s craft and growing professionally, modeling the joyful, lifelong learning we seek to impart to our students.
  • A bachelor’s degree.
  • Experience working in a diverse environment.
  • Highly organized and attentive to detail, able to keep track of a wide variety of dates, deadlines and logistics.
  • A willingness to pitch in and help out wherever needed.
  • A self-starter who is attentive to the needs of individual faculty and of the overall middle school team.
  • Strong oral and written communication skills.
  • Familiarity and comfort with a range of technology, including the Google platform, and the Microsoft suite of software.
  • A desire to learn as much as possible about the world of independent schools.
  • A desire to work with middle school age children.
  • A positive presence and enthusiasm for life-long learning.

We Value:

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

Equal Opportunity Employer

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

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Principal – Jefferson Jr. /Sr. High School

Posted by | January 23, 2021 |

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

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

Jefferson Jr./Sr. High School is a comprehensive, Title I, grades seven through twelve school in Edgewater, Colorado, serving about 672 students. Our 2019-20 demographic data reveal that 79% of students identify as Hispanic or Latino, 12% white, 6% Black, 2% American Indian, and 2% multi-racial. 90% of students are on the Free/Reduced lunch program, and a significant number of families are in transitional housing. Approximately 45% of our students are English Language Learners, and about 17% of our students qualify for Special Education services.

Jefferson High School is committed to creating an enriching educational environment that promotes student achievement and success by addressing individual student needs, integrating technology, promoting safety throughout the school, and encouraging parent-community participation. We are proud of our diverse community and the “SAINTS” strive for greatness. Our students have many opportunities to earn college credit while still in high school and we offer academic support to help them achieve the college level.

The 2019 School Performance Framework indicates, Year 1 of Turnaround Status

Pre-Employment Requirements

The successful new hire or rehired candidate will be responsible to complete and incur the fingerprinting and processing fee of $49.50 through an appropriate fingerprinting vendor and the Colorado Bureau of Investigation, within 48 hours of offer acceptance.

Responsibilities

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

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

  • Demonstrated success in building a positive climate and empowering school culture.
  • Passion and commitment for high levels of learning for all students.
  • Build strong and supportive relationships with staff, students and community.
  • Proven ability to engender shared leadership and effective collaboration with all stakeholders.
  • Experience developing a Professional Learning Community (PLC) model and creating high-performing teams. 
  • Effective strategic planning for school improvement, school management and collaborative problem solving.
  • Prefer minimum of 3 years of principal or educational leadership experience.
  • Colorado Department of Education Principal License or eligible to obtain.  

Following is a general summary of the essential duties and responsibilities for this position as outlined in the School Leadership Profile.

LEADERSHIP:  Provide a purpose and direction for the school.

COMMUNITY BUILDING:  Guide the development of a caring community that includes stakeholders in the school.

INSTRUCTIONAL LEADERSHIP:  Focus on student learning and student success.

MANAGEMENT:  Manage the human and financial resources to ensure an orderly work and learning environment..

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

EXPERIENCE:   Requirements follow State of Colorado guidelines for principal licensure.  In addition, the candidate will have a minimum of 2 years educational administrative and/or comparable administrative leadership.

EDUCATION AND TRAINING: Master’s degree.
.
CERTIFICATES, LICENSES, REGISTRATIONS:  Colorado Principal License issued or in process.

SKILLS, KNOWLEDGE, & EQUIPMENT:  Demonstrated conflict management, problem solving, resource allocation, prioritization, data analysis, collaborative decision making, relationship building, group facilitation, writing, and speaking skills.  Demonstrated knowledge and use of District policies, procedures, employee contracts, and legal requirements.  Computer and technology skills which include Human Resources; Financial Systems; and communications technology including software, E-mail, and voice mail are a condition of employment and must be obtained within one year after hire.

DECISION MAKING:  Ability to determine staffing levels and budget requirements; develop alternatives and make decisions in crises situations; utilize collaborative decision making skills; and apply good judgment to ensure student safety and carry out student discipline.  Errors could lead to legal ramifications and compromise student safety and the learning environment, resulting in substantial embarrassment or cost to the District.  Final decisions at the school site are the responsibility of this position.

COMMUNITY RELATIONS:   Daily contact with parents, students, and law enforcement officials to exchange information and resolve issues.  Regular contact with vendors, media, legislatures, and government entities to exchange information; with higher education, partnerships, and businesses to exchange information, develop and maintain programs, maintain relationships, and foster program participation; with government agencies, community individuals and groups, transportation officials, and community colleges to exchange information and resolve issues; and with district attorneys to exchange information regarding legal matters.

SPAN OF CONTROL:   Directly supervise assistant principals, counselors, teachers, school resource officers, coaches, club sponsors, classified employees, and special education personnel.  Carries out supervisory responsibilities in accordance with the organization’s policies and applicable laws. Responsibilities include interviewing, hiring, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems.

EDUCATIONAL DELIVERY:   Support the instructional programs of the District by supervising and evaluating teachers and administrators and by developing and implementing school instructional programs.  Understand the philosophy of standards based education, the processes of curriculum development and effective models of instruction, and lead their implementation in the schools.  Manage the development of curriculum and instructional programs that recognize the contributions of diverse groups and foster success for all students regardless of gender, race, or disability.  Lead the community in the development of challenging performance standards for students and the development of varied supervisory and evaluation processes.  Insure the development of a staff development program that recognizes the principles of adult learning and focuses on student success.  Use data to analyze the current state of student learning and serve as a catalyst for and manager of needed change.  Understand and lead the use of technology in instruction.  The majority of the time is spent at the school site.

COMPLEXITY OF WORK:   Requires analytical skills, independent thinking, considerable judgment, and the ability to assess crises and make sound decisions quickly with little time or input from others.  Must manage personnel, curriculum, student success and discipline, and physical plant.  Must have a strong understanding of student behavior, District culture and policies and be able to quickly analyze the impact of decisions on the student, school, District, and community.  Final decisions at the school are the responsibility of this position.  Generally, work is complicated by the volume of students at the school site, large budget management responsibilities, and the diversity and severity of student issues and crises.

The physical demands, work environment factors, and mental functions described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

PHYSICAL DEMANDS:  While performing the duties of this job, the employee is regularly required to stand, walk, reach with hands and arms, talk or hear, and taste or smell.  The employee frequently is required to use hands to finger, handle, or feel.  The employee is occasionally required to sit; climb or balance; and stoop, kneel, crouch, or crawl.  The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 100 pounds.  Specific vision abilities required by this job include distance vision, peripheral vision, depth perception, and ability to adjust focus.

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

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

Equal Employment Opportunity

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

Comments Off on Multiple Elementary and Middle School Principal Openings

Multiple Elementary and Middle School Principal Openings

Posted by | January 21, 2021 |

Pueblo County School District 70 has 3 Elementary School Principal and 2 Middle School Principal positions open for the 2021-2022 school year. To view job descriptions and complete an employment application, please visit the Pueblo County School District 70 website http://www.district70.org.

Pueblo County School District No. 70 serves approximately 9,000 students in the suburban rural areas surrounding Pueblo, Colorado and houses 24 school sites throughout the district serving a diverse population of students within 19,000 square miles.

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Director

Posted by | January 20, 2021 |

Southwest Open School in Cortez, Colorado is seeking a Director for a full-time position, with one month off during the summer. The position starts July 1, 2021 and the hiring committee is accepting priority applications until February 8, 2021 and beginning interviews in late February or early March 2021. Position open until filled.

Qualifications:

  • Master of Arts in Educational Leadership or related degree
  • At least 5 years of teaching and/or administrative experience
  • Commitment to expeditionary learning and socio-emotional educational approach for at-risk student
  • Experience working with marginalized youth in underserved communities
  • Excellent written and oral communication and organizational skills
  • Strong team building skills

Major duties:

  • Fosters collaboration and shared leadership among staff, students, community members and the Board of Directors to advance the mission and vision of the school
  • Oversees all operations of school including academics, human resources, facilities, and finances
  • Effectively resolves conflict with respectful and inclusive approaches

 

Salary: $69,000-$77,000

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Jeffco Virtual Educator Career Fair – 2/16

Posted by | January 19, 2021 |

Join Jeffco Public Schools for our annual Educator Fair! This event is open to all Teachers and Special Service Providers.

Choose a 30-minute time slot on Tuesday, February 16, 2021 between 4:00PM – 8:00PM MST.

Similar to an in-person career fair, you will have the opportunity to connect individually with our talent acquisition team and learn more about the opportunities we have to offer!

Comments Off on Jeffco Virtual Educator Career Fair – 2/6

Jeffco Virtual Educator Career Fair – 2/6

Posted by | January 19, 2021 |

Join Jeffco Public Schools for our annual Educator Fair! This event is open to all Teachers and Special Service Providers.

Choose a 30-minute time slot on Saturday, February 6, 2021 between 10:00AM – 2:00PM MST.

Similar to an in-person career fair, you will have the opportunity to connect individually with our talent acquisition team and learn more about the opportunities we have to offer!

Comments Off on “The Gateway” for Educator Hiring Opportunities

“The Gateway” for Educator Hiring Opportunities

Posted by | January 19, 2021 |

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

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

Benefits of participating through “The Gateway”:

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

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

If you have any questions, please contact the HR Welcome Center at 303-982-6515 Option 7.

Comments Off on Teacher – Various Positions (2021-2022 Openings)

Teacher – Various Positions (2021-2022 Openings)

Posted by | January 18, 2021 |

Current openings: Math Instructor and Drama Instructor

Please check  https://www.aspenacademy.org/about/careers for specific openings for the 2021-2022 school year.

We live and model the community’s values in thought, word and deed to students, colleagues and parents and the larger community. We are palpably committed to, supportive and co-leaders in the achievement of Aspen Academy’s vision and mission.

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

Is this you?

  • You cultivate students’ curiosity, engagement, growth and performance in academic, intellectual, social and emotional domains.
  • You are a competent, compassionate, creative, dedicated and enthusiastic professional. You are committed to growth and improvement.
  • You possess strong instructional pedagogy, a habit and practice of continual personal and professional growth, and both curiosity and expertise in the content to be taught.
  • You are an excellent communicator, both written and verbal.
  • Your strengths include time, organization and project management; and you demonstrate strong social and emotional intelligence, and cultural competency

If this describes you, we can’t wait to meet you!

At Aspen Academy, we prepare students to enter, succeed in, and graduate from outstanding high schools.  We are committed to providing an intentionally diverse student body with an outstanding liberal arts education within the framework of an individualized education; character, leadership and entrepreneurial development; and service learning.

If not for life, then what are we learning for?  We look at learning as a way to ignite the personal passions and interests of each and every student. Our academics, partnered with a focused leadership development sequence, prepare students for life. Students thrive as they build lasting relationships with peers and teachers through small class sizes and a community focus.

Justice, equity, diversity and inclusion are core to Aspen Academy. We are passionate about building and sustaining an inclusive and equitable working and learning environment for all students, staff, and faculty. We believe every member on our team enriches our community by exposing us to a broad range of ways to understand and engage with the world, identify challenges, and to discover, design and deliver solutions. At Aspen Academy, we don’t just accept difference — we celebrate it, we support it, and we thrive on it for the benefit of our employees, our students, and our community. Aspen Academy is proud to be an equal opportunity workplace and promotes affirmative action. We are committed to providing an environment of mutual respect where equal employment opportunities are available to all applicants and teammates without regard to race, color, religion, sex, pregnancy, national origin, age, physical and mental disability, marital status, sexual orientation, gender identity, gender expression, and military and veteran status. We are committed to the belief and practice that thriving communities are built around dedicated policies that intentionally reflect inclusion and representation.

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

Our Teachers’ Responsibilities:

  • Classroom Strategies and Behaviors: Communicating learning goals and feedback, establishing rules and procedures; helping students interact with new knowledge; helping students practice and deepen new knowledge; helping students generate and test hypotheses; engaging students; recognizing adherence to norms and procedures; establishing and maintaining effective relationships with students; communicating high expectations for all students.
  • Planning and Preparing: Planning and preparing for: lessons and units, resources and technology, needs of English language learners, needs of neurodiverse learners and differentiated learning styles, implementation of culturally responsive classrooms.
  • Reflecting on Teaching: Evaluating personal performance as well as developing and implementing a professional growth plan.
  • Collegiality and Professionalism: Promoting a positive environment; promoting an exchange of ideas and strategies; promoting our school and its community’s development.

Qualifications:

  • Required: Bachelor’s degree from an accredited college or university. Optional: Masters or Doctoral degree.
  • Strongly preferred: Teaching credential or license, generalist or domain specific.
  • 3-5 years classroom experience.
  • Evidence of content mastery.
  • Grant permission for a criminal background check upon hire.
  • Meet physical demands to perform essential functions of the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions:
    • Ability to work full-time, including some evenings and weekends; work in person/in the school building; speak for long periods of time.
    • Regularly required to stand; walk; use hands to finger, handle, or feel; reach with hands and arms; and stoop, kneel, or crouch.
    • Frequently lift and/or move up to 25 pounds; occasionally life up to 50 pounds.

Aspen Academy offers an excellent compensation package including health, dental, 403(b) with matching and more; wide-ranging opportunities for professional development; and a talented and dedicated staff of teaching professionals and supportive administrators.

Salary Range: Starting $31,520 – $51,106 (based on education & experience step and ladder, max 6 years teaching experience credit)

Applicants are also invited to visit the Aspen Academy’s website (www.aspenacademy.org) to learn more about the school and its program.

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Executive Director

Posted by | January 15, 2021 |

Executive Director

Prospect Academy is a new school designed for students with learning differences. The school will be located in Arvada, Colorado, and will open Fall 2021. The primary focus of the school is serving students who have diagnoses of autism, dyslexia, dyscalculia, dysgraphia, Attention-Hyperactivity Deficit Disorder (ADHD), and other learning differences.

The Executive Director of Prospect Academy of Colorado will utilize his or her knowledge of learning and behavior to create an optimal environment for the growth of all people at the school.  The Director will have a sense of urgency to accomplish and enact the mission and vision of Prospect Academy using executive level organizational management skills.  Further, the ED will use and encourage a data-based decision-making framework applied across school processes and relationships. 

The Executive Director is accountable to the Board of Directors and is responsible for the critical operations of the school.  Because Prospect Academy of Colorado is a new school, systems and policies will need to be developed and approved by the Board of Directors.  Growth of the school will happen quickly requiring significant attention to financials, the facility, and fundraising.    As Executive Director, he or she will be responsible for staffing, hiring, and all administrative functions within the school. As the leader for the school’s positive behavior support plan, he or she  will need to lead all people positively and proactively.   The ED will also have a supervisory role for a caseload of IEPs but will work collaboratively with the Academic Director to accomplish this goal.  

Qualities needed for success: 

  • Have an understanding and excitement about the population of students attending Prospect Academy
  • Demonstrate a deep understanding of learning and behavior 
  • Create and foster an environment where people only speak positively regarding students and student performance 
  • Have a growth mindset and cultivate it among others      
  • Ability to create a problem-solving process for student and staff achievement 
  • Desire to communicate effectively with parents, partners and the community
  • Ability to create cross sector partnerships       

Executive Director Duties and Responsibilities:

  • Collaborate with teachers, parents and students to provide the best education for each student and assist them in their academic and professional goals
  • Execute the goals and policies approved by the Board of Directors
  • Support the Board and its Committees; ensure regular reporting of activities
  • Hire and participate in other employment activities for department directors, instructors and secondary staff members to create a dynamic team
  • Supervise the Academic and Counseling Programs and oversee the management of the IEP caseload
  • Ensure the school remains in compliance with CSI, state, and federal special education law, including reporting on performance indicators
  • Establish curriculum guidelines in collaboration with academic director and school district, and ensure that guidelines are met 
  • Leadership and oversight of school’s disciplinary processes
  • Develop and monitor a 5-year budgeting plan, ensuring regular reporting to the board of directors so they can effectively oversee the fiscal health of the school
  • Manage the school facilities, ensuring systems are operating efficiently
  • Be a leader in fundraising activities
  • Ensure compliance with all Charter School and School District regulations
  • Be the face of the school in the community and ensure a respected reputation
  • Build cross sector partnerships with key stakeholders to support the growth of the school


Executive Director Qualifications:

Required:

  • Master’s degree in education, nonprofit management or field relevant to the work described, doctorate preferred
  • 3-7 years’ successful experience as a principal, vice principal or equivalent executive position leading an organization with a proven track record of positive evaluations, organizational financial health, and organizational  growth under leadership
  • Excellent written and verbal communication skills
  • Proven problem-solving skills


Preferred:

  • Special Education administrator license or equivalent experience
  • Proven track record of working with children with challenging behaviors and crafting positive, proactive solutions 
  • Experience in working with legislative and authorizing policy makers
  • Familiarity with Precision Teaching
  • Coursework or training in conflict management

 

The Executive Director reports to the Board of Directors

Salary Range: $90,000-$105,000, depending on experience. 
Benefit package includes Medical, Dental, Vision and Retirement, as well as paid time off.  Opportunity for professional development reimbursement.  

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Student Advocate

Posted by | January 15, 2021 |

Colorado High School Charter is seeking a Student Advocate at our GES Campus.  The Student Advocate supports students and works to removing barriers to student success through outreach, caseload management, data tracking and supportive interventions.

 

Colorado High School Charter Overview

Colorado High School Charter (CHSC) is a 9-12 public charter school in Denver whose mission is to transform the alternative education experience by igniting the potential within each of the diverse young people we serve. CHSC is one of the leading alternative education campuses in Denver, with student achievement data consistently showing notable growth. As member of the CHSC team, you will have the opportunity to develop meaningful relationships with your students while receiving regular coaching and professional development to allow you to make a difference for students who have not found success elsewhere.  www.coloradohighschoolcharter.com

 

What makes working at CHSC exciting?

  • Constant learning through regular coaching and professional development
  • A focus on student personal and academic growth achieved through tailored curricula, a supportive school environment and community partnerships
  • Social emotional support for students to remove barriers in and out of the classroom so ALL students can be successful
  • A great staff culture that regularly celebrates student and staff achievement
  • CHSC has experienced increased enrollment; word is spreading about our amazing work.

 

What do we look for in candidates?

  • You are passionate about education in an alternative education setting and are excited about Colorado High School’s mission.
  • You recognize the value of learning through real-world application and are eager to help all students consider a range of career paths.
  • You have experience or a strong desire to work with young people who have struggled personally or academically in conventional school settings.
  • You value developing trusting and often transformative relationships with students.
  • You are a team player who helps create a positive, vibrant school culture.

Student Advocate chief responsibilities:

  • Manage full student body caseload, approximately 75-85 students
  • Accurately document communication between oneself, students and families.
  • Build relationships with youth while engaging them in school
  • Track student attendance and develop multi-tiered systems of support (MTSS)
  • Manage/Coordinate Teacher/Student Attendance Challenges
  • Manage/Coordinate Quarterly Awards Program
  • Engage parents/guardians through phone calls, meetings, home visits
  • Actively participate in Parent/Teacher Conferences and Family Night Events
  • Tutor students inside and outside the classroom to support academic achievement
  • Address barriers to student achievement by connecting students to local community services and school-based resources
  • Collaborate as a team with CHSC staff to increase attendance, reduce truancy, eliminate dropouts, and improve academic performance

Student Advocate auxiliary responsibilities include but are not limited to:

  • Lead, support, and willingly engage with Restorative Justice practices
  • Conduct, promote, and support after-school study halls to increase student achievement
  • Liaison with in and out of district transitions officers to enroll new CHSC students
  • Assist with enrollment and recruitment
  • Other duties as assigned by the Administration Team

Work hours are from 8:00 a.m. to 4:00 p.m. Monday through Friday with occasional evening commitments for school events.

Qualifications

Required:

  • High school diploma or equivalent
  • Reliability with commitment to follow through
  • Self-starter seeking to work and take initiative in fast paced environment
  • Excellent oral and written communication skills
  • Excellent organization skills and attention to details
  • Permanent US work authorization
  • Valid driver’s license and reliable vehicle

Desired:

  • College degree
  • Experience working with diverse students and families
  • Proficiency in using Infinite Campus
  • Bilingual Spanish/English

We offer a comprehensive benefits package.

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Director of Legal & Policy Initiatives

Posted by | January 13, 2021 |

REPORTS TO: Executive Director

OVERSEES: Legal & Policy Associate

ESSENTIAL DUTIES: DIRECTOR-LEVEL RESPONSIBILITIES (65%)

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

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

 

ESSENTIAL DUTIES AND ROLE-SPECIFIC RESPONSIBILITIES (35%)

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

  • Draft, negotiate, and oversee the implementation of charter school contracts and amendments, including monitoring of contract conditions, milestones, and waiver replacement plans.
  • Develop and manage new and updated CSI Board policies and CSI staff procedures at the direction of the Executive Director, including drafting of relevant resolutions and documentation for Board action.
  • Develop and implement school revocation and closure procedures and policies.
  • Provide intervention support and monitoring in response to situations of extreme non-compliance or emergencies, in coordination with legal counsel and CSI staff.
  • In collaboration with each CSI department, develop and maintain school board governance resources and training.
  • Develop and maintain legal and policy guidance, tools, and templates for use by CSI schools.
  • Develop and expand CSI’s legal and policy initiatives in alignment with CSI’s mission, vision, and strategic plan, including the identification, reduction, or elimination of requirements that are unnecessary, duplicative, or obsolete.
  • Monitor and report legal and policy developments of state and national significance and draft policy documents to articulate the impact to CSI and to CSI-authorized schools.
  • Coordinate all CSI State Board appeals and Colorado Open Records Act requests on behalf of the Institute.
  • Collaborate with the Attorney General’s Office on all relevant legal analysis.
  • In collaboration with the Director of Finance, monitor and oversee compliance with transportation, food services, and facilities laws, rules and policies, including revising CSI policies as necessary.
  • Monitor and oversee compliance with safety laws, rules, and policies, including revising CSI policies as necessary.

EXPERIENCE

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

EDUCATION

  • Master’s Degree in public policy, law, or related field required
  • Juris Doctorate strongly preferred

JOB TYPE

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

LOCATION & TRAVEL

  • The typical work location for this position is the CSI office in Downtown Denver. During the COVID-19 pandemic, this position is able to work remotely.

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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Site Director Denver

Posted by | January 7, 2021 |

Position Overview 

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

Primary Responsibilities

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

Highest Priority Competencies

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

 

Additional Skills, Experience and Characteristics Required

  • 7-10 years of experience in school leadership or managing a complex, youth-serving program or organization leading students to breakthrough results,
  • 5+ years of experience leading teams to achieve goals and accelerate outcomes; and, proven track record of hiring and retaining top-tier talent.
  • Track record of creating the conditions for high performance and talent retention by fostering a results-oriented, productive, diverse, equitable and inclusive team and culture of support, mutual-accountability, and impact
  • Ability to oversee effective delivery of College Track’s core work, partnering with the regional and national teams to achieve goals
  • Success building relationships and communicating in a way that fosters trust, values differences, and furthers College Track’s mission
  • Experience proactively driving healthy change by taking initiative, and applying both an operational and programmatic lens, to improve systems and program delivery
  • High degree of flexibility and adaptability; can work within and drive decisions in the face of ambiguity and an ambitious, fast-moving environment; helps team move towards clarity and solutions
  • Unwavering belief in the potential of students in setting high expectations
  • Connection to Colorado SW community, the local community in which the site is situated (preferred)
  • Spanish language fluency (preferred)
  • Minimum 4-year college degree (Master’s Degree preferred)
  • Valid driver’s license and clean driving record required and ability to pass College Track’s drivers clearance process
  • Able to work 10:00am –6:00pm (virtually) or 11:00am –7pm(in-person) Monday through Friday and occasionally on weekends, program necessity requires

 

Reporting Relationships

Site Directions report to Regional Executive Directors. The number of direct reports varies by site maturity and location, and generally includes one or more full time staff and a team of part-time paid staff and volunteers.

Compensation & Benefits

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

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Director, Logan Learning Lab

Posted by | January 5, 2021 |

Position: Logan Learning Lab Director at The Logan School

Reporting to: Markus Hunt, Head of School

Location: Denver, CO

Status: Full-time, competitive salary; full benefits

Start Date: January/February 2021

The Learning Lab Director will be an employee of The Logan School and will therefore be required to comply with all applicable requirements and expectations of an employee, including confidentiality and appropriate school-required training.

About the position and the person

This bold, forward-looking leader will work with the Head of School and administrative staff at The Logan School, as well as with various community partners, to share Logan’s philosophy and pedagogy through external programming and leadership. Key responsibilities include: planning and executing the student summer enrichment program, year-round teacher professional development through the teacher Fellowship program, fundraising for the Lab, and thought-leadership and advocacy for expandeding support of underrepresented gifted students and learner-centered education. This leader will need a sophisticated skill set to navigate the various populations that support and serve the Lab: the Logan administration, faculty and Board of Trustees; the Lab students and parents; the teaching Fellows and their respective school communities, funders; and the broader community of education innovators.

Skilled Educator. This leader has expertise in learner-centered education, and education that cultivates curiosity and celebrates diversity, equity, and inclusion. They have a demonstrated ability to support individual and group learning, with both students and adult educators, in ways that promote agility, creativity, productivity, and growth along with social-emotional, academic, and executive function skills. They lead with engagement, inspiration, humility, and a mindset of continuous learning. This leader will help Lab students and their parents navigate resources and build relationships and networks of support. This leader will also help the Fellows navigate their own school and systems to explore how to utilize  Logan’s educational approach to assist in their students’ learning

Network Architect. This leader will successfully build and sustain diverse networks of participants and constituents. This leader will utilize multimedia to make meaning of the Lab and Fellowship program for internal and external audiences by determining metrics, assessing impact, analyzing data, synthesizing insights, and iterating quickly on redesigns.  

Engaging Storyteller. Key to this role is an ability to inspire and influence others, cultivate strong relationships, and build coalitions that move people (and organizations) to action. This will help to share Logan with the broader community and raise funds to support the Lab. 

Key elements of the role

  • Directing the Summer Lab, and providing ongoing family support
  • Designing and leading the Teacher Fellowship program
  • External outreach

Responsibilities:

The Summer Lab

  • Set, manage and adhere to the calendar, budget, and programming (both curriculum and logistics) of the Lab each year
  • Recruit students for the Lab 
  • Cultivate relationships with teachers and leaders throughout DPS and other community organizations to build active partnerships, communication, and joint programming
  • Understand and support student developmental needs
  • Hire Lab staff
  • Observe, supervise, support and evaluate Lab staff and Fellows, in collaboration with the Instructional Coach
  • Recruit, train, and manage Logan student Buddies for the Lab 
  • Maintain, create, and assess curricula and program through observation, collaboration and/or direction from the Head of School
  • Foster a learning environment for students and faculty that encourages high morale and creative learning processes
  • Be aware of the educational, physical, social and psychological needs of the students and work with other staff and faculty to develop plans for meeting those needs 
  • Work with Lab teachers to develop student portfolios that can be used as part of the students’ long-term academic plan 
  • Assist in the admission and retention process for Lab students and student applicants by reviewing files and leading information sessions for prospective Lab families 

Ongoing Family Support

  • Work with Lab families to provide support in their understanding of our program and their student’s academic and social-emotional growth 
  • Engage parents/guardians in learning and advocacy training
  • Reach out to families every six to eight weeks to see how family and child are doing, if any additional supports would be helpful, etc. 
  • Plan and host 2-3 social gatherings/learning extensions for Lab students and parents over the school year.

Logan Learning Lab Teacher Fellowship

  • Create a Fellowship that enables public school teachers to explore how to bring a student-centered approach to learning into their own classrooms in meaningful, authentic ways 
  • Design Fellowship structure: Mission/Vision, budget, calendar, and scope of programming (including monthly sessions and any work Fellows will be completing)
  • Plan and attend all Lab-related meetings 
  • Establish positive relationships with leaders of partner organizations
  • Observe, supervise, support and evaluate Fellows in collaboration with their supervisor within their home school
  • Foster a learning environment for Fellows with Logan community that encourages high morale and creative learning processes 
  • Establish relationships with potential partner universities for Fellows to attain formal credit for Fellowship

External Outreach

  • Build relationships and support storytelling and reporting for current and future funders
  • Ensure positive relationships between the Logan community (students, parents, faculty, Board) and the Lab community (students, parents, Fellows, community partners, etc.)
  • Create multiple means of communicating the work of the Lab
  • Identify and develop partnerships with local schools, universities, foundations, and national organizations to build positive, mutually-beneficial coalitions 
  • Identify a future research agenda for the Lab

Characteristics needed

  • Self-starter (ie, takes initiative, enjoys turning ideas into tangible programming)
  • Systems-thinker (for designing Fellowship, continuing the Lab, and exploring the collaboration between the Lab and Logan)
  • Highly detail-oriented and exceptional at follow-through
  • Creative, collaborative, and agile
  • Inspires belief and action in others
  • Team player 
  • Ability and willingness to keep information confidential 
  • Good listener 
  • Flexible in multi-tasking 

ABOUT THE LOGAN SCHOOL FOR CREATIVE LEARNING

The Logan School for Creative Learning is an independent school founded in 1989 to serve students identified as gifted with a learner-centered approach to education. The school’s mission is to cultivate the curiosities of gifted children. We currently serve 250 students, K-8, during the school year. 

At Logan, students develop their own individualized units of study, allowing personal passion and interest to drive the development of academic skills and deep critical thinking. Students engage in the wide world around them through hands-on and experiential learning which ensures that their learning experience mirrors the infinite nature of their curiosity.

The independence and self-direction of the Logan model creates a strong environment for children to learn the skills of time management, organization, and personal responsibility. The exceptional faculty guide students in their learning journey and provide individualized instruction and support.

Students have myriad opportunities to collaborate with one another and learn directly from experts outside the walls of the school, which demonstrates the commitment to primary sources.

The Logan approach is as unique and individual as the children in our community. We do not believe that one size can possibly fit all when it comes to education. Instead, children are encouraged to embrace their passions and interests. We believe this is the best way to ensure their success as lifelong learners.

ABOUT THE LOGAN LEARNING LAB

The Lab launched student programming in the summer of 2018 to make Logan’s unique model accessible to a greater number of underrepresented gifted students – students of color and low-income students, who are both formally and informally identified – from neighboring public schools. While participating in the lab, students learn on- and off-campus about units in an area of interest, and share their learning with others. Students take home portfolios of their work, get personal resources to help navigate their schools/districts, and are offered additional optional cognitive testing at no cost.  Additionally, the cohort (students and their parents) gathers multiple times over the school year to extend learning and build community. We are intentional about how we help develop parent knowledge around their children’s learning styles, giftedness, and systems and processes of accessing gifted programs and supports. This, in addition to experiencing a learner-centered model, can help parents reimagine what learning – and school! – can be, and help them build their own advocacy through this “two-generation” approach. Participation, food, and transportation are offered at no cost.

During the summer of 2020, we piloted a Teacher Fellowship Program with Denver Public Schools (DPS) and Clayton Early Learning. The long-term goal of the Fellowship will be to offer authentic, professional development to public school teachers so they can learn the practices of co-designing learning with students. An instructional coach will support Fellows over 13 months with an equity-focused design process to practice this work in the Lab, prototype it with their own community, and ultimately design new pilots at Clayton Early Learning and Cole Arts and Sciences Academy. This Fellowship is an investment in the groundwork for systems change through research and professional development that has the potential to shift the approach to both identifying and serving underrepresented gifted students in particular, and demonstrating concrete learner-centered practices and outcomes that can reshape our education system more broadly. 

 

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Executive Director

Posted by | December 21, 2020 |

Union Colony Charter Schools
Charter Director – Job Description
Certification/ Licensure : Colorado State School Administrator License Required
The Director shall be the chief administrative officer for Union Colony Schools. He/She is responsible for the effective operation of the Charter; for the general administration of all instructional, business, or other operations of the Charter, and for advising and making recommendations to the Board of Directors with respect to such activities. He/She shall perform all the duties and accept all of the responsibilities usually required of a Charter Director as prescribed by the Education Laws of Colorado State, laws and regulations of the United States, statutes of Colorado State, and the policies, rules, and regulations established by the Board of Directors.
1. Primary Activities
The Director shall possess the following powers and be charged with the following duties:
1. To be the chief executive officer of the Charter, with the right to speak on all matters before the Board, but not to vote.
2. To enforce all provisions of law and all rules and regulations relating to the management of the schools and other educational, social, and recreational activities under the direction of the Board.
2. Responsibilities
1. Keep the Board informed of the condition of the Charter’s educational system; assure effective communication between the Board and the staff of the school system. Relay all communications by the Board regarding personnel to district employees and receive from all school personnel any communications directed to the Board.
2. Prepare the agenda for Board meetings, in consultation with the President of the Board. Prepare and submit recommendations to the Board relative to all matters requiring board action, placing before the Board such necessary and helpful facts, information, and reports as are needed to ensure the making of informed decisions.
3. See to the development of high standards of performance in educational achievement, use and development of personnel, public responsibility, and operating efficiency.
4. Submit to the Board a clear and detailed explanation of any proposed procedure which would involve either departure from established policy or the expenditure of substantial sums.
5. Develop and recommend to the Board long-range plans consistent with population trends, cultural needs, and the appropriate use of Charter facilities, and see to the development of long-range plans which are consistent with Board objectives.
6. See to the execution of all decisions of the Board.
7. Maintain adequate records for the schools, including a system of financial accounts, business and property records, personnel records, school population and scholastic records. Act as custodian of such records and all contracts, securities, documents, title papers, books of records, and other papers belonging to the Board.
8. Be directly responsible for news releases and/or other items of public interest emanating from all Charter employees which pertain to education matters, policies, procedures, school related incidents or events.
9. Prior to action by the Board, recommend the appointment, discipline or termination of employment of the administrators, and teaching and non-teaching personnel of the Charter.
10. See that the development, authorization, and the maintenance of an appropriate budgetary procedure is properly administered. Prepare the annual proposed budget and submit it to the Board by the annual deadline or at such earlier date as is necessary to provide an adequate opportunity for the Board’s discussion and deliberation.
11. Act on own discretion in cases where action is necessary on any matter not covered by Board policy or directive. Report such action to the Board as soon as practicable and recommend policy in order to provide guidance in the future.
3. Primary Relationships
The Director observes and conducts the following relationships:
1. Board of Directors
■ As chief executive officer, be accountable to the Board of Directors, as a Board, for the administration of the educational system and for the interpretation and fulfillment of the aforesaid functions, primary activities and responsibilities.
■ Attend, or have a representative attend, all meetings of the Board.
■ Represent the Charter as the chief executive officer in dealings with other school systems, professional organizations, business firms, agencies of government and the general public.
■ Report directly to the Board of Directors, as a Board, and as required to all appropriate governmental agencies.
2. Administrators
■ Directly oversee the work of other central office personnel.
■ Direct the operations and activities of administrators; see that they effectively guide and coordinate the operations and activities of the educational system; secure their assistance in formulating internal objectives, plans and programs; evaluate their job performance; and be personally responsible for all evaluations of administrators.
3. Others
■ Work with other Board employees and advisors, including auditors, architects, attorneys, consultants and contractors.
■ Hold such meetings with teachers and other employees as is necessary for the discussion of matters concerning the improvements and welfare of the schools.
■ Represent the Charter before the public, and maintain, through cooperative leadership, both within and without the Charter, such a program of public relations as may keep the public informed as to the activities, needs and successes of the Charter.
■ Receive all complaints, comments, concerns and criticisms regarding the operation of the Charter from the public, employees of the Charter, students, and Board members.

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School Operations Manager

Posted by | December 17, 2020 |

Responsibilities

  • Ensure all operations are carried on in an appropriate, cost-effective way
  • Improve operational management systems, processes and best practices
  • Purchase materials, plan inventory and oversee technology checkout processes
  • Manage department budgets
  • Perform quality controls
  • Perform duties required of the School Assessment Coordinator
  • Emergency drills and safety procedures
  • Managing facility maintenance (calling in repairs) and cleaning/janitorial staff
  • Master scheduling & all things Infinite Campus 
  • Tech Configuration & Distribution
  • Receipt reconciliation with monthly bank statements
  • Manage systems for HR Paperwork & Recordkeeping

 

Ideal Profile

  • Humility
  • Growth mindset
  • Ability to own and learn from mistakes
  • Someone who is excited to build new systems
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Math Teacher

Posted by | December 17, 2020 |

Our Why? Transformational Resistance of Systems of Oppression.

Our VISION: The world is ours.

Our MISSION: Authentic Education led by students, co-created with community, and guided by educators.

Our VALUES: Equity | Justice | Love | Community

A Little Background:

Starting in October 2017, a Community Design Team of students, families, educators, and community members met bi-monthly to design an innovative school for the community and by the community. Empower Community High School holds as its vision that our students will claim their rightful place as agents of change, growth and social progress. The world is ours, and we must educate and foster the scholars, writers, artists and innovators who will build a just and equitable world. Your task is to co-create and sustain a transformational school culture with students, educators, community partners, and families.

Work with us if the following questions excite you!

  • How can I live and breathe a Liberatory Pedagogy?
  • How can I use my extensive content knowledge to link Mathematics, culture, and community to social progress?
  • How can I teach core content while developing the capacity in students to engage in transformational resistance?
  • How can I enforce school practices that honor cultural differences and protect the dignity of every student and teacher?
  • How can I inspire self-discipline?
  • How can I use pedagogical philosophy to guide instructional strategies that create a sense of belonging for students, educators, families, and community partners?
  • How can I use data to search for and treat root causes rather than symptoms (of both failure and success)?
  • How can I perpetually deepen the quality of my learning and instruction?

Key Skills & Mindsets:

  • Critical Consciousness
  • Creative instructional practices incorporating critical pedagogy
  • Highly reflective/open to try different things and learn from “failure”
  • Commitment to decolonized mindsets and practices
  • Commitment to reading and deepening knowledge of content and educational practice
  • Demonstrably high social-emotional intelligence quotient

Education and Licensure

  • Minimum Bachelor’s Degree from an accredited college or university
  • Holds a Colorado teaching license or is currently eligible for one with the appropriate endorsement for this position
  • A completed Human Resources file including transcripts, student teaching verification, previous work experience
  • Condition of Employment: As a condition of employment, the individual selected for this position will be expected to complete the APS-sponsored Linguistically Diverse Educator (LDE) Certificate Program within the first three years of employment. (Contingent upon our waivers)

This job description does not constitute an employment agreement between Empower or Aurora Public Schools and the employee and is subject to change as the needs of the District, ECHS, and requirements of the job change. Empower Community High School is an Equal Opportunity Employer. Position is subject to APS policy, rules, and regulations.

People of color encouraged to apply

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Head of School

Posted by | December 16, 2020 |

The Juniper School

Head of School Job Description

 

Job Title:  Head of School           Pay Grade: Admin. Pay Scale

Job Family:  Administration         FLSA Status:  Exempt

Department:  Administration       Prepared Date:  December 2020

Typical Work Year:  11 months   Employee Status: At-will

Salary Range: $75,000-$95,000

 

Summary: The Head of School, with the support and supervision of The Juniper School Board of Directors, will uphold a quality education program, which follows the schools philosophy and pedagogy by fulfilling the following responsibilities:

 

Duties and Responsibilities

Leadership 

  • Serve as educational leader for The Juniper School
  • Articulate and share the mission of The Juniper School and alternative public education for students, families, staff, & community
  • Be inspirational, visible, and accessible to the community
  • Possess knowledge of Colorado Academic Standards 
  • Attend all Board meetings as a non voting member and prepare and present reports as requested by the Board 
  • Manage relationships with students, faculty, and parents 
  • Maintain professionalism, particularly during challenging situations  
  • Provide staff training to implement the school’s methodology 
  • Write and monitor all improvement planning
  • Support and exemplify a positive school culture

 

Management 

  • Implement strategic school goals, objectives, and action steps that have been mutually established with the Board
  • Hire, supervise, mentor, and evaluate teaching and support staff as needed
  • Oversee admission of students, including lottery procedures 
  • Make decisions regarding disciplinary action or dismissal of staff in consultation with the Board of Directors and aligned with school policy
  • Ensure a healthy work environment for all staff
  • Ensure that all state reporting requirements are met
  • Ensure proper delivery of Special Education services in collaboration with Durango 9-R School District 
  • Facilitate staff meetings 

 

Communication 

  • Communicate with care and professionalism
  • Maintain regular, ongoing, and open dialogue with the Board of Directors
  • Promote communication between the Board, the staff, and families
  • Foster a positive relationship with the Durango 9-R School District and all other districts, as well as the Colorado Department of Education 

 

Finance and Fund Development 

  • Prepare annual budget recommendations including personnel, committees, facilities and programs in partnership with the Business Manager
  • Participate in creating reports for annual audits – financial and academic 
  • Identify grants that support the economic viability of the school 
  • Be familiar with and understand best practices in fund development 
  • Assist in identifying and building relationships with prospective donors 
  • Assist in fundraising efforts of the school or the BOD

 

Compliance and Accountability for School Operations 

  • Conduct written evaluations of staff
  • Oversee ongoing program evaluation, including curriculum standards and development
  • Ensure that the school is in compliance with all applicable government laws and regulations 
  • Oversee daily school operations
  • Participate in creation and monitoring of authorization documents and negotiations with BOD and authorizer as needed

 

Education, Training and Experience

  • Master’s degree from an accredited university required
  • Minimum three years of classroom teaching required

 

Certificates, Licenses and Registrations

  • Colorado Teaching License with endorsements for the levels and subject areas teaching
  • Certification and/or experience in Project and Inquiry-Based Learning and Montessori Methods preferred
  • Administrator/Principal certification and/or experience preferred. 

 

Technical Skills, Knowledge and Abilities

  • Excellent interpersonal relations, oral and written communication skills
  • Strong decision making, analytical and organizational skills
  • Strong leadership skills
  • Experience with staff supervision 
  • Self-motivated
  • Appreciation for students with learning differences as well as for students from diverse family and socio-economic situations
  • Ability to maintain confidentiality in all aspects of the job
  • Value cooperation and collaboration
  • Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate department
  • Must be able to stand, sit, and walk for long periods of time. Must be able to use hands, reach with hands and arms, and stoop or kneel for average periods of time. Must be able to talk and hear.  Must be able to push, pull or carry up to 50 pounds at any given time. Must be able to work in a moderate to loud environment. ADA accommodations can be met for successful candidates.

 

Reporting Relationship

Position reports to The Juniper School Board of Directors.

 

To apply for this position please submit the following:

 

  • Cover letter
  • Resume/Vitae
  • Unofficial transcripts

 

Submit all information at one time to be considered to boardpresident@tjsdurango.com

 

Comments Off on Implementation Specialist

Implementation Specialist

Posted by | December 16, 2020 |

We are seeking an individual to represent Estrellita, Inc. as an Implementation Specialist. Estrellita provides beginning Spanish reading curriculum and training for bilingual and dual language education in schools throughout the country. For over 30 years, and in over 2500 schools nationwide, Estrellita has been utilized in Pre-K, Kindergarten, and 1st grade classrooms successfully.

The primary role of the Estrellita Implementation Specialist is to work with existing clients to ensure strong program implementation as well as to provide professional development nationally. Duties include following up with educators and administrators to ensure smooth implementation and fidelity to the Estrellita curriculum as well as facilitation of training through live in-person sessions, live webinars, pre-recorded sessions, and instructional materials.

The ideal candidate will be a self-starter who has a passion for education and improving the educational experience for ELL students. The position requires 20% travel throughout the US. Travel is seasonal with summer months being the peak time for school district training.

ESSENTIAL JOB FUNCTIONS:

  • Employs established and effective training methods, techniques, and ideas for early childhood teachers.
  • Ability to modify current training programs based on organizational requirements.
  • Effectively support teachers, principals and administrators currently using the Estrellita curriculum.
  • Ability to develop, deliver and track training programs.
  • Employs established and effective training methods, techniques and ideas to ensure greater fidelity to the Estrellita curriculum.

 

MINIMUM REQUIREMENTS

  • Native Spanish speaker or equivalent.
  • Previous elementary teaching experience, specifically in teaching students to read in Spanish.
  • Previous Professional Development or training experience.
  • Demonstrates effective presentation skills.

 

EDUCATION

  • Minimum Bachelor’s Degree in Education or related field.

Estrellita provides a competitive compensation package that includes:

  • Salary plus bonus
  • Ancillary benefits including LTD, STD, Life, Vision, Dental
  • 401K plan
  • 16 days of Holiday and 10 days PTO first year
  • Flexible work schedule

 

Position is located in Denver, Colorado and relocation assistance can be provided.

Visit our website for additional information on Estrellita at www.estrellita.com

Comments Off on Communications Specialist

Communications Specialist

Posted by | December 14, 2020 |

Position:                     Communications Specialist

Reports to:                 Director of Admission and Summer Camp

Direct reports:          None

Contract Terms:       Full-time exempt, 12-month position, starting February 1, 2021

 

Purpose of the Position and Overview: The Communications Specialist is responsible for maintaining the day-to-day communications tools and platforms for the school, and helps foster a critical sense of belonging for all constituents in the school community by closely collaborating with the Office of Admission and Summer Camp, Office of Community Engagement, the Business Office, and the heads of our three grade level divisions – K12, 345 and middle school.

 

An important goal of this position is to ensure accuracy and integration of all of the school’s communications tools, platforms and relevant databases, and to drive consistency throughout both internal and outfacing messaging, brand identity, and user experiences among all school constituents – parents, alumni, summer camp families, faculty and staff.  The purpose of this position is to provide communications support across administrative functions at the school in a collaborative and responsive way that aligns with our British Primary philosophy, mission, vision and values and that embodies our 7 Goals for Learners:

 

  1. Self-Awareness – 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 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

  • Full responsibility for the Stanley BPS website (stanleybps.org) and Stanley BPS mobile app – content, functionality, and necessary linkages to other back-end school databases and systems.
  • Collaborate with department leaders and ensure oversight of branding, style guide implementation, and creative direction. Maintain and defend the school’s voice and character so that all materials and communications coming from the school look and feel like Stanley.
  • Collaborate with the Head of School’s Executive Assistant to support with external email and SMS message communications to staff, parents, prospective families, as needed.
  • Support the Office of Admissions and Summer Camp and the Office of Community Engagement with digital campaigns, video production, mailings, marketing collateral, event related communication, signage and other promotional channels.
  • Manage the school’s editorial calendar, including the production and distribution of the school’s weekly e-newsletter, and serve as a responsive hub for day-to-day communications to ensure communications from various divisions and departments are coordinated for impact.
  • Supports social media calendar and cadence for facebook.com/stanley.british and instagram.com/stanleybritishprimaryschool and YouTube/Vimeo. Helps manage school photo
  • On-site support of student-related activities as needed, carpool-line check-in, lunchroom duties, parent events, full-staff events, etc., and as needed.
  • User training, documentation and support with communications platforms for teachers, staff and parents.

 

Qualifications

  • Degree in communications, journalism, English, marketing or a communications-related area of focus or equivalent.
  • Detail oriented in all aspects of work with a commitment to quality, ownership of work, and culturally competent interpersonal relationships.
  • Stellar and insightful writer with insight into different styles and messages that are appropriate for different platforms and constituents.
  • Experience and competence with communications platforms such as Adobe Creative suite, Microsoft Office, G-suite (including Google Analytics); content management systems such as Blackbaud, Blackboard, Finalsite, WordPress; and email marketing tools like ConstantContact, Smore, etc.
  • High level of comfort learning, engaging, evaluating, and adopting new technologies and tools and training and sharing them with peers and other employees.
  • Creative and pragmatic – able to help identify the right channels and media for promotions, strategic communications and marketing-communications approaches.
  • Comfortable taking the initiative and self-starting and able to take direction from multiple people, juggle competing priorities, meet deadlines, and work collaboratively across a large and diverse team of school leaders.
  • A passion for school-aged children and for supporting teachers, and prior experience in independent schools is an asset.

 

Equal Opportunity Employer

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

Comments Off on Newsroom Visuals Coordinator

Newsroom Visuals Coordinator

Posted by | December 3, 2020 |

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a visuals coordinator to join our team. Chalkbeat provides deep, local coverage of education policy and practice to inform the decisions and actions that lead to better outcomes for children and families, especially those in low-income communities. We believe that every child deserves an excellent education and that a strong press is vital to making that happen. In our eight local bureaus and a national desk (and growing), we’re working with communities to reimagine and recreate the press public education deserves. Learn more about how our unique model — a nonprofit newsroom covering a single topic in multiple locations — represents a promising path forward for local news. Read more about our mission and values.

The newsroom visuals coordinator collaborates daily with reporters, editors, data journalists, and bureau chiefs across Chalkbeat to make sure our stories are accompanied by the best photos and visual treatments. While this is not a photographer role, if you have photography skills there is an opportunity to take photos occasionally.

We’re looking for a flexible, self-directed person who enjoys interacting with people and finds fulfillment in sweating the smallest details. You must thrive in a fast-paced environment. You will report to Chalkbeat’s Managing Editor for Style and Standards.

 

Your impact as the visual coordinator:

  • Enhance the visual presentation of Chalkbeat’s journalism by maintaining our photo database, building our photo library, and uploading freelance and partnership photos.
  • Manage the daily process of selecting and acquiring photos and/or other visuals for stories and track which photos are used. 
  • Ensure that our published photos reflect the communities that we report for.
  • Maintain our asset manager. Fix errors or omissions in metadata and oversee best practices.
  • Refine and maintain our guidelines for workflow, stock photography, indexing, partnerships, and editorial and ethical standards for visuals. 
  • Work closely with the operations team to manage and oversee our Getty Images accounts, freelance photography relationships, and photo partnerships with other newsrooms.
  • Train and coach reporters on incorporating photojournalism best practices into newsgathering and story field production.
  • Work with our data team to create and organize a searchable database of past graphics and data sets.

 

What background and skills do you have?

  • You are highly organized, comfortable working with databases, and thrive on bringing order to chaos.
  • You have strong time management skills and are adept at prioritizing and multitasking while maintaining an attention to detail.
  • You have a basic understanding of photography and strong understanding of post-production workflows including metadata tagging, the Adobe Creative Suite, and storytelling. 
  • You are an avid news consumer.
  • You are comfortable working remotely or with remote team members.
  • You enjoy working in a fast-paced environment with a variety of personalities.
  • You are a solid communicator who knows how to ask for help, empathize with teammates, and take ownership of your work.
  • You share Chalkbeat’s commitment to reflecting and including diverse people and perspectives in our content.

 

Bonus points if you’ve got:

  • Experience working in a newsroom.
  • Experience or familiarity with copyright law and contracts. 

We recognize that every candidate brings interesting skills and experiences that we haven’t thought of. Don’t hesitate to apply and tell us about yourself. 

We are working remotely for the foreseeable future, but our virtual newsroom features daily interaction, fun slack channels (#pets and #foodies), personal development sessions, and team exercise and meditation get-togethers.  This position can be done permanently remotely, or when it is safe for our offices to reopen, you’re welcome to join us in person in Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, Philadelphia, Washington, D.C., or New York City.

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

Chalkbeat is dedicated to equal employment opportunities for all applicants and employees. Chalkbeat encourages people of all races, colors, national origins, ancestries, creeds, religions, genders, ages, disabilities, veteran statuses, sexual orientations, and marital statuses to apply.

Comments Off on Humanities Teacher

Humanities Teacher

Posted by | November 30, 2020 |

Humanities (English Language Arts/Social Studies) Teacher Job Description
Status: Full-Time
FLSA Classification: Exempt
Reports To: Head of School
Annual Contract Days: 192

American Indian Academy of Denver (AIAD) is an Indigenized STEAM (science, technology, engineering, arts and math) public school opening at the beginning of the 2020 school year providing rigorous learning opportunities for 6-8th grade students.
We are committed to creating a sustainable environment where students, staff, and parents are safe, feel they belong, and are actively engaged. All variations within the identities of race, sex, gender identity, sexual orientation, ethnicity, religion, language, ability, nationality, tribal affiliation, immigration status, age, and class are honored; each member of the school community is deeply valued and provided with what they need to be healthy physically, socially, emotionally, mentally, and spiritually.
Employment at AIAD means becoming part of a community of caring and driven adults dedicated to the strengthening of indigenous peoples’ self-determination, mobility and academic excellence attained through the implementation of Indigenized education. Collaboratively, teachers are afforded the autonomy to develop and implement lesson plans within AIAD’s integrated STEAM and ELA/SS curriculum and learning experiences for students and will be provided technical support in doing so. Teachers are also expected to transcend western educational expectations of what curriculum should be by ever-increasingly leaning into models of fun, meaningful learning and identity development that caters to the unique needs that indigenous students have. This can include decolonized/Indigenized frameworks and pedagogies, land-based learning models, arts-based learning, social-emotional and trauma-informed teaching, mindfulness and post-trauma healing, restorative practices and classroom management, physical activity, traditional language learning, traditional ecological and ethnobotanical knowledge, oral tradition and storytelling as a means to ground content in indigenous worldview, etc. Collaboration across disciplines, different class subject matters, teachers and grades are welcome and encouraged in the interest of strengthening community and cooperation. Teachers are encouraged to also reach out and build solidarities with community members who are willing to come into class and share content, teachings, wisdom, skills and build relationships.

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

ROLES AND RESPONSIBILITIES:
● Deliver culturally competent, rigorous Tier 1 instruction in middle school Humanities via AIAD’s integrated English Language Arts/Social Studies curriculum in a block schedule format;
● Conduct Tier 2 reading and writing interventions;
● Teach at least one elective course;
●Use strength-based restorative classroom practices that foster resiliency and success for students;
●Collaborate with colleagues to develop middle school Humanities lesson plans and learning activities that fit within AIAD’s integrated curriculum;
● Participate in weekly professional development through a student-centered professional learning community format;
● Develop strong relationships with parents and students, creating investment in school culture and academics;
● Work collaboratively with partner teachers and staff (fellow Humanities teacher, STEAM teacher, Lakota/Dineh Culture & Language teachers and school staff) to create consistent structures and systems;
● Maintain required administrative records, for example: student attendance, evaluation, report cards, and student data;
● Implement Individualized Education Plan (IEP), monitor and report on students’ progress toward their academic and career readiness goals, as noted in their IEP as aligned with the instructor’s content area. MINIMUM REQUIREMENTS:
● Possess Colorado Teaching Licensure and/or endorsements in the subject areas that s/he will teach and/or hold at least a BA or higher in a relevant subject area;
● Possess at least Year-One English Language Acquisition (ELA) qualification or is willing to acquire this qualification within one year of hire;
● Has minimum of 2 years classroom experience;
● Has strong content knowledge in literacy and History/Social Studies, especially as it pertains to reading, writing, speaking, and listening across the subject areas of History, Social Studies, and other Humanities subjects;
● Has experience developing and implementing differentiated curriculum and learning objectives for a wide range of learners;
● Has experience and/or strong understanding of how to design culturally competent learning experiences;
● Has experience integrating technology and artistic expression into instruction and student learning experiences;
● Possess deep understanding of what it means to live as part of a marginalized group of people;
● Possess great relationship skills and high emotional intelligence.
STRONGLY PREFERRED EXPERIENCE AND DISPOSITIONS:
● Loves teaching middle schoolers;
● Demonstrate a deep commitment to decolonized mindsets and practices;
● Has experience in project-based, problem-based learning experiences using integrated approaches;
● Has experience with cooperative learning techniques to enhance collaboration skills among students;
● Possess collaborative skills and a willingness to work with colleagues in a Professional Learning Community;
● Possess desire to learn and grow, and is open to feedback from instructional leaders and colleagues;
● Demonstrate willingness to be involved in community activities and events outside of typical school hours.
WHY CHOOSE AIAD?
● Empowering work environment in a community-based school dedicated to community transformation;
● Opportunity to be a founding staff member as we build a high achieving school nested in Indigenous belief systems and values;
● Participate in a shared leadership model where all voices are heard;
● School committed to supporting professional growth for all employees;
● Health/dental/vision insurance and PERA (retirement);
● Staff wellness opportunities;
● Moving stipend for new employees moving to Denver from outside Colorado;
● $41,000 to $51,000 annual salary range dependent upon education and experience.

Comments Off on Founding Math Teacher

Founding Math Teacher

Posted by | November 30, 2020 |

Founding Math Teacher Job Description
Status: Full-Time
FLSA Classification: Exempt
Reports To: Head of School
Annual Contract Days: 192

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

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

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

Collaboration across disciplines, different class subject matters, teachers and grades are welcome and encouraged in the interest of strengthening community and cooperation. Teachers are encouraged to also reach out and build solidarities with community members who are willing to come into class and share content, teachings, wisdom, skills and build relationships.

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

ROLES AND RESPONSIBILITIES:
● Implement a Tier 1 (stand-alone) math curriculum for middle school students:
● Implement Tier 2 math interventions;
● Collaborate with colleagues to provide math extensions for advanced learners;
●Use strength-based restorative classroom practices that foster resiliency and success for
students;
●Collaborate with colleagues to develop middle school STEAM lesson plans and learning
activities that fit within AIAD’s STEAM curriculum;
● Participate in weekly professional development through a student-centered professional
learning community format;
● Develop strong relationships with parents and students, creating investment in school culture
and academics;
● Work collaboratively with partner teachers and staff to create consistent structures and
systems;
● Maintain records for such things as student attendance, evaluation, report cards, and other documents;
● Implement Individualized Education Plan (IEP), monitor and report on students’ progress toward their academic and career readiness goals, as noted in their IEP as aligned with the instructor’s content area.

REQUIRED PREPARATION AND EXPERIENCE:
● Possess Colorado Teaching Licensure and/or endorsements in the subject areas that s/he will teach and/or hold at least a BA or higher in a relevant subject area;
● Possess at least Year-One English Language Acquisition (ELA) qualification or is willing to acquire this qualification within one year of hire;
● Has minimum of 2 years classroom experience;
● Possess strong content knowledge, particularly around pre-Algebra, Algebra and Pre-
Calculus;
● Has experience developing and implementing differentiated curriculum and learning
objectives for a wide range of learners;
● Has experience and/or strong understanding of how to design culturally competent learning experiences;
● Has experience integrating technology, art/design into instruction and student learning
experiences;
● Possess deep understanding of what it means to live as part of a marginalized group of
people
● Possess great relationship skills and high emotional intelligence.
STRONGLY PREFERRED EXPERIENCE AND DISPOSITIONS:
● Loves teaching middle schoolers;
● Demonstrate a deep commitment to decolonized mindsets and practices;
● Has experience in project-based, problem-based learning experiences using integrated
approaches;
● Has experience with cooperative learning techniques to enhance collaboration skills among students;
● Possess collaborative skills and a willingness to work with colleagues in a Professional
Learning Community;
● Possess desire to learn and grow, and is open to feedback from instructional leaders and
colleagues;
● Demonstrate willingness to be involved in community activities and events outside of typical school hours.

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

Comments Off on Humanities Teacher

Humanities Teacher

Posted by | November 30, 2020 |

Humanities (English Language Arts/Social Studies) Teacher Job Description
Status: Full-Time
FLSA Classification: Exempt
Reports To: Head of School
Annual Contract Days: 192

American Indian Academy of Denver (AIAD) is an Indigenized STEAM (science, technology, engineering, arts and math) public school opening at the beginning of the 2020 school year providing rigorous learning opportunities for 6-8th grade students.
We are committed to creating a sustainable environment where students, staff, and parents are safe, feel they belong, and are actively engaged. All variations within the identities of race, sex, gender identity, sexual orientation, ethnicity, religion, language, ability, nationality, tribal affiliation, immigration status, age, and class are honored; each member of the school community is deeply valued and provided with what they need to be healthy physically, socially, emotionally, mentally, and spiritually.
Employment at AIAD means becoming part of a community of caring and driven adults dedicated to the strengthening of indigenous peoples’ self-determination, mobility and academic excellence attained through the implementation of Indigenized education. Collaboratively, teachers are afforded the autonomy to develop and implement lesson plans within AIAD’s integrated STEAM and ELA/SS curriculum and learning experiences for students and will be provided technical support in doing so. Teachers are also expected to transcend western educational expectations of what curriculum should be by ever-increasingly leaning into models of fun, meaningful learning and identity development that caters to the unique needs that indigenous students have. This can include decolonized/Indigenized frameworks and pedagogies, land-based learning models, arts-based learning, social-emotional and trauma-informed teaching, mindfulness and post-trauma healing, restorative practices and classroom management, physical activity, traditional language learning, traditional ecological and ethnobotanical knowledge, oral tradition and storytelling as a means to ground content in indigenous worldview, etc. Collaboration across disciplines, different class subject matters, teachers and grades are welcome and encouraged in the interest of strengthening community and cooperation. Teachers are encouraged to also reach out and build solidarities with community members who are willing to come into class and share content, teachings, wisdom, skills and build relationships.

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

ROLES AND RESPONSIBILITIES:
● Deliver culturally competent, rigorous Tier 1 instruction in middle school Humanities via AIAD’s integrated English Language Arts/Social Studies curriculum in a block schedule format;
● Conduct Tier 2 reading and writing interventions;
● Teach at least one elective course;
●Use strength-based restorative classroom practices that foster resiliency and success for students;
●Collaborate with colleagues to develop middle school Humanities lesson plans and learning activities that fit within AIAD’s integrated curriculum;
● Participate in weekly professional development through a student-centered professional learning community format;
● Develop strong relationships with parents and students, creating investment in school culture and academics;
● Work collaboratively with partner teachers and staff (fellow Humanities teacher, STEAM teacher, Lakota/Dineh Culture & Language teachers and school staff) to create consistent structures and systems;
● Maintain required administrative records, for example: student attendance, evaluation, report cards, and student data;
● Implement Individualized Education Plan (IEP), monitor and report on students’ progress toward their academic and career readiness goals, as noted in their IEP as aligned with the instructor’s content area. MINIMUM REQUIREMENTS:
● Possess Colorado Teaching Licensure and/or endorsements in the subject areas that s/he will teach and/or hold at least a BA or higher in a relevant subject area;
● Possess at least Year-One English Language Acquisition (ELA) qualification or is willing to acquire this qualification within one year of hire;
● Has minimum of 2 years classroom experience;
● Has strong content knowledge in literacy and History/Social Studies, especially as it pertains to reading, writing, speaking, and listening across the subject areas of History, Social Studies, and other Humanities subjects;
● Has experience developing and implementing differentiated curriculum and learning objectives for a wide range of learners;
● Has experience and/or strong understanding of how to design culturally competent learning experiences;
● Has experience integrating technology and artistic expression into instruction and student learning experiences;
● Possess deep understanding of what it means to live as part of a marginalized group of people;
● Possess great relationship skills and high emotional intelligence.
STRONGLY PREFERRED EXPERIENCE AND DISPOSITIONS:
● Loves teaching middle schoolers;
● Demonstrate a deep commitment to decolonized mindsets and practices;
● Has experience in project-based, problem-based learning experiences using integrated approaches;
● Has experience with cooperative learning techniques to enhance collaboration skills among students;
● Possess collaborative skills and a willingness to work with colleagues in a Professional Learning Community;
● Possess desire to learn and grow, and is open to feedback from instructional leaders and colleagues;
● Demonstrate willingness to be involved in community activities and events outside of typical school hours.
WHY CHOOSE AIAD?
● Empowering work environment in a community-based school dedicated to community transformation;
● Opportunity to be a founding staff member as we build a high achieving school nested in Indigenous belief systems and values;
● Participate in a shared leadership model where all voices are heard;
● School committed to supporting professional growth for all employees;
● Health/dental/vision insurance and PERA (retirement);
● Staff wellness opportunities;
● Moving stipend for new employees moving to Denver from outside Colorado;
● $41,000 to $51,000 annual salary range dependent upon education and experience.

Comments Off on Managing Director of External Affairs

Managing Director of External Affairs

Posted by | November 24, 2020 |

About KIPP Colorado:

KIPP Colorado Schools is part of the national KIPP network of tuition-free, open enrollment college-preparatory public charter schools dedicated to preparing students from underserved communities for success in college and life. We are a network of six high-performing, college-preparatory public charter schools that educate students from ECE through 12th grade. We currently serve two communities within Denver; the Northeast and Southwest. Both communities serve students in elementary, middle and high school. 

Our Vision:

Every child grows up free to create the future they want for themselves and their communities.

Our Mission:

Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose —college, career, and beyond—so they can lead fulfilling lives and build a more just world.

 

Position Overview: 

The Managing Director of External Affairs will report directly to the Chief Executive Officer and will directly oversee four functions, including the teams responsible for advocacy and community engagement; marketing, communications and branding; and development and fundraising. The Managing Director (MD) of External Affairs will have a critical voice in continuing to build KIPP Colorado brand and impact in the region, provide clear, actionable thought leadership around our external relations and advancement strategies, and oversee successful implementation of these critical aspects of our work.

The MD of External Relations will be a key leader within the senior leadership team in executing on the current strategic plan and established goals. In partnership with the CEO and alongside an engaged and active board, the MD, External Relations will drive the overall external relations strategy for KIPP Colorado Schools. They will play a critical role in amplifying and guiding the overall branding and messaging for the organization, and will proactively build strong relationships with the community, elected officials, media outlets, and peer organizations. This leader will have the capability to successfully navigate Denver’s political and cultural nuances, and will have a sophisticated ability to plan proactively for long-term success. In addition this leader will ensure the development program builds its capacity to support the organization’s strategic objectives.

Job Responsibilities

Management and Leadership (30%) → 

  • Manage direct reports who are responsible for community engagement, advocacy, communications, marketing, and development; providing leadership for the vision, goals and strategy for key organizational priorities and areas of focus, establishing clear expectations, promoting rigorous use of data and fostering a culture of accountability.
  • Hold high standards for project management while empowering others to proactively and creatively problem-solve, and model versatility and collaboration for the organization.
  • Serve as a member of the Senior Leadership Team
  • Serve as the key liaison to KIPP Foundation for all external affairs needs

 

Community Engagement; Advocacy and Partnerships (30%) → 

  • Oversee the Advocacy and Community Engagement team; driving all elements of the work to envision, create, build, implement, and execute KIPP Colorado Schools efforts to extend impact beyond the walls of its schools.
  • Expand KIPP Colorado’s Schools voice, influence and impact on key issues facing the communities we serve
  • Lead and enthusiastically build relationships with Denver’s major stakeholders and constituencies, including the media, community groups, elected officials, community leaders and other influencers.
  • Identify opportunities and develop ways to strategically maximize collaboration and coordination with external partners.
  • Represent KIPP Colorado Schools community and the broader organization as an ambassador, advocate, and partner within public forums and events.
  • Proactively engage with current and potential KIPP Colorado  families and communities, as critical advocates and ambassadors for KIPP Colorado Schools.
  • Create and oversee strategy, programs and services aimed towards increased parent and community engagement; and strengthen the partnership among parents, community and schools to improve student academic achievement and school success.
  • Ensure the success of our long-term partnerships strategy to benefit our students, schools, and alumni.
  • Oversee corporate engagement strategy and partnerships with youth-serving organizations to support career readiness initiatives, after-school programming, enrichment opportunities, and strong community ties. 
  • Identify and anticipate internal organizational needs and mobilize third-party partners to even more effectively support our students.

 

Marketing & Communications (20%) → 

  •  In overseeing  Marketing and Communications, provide guidance on messaging, talking points, and strategy for all organizational communications, striving to build a stronger KIPP Colorado Schools brand and ensure its seamless integration throughout the organization.
  • Provide guidance for tracking, metrics and data integrity to ensure alignment and effectiveness of overall marketing and communications efforts alongside overall KIPP Colorado 
  • Oversee the Manager of Marketing and Communications in the development and execution of the overall marketing and communications plan for KIPP Colorado Schools, in support of organizational goals to build awareness, engagement and support.
  •  Provide thought partnership and guidance to the CEO in cultivating a meaningful and productive media and external engagement strategy; assess and strategize responses to all incoming media requests, and communicate with relevant media as a spokesperson when appropriate.

 

Development (20%) → 

  • Leads fundraising strategy to meet annual revenue goals, fulfill growth and capital needs, and build long-term financial sustainability for the organization
  • Establishes vision for KIPP Colorado Schools engagement with donors, community members, families and other stakeholders, and leads KIPP Colorado in representing the organization’s mission to the broader community.
  • Stewards the board of directors and philanthropic investors to secure substantial, long-term financial commitments
  • Oversees the Development Manager responsible for stewarding current donors and foundation relations, leading events and event planning, and supervising production of grant reports, prospect reports and other measures.
  • Lead engagement of the members of the Board’s external efforts, including giving, convening, and outreach to potential community and family advocates, champions and future trustees.

 

Candidate Qualifications

  • Strong Commitment to the belief that all students can learn and to the mission of anti-racist, educational equity required
  • Bachelor’s degree required, Master’s degree preferred
  • Minimum 7 years of work experience with 3 years of supervisory and management experience, preferably in a large, dynamic, mission-driven organization
  • Experience in fundraising or communications, marketing, and public relations, preferably in a non-profit environment with a fundraising budget of $2.5 – $5 million. 
  • Demonstrated ability to thrive in a fast-paced, entrepreneurial environment 
  • Demonstrated ability to lead multiple high-profile and complex projects simultaneously
  • Strong interpersonal skills with the ability to develop productive working relationships with diverse individuals and groups 
  • Proven management skills in establishing a team- and goal-oriented environment that empowers staff through active communication and delegation and that builds confidence, promotes diversity of thought, and celebrates achievements. An approach to management that leads by example, bringing out the best in staff and yielding pride, ownership, and a sense of team effort.
  • Ability to exercise excellent judgment in decision-making, think strategically, work
    collaboratively, and gather and analyze data, compile information, and prepare reports
  • Proficient in MS Office, particularly Word, Excel and PowerPoint
  • Ability to motivate, excite, and educate both internal and external resources to support our work in helping our KIPP students persist to and through college
  • Ability to manage the ambiguity and multiple priorities inherent in an entrepreneurial environment
  • Strong work ethic coupled with an enthusiastic and passionate approach to one’s work

 

This position is open for an immediate start date. Compensation is competitive and is negotiable based on experience. Employee benefits include medical, dental, participation in PERA, and a paid time-off package. 


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

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Chief of Staff

Posted by | November 24, 2020 |

About the Role: 

This leadership position works directly with the Chief Executive Officer, leadership team and school leaders across the entire KIPP Colorado Schools network. This individual will establish strategy and drive creative solutions in service to the broader KIPP Colorado goals, fulfilling an imperative role to the strategic planning process. The ideal candidate will be dedicated to racial and educational equity and will lead on embedding these values in all regional priorities. The Chief of Staff will report directly to the CEO. 

 

About KIPP Colorado:

KIPP Colorado Schools is part of the national KIPP network of tuition-free, open enrollment college-preparatory public charter schools dedicated to preparing students from underserved communities for success in college and life. We are a network of six high-performing, college-preparatory public charter schools that educate students from ECE through 12th grade. We currently serve two communities within Denver; the Northeast and Southwest. Both communities serve students in elementary, middle and high school. 

Our Vision:

Every child grows up free to create the future they want for themselves and their communities.

Our Mission:

Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose —college, career, and beyond—so they can lead fulfilling lives and build a more just world.

 

Position Overview:

KIPP Colorado Schools is seeking a Chief of Staff to serve as a key member for the Executive Team. This role is directly responsible for ensuring strong execution and coordination of the KIPP Colorado strategic plan through facilitating effective coordination and communication amongst schools, regional departments, the regional leadership team and the Board of Directors. The Chief of Staff designs and hosts key staff meetings/retreats, and ensures a coordinated approach to the effective learning and development of network support team members. The Chief of Staff also coordinates the leadership teams for the organization, manages critical decision-making processes, and ensures effective internal communication so that the key activities of the organization are well coordinated, especially between our schools and regional support teams. Finally, the Chief of Staff leads strategic initiatives and special projects determined by the CEO that are critical to KIPP Colorado’s long-term success.  The Chief of Staff reports directly to, and serves as a critical thought-partner to the CEO.

 

Job Responsibilities 

Management and Leadership (50%)→ 

Serve as a critical thought partner, collaborator, and organizer to the CEO, Senior Leadership Team, and Board of Directors

  • Serve as a key member of the Senior Leadership team. Support the CEO to coordinate weekly team meetings, develop meeting agendas, ensure pre-work is completed and distributed, and manage follow-up to key actions and decisions.
  • Work with senior leadership team to set team purpose and define roles and responsibilities
  • Collaborate with CEO and other members of the regional leadership team to coordinate leadership team meetings and develop critical regional communications
  • Work closely with the Executive Team to support leadership development and building bench depth for all key leadership positions and lead the annual long-term talent strategy process
  • As relevant, may attend internal or external meetings with (or on behalf of) CEO

Facilitate coordination among functional teams to enable the most high impact work 

  • Manage norms and rituals around adult culture on the network team by facilitating key network team meetings, and support senior leaders in establishing norms across all teams to align to the organization’s core values.
  • Set up, monitor, and execute communication structures and mechanisms for internal communications
  • Serve as critical point of contact for the regional board to share updates on regional progress

 

Strategy and Growth (50%) → 

Set vision for, plan, and manage communication to stakeholders, and execute annual and strategic planning processes for the region

  • Provide coordination and oversight in the development of strategic initiatives and special projects for the CEO, regional team, and broader organization
  • Execute regional team engagement events (including two annual retreats) to facilitate relationship-building, and clear communication about strategy/priorities 
  • Establish alignment for progress monitoring our strategic priorities leading the effort to have disciplined processes to create and track progress against organizational priorities
  • Perform integrated analysis and strategic consultation on major priorities impacting the organization and prepare briefings, memos, or presentations to communicate findings as appropriate
  • Convert new ideas to action; promote efficiency by assessing processes, determining gaps, and offering solutions; generate new ideas; serve as a thought partner to leadership and strategic plan initiative owners
  • Oversee the execution of coordination tools, such as org charts, expansion plans, decision rights, and the regional calendar 
  • Advise the CEO on region-wide matters of strategic importance; identify and mitigate impending risks and barriers to successful strategic plan implementation; ensure that the strategic plan and growth plan are integrated throughout all regional functional areas of work; educate others both internally and externally on the strategic plan
  • Clearly define and communicate the outcomes and timelines of the organization’s planning process; ensure alignment across the organization during these planning processes
  • Assist in screening and selection of consultants on special projects; manage overall relationship to ensure alignment and successful execution 
  • Manage implementation of the organization’s next five-year strategic plan and priorities 
  • Facilitate implementation of KIPP Colorado’s’ five year strategic plan 

Help bridge the gaps between teams by providing coordination and oversight among functional teams to enable the highest impact work

  • Manage cross-functional team meetings and facilitating cross-team collaboration 
  • Lead cross-functional project teams to achieve specific outcomes on behalf of the organization 
  • Supports and monitors communication structures and mechanisms for internal and external communications
  • Develop and execute a plan for supporting learning and development for Regional Team members, focused largely on effective management training but also including other development opportunities 
  • Establish and manage clear divisions of responsibilities and decision rights within and across teams.


Job Qualifications:

  • Strong commitment to the belief that all students can learn and to the mission of anti-racist, educational equity –  required
  • Bachelor’s degree required & master’s degree strongly preferred (MBA or related field)
  • Demonstrated leadership in organizational culture planning and execution 
  • Minimum 7 years of work experience with 3 or more years of project management experience, preferably at an organizational level
  • Excellent relationship builder with demonstrated experience managing diverse stakeholders, leading change, and promoting strong collaboration across teams in service of the relentless pursuit of improvement and driving results through collective achievement
  • Exceptional strategic thinking and analytical skills, with the ability to solve complex problems and implement solutions; ability to manage both the big picture and the details; a strong sense of judgment; ability to navigate complex legal, political, and community issues 
  • Ability to be flexible and adapt to changing priorities; ability to multi-task and work in a fast-paced, demanding environment; thrives in an entrepreneurial environment; willing to learn and take on new responsibilities; comfortable with ambiguity
  • Exceptional organizational skills; effective and efficient in developing systems, managing projects and processes
  • High self-awareness, humility and integrity; personally driven to learn and grow; values enabling others to succeed; builds relationships marked by respect, trust, and integrity; objectivity when making resource allocation decisions
  • Strong team player with excellent customer service orientation; articulate, professional demeanor with strong self-confidence and initiative; ability to communicate, teach and present to all levels of the organization and Board members; capacity to influence and build consensus

 

This position is open for an immediate start date. Compensation is competitive and is negotiable based on experience. Employee benefits include medical, dental, participation in PERA, and a paid time-off package. 

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

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Elementary School Teacher

Posted by | November 20, 2020 |

About Rocky Mountain Prep
Rocky Mountain Prep is a growing network of innovative public charter schools, serving students in pre-kindergarten through fifth grade in the Greater Denver Area. Rocky Mountain Prep opened its first school in 2012 with 130 students and has grown to four schools, working with over 1,500 scholars across two districts. Grounded in our culture of rigor and love, our schools consistently outperform local districts academically, while also ensuring our scholars are developing in our PEAK values of perseverance, excellence, adventure, and kindness.
Who We Seek
Our staff believes that when you love someone, you hold them to high expectations – and we apply this to our own work, the work of our colleagues, and the work of our scholars. We take our work seriously, but ourselves less so – we laugh and joke and bring joy to work every day. And finally, we value a diversity of perspectives and experiences, recognize the humanity of those around us, and seek to build an inclusive environment that models what we wish to see in the world.
Overall, we’re good people with big hearts, who care a whole lot about our people – both big and small – and are constantly improving our practice to be the staff our scholars truly deserve.
Note: This application is for all K-5 lead teaching openings. If you have a strong preference for a certain grade level(s), please note that in your application. Otherwise, we will process your application for the grade levels that we have the greatest need for.

In this role, you will:

    • Establish a culture of rigor and love with our co-workers and with our scholars
    • Use our high-quality curriculum and data systems to drive outstanding scholar growth and proficiency
    • Develop meaningful relationships with families and community members to build trust and partnership
    • Demonstrate a “by any means necessary” work ethic to ensure our scholars receive the education and support they deserve
    • Support the recruitment and enrollment of scholars, the recruitment and retention of staff, and family engagement activities, as needed
    • Perform other duties, as required

In order to teach at RMP, you must:

    • Be able to provide an official transcript demonstrating graduation from an undergraduate institution
    • Provide evidence of passing the Praxis 5001 exam in or other Colorado Department of Education approved test scores
    • Provide evidence of Colorado Certification (required only for Special Education and Culturally and Linguistically Diverse positions)
    • Pass a background check
    • Demonstrate eligibility to work in the United States

Salary & Benefits

    • The salary range for this position is $47,250 – $64,750
    • Access to healthcare benefits (medical, dental, vision)
    • Paid-time-off
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Manager of Family Advocacy

Posted by | November 20, 2020 |

Manger of Family Advocacy

Position Summary
Reporting to the Director of Enrollment and Community Engagement, the Manager of Family Advocacy drives  RMP’s work to reach our family engagement vision and support leadership and advocacy of families. Success in the role depends on a belief that all families should have access to multiple options for their scholar’s education and that all families deserve access to information to make informed decisions and advocate in the best interest of their scholar and community. With an asset-based mindset that families can and should be advocates and leaders in their students’ and communities’ education, this role will bring excitement for RMP’s mission and vision and strong systems thinking and execution, and the use of data (quantitative and qualitative). The candidate will also thrive at building relationships across lines of difference with external and internal partners.
About this role
In year one this person will focus the majority of their efforts on supporting prospective family relationship building and recruitment. They will also spend time on deep listening and relationship building with families, RMP team, and external partners, and on internal advocacy projects such as supporting the revision of our culture and discipline policies with family input. This work building relationships with families will drive towards the creation of a clear advocacy agenda and priorities for the network.

In this role, you will:

  • Lead on data-driven and inclusive family engagement vision
  • Support school teams to have all teams average 85% or higher family satisfaction on the every other week family survey, possip, and 60% completion rates and be in the top 10 of family satisfaction of all elementary schools in the district.
  • Identify strengths and gaps in our current program and create a clear playbook, listserv, and set of campaigns for family advocacy that can be used year-over-year to drive how our network can be best-in-class in family engagement and advocacy.
  • Support teams to meet enrollment targets and build/deepen community connections
  • Build relationships through 1:1 conversations and follow-up with families through enrollment support at the school site, phone calls, door-to-door canvassing, event attendance, and event planning
  • Build deeper relationships with community partners to coordinate events and communication to maximize school choice opportunities and partners viewing RMP as a positive option to send the students in their community and to connect families with advocacy and development opportunities.
  • Demonstrate leadership equity lens and strong service orientation within network and school teams
  • Create the capacity for sustainable advocacy work at each school and assist that school capacity in developing a group of 20-30 minimum families who are deep advocates for their students’ education, communities’ liberation, and helping further the mission of RMP by partnering with school operations teams and school leadership at all campuses
  • Support with and/or lead on annual projects that will strengthen equity work with families at the core (i.e. SY21 revisiting our culture and discipline systems with an anti-racist, student, and family-centered lens) and foster strong relationships with a small group of families

Key Competencies

  • Influencing Others – Understands the motivations of key stakeholders to develop plans for change management
  • Culture Add and Alignment to Peak ValuesC– Brings a diverse perspective, a strong desire to learn, and a spirit of curiosity
  • Organizational Understanding – Thinks strategically to influence individuals, organizations, and social groups
  • Strategic Outlook and Alignment – Thinks strategically about issues over the long-term
  • Drive for Results and Efficiency – Establishes challenging yet achievable performance goals, aligning systems and processes to deliver on our priorities
  • Action Management – Manages and coordinates tasks, develops project plans, monitors performance, and achieves
  • Service Orientation – Builds relationships with others by acting with the needs of stakeholders in mind
Qualifications
  • Minimum of 2 years of relevant experience successfully engaging with community members and/or families (educational context preferred)
  • Drive to create efficient and effective systems, structures, and procedures, attention to detail, and driving towards outcomes
  • A strong project manager with experience driving self and others to results through cross-functional work and understanding
  • Clear track record and/or mindset of prioritizing diversity, equity, and inclusion
  • Conversational Spanish required. Bilingual fluency strongly preferred

Salary & Benefits

  • The salary range for this position is $38,250-$51,750 and is commensurate with skills and experience
  • Access to healthcare benefits (medical, dental, eye)
  • Paid-Time off

 

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President

Posted by | November 17, 2020 |

Denver Tennis Park’s mission is to serve all kids and the whole kid.

We believe in the power of physical and mental fitness to change lives.

 

We at Denver Tennis Park live our commitment to this mission every day.

 

At Denver Tennis Park, you will also find:

  • Programs that served more than 2,300 young people in the last year
  • Lesson plans that integrate physical training with mental fitness
  • Pilot location for Colorado’s first collaborative Junior Wheelchair Tennis initiative; first summer indoor host of tennis for Special Olympics athletes
  • Partnerships with the Boys & Girls Clubs of Metro Denver, Girls, Inc., USTA Colorado, Global Down Syndrome Foundation and others to extend our reach to more young people
  • Facilitation and funding for rehabilitation efforts for dilapidated DPS courts at several schools

 

In a unique collaboration with Denver Public Schools and the University of Denver, Denver Tennis Park has been organized as a social enterprise that uses the medium of tennis to support the physical and mental fitness of young people across the metro area.

 

Our current annual operating expense budget is approximately $2 million, and we have a dedicated, professional staff of 26 full and part-time employees.

 

At Denver Tennis Park, we know that tennis is a leading lifelong sport for instilling mental resilience, personal accountability, and physical fitness in youth. The sport has low barriers to entry and no-cost access to plentiful public facilities throughout Denver and the nation. Through its own programs as well as collaboration with existing local youth-serving organizations, the Denver Tennis Park (DTP) increases tennis opportunities for Denver youth by providing publicly accessible all-weather facilities, programs, mentoring and financial assistance.

 

DTP converted a well-located but underutilized property into a facility serving three core users year-round: the breadth and mission alignment of this user base facilitates mentoring, coaching, and personal development opportunities across all ages, genders and socioeconomic backgrounds.

 

DU, DPS and DTP usages are complementary during the academic year when youth outreach programs are primarily conducted offsite. During the summer, the facility serves all partners with an emphasis on site-based outreach, advanced training, and collaborations with other youth-serving organizations.

 

DTP’s Community Impact Now and in the Future

Denver Tennis Park celebrates its second anniversary in November 2020, and we have already begun to make impact in the community, with an emphasis on serving kids who otherwise have few fitness opportunities.  DTP’s offsite programs are typically offered at no cost to DPS schools and other mission-aligned organizations.

 

We continue to see evidence that tennis is a unique activity that builds physical and mental soundness for young people regardless of background.

 

We take our programs on the road to support kids in schools in Denver and Aurora and through our other partners such as Boys & Girls Clubs of Metro Denver and Girls, Inc.

 

Our unique business model also brings to life innovative thinking about how new organizations can develop and grow.  Partnering with other robust institutions has allowed Denver Tennis Park to build a facility and to deliver significant service to the community in record time and with sound financial footing.

 

President Position Summary

The President provides mission-driven leadership of the Denver Tennis Park, a nonprofit 501c3 organization founded in 2017.  The President

  • Partners with the Board of Directors in establishing the strategic vision for the organization and manages operations to deliver on that agreed vision.
  • Develops and implements an effective business model to sustain this social enterprise.
  • Oversees the development and execution of all programs with effective measurement of impact
  • Fosters a culture that values a diverse, inclusive workforce.
  • Builds and maintains strong relationships with our primary business partners, Denver Public Schools and the University of Denver.

 

What Does it Take?

Leading the Denver Tennis Park requires a talented professional with executive experience in helping organizations deliver increased impact.  This experience can be gained in the nonprofit or for-profit sectors, and some understanding of how public-private partnerships work effectively would be helpful.

 

The ideal candidate demonstrates a commitment to promoting equitable access for all youth, enthusiasm for cultivating an effective team, and proven entrepreneurial skills to foster a thriving youth-centered enterprise. In this role, success entails building innovative and inclusive programming as well as proactive engagement with diverse stakeholders, including Denver Public Schools, the University of Denver, and the general public.  Proficiency in tennis or youth athletics is not essential.

 

Requirements

  • Significant experience in senior leadership roles at a youth-serving organization, having demonstrated proficiency in many or all of the above areas of responsibility; experience can come from staff or board service roles
  • Proven financial management and revenue generation acumen including some experience in philanthropic fundraising
  • Substantial staff and operational management experience
  • Experience managing diverse partnerships across nonprofit, philanthropic, education and corporate sectors
  • Exceptional interpersonal, oral and written communication skills and facility with technology

 

Desired Qualifications

  • Experience in a customer service or public service-related enterprise preferred
  • Undergraduate degree preferred but not required
  • Proficiency in Spanish preferred but not required

 

Important Personal Attributes

  • Presence as a leader with evident passion and commitment to serving all youth
  • Integrity, enthusiasm, and an exemplary work ethic
  • Possesses personal humility
  • Collaborative and inclusive leadership style
  • Team oriented, cooperative, collaborative, professional, reliable
  • Excellent relationship-building and partnership development skills
  • Positive attitude with an innate ability to devise creative solutions
  • Open to taking calculated risks, curious, creative
  • Can balance the interests of different constituents while keeping eye on delivering core mission
  • Values excellence
  • Self-confident but not arrogant

 

Compensation & Benefits

The Board of Directors has established a competitive salary range for the President position that also aligns with DTP’s operating budget and local market conditions. This range starts at $125,000, and the actual starting salary for the new leader will be determined based on skills and experience. Denver Tennis Park also offers a competitive benefits program that includes healthcare and vision coverage as well as paid time off.

 

Anti-Discrimination Practices

The DTP is proud to be an equal opportunity employer.  We believe that a diverse and inclusive workforce is essential to our culture and best supports excellence for all.

 

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Elementary Principal

Posted by | November 17, 2020 |

SUMMARY: Demonstrate effective instruction leadership skills that provide focus on student achievement. Guide the development of a caring collaborative community that includes all stakeholders in the school. Provide purpose and vision for the school. Manage the human resources to ensure an orderly work and learning environment.

 

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

 

 

Job Tasks Descriptions

Frequency

% of Time
1.      Organize school operations around improvement of instruction by maintaining a safe and orderly environment, upholding state laws, contracts and District Policies, managing personnel, maintaining facility to provide a quality learning environment, efficiently managing financial resources, establishing effective public relationships, and coordinating effective instructional programs with a master schedule. D 20%
2.      Articulate belief system through voice and actions, leading the school in a clear focus, communicating your vision for the school, and being the change agent when necessary. D 15%
3.      Articulate Effective Instructional practices by providing intellectual stimulation, being actively involved in, and having knowledge of current research in curriculum, instruction, and assessment. D 15%
4.      Assess quality of classroom instruction by monitoring, being visible, conducting Walk Throughs regularly, communicating, and providing a clear behavior structure and atmosphere D 15%
5.      Implement an Accountability system through the district accreditation process, aligning instruction with state and district standards, using the district evaluation system, providing expectations for an orderly atmosphere, holding data discussions with staff and teachers three times a year, and adapting to the needs of the current situation by seeking input. D 15%
6.      Establish and foster the learning environment by maximizing collaboration to improve instruction, providing teachers with materials, inspiring new and challenging innovations, and valuing a sense of community. D 15%
7.      Perform other duties as assigned. Ongoing 5%
TOTAL = 100%

 

EDUCATION AND RELATED WORK EXPERIENCE:

  • Master’s degree in Education Administration plus additional course work required for certification or licensure.
  • Minimum of five years of experience in teaching/administration, including a minimum of three years of teaching.

 

LICENSES, REGISTRATIONS or CERTIFICATIONS:

  • Criminal background check required for hire.
  • Colorado principal license.

 

TECHNICAL SKILLS, KNOWLEDGE & ABILITIES:

  • Advanced oral and written communication skills.
  • Classroom experience necessary.
  • Interpersonal relations skills.
  • Advanced leadership skills
  • Customer service and public relations skills.
  • Critical thinking and problem solving skills.
  • Knowledge of data analysis, curriculum and instruction, budgeting and accounting, special education laws and master agreement/labor relations.
  • Ability to diffuse and manage volatile and stressful situations.
  • Ability to maintain confidentiality in all aspects of the job.
  • Ability to manage multiple priorities and multiple tasks with frequent interruptions.
  • Ability to promote and follow Board of Education policies, Superintendent policies and building and department procedures
  • Ability to communicate, interact and work effectively and cooperatively with people from diverse ethnic and
    educational backgrounds.
  • Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator.
  • Ability and willingness to adhere to attendance requirements and to follow district procedures for absence reporting. Regular attendance is an essential function of the position and necessary for the efficient operation of the business. Employees are expected to be on time and punctual for work, conforming to established work hours. It is recognized that there are times when a person must be absent due to illness or other reasons.

 

 

MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE:

  • Operating knowledge of and experience with personal computers and peripherals.
  • Operating knowledge of and experience with Microsoft Word, Excel, PowerPoint, Access, Publisher, Google Apps.
  • Operating knowledge of and experience with typical office equipment, such as telephones, copier, fax machine, E-mail, etc.
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Special Education Teacher – $1,000 Staffing Bonus!

Posted by | November 10, 2020 |

About Rocky Mountain Prep
Rocky Mountain Prep is a growing network of innovative public charter schools, serving students in pre-kindergarten through fifth grade in the Greater Denver Area. Rocky Mountain Prep opened its first school in 2012 with 130 students and has grown to four schools, working with over 1,500 scholars across two districts. Grounded in our culture of rigor and love, our schools consistently outperform local districts academically, while also ensuring our scholars are developing in our PEAK values of perseverance, excellence, adventure, and kindness.
Who We Seek
Our staff believes that when you love someone, you hold them to high expectations – and we apply this to our own work, the work of our colleagues, and the work of our scholars. We take our work seriously, but ourselves less so – we laugh and joke and bring joy to work every day. And finally, we value a diversity of perspectives and experiences, recognize the humanity of those around us, and seek to build an inclusive environment that models what we wish to see in the world.
Overall, we’re good people with big hearts, who care a whole lot about our people – both big and small – and are constantly improving our practice to be the staff our scholars truly deserve.

Our Special Education teachers. . .

  • Establish a culture of rigor and love with our co-workers and with our scholars
  • Use our high-quality curriculum and data systems to drive outstanding scholar growth and proficiency
  • Develop meaningful relationships with families and community members to build trust and partnership
  • Demonstrate a “by any means necessary” work ethic to ensure our scholars receive the education and support they deserve
  • Support the recruitment and enrollment of scholars, the recruitment and retention of staff, and family engagement activities, as needed
  • Participate in other duties, as required

In order to teach Special Education at RMP, you must. . .

  • Be able to provide an official transcript demonstrating graduation from an undergraduate institution
  • Provide evidence of passing the Praxis 5001 exam in or other Colorado Department of Education approved test scores
  • Provide a copy of your Colorado Certification with Special Education endorsement
  • Pass a background check
  • Demonstrate eligibility to work in the United States
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Summer 2021 Reporting Internships

Posted by | November 6, 2020 |

We’re looking for education journalism interns in Chicago, Denver, Detroit, Indianapolis, New York City, Memphis, and Philadelphia. 

Are you a motivated undergraduate or grad student interested in telling the story of education in America? Come work with us at Chalkbeat as a summer intern. Our newsroom has bureaus in eight cities — Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, New York City, and most recently, Philadelphia — plus a national team. We cover the effort to improve schools for all children, especially students in the United States who have historically lacked access to a quality education.

We offer a 10-week paid internship in each bureau from June to August 2021. You will:

  • Work a 40-hour week alongside some of the nation’s top education journalists. 
  • Write daily stories on deadline, with editing from top-notch story editors. 
  • Leave Chalkbeat with at least two strong clips.
  • Hone your writing skills to craft enticing ledes, effectively structure each story, and conduct fruitful interviews.
  • Incorporate data journalism, polls, and social engagement.
  • Attend weekly skill-building sessions.
  • Become an integral part of a dynamic, diverse newsroom. Our interns interview, report, write, and learn — they don’t make coffee or file paperwork.

Here are some of the stories our past interns filed. 

Many Denver schools with high asthma rates aren’t participating in a new air quality monitoring program” by Kati Weis (Colorado 2019)

NYC children out of school for summer struggle to access free meals — as food, federal dollars go to waste” by Zipporah Osei (New York 2019)

Meet ‘The Outsiders’: New website aims to support students of color at NYC’s elite public high schools” by Ashleigh Garrison (New York 2020)

Teachers need training to improve pandemic learning. Many are still waiting.” by Sneha Dey (Chicago 2020)

Each intern can choose their 10-week session to accommodate their college schedule. COVID-19 safety is a priority for our staff, so if in-person attendance is too risky, the internships will become virtual.

Who are you?

  • Journalism is your calling. You love finding things out and explaining them.
  • You’re interested in public policy and social issues.
  • You’re eager for feedback and enjoy collaborating. 
  • You’re flexible, a hard worker, creative, energetic, patient, and tenacious. 
  • You know how to report accurately, write clearly and concisely, and meet your deadlines.  

You have:

  • Clips that demonstrate strong reporting and writing skills.
  • Meaningful high school, college, or professional journalism experience.
  • A demonstrable interest in public education.

About Chalkbeat:

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

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4th Grade Teacher

Posted by | November 4, 2020 |

Legacy Academy is a K-8 School Charter School in Elizabeth, CO.  Legacy has a technology focus and is looking for teachers who can join our innovative team.  We are seeking a 4th Grade Teacher to join our team. This teacher needs to be proficient in their content area(s), willing to maintain and enrich their expertise, as well as possessing strong skills for the integration of technology in the classroom.

Legacy Academy seeks candidates who demonstrate:

  • Mission alignment: Legacy Academy’s mission is to guide students in developing their individual character and academic potential by providing opportunities for collaborative learning and hands-on experiences through the continuous surveying of modern technology, science, arts, and extracurricular activities.
  • Entrepreneurial spirit: Willingness & ability to innovate the educational process utilizing the resources of the school environment. 

  • Team orientation:  Ability to work collaboratively in a professional learning community characterized by team planning; participating fully in professional development; and engaging in an on-going exchange of ideas, while also accepting and communicating clearly the decisions of the team.
  • Drive for excellence: Hard-working, self-starter who takes initiative and is committed to learning and self-improvement for the betterment of Legacy students & staff.

This teacher will ensure the educational development of K-8 students. All teachers will be responsible for the adoption of the school mission as evidenced through thoughtful lesson planning aligned with the school’s curriculum components.  In addition, teachers will show a commitment to furthering their own professional development and building relationships with the Legacy Academy community.

Responsibilities:

  • Ability to work with and adapt to current technology innovations.
  • Implement instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences. 
  • Identify, select, and modify instructional resources to meet the needs of the students with varying backgrounds, learning styles, and educational needs.
  • Assists in assessing changing curricular needs and offers plans for improvement.
  • Maintains effective and efficient record-keeping procedures.
  • Provides a positive environment in which students are encouraged to be actively engaged in the learning process.
  • Communicates effectively, both orally and in writing, with students, parents, and other professionals on a regular basis.
  • Collaborates with peers to enhance the instructional environment.
  • Models professional and ethical standards when dealing with students, parents, peers, and community.

Job Qualifications:           

Meet NCLB highly qualified status and/or valid Colorado teaching certificate. Must be able to perform all teaching responsibilities as assigned, have strong classroom management skills, and strong content knowledge.  

Reports to:  Principal / Assistant Principal

Salary: $30k – $40k based on experience and qualifications.

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Director of Finance

Posted by | November 2, 2020 |

Position:  Director of Finance

About Us:  Montezuma-Cortez Mission and Values     

Our district is dedicated to ensuring all our students reach their potential and graduate ready for college and career.  Everything we do is guided by our mantra. Every Student. Every Day.

Together we are:

  • Growing out teams of effective and committed educators
  • Creating a culture of high expectations
  • Respecting our diversity
  • Inspiring community trust and support
  • Building pathways to successful future

 

REPORTS TO: Superintendent of Schools

POSITION SUMMARY: This position reports to the Superintendent and plays a key role in the daily operations of the Financial Services Department (Business Office), with strong emphasis on budget development processes, and long and short range planning. The Director will manage and oversee budgeting and payroll functions. The Director will carry out budget development and budget oversight, to include developing, analyzing, and providing assistance and making recommendations to ensure compliance with the adopted process. This position will assist with managing the business, financial and administrative functions within the department, and supervision of all finance staff.

TYPICAL RESPONSIBILITIES:

  1. Financial Planning and Budgeting. Provides organization for, prepares, and monitors the budget; and continually communicates and informs the school board, the staff, and others about the budget and its changing status.
  2. Fiscal Accounting and Financial Reporting. Provides organizational structure, personnel, procedures, monitoring and appraisal for the fiscal accounting system; keeps the Superintendent and Board of Education informed of financial conditions; and prepares financial reports for the Board of Education and the Colorado Department of Education.
  3. Cash Management. Establishes, monitors, and appraises a cash investment program and procedures; and communicates activities and results of the investment program to the Superintendent and Board of Education.
  4. Fiscal Audits and Reports. Provides for effective internal controls and accurate, legal, proper and complete financial transactions; continually monitors fiscal records, transactions, entries and statements for regularity and accuracy; and provides for and communicates results of an independent audit of financial operations.
  5. General Management. Serves as a contributing member of the Administrative Leadership Team; develops a comprehensive plan, provides the organizational structure and personnel, coordinates work activities, appraises and adjusts work activities, and creates a positive work climate for the school district.
  6. Pupil Counts. Works closely with the Director of Technology to provide organization structure, personnel, procedures, monitoring and appraisal for the October 1 pupil count; communicates results of the count and its implications on funding to the Superintendent and Board of Education; prepares reports for the Colorado Department of Education; and aids in the annual state audit of the pupil count.
  7. Payroll Management. Develops, implements, appraises and adjusts a plan for payroll services and salary payments including determining the performance of personnel services, authorizing the release of salary payments, and determining the system for delivering salary payments; and prepares special reports as required (income tax, social security, retirement, etc.)
  8. Purchasing. Develops, implements, appraises and adjusts a comprehensive plan, purchasing calendar, system forms and management of personnel for purchasing; cooperates with and assists all in determining the supply and equipment needs of the school district and in authorizing payment; prepares specifications, bid documents and contract forms in accordance with legal requirements and Board policy; and informs school district personnel about the purchasing program.
  9. Capital Improvements Management. Prepares and annually updates a five-year plan for financing capital improvements; and determines methods, procedures, and control system for, appraises and verifies appropriate spending in the capital improvements and debt service programs.
  10. Charter Financial Oversight. Provides limited oversight to charter financial performance including: inclusion of charter data in audits, issuance of annual purchased services agreements, and preparation of annual financial performance snapshots.
  11. Office Management. Develop, implement, appraise and adjust a plan for staffing and operating the business office; provides appropriate office forms; selects business office furniture and equipment.
  12. Educational Resource Management. Prepares, in cooperation with the Superintendent and Administrative Team, goals, objectives, and a chart of accounts for the school business operations program in order to carry out the school district program structure; prepares and annually updates five-year financial projections; and continuously evaluates the effectiveness of resource allocation and utilization for all school district programs.
  13. Student Activity Funds. Develops, utilizes, appraises and adjusts accounting procedures, records and controls for school activity funds; and guides fund managers in legal and regulatory responsibilities relative to correct management of activity funds.
  14. Data Processing. Develops, implements, appraises, and adjusts a plan to meet the data processing needs of the school business operation and a plan for employing, orienting, evaluating, assigning work activities to and managing data processing staff; informs staff and others about the planned activities and accomplishments of the data processing program.

 

Candidate Profile

Education and Certification:
  • Bachelor’s degree in Finance, Accounting, Business Management, Education or related field
  • CPA preferred
Experience and Skills:
  • Experience in K-12 education related financial functions
  • Knowledge of financial planning, budgeting, accounting, and fiscal reporting related to school, district, and governmental policies
  • Effective interpersonal, human relations and communication skills
  • Supervisory and management experience
Culture and Fit:
  • Commitment to the mission and values of Montezuma Cortez Re-1
  • Desire to work as a member of a dynamic team
  • Openness to feedback and willingness to share ideas
  • Maintains and models high standards of personal and professional integrity and confidentiality

SUPERVISORY DUTIES: Accountant, Bookkeepers and Payroll specialist involved with business office.

CONTACTS: Administrators, employees, Board of Education, public, banks, investment companies, vendors, insurance companies.

The above statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required of personnel so classified. This job description is not intended to create any express or implied contract of employment or expectancy of continued employment for any definite term.

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Facilities Project Planner

Posted by | October 28, 2020 |

Facilities Project Planner is responsible for managing and
coordinating all aspects of assigned construction and renovation
projects. They will oversee the district’s facilities archives and
records, convert documents to electronic means, and update
master facilities documents on CAD, PDF’s or other BIM/GIS
programs.

Required Qualifications:
Bachelor’s degree in related field
Colorado Driver’s License – Department of Revenue –
Division of Motor Vehicles
Up to 3 Years Designing and creating project
specifications and documentation for projects of
various sizes
Preferred Qualifications:
3-5 Years of Project Management Experience with
Facilities and/or Construction Related Projects
LEED experience
Minimum Compensation:
$53,750.00
Scheduled Weekly Hours:
40
Hours per Day:
8.0 hour(s) per day
Number of Days per Year:
230 days M-F
Benefits Eligibility:
Full-time – Regular

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Full Time Substitute Teacher – Immediate Opening

Posted by | October 23, 2020 |

Be part of a team focused on cultivating excellence in academic achievement, character and leadership development, and community strength and service. Through internationally acclaimed academics and the nation’s first integrated Pre-K through 8th grade leadership and entrepreneurial development program, Aspen Academy students are empowered to lead purposeful and extraordinary lives. Small classes are led by exceptional, award-winning faculty who provide a foundation of rich academics and a personalized approach to instruction.

Primary Responsibilities:

  • Teach assigned classes.
  • There is little to no planning responsibility in this role.
  • Maintain a well-managed classroom where 100% of the students are engaged, consistently challenged, and supported.
  • Integrate technology into daily classroom teaching and student learning.
  • Full use of school prescribed instructional methodologies including Individualized Education based on student interest assessments and ability levels in each subject, Socratic Instruction, Inquiry Based Instruction, Contextual Instruction, Differentiated Instruction, and Flexible Grouping.
  • Reinforce the school’s core values and policies inside and outside the classroom.
  • Fulfill assigned monitoring duties (i.e., recess, lunch duty, etc.).
  • Promote and maintain a supportive and positive relationship with all students and families you serve.
  • Actively participate in the school’s professional development programs.
  • When not in subbing, complete assigned administrative projects and tasks.

Qualifications:

  • Excellent oral and written communication skills with students, parents and colleagues
  • Ability to analyze data and use data to inform decisions and/or instruction.
  • Strong organizational skills.
  • Committed to working with a diverse student population.
  • Proficient use of computer software, Google and learning management systems (Canvas preferred).
  • Demonstrate a relentless drive to improve both in and out of school.
  • Model the school’s core values with colleagues, students, parents, and larger community.
  • Reinforce the school’s core values, guiding philosophy, rules, and school spirit consistently throughout the school environment and support and hold accountable colleagues in doing the same.
  • Grant permission for a credit check and criminal background check.

Education, Experience, and Certifications:

  • Required: four-year degree from an accredited College.
  • Preferred: postgraduate degree, teaching credential or license.
  • 1-5 years of elementary (or lower school) and/or middle school classroom experience.

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.

  • Ability to work full-time.
  • Ability to work in person/in the school building.
  • Ability to speak for long periods of time.
  • Regularly required to stand; walk, use hands to finger, handle, or feel; reach with hands and arms and stoop, kneel, or crouch.
  • Frequently lift and/or move up to 25 pounds; occasionally life up to 50 pounds.

Additional Information relevant to the 20-21 academic year:

  • Monday through Friday (Friday is ½ day for students) schedule.
  • Aspen Academy is currently operating with face-to-face instruction with COVID-19 precautions in place.
  • Every grade has a small number of virtual students participating in synchronous learning.

We are committed to doing school differently and better. This means developing an inclusive and accepting community where adults feel empowered to design learning experiences for students that deepen their learning, engaging their emotions as well as their intellects. If you are a leader who is committed to the ideals of progressive education, and inspired by this description of our community, we encourage you to apply for this position at our school.

Aspen Academy offers an excellent compensation package, wide-ranging opportunities for professional development, and a talented and dedicated staff of teaching professionals and supportive administrators.  This is a full-time position with benefits. Salary commensurate with experience. Benefits include but are not limited to: health, dental and vision insurance, STD/LTD, tuition remission, paid time off.

Applicants are also invited to visit Aspen Academy’s website to learn more about the school and its program.

Aspen Academy is a community that values and celebrates differences in learning, culture, race, ethnic origin, religion, sex, physical abilities, sexual orientation and gender identity. Because of these values, no student will be denied any educational opportunity or subjected to discrimination on the basis of race, color, sex, sexual orientation, religion, national or ethnic origin, age, gender identity, physical abilities or any other legally protected class.

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District Assistant Counsel – Special Education

Posted by | October 19, 2020 |

SUMMARY: Provide District-wide, general in-house legal support including, but not limited to, providing leadership for compliance with federal, state, and local laws relating to education law with an emphasis in student and special education. Provide legal service to District staff on a variety of matters, including special education regulations, IDEA, 504, and other laws supporting students with disabilities. Strong, demonstrated commitment to diversity, equity and inclusion to include a strong work ethic, integrity, sound judgment, initiative, and strategic thinking skills. Problem solve to expeditiously assess issues and provide sound legal advice. Collaborate with other in-house legal representatives to maintain consistency and quality in service to District partners. Acquire and coordinate external legal services, as directed and required.

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

Represent, counsel, advise, instruct, and defend administrators, and Superintendent regarding a variety of complex legal matters, especially related to:
*Colorado education law
*General school law, OCR issues, Title IX issues, and other related matters
*Students’ rights, responsibilities and discipline
*IDEA, Special Education, 504 and related matters

Represent Jeffco Public Schools in special education due process hearings by investigating the merit of a case, submitting the legally required complaint response, participating in legally required resolution sessions, preparing documentary and witness based evidence for hearings, participating in pre-hearing and related conferences and mediations, and submitting oral and/or written arguments.

Represent Jeffco Public Schools in administrative due process, mediations, informally mediate disputes, and formally respond to State Complaints filed by parents and staff.

Provide expert and well-managed legal services related to Special Education, attend IEP conferences, and coordinate the implementation of hearing orders, mediation and settlement agreements with Special Education and local District and school staff.

Conduct and support training regarding Due Process Complaints, Mediation Requests, 504 matters, and general special education legal concerns.

Direct and manage the legal work of the Student Success Division generally, including the assignment of work to external legal counsel.

Support school administrators with IEP and 504 meetings in cases in which the meetings include parent attorneys/advocates.

Ensure that staff timely implements orders, mediation and settlement agreements with central office and school staff.

In partnership with other District leadership, ensure that all managers and supervisors comply with applicable laws and policies.

Other duties as assigned.

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

EXPERIENCE Minimum of five (5) years of legal practice required. Knowledge of Colorado special education regulations, IDEA, 504, and other laws supporting students with disabilities is required. Prior experience in special education, student and/or education law is required.

EDUCATION AND TRAINING Juris Doctorate degree from an accredited law school required.

CERTIFICATES, LICENSES, REGISTRATIONS Must be licensed to practice law and in good standing in the State of Colorado.

SKILLS, KNOWLEDGE, & EQUIPMENT Demonstrated skills in conflict management; problem-solving strategies; budgeting; resource allocation and prioritization; data analysis; and collaborative decision making and group facilitation. Excellent writing and speaking skills and training skills. Knowledge of education laws and student rights laws. Knowledge of and experience with basic computer operation and word processing.

DECISION MAKING Decision making requires independent judgment; legal interpretation; analysis; and application of District, federal, state, and local policies, regulations, and laws to implement policies, laws, and legislation affecting employees,
students, and the public; and to represent the District in IDEA, 504, and special education matters. The quality of these decisions has a profound impact on the climate and culture of the organization. Errors in decision making could impact the quality of the workforce, quality of student education, staffing, budget, integrity of the department and/or District, and/or public’s confidence. Errors could lead to substantial embarrassment to the District, BOE, and Superintendent and/or serious legal ramifications.

COMMUNITY RELATIONS Frequent contact with classified staff, professional staff, outside legal counsel, parents, CDE, and OCR to set critical policy and to respond to issues, complaints, mediations, and charges.

SPAN OF CONTROL Directly supervise one to five employees in the Student Success Division. Carry out supervisory responsibilities in accordance with the organization’s policies and applicable laws. Responsibilities include interviewing, hiring, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; and addressing complaints and resolving problems.

EDUCATIONAL DELIVERY Provide support to schools and students by providing direction, advice, influence, and training to District leadership regarding policy development, interpretation, and implementation; and by ensuring District compliance with laws established to protect employees and students. Provide direct services to District leadership and departments by resolving legal issues and by providing legal training, analysis, and support. The majority of time is not spent on the school site.

COMPLEXITY OF WORK Work is self-directed and assigned via applicable policies and laws. Requires independent judgment and global thinking within applicable rules and the ability to develop solutions where policies and procedures are not clearly defined. Must have a comprehensive understanding of all rules, regulations, and contracts affecting the District, its employees, and students. Must analyze all facts and circumstances involved, utilize objective and rational reasoning, and understand the impact the decision will have from a global perspective.

The physical demands, work environment characteristics, and mental functions described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

WORK ENVIRONMENT While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually 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, and negotiate. The employee is frequently required to reflect on systemic processes to identify areas that could fail and identify appropriate corrective mechanisms to prevent such events, as well as compute and compile.

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Director of Charter Schools

Posted by | October 6, 2020 |

The Aurora Public Schools Office of Autonomous Schools is seeking an inspirational and experienced school professional to serve as Director of Charter Schools. Reporting to the Executive Director of the OAS, the Director will be a key member of the OAS Executive team, charged with overseeing all functions related to charter school authorization.

 

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

  • A significant background in charter school authorizing, with demonstrated success in leading an authorizing agency.
  • A collaborative leader who feels confident functioning in a team setting, someone who is comfortable with conflict and can have their thinking push and push others;
  • A deep commitment to diversity, equity, inclusion and anti-rascist practices.
  • A strong communicator, comfortable speaking to diverse stakeholder groups and at public meetings
  • A belief system that emphasizes clear communication and a collaborative decision making process to  empower students, teachers, families, colleagues, and external partners;

 

 

About the Office of Autonomous Schools:  In 2016, APS created the Office of Autonomous Schools as part of the Division of the Superintendent.  OAS oversees the ACTION Zone schools and APS’s 11 partner charter schools.

 

OAS staff support APS’ five ACTION Zone Innovation schools in implementing their Innovation Plans aligned with the four pillars of the ACTION Zone.  OAS serves as the hub of a network of responsive support systems for schools, families, and partners to help achieve the schools’ ambitious goals.  The team leverages a variety of tools, including performance management, principal coaching, leadership development, and redesigning systems and processes to guide the implementation of plans, to ensure the schools achieve outcomes, and to address the myriad challenges associated with any such complex change. For more information please refer to the Office of Autonomous Schools website here:  https://innovation.aurorak12.org/action-zone/

 

To view the full job description and apply for this role, please visit https://apexapps.aps.k12.co.us/pls/apex/f?p=104:2:::NO::P2_JOB_DESC:3741

 

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Business Manager

Posted by | October 2, 2020 |

Our Mission & History

Mackintosh Academy was established as a nonprofit independent school in 1977 by Eve Mackintosh, an influential leader in gifted education in Colorado. The Academy now has two campuses, one in Littleton and our campus in Boulder that opened its doors in 2011. Mackintosh Academy – Boulder (Mack Boulder) has two divisions, Lower School (K-5), and Middle School (6-8), that serve 155 total students with 37 faculty and staff. Mack Boulder operates with a highly supportive, independent Board of Trustees.

 

Mackintosh Academy’s mission is to nurture the keen minds and compassionate hearts of the gifted child in a responsive and caring community of learners. Our students mature into confident, healthy human beings inspired to contribute to a world that needs them. In addition to being Colorado’s first independent school for gifted learners, it is Colorado’s only independent school that’s an authorized International Baccalaureate (IB) school with both a Primary Years Programme (PYP) for K-5, and Middle Years Programme (MYP) for 6-8.  As an authorized IB World School, Mackintosh Academy’s mission also aligns with the IB program’s mission, “to create a better world through education.”

 

Business Operations Specifics

While the story of Mackintosh Academy comes to life through our students and our staff, numbers fill in some important details about our operation:

  • $3.8 million annual operating budget, 71% from tuition, 26% from donations, and 3% from other sources
  • $650,000 provided annually in tuition assistance to students + $180,000 provided annually to cover tuition for Mack Scholars
  • $580,000 achieved of cash reserve goal of $800,000
  • Two clean audits achieved in past two fiscal years since establishing financial independence from Littleton (prior to that partnered in eight previous clean audits)

 

Additionally, we have developed strong supports for our highly talented and committed educators and staff members that set Mackintosh Academy apart:

  • Faculty/staff wages place them among the highest paid independent schools educators in our local area.
  • Faculty/staff have a 401K featuring a “double down match” benefit (i.e., 3% employee matched by 6% employer)

 

We now seek an experienced Business Manager to add to our leadership team.

 

Position Overview

The Business Manager is a critical member on the School’s Leadership Team. The Business Manager is responsible for supervising and/or leading these functions: Accounting, Finance, Treasury, Human Resources, Facilities, IT and Risk Management. In addition, the Business Manager attends Board meetings and serves on various finance, fundraising, and strategic planning board committees.

 

Opportunities for Impact

The incoming Business Manager will have the opportunity to make a significant impact on our operations and our ability to deliver on our core mission. Some of these opportunities include:

  • Work and partner with an entrepreneurial, future thinking Head of School to further grow and strengthen Mack. Be part of a nimble, action-oriented leadership team that is curious, committed to excellence, and innovative.
  • Establish Mack Boulder as a fully independent (new) 501c3. The school is currently an LLC under the umbrella of a parent company (Mackintosh Academy) that holds the 501c3 status. Both our Littleton and Boulder campuses have independent  programming, finance, liability, and governance.
  • A $6 million capital campaign (“Quantum”) has been established and drafted. While temporarily on hold during COVID19, we have been working for 3+ years on a campus expansion project (adding +9000 sq. ft. building) that also includes building endowed funding to support people and programming.  The Business Manager will provide critical financial and administrative support to this campaign.
  • Enhance financial reporting processes and tools to support decision-making and strategic use of resources.
  • Participate in all aspects of school life, building relationships with staff, faculty, parents, students, and partners.

 

Mack Boulder has several broader plans for the next few years in which the Business Manager will play a significant role:

  • Expand and brand our remote learning programming (Mack Without Walls) to serve more families.
  • Create a “school within a school” to support gifted learners with dyslexia in school year 2021/22.
  • Establish endowed, or cash-term donations to support professional development and tuition assistance/scholarship funding.

 

The Mack Boulder Culture

People who thrive at Mack Boulder find their values and personal attributes align with these key features of our culture:

  • Mack Boulder has a family-like atmosphere comprised of experienced, creative, and supportive faculty and staff who work hard every day to serve our school community.
  • Mack Boulder is a school for and about children.  All our decisions have a child at the center, and we each value regular opportunities to be with and learn from the students at the school.
  • We are infinitely patient and curious.  Students, teachers, staff members, board members, parents regularly ask, “Why” and expect others to do the same. Education is all about asking questions and understanding the world in new ways, and we practice that thinking every day in all our efforts.
  • Having a keen sense of humor and an openness to interacting regularly with people who are interesting, quirky, compelling, and service-minded are essential to success at Mack Boulder.
  • We take a lot of pride in our work, we demand excellence from ourselves and each other, we exhibit consistently strong ethics, and we are committed to our efforts to educate children who can make the world a better place.
  • We are not a school for people who like traditional or stagnant practices.  As an IB World School, we work under a vigorous pedagogical framework that requires constant rationale for everything we do programmatically.  We design and implement curriculum that will benefit our learners by preparing them for their future – not ours.
  • Employees keep their learning spaces and office doors open. When you work at Mack, we encourage you to build on peers’ ideas and share your successes and failures with others  We are committed to supporting the growth of our entire team though mentoring, peer observations, and teaching each other.

 

What Does It Take

Qualified candidates for the Business Manager position will exhibit these leadership skills and characteristics:

  • Demonstrates clear commitment to the mission of Mackintosh Academy and its approach to education.
  •  Shows independence, enthusiasm, high self-esteem and a sense of humor.
  • Demonstrates honesty, reliability, and strong integrity – takes pride in quality work consistently.
  • Demonstrates strong attention to detail with a proven ability to keep focused on big picture and long-term goals.
  • Is a strategic, pragmatic and creative thinker.
  • Demonstrates empathy and compassion.
  • Employs an open and collaborative management style.
  • Models perseverance.
  • Demonstrates exceptional time management skills.

 

Additionally, candidates will have professional experience in these areas:

  • 5+ years of experience in a CFO, Controller, or Assistant CFO/Controller/ Business Manager role (Director of Finance and Operations).
  • Strong background in finance, budgeting, investing, and cash management.
  • Proven skills in effective presentation of financial data to support executive decision-making.
  • Experience in managing payroll, employee benefit plans, and effective HR strategies.
  • Experience with non-profits or independent schools, a plus.
  • Some knowledge of effective fundraising processes and supporting administration preferred.
  • Experience and skill with advanced technology including: modern data management systems, Office suite, accounting (QuickBooks), visual representation of financial data, and fundraising software, etc.
  • Bachelor’s degree is required, preferably in business, accounting or finance and administration with a strong grasp of accounting. CPA, a plus.
  • MBA or related advanced degree preferred.

 

Compensation

In accordance with independent school guidelines and local market conditions, the salary range for this position is $95,000-$110,000 depending on skills and experience.  Full time employees of Mackintosh Academy also have access to a comprehensive benefits package that includes healthcare, dental, vision,  retirement, and ample paid time off.

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Vice President of State & Local Policy

Posted by | October 1, 2020 |

Job Title:                              Vice President of State & Local Policy

Reports To:                         President

Job Type:                             Full-time

Benefits:                              Medical, Dental, Vision, 403b

Benefit Conditions:         30 day waiting period

Seniority Level:                 Executive

Industry:                              Non-profit Organization Management, Education Management

 

 

Summary:

The Colorado League of Charter Schools has 14 staff members, a statewide membership of 261 schools with over 128,000 students, a distinguished 27-year history, and a prominent board of directors. 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.

 

As the Vice President of State & Local Policy you will be responsible for advocating for favorable policies for public charter schools at the state and local levels in addition to managing the League’s State & Local Policy Team. State policy includes laws, rules and governance decisions made by the State Legislature, State Board of Education, and Colorado Department of Education. Local policy includes policies and governance decisions made by school district boards, counties and municipalities as germane to public charter schools. The Vice President is also expected to track and advocate for favorable federal policies through the League’s relationship with national organizations such as the National Alliance for Public Charter Schools (NAPCS).

 

Essential Duties and Responsibilities

Policy & Political Strategy

  • Guide the League, its advocacy allies and member schools through all phases of the annual legislative cycle. Priorities include development of an annual legislative agenda with broad member buy-in, engagement of the League’s advocacy allies, and management of the League’s contract lobbyists to ensure successful execution of that agenda.
  • Cultivate effective working relationships with legislators, especially those on the Colorado General Assembly education committees, members of the Colorado State Board of Education and the Governor’s staff.
  • Develop, expand and lead the implementation of an annual agenda for influencing the formation of strong district authorizer policies. Priorities include identification of priority districts/communities, alignment of effective school boards, advancement of favorable policy, and as necessary, mobilization and advocacy of charter beneficiaries/supporters.
  • Proactively monitor and positively influence other state, county and municipal bodies/institutions that set policies immediately germane to public charter schools.
  • Oversee and manage the League’s Governmental Affairs Committee, including but not limited to recruiting new members and arranging for and scheduling meetings, agendas and materials.
  • Assist in the development and maintenance of appropriate political structures to enable the League to most effectively accomplish its policy objectives.
  • Partner with the President to manage the League’s outside general counsel.
  • Execute a fundraising strategy focused on advancement of the League’s policy objectives.
  • Establish and maintain systems and structures whereby the League can consistently expand and activate a large base of charter advocates statewide in support of state and local issues. Priorities include growth of the League’s Colorado Charter Advocacy Network (COCAN) and successful execution of train-the-trainer systems focused on advocate leader development.
  • Work in coordination with the League’s senior leadership team and events team to plan and implement the annual Advocacy Day, fall Leadership Summit sessions and spring Conference sessions.
  • Work with the League’s Communications Team to write and disseminate regular policy and political updates and actions.
  • Field and respond to member questions regarding legislation and the League’s policy agenda.

Organizational Leadership

  • Serve on the League’s Senior Leadership Team and act in concert with other vice presidents and program directors. Contribute to overall organizational decisions and actions as well as implementation of the strategic plan, operations plan and annual budget decisions and actions.
  • Identify annual performance targets and program goals, as well as specific indicators to measure progress toward meeting those goals for League policy and political strategy work.
    • Supervise, coach and provide overall guidance to those supervised. Specifically, ensure that direct reports know what is expected, have the materials and equipment to do their work effectively, receive explicit, on-going feedback, and develop professionally.
    • Other duties as assigned.

 

Qualifications

Education and/or Experience

  • Minimum Bachelor’s degree and 5 years’ experience in policy, political strategy work, lobbying and/or advocacy.
  • 3 years or more of personnel management experience.
  • Experience developing and leading successful state and local policy initiatives.
  • Prior experience speaking before legislative committees and administrative bodies.

Skills

  • Social sector orientation with desire to give back and advance equity and opportunity for all.
  • Ability to use Microsoft & Google products to analyze information and to generate fact sheets, flyers, talking points, etc.
  • Working knowledge of the legislative process and public policy formulation.
  • Deep knowledge of charter schools and Colorado’s K-12 education systems.
  • Ability to perform tasks in a nonpartisan manner with tact and political sensitivity.
  • Demonstrated ability to communicate effectively to a variety of audiences.
  • Demonstrated experience in strategic thinking, decision-making and problem solving.

Physical Demands & Work Environment

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

  • Specific vision abilities required by this job include close vision, depth perception and ability to adjust focus.
  • Normal office environment. The noise level in the work environment varies between quiet and moderate. A combination of in-office and remote work is allowable.
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Elementary Teacher (K-5)

Posted by | September 24, 2020 |

About Rocky Mountain Prep

Rocky Mountain Prep is a growing network of innovative public charter schools, serving students in pre-kindergarten through fifth grade in the Greater Denver Area. Rocky Mountain Prep opened its first school in 2012 with 130 students and has grown to four schools, working with over 1,500 scholars across two districts. Grounded in our culture of rigor and love, our schools consistently outperform local districts academically, while also ensuring our scholars are developing in our PEAK values of perseverance, excellence, adventure, and kindness.

In this role, you will:

    • Establish a culture of rigor and love with our co-workers and with our scholars
    • Use our high-quality curriculum and data systems to drive outstanding scholar growth and proficiency
    • Develop meaningful relationships with families and community members to build trust and partnership
    • Demonstrate a “by any means necessary” work ethic to ensure our scholars receive the education and support they deserve
    • Support the recruitment and enrollment of scholars, the recruitment and retention of staff, and family engagement activities, as needed
    • Perform other duties, as required

In order to teach at RMP, you must:

    • Be able to provide an official transcript demonstrating graduation from an undergraduate institution
    • Provide evidence of passing the Praxis 5001 exam in or other Colorado Department of Education approved test scores
    • Provide evidence of Colorado Certification (required only for Special Education and Culturally and Linguistically Diverse positions)
    • Pass a background check
    • Demonstrate eligibility to work in the United States

 

This position could be virtual or in-person depending on school needs.  If you have a preference, please note that in your application and we will discuss it during the interview process.

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Orchestra/Vocal Music

Posted by | September 2, 2020 |

Middle School Orchestra/Vocal Music teacher at a brand new middle school, Orchard Mesa Middle School.  Position will be temporary for the 2020-21 school year but with all the benefits of a normal position.  The position should be available to apply to for the following year.

 

Candidate should have or be eligible for Colorado Teaching license with Music endorsement

Comments Off on 42597 PORTFOLIO OPERATIONAL SUPPORT MANAGER

42597 PORTFOLIO OPERATIONAL SUPPORT MANAGER

Posted by | September 2, 2020 |

Apply Here: 

https://ltmwebprod01.dpsk12.org/ltmprod/xmlhttp/shorturl.do?key=487 

PORTFOLIO MANAGEMENT

Traditional 235 work days

FTE: 1.0

Salary Range: $63,852 – $77,316

  

Essential Functions and Objectives:

 

Responsible for advising, facilitating and providing direct support to leaders of more autonomous schools regarding all operational aspects. Responsible for improving support services to more autonomous schools — innovation zone and charter schools (70+ schools) – by focusing on integrating these schools into district systems, processes, and communications and facilitating the continuous improvement of services provided to these schools. Partners with specific central teams to problem solve and improve ownership and integration of the full family of schools into their work. Leads specific initiatives to improve service, including associated stakeholder engagement, process improvement, and change management.

 

 Manage through influence across multiple teams to achieve desired supports for schools. Liaise with leaders in several specific departments each year (e.g., finance, submissions, assessment); facilitate relationship development to streamline support services and reduce the burden on school staff. Set expectations for service (including the development of SLAs) – leading to the continuous improvement of services delivered to more autonomous schools.

 Consult with departments on how to appropriately integrate the family of schools into their work, including educating and problem solving to include innovation zones and charters in work while maintaining their autonomy.

 Lead cross-functional initiatives per year to ensure autonomous schools can actualize their flexibility and/or autonomy. Identify the most pervasive issues that divert the attention of school staff away from instructional practices. Identify and implement innovative solutions to improve support to schools and/or solve persistent problems.

 Through role as a Portfolio Partner for specific schools, collaborate with schools and central teams to help them navigate each other’s structures and systems and facilitate the resolution of escalated issues. Serve as an escalation point for schools and central teams — responding to needs, assigning ownership, and escalating as appropriate; solve complex problems, prevent or resolve conflict, convene parties, and provide feedback as appropriate.

 Foster a culture of partnership and collaboration with autonomous school leadership and operational teams to develop understanding and better meet the needs of students and schools. Contribute to a culture of positive, proactive communication, prioritizing listening and transparency. Build capacity within school staff to address operational needs.

 

Knowledge, Experience & Other Qualifications:

 

– Five (5) or more years of experience in program management and/or school operations.

 School leadership experience a plus.

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

 Preferred experience with data analytics.

 Strong attention to detail.

 Excellent interpersonal, analytical, critical thinking, problem-solving, and organizational skills.

 Ability to communicate effectively in a credible and confident manner at all levels in the organization, both orally and in writing.

 Ability to assess appropriate priorities and organize workload on multiple assignments.

 Ability to collaborate with others on challenging, time sensitive projects as a team player.

 Ability to work independently with minimal direction.

 Knowledge of program management best practices.

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

 Ability to foster effective relationships with district staff, schools, and external partners.

 Ability to prioritize multiple projects.

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

 High degree of integrity in handling confidential information.

 Ability to navigate complex problems among multiple constituencies and drive towards solutions.

 Ability to effectively facilitate meetings to achieve desired results.

 

Education Requirements:

 

– Bachelor’s Degree is required.

 Master’s Degree a plus.

 

Other Information:

 

The Portfolio Management Team (PMT) supports school empowerment and shared accountability across the DPS family of schools and serves as the school authorizing office for DPS. Our Mission is to authorize, cultivate and advocate for high quality schools (i.e., district-run, innovation, iZone and charter) in DPS. We embrace school empowerment, high performance standards, clear accountability, family choice and community engagement. We envision a nation where every public education system effectively serves the diverse needs of all children and where every student graduates prepared for success in life. We strive for DPS to be a national model for transformational change in public education by: 1) Improving outcomes for all Denver students through recruiting and supporting a diverse portfolio of high-performing schools that are accountable for results; and 2) Producing transformational changes district-wide by identifying, sharing and facilitating the implementation of innovative, best-in-class policies and practices in all schools and central office departments. Within DPS, we support the entire family of schools and partner with other District Teams to provide the best service to each school.

 

About Denver Public Schools:

 

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

 

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

  

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

 

 

Comments Off on Homegrown Talent Initiative Project Manager – Part Time

Homegrown Talent Initiative Project Manager – Part Time

Posted by | August 27, 2020 |

POSITION: HOMEGROWN TALENT INITIATIVE PROJECT MANAGER (Part-Time) 

REPORTS TO: ELIZABETH HIGH SCHOOL PRINCIPAL 

HIRING RANGE

Salary will be determined based upon prior experience of the selected candidate. 

POSITION SUMMARY 

The Elizabeth School District is seeking a program manager for an exciting and innovative effort known as its Homegrown Talent Initiative.  The Homegrown Talent Initiative (HTI) is a joint venture between Colorado Succeeds and the Colorado Education Initiative and is designed to assist communities in developing and strengthening student access to career-connected learning in the context of local and regional needs.  This is a part-time position and will support Elizabeth High School and the Elizabeth School District with implementation of the Homegrown Talent Initiative.  The project manager will work under the direct supervision of the high school principal and coordinate with the superintendent to move the district initiative forward by engaging with stakeholders and outside entities, as well as keeping current regarding the needs of our district related to the initiative.

At its core, this job is an opportunity for someone who is equal parts entrepreneurial and organized. You could be an educator who loves networking, or someone with experience in project or team leadership in a company that would like to apply your skills in an education context. Strong applicants enjoy building a wide range of relationships and leading coordinated work to ensure smooth progress among different people working on projects with interdependent timelines. They must also enjoy picking up and completing tasks themselves.  Responsibilities will include: writing, submitting and managing grants in support of the initiative; oversight of the student internship and certification programs; building partnerships with employers; interfacing with institutions of higher education; conducting student surveys to gather data on student career interests; conducting community surveys to gather data on interests as well as needed background knowledge/skills for interns; developing a program handbook for community internships; developing and maintaining community partnerships; establishing a community advisory team; initiating communications and outreach efforts; and creating and managing other new and emerging HTI efforts over time.

POSITION REQUIREMENTS 

Education:

  • Bachelor’s Degree with a major pertinent to education, business or a related field.

Experience:

  • At least 5 years of experience in education, business, communications, marketing or public relations. 
  • At least 1 year of experience employed by or partnering with a public sector environment preferred
  • Grant writing and grant administration experience a plus.

Skills:

  • Strong oral and written communications skills
  • Strong networking and relationship management skills
  • Strong organizational and problem-solving skills
  • Advance, proofreading, grammar, spelling, research and analytical skills
  • Knowledge of various communication approaches, principles and practices, including community engagement, marketing, public and media relations

Abilities:

  • To establish and maintain effective working relationships with employees, citizens, and elected officials
  • To make public presentations
  • To meet tight deadlines
  • To take initiative
  • To build and maintain strong community and media relationships

 

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K-8 Special Education Teacher

Posted by | August 25, 2020 |

Job Title: K-8 Special Education Teacher, 2020-2021 school year

 

Location: Carbondale Community School, Carbondale, Colorado

 

Submit resume and cover letter to: Sam Richings-Germain, Principal  srichings@discovercompass.org 

 

Carbondale Community School is a district charter school managed by Compass for Lifelong Discovery.

With 135 students, Carbondale Community School  (CCS) provides a balanced, integrated educational experience that incorporates strong academic skills woven into project-based learning opportunities. 

 

At CCS, our highly qualified staff work in tandem with students, families, and our community to maintain strong traditions, a healthy social, emotional, and physical learning 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 our traditions and 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, meaningful learning.

Required Qualifications:

  • Must have or be eligible for Colorado Teaching License with Special Education Generalist endorsement 

 

Job Description:

  • Teach elementary and middle school students
  • Communicate and collaborate with staff, students, parents, and community in order to plan for and implement needed support for students
  • Manage and organize time and duties to ensure timely and thorough completion of special education service delivery, progress monitoring and evaluations, collaborative meetings, and associated paper work
  • Provide individualized supports for children in general education classrooms by modifying/adapting curriculum and activities 
  • Utilize informal and formal assessments to plan and deliver effective instruction and to engage students in meaningful learning
  • Develop effective positive behavior support plans when needed
  • Participate in general school-wide staff meetings and district-wide special education meetings
  • Perform additional duties as assigned 

**CCS staff are employed by Compass for Lifelong Discovery. Compensation is based on experience.

***Do not use the online application for this position.  

Submit resume and cover letter to: Sam Richings-Germain, Principal  srichings@discovercompass.org 

Comments Off on Director, Charter Schools and Operations

Director, Charter Schools and Operations

Posted by | August 25, 2020 |

The Aurora Public Schools Office of Autonomous Schools is seeking an inspirational and experienced
school professional to serve as Director, Charter Schools and Operations. Reporting to the Executive
Director of the OAS, the Director will be a key member of the OAS Executive team, charged with
overseeing all functions related to charter school authorization, as well as providing strategic support
and direction for the OAS’s overall operations.
We are seeking these key characteristics and capacities from all applicants:
● A significant background in charter school authorizing, with demonstrated success in leading an
authorizing agency.
● A strategic mindset and demonstrative effectiveness in leading strategic initiatives at the
departmental or systems level;
● A collaborative leader who feels confident functioning in a team setting, someone who is
comfortable with conflict and can have their thinking push and push others;
● An experienced public educator who understands how school systems function and can
navigate the many departments and divisions within Aurora Public Schools.
● A deep commitment to diversity, equity, inclusion and anti-rascist practices.
● A strong communicator, comfortable speaking to diverse stakeholder groups and at public
meetings
● A belief system that emphasizes clear communication and a collaborative decision making
process to empower students, teachers, families, colleagues, and external partners;

About the Office of Autonomous Schools: In 2016, APS created the Office of Autonomous Schools as part
of the Division of the Superintendent. OAS oversees the ACTION Zone schools and APS’s 11 partner
charter schools.
OAS staff support APS’ five ACTION Zone Innovation schools in implementing their Innovation Plans
aligned with the four pillars of the ACTION Zone. OAS serves as the hub of a network of responsive
support systems for schools, families, and partners to help achieve the schools’ ambitious goals. The
team leverages a variety of tools, including performance management, principal coaching, leadership
development, and redesigning systems and processes to guide the implementation of plans, to ensure
the schools achieve outcomes, and to address the myriad challenges associated with any such complex
change. For more information please refer to the Office of Autonomous Schools website here:

ACTION Zone


To view the full job description and apply for this role, please visit
https://apexapps.aps.k12.co.us/pls/apex/f?p=104:2:::NO::P2_JOB_DESC:3221

Comments Off on Independent Contractor serving as Physical Education Coordinator and/or Karate Instructor

Independent Contractor serving as Physical Education Coordinator and/or Karate Instructor

Posted by | August 24, 2020 |

Karate Instructor, Independent Contractor 

Third Future Schools – Charter School Network 

Academy of Advanced Learning

Aurora, CO 80011

 

Days/Hours: 

  • Monday – Friday

3 Classes per Day:

  • 9:15 AM-10:15 AM – AAL Main Campus – 431 N. Sable Blvd, Aurora CO 80011
  • 10:30-11:30 AM – AAL West Campus – 350 Blackhawk Street, Aurora CO 80012
  • 3:00-4:00 PM  – AAL West – 15550 E. 6th Street, Aurora CO 80011 

Contractor agrees to fulfill the following responsibilities: 

  • Plan, prepare, and deliver specialized martial arts instruction for students each scheduled school day
  • Model behavior quality and habits of success  
  • Collaborate with teachers to assess student progress, and provide grades (pass/fail) in accordance with school procedures and regulations 
  • Manage student behavior in the classroom by invoking approved disciplinary procedures
  • Provide availability to engage parents and families to support student learning 
  • Exhibit professionalism and leadership skills
  • Be thorough and pay attention to detail

Compensation: 

  • $20-25/hr 

 

Physical Education Coordinator, Independent Contractor 

Third Future Schools – Charter School Network 

Academy of Advanced Learning 

Aurora, CO 80011

 

Days/Hours: 

  • Monday – Friday

3 Classes per Day

  • 9:15 AM-10:15 AM – AAL Main Campus – 431 N. Sable Blvd, Aurora CO 80011
  • 10:30-11:30 AM – AAL West Campus – 350 Blackhawk Street, Aurora CO 80012 
  • 3:00-4:00 PM  – AAL West – 15550 E. 6th Street, Aurora CO 80011 

 

Contractor agrees to fulfill the following responsibilities: 

  • Plan, prepare, and deliver specialized physical education instruction for students each scheduled school day
  • Model behavior quality and habits of success  
  • Collaborate with teachers to assess student progress, and provide grades (pass/fail) in accordance with school procedures and regulations 
  • Manage student behavior in the classroom by invoking approved disciplinary procedures
  • Provide availability to engage parents and families to support student learning 
  • Exhibit professionalism and leadership skills
  • Be thorough and pay attention to detail

Compensation: 

  • $20-25/hr 

 

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School Improvement & Equity Specialist

Posted by | August 19, 2020 |

DEPARTMENT: Student Services Department

REPORTS TO: Director of Student Services

ORGANIZATION OVERVIEW

The Colorado Charter School Institute (CSI) is a statewide charter school authorizer whose mission is to foster high-quality public-school choices offered through charter schools, particularly schools that are focused on closing the achievement gap for at-risk students. Governed by a board of nine members appointed by the Governor and Commissioner of Education, CSI currently serves a diverse portfolio of 40 schools across the state of Colorado serving over 18,000 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

The Colorado Charter School Institute (CSI) is committed to creating and sustaining a portfolio of high-quality school options that meet the needs of all students. CSI is seeking passionate, equity-oriented School Improvement & Equity Specialist candidates to assist CSI in furthering the organization’s mission of increasing access and equity for students across all CSI schools. This position will collaborate with other staff to align school continuous improvement initiatives and apply principles of Diversity, Equity, and Inclusion (DEI) to facilitate intentional changes within our schools through to targeted supports that lead to measurable improvements in equity and access. The School Improvement & Equity Specialist will lead CSI’s work on early-childhood initiatives to improve outcomes for our youngest students.

Strong candidates will be high-capacity individuals with an authentic commitment to DEI, challenge the status quo, and hold others accountable to prioritize diversity, equity, and inclusion. This position requires high-levels of collaboration, working in cross-department teams, excellent communication skills, and the ability to relate to school staff.

Please see below for a complete position description:

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.

  • Advance CSI’s mission of increasing access and equity for students across all CSI schools.
  • Support and advance equity across the organization
    • Lead improvement activities with a focus on equity and access for special populations (SPED, ELL, GT, 504) and historically educationally disadvantaged groups (minority, FRL).
    • Further the strategic vision for CSI’s Equity Report and corresponding tiered supports for schools.
    • Analyze school Equity Report data to develop training and supports.
  • Collaborate with the Evaluation and Assessment Department to align school improvement efforts with a focus on equity.
  • Provide oversight and access to resources for school-wide systems of supports, including discipline, Positive Behavioral Interventions, Restorative Justice, and positive culture and community.
  • Lead training, technical assistance, and compliance monitoring for dropout and re-engagement initiatives, including homeless, child welfare services, and related program grants.
  • Increase early-childhood equity initiatives through training, technical assistance, and compliance monitoring for initiatives including school readiness, READ Act, and the Colorado Preschool Program.
  • Ensure that all training, technical assistance, and compliance monitoring includes tiered processes and actions based on school performance, including serving as a Case Manager for schools.
  • Coordinate and facilitate the development of the cooperative efforts between schools and other community agencies in providing services to students.
  • Collaborate with the SS Department to provide schools regular communication and customer service in all school program areas
  • Collaborate with Student Services Department to support the training, technical assistance, and compliance monitoring of all school program areas.

DEPARTMENT RESPONSIBILITIES

  • Provide school performance and operational evaluation for inclusion in the CSI Annual Review of Schools for all managed programs.
  • Participate in the review of all charter applications as a member of the CSI Review Team.
  • Provide operational support for the Director of Student Services.
  • In coordination with the Data Submissions unit, provide technical assistance and validate programmatic data for state and federal reporting.

KNOWLEDGE, SKILLS & ABILITIES

  • Excellent written and verbal communication skills
  • A proven ability to design and facilitate effective trainings to a variety of stakeholders
  • A proven ability to proactively improve systems and identify potential internal and external customer issues
  • Experience with data analysis and statistics
  • Detail-oriented with demonstrated ability to follow-through on projects
  • Experience developing, implementing, and evaluating process documentation and resources for various stakeholders.
  • Familiarity and experience with state and federal laws associated with exceptional students 

EXPERIENCE

  • Minimum of 3 years work experience in one or more school programs
  • Experience developing and implementing training resources and procedures
  • Experience managing multiple ongoing programs or projects with internal and external stakeholders

EDUCATION

  • Bachelor’s degree required; Master’s Degree in Education, Social Services/Work & Counseling, Social Justice, Youth Studies, or related fields of study.

JOB TYPE

  • Full-Time (1.0FTE)

LOCATION & TRAVEL

  • Denver/Front Range/Fort Collins/Colorado Springs
  • Statewide travel is typically required, although due to the COVID-19 pandemic, travel requirements are currently significantly reduced, and CSI Staff are provided the option to work remotely at this time.

SALARY RANGE

  • Starting at $5,416.67- $6,250/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 and vision insurance, paid holidays, paid vacation and sick time, flexible scheduling, a work-life balance culture, no-cost life and disability insurance (with additional paid options), Flex Spending and Health Savings Account options, professional development opportunities, and membership in Colorado Public Employees’ Retirement Association (PERA).

CSI INCLUSION STATEMENT

As a statewide charter school authorizer, CSI recognizes that autonomy and diversity can drive innovation and improved outcomes, both in our schools and in our organization. We are committed to fostering a diverse and inclusive culture and strive to demonstrate this commitment in our recruitment efforts. We value the unique contributions that result from different perspectives and experiences as they make us stronger. CSI is proud to be an equal opportunity employer and does not discriminate based on gender, race, color, religion or belief, national origin, age, sexual orientation, marital status, disability, or any other protected class.

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to stand, walk; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel, crouch or crawl.  Specific vision abilities required by this job include close vision.

WORK ENVIRONMENT

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

NOTE

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

 

Comments Off on High School STEM / Science Teacher

High School STEM / Science Teacher

Posted by | August 18, 2020 |

HIGH SCHOOL STEM / SCIENCE TEACHER
FULL-TIME WITH BENEFITS
SALARY $36,600 – $43,000 DEPENDING ON EXPERIENCE AND EDUCATION
STARTING DATE: As soon as possible

QUALIFICATIONS:
Must hold or qualify for a Colorado Teaching Certificate/License endorsed or highly qualified in Secondary Science or STEM

DUTIES:
Classroom teacher must possess the ability to use approved school curriculum and outside resources to help students meet the appropriate West Grand School District Grade Level Content Standards.  Prospective applicants must possess a classroom vision based on high expectations for student achievement and rigorous standards for their own academic instruction.

Candidates must have the knowledge and resourcefulness to:
Construct and effectively implement a long-term academic plan with clear goals for student achievement.
Motivate students and invest them in academic goals.
Evidence of productive experience with problem-based learning.
Construct and execute individual lesson plans, aligned with the standards and the class long-term plan that meet the needs of students with diverse learning levels
Foster a classroom environment that supports student achievement of academic goals
Conduct varied assessments to benchmark and document student progress
Work with students from diverse socio-economic backgrounds
Build strong personal relationships with students’ families
Collaborate in a professional manner with colleagues from diverse backgrounds in a way that prioritizes student achievement

Contact Information:  For more information about the position, please contact Elizabeth Bauer, High School Principal, bauere@wgsd.us or 970-724-3425.

West Grand is an Equal Opportunity Employer

Comments Off on Early Childhood Instructor and Instructional Partner

Early Childhood Instructor and Instructional Partner

Posted by | August 16, 2020 |

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

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

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

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

Jeffco Public Schools is hiring Early Childhood Instructors and Instructional Partners. We are looking for friendly, motivated and dedicated individuals to support the learning and development of our Preschool students.  Positions are located at various locations throughout the district.   If this sounds like you-please apply via our jobs board at: www.jeffcok12jobs.org Keyword:  Preschool

Positions start at $14.54/hour, higher wages with previous experience and/or education
Previous experience working with children preferred
High School Diploma/GED and Early Childhood Teacher Qualifications required
Paid training provided
Flexible days and hours
Full-time positions available
PERA Retirement
Opportunities for career advancement
Benefits and time off available after 30 days

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Assistant Principal-High School

Posted by | August 12, 2020 |

MANITOU SPRINGS SCHOOL DISTRICT 14

MANITOU SPRINGS COLORADO

 

VACANCY ANNOUNCEMENT

 

POSITION:                            ASSISTANT PRINCIPAL – Manitou Springs High School

 

LOCATION:                          MANITOU SPRINGS HIGH SCHOOL

401 EL MONTE PLACE

MANITOU SPRINGS, CO  80829

 

SCHOOL PROFILE:

 

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

 

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

 

COMMUNITY PROFILE:

 

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

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

 

REQUIREMENTS:

 

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

 

 

Expected Qualities/Characteristics:

 

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

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

 

 

 

TERM OF

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

 

 

COMPENSATION:                             Please see Administrator Salary Range on Salary Schedule

(on District Website)

 

SITUATION:                                          Grades 9 – 12

 

TO APPLY:                                             Please submit an online application packet

Applications available at www.mssd14.org

 

POSTING DATE:                                 August 11, 2020

 

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

 

PAPER SCREENING:                           August 25, 2020

 

INTERVIEW DATE:                             August 28, 2020

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

 

Limit your response to 400-500 words per question.

Essay Question #1:

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

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

Essay Question #2:

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

Essay Question #3:

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

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

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

 

 

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Assistant Principal-Elementary

Posted by | August 12, 2020 |

MANITOU SPRINGS SCHOOL DISTRICT 14

MANITOU SPRINGS COLORADO

 

VACANCY ANNOUNCEMENT

 

POSITION:                            ASSISTANT PRINCIPAL – Manitou Springs Elementary School

 

LOCATION:                          MANITOU SPRINGS ELEMENTARY SCHOOL

110 PAWNEE AVENUE

MANITOU SPRINGS, CO  80829

 

SCHOOL PROFILE:

 

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

 

COMMUNITY PROFILE:

 

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

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

 

REQUIREMENTS:

 

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

 

 

Expected Qualities/Characteristics:

 

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

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

TERM OF

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

 

COMPENSATION:                             Please see Administrator Salary Range on Salary Schedule

(on District Website)

 

SITUATION:                                          Grades Preschool – 5

 

TO APPLY:                                             Please submit an online application packet

Applications available at www.mssd14.org

 

POSTING DATE:                                 August 11, 2020

 

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

 

PAPER SCREENING:                           August 25, 2020

 

INTERVIEW DATE:                             August 27, 2020

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

Limit your response to 400-500 words per question.

Essay Question #1:

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

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

 

Essay Question #2:

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

 

Essay Question #3:

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

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

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

Comments Off on Special Education Teacher

Special Education Teacher

Posted by | August 11, 2020 |

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

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

Core Beliefs – Achievement

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

Core Beliefs – Justice

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

Core Beliefs – Perseverance

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

ESSENTIAL DUTIES AND RESPONSIBILITIES 

Instruction:

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

Culture:

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

Development:

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

REQUIREMENTS

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

PREFERRED REQUIREMENTS

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

COMPENSATION AND BENEFITS

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

DIVERSITY, EQUITY & INCLUSION

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

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Special Education Teacher Grades 6 – 8

Posted by | August 4, 2020 |

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

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

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

West Grand is an E.O.E.

Comments Off on Secondary Language Arts Teacher

Secondary Language Arts Teacher

Posted by | August 4, 2020 |

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

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

Job Description:

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

Primary responsibilities

  • Instruct students on interpreting literature.
  • Assign books to read, including classics and contemporary novels.
  • Help students interpret literature and poetry.
  • Provide background on authors’ life and works.
  • Teach students about the structure and content of the English language, including proper grammar, spelling, and sentence structure.
  • Teach about different literary styles.
  • Create instructional resources for use in the classroom.
  • Plan, prepare and deliver instructional activities.
  • Create positive educational climate for students to learn in.
  • Meet course and school-wide student performance goals.
  • Participate in ongoing training sessions.
  • Create lesson plans and modify accordingly throughout the year.
  • Create projects designed to enhance lectures.
  • Read and stay abreast of current topics in education.
  • Integrate competencies, goals, and objectives into lesson plans.
  • Utilize curricula that reflect the diverse educational, cultural, and linguistic backgrounds of the students served.
  • Develop incentives to keep participants in class.

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

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

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Lead Interventionist

Posted by | August 3, 2020 |

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

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

Core Beliefs – Achievement