New America School Job Description
Position: ELD Teacher

New America School is an equal opportunity employer that values diversity, equity and inclusion. The New America School (NAS) is a system of public charter high schools dedicated to serving a unique population recent immigrants and their families and children who want to learn or perfect English and earn a high school diploma, non-traditional students, and traditional students seeking a more personal atmosphere that fits their learning needs.

Major Responsibilities: All New America School teachers must show clear competency and reliable practice of the following indicators:
Create a Positive Classroom Culture and Climate
Practice Effective Classroom Management
Plan and implement Masterful Content Delivery
Practice High-Impact Instructional Moves
Demonstrate Essential Knowledge of Students and Use of Data
Demonstrate Effective Collaboration and Engagement with students and colleagues
Demonstrate thoughtful reflection, learning and development and growth mindset

Minimum Physical Requirements:
Be able to walk quickly, bend, kneel, crouch, sit, stand, grab or hold with one or both hands.
To be able to lift up to 40lbs without difficulty
To maintain appropriate demeanor and professional classroom behavior when working with children and adults
The ability to sit, stand and move for extended periods during the day

Why Work for NAS?

At the New America School you will empower students through education. At the New America School, we uphold the belief that every individual deserves access to quality education and personalized learning experiences. We are committed to fostering a nurturing environment where recent immigrants, non-traditional students, and traditional learners alike can thrive, grow, and achieve their full potential together.

4 Day Work Week Monday-Thursday
166 Contract Days

Benefits:
Employer Paid Single Coverage
Medical, Dental, Vision,
STD, LTD, Life Insurance,
Employee Assistance Plan
= $10,054 annual value!
Colorado PERA/PERA 401K
Voluntary Benefits:
Medical Flex Spending
Dependent Care Spending

Qualifications:
Valid teaching credential appropriate to their teaching assignment; all teachers will be hired based on being highly qualified per No Child Left Behind (NCLB) specifications CLDE endorsement required
If teaching Special Education, a current Colorado teaching license with SpED endorsement required
Teaching experience appropriate to the assignment
Demonstrated commitment to and understanding of the NAS mission;
Strong communication and collaboration skills

About the Manager of Early Childhood Education: This position will be a key member of KIPP Colorado’s leadership team. Through strategy, detailed execution, and extensive relationship-building, the Manager of Early Childhood Education will continue to create and execute a rigorous and aligned Early Childhood Education vision that drives towards increasingly high levels of student achievement in ECE-3 and ECE-4 classrooms. This role reports to the Managing Director of Schools: ECE-8.

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

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

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

Role Responsibilities:

Professional Responsibilities

• Believe deeply in the mission, values, and Race, Inclusion, Diversity, and Equity (RIDE) commitments of KIPP Colorado Schools and that all children can and will learn
• Assume personal responsibility for student achievement
• Read, internalize, and adhere to the KIPP Colorado Policies and Procedures manual and guidelines
• Provide an active presence, strategic supervision, and intentional monitoring to ensure student safety and engagement in rigorous learning (regardless of my role and its proximity to students)
• Take ownership for the development of your craft (meet 1x/1-2 weeks with a manager, implement feedback, engage in active practice, etc.)
• Commit to being prepared. Such as: internalizing and preparing for lessons; preparing for O3s/coaching, preparing for meetings, coaching, PD, etc.
• Meet professional obligations including and not limited to meeting deadlines and honoring schedules
• Consistently leverage existing professional tools, including but not limited to Google Suite (google documents, etc.) and Microsoft Suite (including but not limited to your KIPP Colorado email, Teams chat / meetings, Teams phone, and Microsoft outlook)
• Maintain strong attendance each day and be on time to all responsibilities
• Collaborate with colleagues and seek feedback in the spirit of continuous improvement
• Reflect on professional practices to meet individual professional development goals
• Actively participate in professional development, grade level, and department meeting
• Actively engage and implement in all school-wide and Org wide professional development
• Serve as a positive, contributing member of a grade team or functional team,

collaborating with colleagues to tackle common challenges and implement org and grade-wide initiatives

• Share candid, solutions-oriented feedback with peers and leadership on a regular basis, assuring that feedback is shared directly with the intended recipient. Ensure that feedback is focused on improving outcomes and experiences for students
• Assist with both student and staff recruitment and engagement- including events, home visits,calls home, and other determined and related requirements
• Know that you role, professional development, org wide meetings, etc. may require you to travel around Denver to other KIPP Campuses, our Home Office, or other KIPP or PD events
• Assist with other duties as assigned (such as but not limited to, lunch duty, arrival/dismissal duty, bathroom duty, school support duties, etc.)

Key Outcomes

• Early Childhood Programming and Effectiveness
  • ECE students meet annual achievement goals:
    • All ECE-3 and ECE-4 students fall within Widely Held Expectations (WHEs) across all TS Gold developmental objectives.
  • ECE Teachers are continuously supported in developing their ECE and Culturally-Relevant Pedagogical Expertise through observation and professional development.
• Early Childhood Compliance and Operations
  • High-Quality ECE Curriculum and Assessments are selected, evaluated, and continuously refined for all ECE-3 and ECE-4 subjects.
  • All ECE Programs achieve a minimum Level 2 and demonstrate year-over-year improvement towards achieving a Level 5 on the Colorado Shines quality rating system.
  • Procures and maintains good standing with child care and business licensing requirements.
  • Partner with the KIPP Colorado Human Resources Team to ensure all KIPP Colorado ECE staff meet licensing requirements for background checks.
• Early Childhood Relationships and Partnerships
  • High-Functioning partnerships are created and maintained with school staff through formal and informal meetings, observations, and professional development.
  • Maintain existing relationships with external partners such as Mile High Early Learning and Denver Preschool Program.

Technical Competencies

• Demonstrates a thorough working knowledge of Early Childhood Education state and district laws, policies, procedures, terminology, and child care licensing requirements
• Distills vision into tangible resources and bite-sized action steps for others to take on to drive work forward; creates and utilizes systems to build leader & teacher capacity along a clear continuum of development
• Oversees the selection, refinement, and implementation of aligned assessments to measure and improve teaching and learning
• Organizes and analyzes data to inform decision-making, program modification and planning for targeted interventions
• Analyzes current research and evidence from programs with excellent results to inform proposals for new initiatives
• Strategically pilots and scales innovative models for a specific area of focus through effective advocacy and project management

Role Level Specifics, Scope of Work, and Level of Responsibility

● For more about how you’ll lead at this level, please visit the KIPP Colorado Role Levels Matrix (this is an internal document, only)

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

• Bachelor’s degree (required)
• Spanish bilingual (preferred)
• At least 5-7 years of relevant and aligned experience in education (required)
• At least 5 years of experience with a strong record of helping underserved students achieve academic success (required)
• CDE Director-Level Qualification (required or able to obtain within 1 school year)
• Past experience (2 years) of leading adults in a school environment (preferred)
• A full understanding and Commitment to an Exceptional Student Experience (more about that HERE) (required)
• Outstanding organizational skills and high attention to detail; outstanding written and oral communication skills
• Ability to manage the ambiguity and multiple priorities inherent in an entrepreneurial environment
• Proactive problem solver who demonstrates initiative and teamwork
• Strong work ethic coupled with an enthusiastic and passionate approach to one’s work
• Multi-faceted, multi-skilled, resourceful and willing to do whatever it takes to help the school reach a level of academic excellence
• High level of detail orientation and sound excellent organizational skills
• Strong communication, feedback and facilitation skills
• Strong analytical and problem-solving skills
• Articulate, professional demeanor with strong self-confidence and initiative
• Entrepreneurial mindset, with the creativity and versatility to work productively in a fast-paced environment
• Demonstrated ability to work in a fast-paced, high-energy environment with a proven ability to meet and complete multiple deadlines and tasks with meticulous attention to detail
• Strong interpersonal skills, with the ability to develop productive working relationships with stakeholders across functional and organizational lines
• Passionate commitment to KIPP Colorado mission and to high standards of excellence

Compensation & Benefits

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

• Competitive Market Salary: Starting salary for this role begins at $73,400 and is commensurate with experience
  • Please submit a comprehensive resume to assure all your experience is accounted for! Tip: We don’t care if your resume is more than one page, we are eager to see and compensate you for all of your experience and accomplishments
• Excellent Healthcare Plan: 100% of employee-only monthly premium paid by KIPP Colorado and options for family enrollment and coverage, through United Healthcare
• Time Off !!!: More than 6 weeks of annual vacation and Paid Time Off (PTO) ○ Based on hire date, employees are eligible for up to 8 days of Paid Time Off (PTO)
  • All employees receive summer break through an organization-wide closure, based on work location and position
  • Access to parental and medical leave: includes 6 weeks paid and 6 weeks unpaid for a total of 12 weeks (after your first year)
• Career Trajectory: Access to opportunity to to move up, across schools, and grow your career during weekly coaching sessions to refine your craft
• Mental Health Care: Immediate and ongoing access to mental health support through our Employee Assistance Program
• Technology & Access: Equipment provided: laptop
• Retirement Planning: Participation in the Colorado PERA retirement program, including a PERA 401k option.
• Move to Join Us: Relocation reimbursement (when applicable)
• Additional Pay: Most schools offer various stipend opportunities
• Other Insurance Options:
  • Wellness reimbursement
  • Voluntary employee, spousal, and child life insurance
  • Voluntary long term disability insurance
  • Voluntary short term disability insurance
  • Optional Basic Life and AD&D Insurance
• Additional Information: For more information, you can view our benefits FAQ here

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

This is a pending placement role. Which means that a campus, grade level, and specific content placement will be assigned throughout the school year, based on campus need. Placement could be at either one of our middle school campuses.

About the KIPP Colorado Teacher Role: The Teacher is the instructional leader of their classroom and is directly responsible for driving student outcomes and creating an exceptional student experience. Teachers drive the educational mission of KIPP Colorado schools by developing rigorous, engaging, affirming, grade-level and culturally-sustaining instruction that prepares students for multiple post-secondary opportunities, and is aligned with our academic program. The Teacher plans instruction, organizes learning activities, internalizes and intellectually prepares for lessons, grades equitably and consistently, and implements with fidelity all accommodations and modifications for students’ IEPs, BIP’s, 504 Plans, ALPs, and MTSS interventions, supporting the individuality and multifaceted nature of all our students .The Teacher at KIPP Colorado holds full responsibility for creating and cultivating a culturally responsive classroom community that is warm-demanding, including upholding school-wide expectations, managing tier 1 behaviors, and contacting families proactively and responsively. Teachers support the campus-wide community and whole school systems through active presence at daily duties, including but not limited to: arrival duty, dismissal duty, lunch duty, threshold presence at transitions, hallway / bathroom duty, and coverage for staff absences. This is a full-time position and will report directly to a member of the school leadership team.

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

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

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

Role Responsibilities and More About How You’ll Spend Your Time in this Role
Professional Responsibilities 

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

Instructional Planning and Delivery

• Develop standards-based instructional plans, including but not limited to unit plans, scope and sequences, week at a glance, and daily lesson plans
• Plan rigorous lessons, in alignment with schoolwide planning deadlines, and engage in lesson internalization practices to deliver high quality instruction
• Design and implement assessments that are aligned with daily objectives
• Grade student material and provide students with feedback and support
• Use adopted high quality instructional materials and curriculum with fidelity, including using data to inform cycles of reteach and reassessment, and in alignment with the academic vision of the school
•  Use data to drive instruction, including analyzing student data to adjust short- and long-term plans in order to meet students’ learning needs, providing students feedback and setting and monitoring progress towards goals
• Implement all students’ IEPs, 504 Plans, ALPs, BIPs, and MTSS-aligned interventions with consistency and fidelity, including providing accommodations, modifications, and progress monitoring as outlined in student plans

School Culture Alignment

• Establish and maintain relationships with students and families based on trust and respect
• Approach practice with a sense of urgency to maximize instructional time
• Establish and maintain high expectations for academic work and classroom behavior
• Establish and reinforce rules and consequences to maintain a positive, focused classroom

Additional Responsibilities

• Providing an active presence, strategic supervision, and intentional monitoring to ensure student safety and engagement in rigorous learning
• Complete all specialized certification requirements to maintain compliance, including but not limited to Multilingual Education (MLE) coursework, CDE literacy modules, ECE professional licensure, ESSA highly qualified status
• Partner with the Assistant Principal of Special Services and Special Education Teachers to ensure proper implementation of 504s, BIPs, IEPs, safety plans, accommodations, modification, and language support for students
• Enforce positive behavior systems and monitor behavior data
• Attend designated school functions outside of school hours (Back to School Night, Report Card Conferences, Community Events, etc.)
• Perform necessary support duties including (but not limited to) bus, lunch, and dismissal duties, chaperone field trips. Participate in parent meetings, conferences, and periodic evening events
• Develop strong relationships with the families of students through home visits, participation in school events and phone calls home
• Communicate regularly with families about academic progress and behavio
• Participate in daily duties (i.e. breakfast, lunch, dismissal) to support school operations
• Maintain accurate and timely records, grade books, and data tracking systems

Role Level Specifics, Scope of Work, and Level of Responsibility: For more about how you’ll lead at this level, please visit the KIPP Colorado Role Levels Matrix (this is an internal document, only)

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

• Bachelor’s degree (required)
• Spanish bilingual (preferred)
• Ability and willingness to fulfill all state and federal guidelines to meet Every Student Succeeds Act (ESSA) criteria (required)
• At least 2 years of teaching experience (highly preferred but not required)
• Ability to participate in specific, pre-planned and required events/activities as directed by the school, including but not limited to before or after-school, evening, and weekend meetings and events (required)
• A full understanding and Commitment to an Exceptional Student Experience (more about that HERE) (required)
• Commitment to and experience with youth of various cultural and economic backgrounds
• Outstanding organizational skills and high attention to detail; outstanding written and oral communication skills
• Ability to manage the ambiguity and multiple priorities inherent in an entrepreneurial environment
• Proactive problem solver who demonstrates initiative and teamwork
• Strong work ethic coupled with an enthusiastic and passionate approach to one’s work
• Multi-faceted, multi-skilled, resourceful and willing to do whatever it takes to help the school reach a level of academic excellence
• High level of detail orientation and sound excellent organizational skills
• Strong communication, feedback and facilitation skills
• Strong analytical and problem-solving skills
• Strong communicator with a professional demeanor, strong self-confidence and initiative
• Entrepreneurial mindset, with the creativity and versatility to work productively in a fast-paced environment
• Demonstrated ability to work in a fast-paced, high-energy environment with a proven ability to meet and complete multiple deadlines and tasks with meticulous attention to detail
• Strong interpersonal skills, with the ability to develop productive working relationships with stakeholders across functional and organizational lines
• Passionate commitment to KIPP Colorado mission, RIDE commitments, values and a commitment to excellence

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

• Competitive Market Salary: Starting salary for this role begins at $60,015 and is commensurate with experience. There is no cap on the years of experience that you bring to this role.
  • Please submit a comprehensive resume to assure all your experience is accounted for! Tip: We don’t care if your resume is more than one page, we are eager to see and compensate you for all of your experience and accomplishments
• Excellent Healthcare Plan: 100% of employee-only monthly premium paid by KIPP Colorado and options for family enrollment and coverage, through United Healthcare
• Time Off!!!: More than 6 weeks of annual vacation and Paid Time Off (PTO)
• Based on hire date, employees are eligible for up to 8 days of Paid Time Off (PTO)
• All employees receive summer break through an organization-wide closure, based on work location and position
• Access to parental and medical leave: includes 6 weeks paid and 6 weeks unpaid for a total of 12 weeks (after your first year)
• Career Trajectory: Access to opportunity to move up, across schools, and grow your career during weekly coaching sessions to refine your craft
• Mental Health Care: Immediate and ongoing access to mental health support through our Employee Assistance Program
• Technology & Access: Equipment provided: laptop & phone
• Retirement Planning: Participation in the Colorado PERA retirement program, including a PERA 401k option
• Move to Join Us: Relocation reimbursement (when applicable)
• Additional Pay: Most schools offer various stipend opportunities
• Other Insurance Options:
  • Wellness reimbursement
  • Voluntary employee, spousal, and child life insurance
  • Voluntary long term disability insurance
  • Voluntary short term disability insurance
  • Optional Basic Life and AD&D Insurance
• Additional Information: For more information, you can view our benefits FAQ here

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

Job Title:                      Senior Project Director

Reports To:                 Director, Center Director for Education

FLSA Status:                Exempt

Location:                    Combination of in-person and remote work, with geographic proximity to  our office in Denver.

SUMMARY

 Keystone Policy Center is seeking a Senior Project Director to provide support and strategic leadership for the Center for Education. This position is expected to encourage collaborative efforts, open dialogue across systems, and shared resources to collectively improve learning experiences for youth, support families, and empower educators toward a shared goal.

ABOUT KEYSTONE POLICY CENTER

Keystone Policy Center is a non-profit, non-advocacy organization that brings together crucial teams of stakeholders who have diverse individual perspectives but recognize a common need to address urgent issues with lasting solutions. For more than 45 years, Keystone has helped leaders move beyond fixed positions toward collaborative, action-oriented approaches to problem solving. Keystone has built a portfolio of substantive work in designing effective forums for stakeholders to address complex and often contentious issues throughout the United States and internationally in the areas of health, natural resources, agriculture, education, human rights, and Tribal and Indigenous engagement. We engage participants in producing actionable outcomes. In all our work, we maintain an unwavering commitment to our statement of independence.

Keystone’s Center for Education challenges entrenched assumptions in the education system through robust research, experienced practitioners, and by connecting families and students with education decision-makers. Keystone is a catalyst for effective and genuine engagement, providing all education stakeholders the opportunity to participate in the decisions and actions of the education system. Our team:

• Engages stakeholders and thought leaders on key P-20 education policy development.
• Builds capacity at the school and system level for effective collaborative dialogue.
• Structures and leads authentic family and district leadership engagement efforts.
• Gives communities an active voice in the discussions that have the most impact on them and their children.
• Explores best practices, innovations, and emerging approaches to improving early childhood and postsecondary and workforce readiness opportunities for all learners.

RESPONSIBILITIES AND ACTIVITIES

Please note that this description is not designed to cover nor contain a comprehensive listing of all activities, duties or responsibilities that are required of the position. Specific duties and will vary by project.

Senior Project Director: A Senior Project Director will have the following responsibilities and can perform these activities with knowledge and experience of networks, issues, and processes; and with minimal supervision. This is a senior position is an experienced project lead, with recognized subject matter expertise, able to develop and manage projects of high complexity and conflict and sensitivity.

Project and program strategy and development

• Contribute to Center for Education strategy.
• Support project development efforts, including researching emergent issues, developing concept notes, and responding to RFPs.
• Contribute to project development, client and participant relations, and help ensure that projects are implemented effectively and within budget.
• Successfully maintain client partnerships and funder networks.
• Lead the facilitation and development of new work to support themselves and others at the organization.
• Contribute to building a positive team environment.

Project facilitation and design

• Facilitation of collaborative discussions involving diverse perspectives.
  • Support Center Director and/or project directors on complex and/or contentious projects, for example by providing support facilitation for specific elements, groups or workstreams within these projects.
  • Lead, facilitate and manage projects of moderate to high complexity with minimal strategic oversight from Center Director.
  • Ideally, grow over time to independently develop and lead projects of increasing complexity.
• Adaptive project design and implementation for complex, multistakeholder, and multisystem efforts.
  • Support design and management of task forces and advisory groups, coalitions, public/community meetings, and online comment periods.
  • Design and conduct situation assessments, surveys, public comment periods, policy research, and stakeholder interviews.
• Support integration of technical/scientific and values-based/societal information and inputs within complex science/policy discussions.

Project documentation and communications

• Draft and edit project documents and communications such as agendas, work plans, surveys, participant communications.
• Draft and edit meeting summaries, consensus recommendations, and final reports; conduct analysis of and synthesize participant input.
• Interact and communicate professionally and in a third-party manner with participants and funders in written and verbal formats.

Project management and coordination

• Responsible for managing multiple, multi-person project teams while tracking project tasks, work plans, and team member activities.
• Work with clients to ensure a solid understanding of the client’s needs and adherence to contract terms and conditions.
• Oversee coordination of project logistics and communications.

 QUALIFICATIONS

 Candidates with diverse experiences and perspectives are encouraged to apply.

 Senior Project Director will typically have at least 10 plus years of relevant experience demonstrating progressively increasing levels of responsibility, leadership, and performance in managing complex efforts; however, years of employment alone are not the only criteria for senior-level positions.  To be considered for Senior Project Director, a candidate should demonstrate a robust combination of the following:

• Experience with policy analysis, planning, or management in relevant policy areas such as early childhood education; K-12 education, postsecondary and workforce, community-based non-profits, community resilience and transition; and/or equity, diversity, and inclusion in the aforementioned fields.
• Exceptional ability to manage multiple, complex projects with support and direction from Center Lead.
• Ability to independently design, direct, manage and facilitate projects of moderate complexity and conflict with minimal supervisory support and direction.
• Strategic understanding of complex issues at the project level. Skill at navigating technical and social dimensions of policy issues.
• Substantial third-party experience and competence in navigating diverse perspectives in complex and high conflict situations.
• Skill at building and maintaining collaborative relationships.
• Existing relationships with diverse stakeholder and decisionmaker networks.
• Effective internal project team management of tasks, timelines, and budgets, including ability to delegate both to project directors and to support staff.
• Ability to maintain participant, client, and funder relationships and to draft proposals in support of development of new work.
• Ability to synthesize complex and diverse information and perspectives.
• Excellent verbal and written communications skills.
• Independent, creative, critical thinker, able to identify and resolve problems effectively and adaptively.
• Objectivity and openness to other’s views, with the ability to exercise excellent diplomacy and judgement especially in highly sensitive situations.
• Skill at managing multiple workstreams at once with excellent organizational skills combining big picture awareness, attention to detail, and ability to work effectively in executing tasks within a larger team setting.
• Can contribute to a positive and inclusive team environment.
• Ability to work effectively in remote, hybrid and in-person environments.
• Multilingual skills, qualitative analysis skills (survey analysis, coding, etc.), communications experience, teaching experience, and/or website management skills a plus.

TRAVEL

This position may require 25-30% travel throughout the year, depending on office location.

PHYSICAL DEMANDS AND ADA SPECIFICATIONS

This is a largely sedentary position with minimal physical requirements. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

COMPENSATION AND BENEFITS

The salary range for the Senior Project Director Position is $95,000 to $125,000. Salary depends on relevant experience and new staff rarely start at the top of the range. Keystone Policy Center offers a full suite of benefits including generous sick and vacation leave, as well as health and dental benefits, and a 401k matching program.

 EQUAL OPPORTUNITY EMPLOYMENT

The Keystone Policy Center and Engage are equal opportunity employers. The Keystone Policy Center and Engage prohibit discrimination based on race, color, creed, religion, sex, pregnancy,v eteran status, marital status, age, national origin or ancestry, citizenship, physical or mental disability, sickle cell trait, genetic information, sexual orientation, gender identity or expression, and any other consideration made unlawful by applicable federal, state, or local laws.

EQUITY, DIVERSITY, AND INCLUSION

Keystone Policy Center is committed to a nondiscriminatory approach and provides equal opportunity for employment and advancement throughout our Keystone Policy Center. We respect and value diverse life experiences and heritages and ensure that all voices are valued and heard. Diversity, inclusion, and equity are connected to our mission and critical to ensure the well-being of our staff and the groups we serve.

Americans with Disabilities Act (ADA) and Americans with Disabilities Act Amendments Act (ADAAA)

The Keystone Policy Center and Engage are committed to providing equal employment opportunities to qualified individuals with disabilities, which includes providing reasonable accommodations where appropriate.

Position

TK-5 Library Media Specialist Teacher

Full-time interim position for ‘24-’25 school year to begin immediately

Overview

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

We value:

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

Responsibilities include:

• Developing and Teaching engaging Library lessons for each TK-5 classroom
• Inspiring and educating children to develop to their full potential – socially, emotionally, intellectually, physically, and creatively
• Creating a safe, supportive, mutually respectful library community that values the distinct contributions and abilities of each child
• Implementing integrated, meaningful, developmentally-appropriate curricula in which students can explore and experiment through first-hand experiences
• Helping students and teachers find resources, answer questions, and use library media materials and technologies
• Curating collections and managing databases
• Creating opportunities for students to know themselves, to make good choices, and take responsibility for their learning and actions
• Designing a welcoming and inclusive library space for children to explore and borrow books
• 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 Stanley faculty and staff
• Collaborating with classroom teachers and specialist teachers to develop curriculum, support children, communicate with families, and create an inclusive learning environment
• Supporting teachers by pulling books to support classrooms’integrated units
• Actively engaging in ongoing professional development

Desired Qualifications  and Background Experience

• Masters’ Degree in Education is preferred
• At least two years’ teaching experience
• Experience managing and running a library
• A demonstrated commitment to diversity, equity and inclusion
• Experience and commitment to social emotional, inquiry based and student centered learning
• Prior experience working in an independent school with a progressive educational philosophy is a significant plus.

Salary and Benefits

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

The salary range listed is just one component of Stanley’s total compensation for employees. Stanley provides excellent benefits including medical, dental, life and disability insurance, retirement, paid time off in addition to paid fall, holiday and spring breaks, paid parental leave, tuition remission and professional development.

Equal Opportunity Employer

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

Montrose County School District is looking for Secondary teachers to work in their school district.

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

We hope you can join us at MCSD.

Competitive Salary

Benefits
Health, Dental and Vision Insurance (ucHealth)
District Paid Life Insurance
PERA Retirement
Optional Supplemental Pet insurance
Employee Assistance Program (EAP)
Wellness Incentive Program
Optional Participation in Tax Sheltered Annuity 401 (k)
and 403 (b) Programs
Paid leave

Professional Development Opportunities

Opportunity for Salary Advancement
Community Discounts

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

https://www.youtube.com/watch?v=eFB-vLPVY7I

Position Title:  Elementary Teacher – 5th Grade
Exempt
Site: Olathe Elementary School
Direct Supervisor: Building Principal 
Contracted Length Term: Teacher – 178 Days
Salary Schedule: Teacher (range $48,000 – $75,163 based on 24/25 salary schedules, education and related experience)
Start Date: August 8, 2024

Brief summary of OES
At Olathe Elementary School, we are a loving community that engages minds and illuminates hearts while empowering students to reach their own potential and make a meaningful difference in the world. This is our school vision statement and something we live by here each and every day. Our wonderful school sits in the small community of Olathe, Colorado.  The community here is extremely supportive of our school. We are looking for staff who will appreciate the community here and that have the same values that we do when it comes to children and education. OES is a special place!

To learn more about Olathe Elementary, please visit:
https://www.mcsd.org/olatheelementary_home.aspx

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

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

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

Essential Duties and Responsibilities:

• Provide instruction rooted in the Colorado Academic Standards in language arts, social studies, mathematics, science, and health.
• Engage students through a variety of instructional models including Direct Instruction, Small Group Instruction, Station Rotation Model, Collaborative Groups, and Independent Study/Practice.
• Complete in a timely, accurate manner, roster and/or caseload reports, as required.
• Continually and appropriately incorporate the use of technology in the presentation and delivery of instruction to students.
• Continually monitor and adjust students’ instruction through the use of differentiation in such a manner as to enable the student to demonstrate proficiency toward state standards.
• Demonstrate effective use of oral and written communications in the completion of daily assigned duties.
• Confer frequently with parents and professional staff members regarding issues that impact school performance.
• Uses multiple measures to assess (summative and formative) and evaluate student growth and learning of the Colorado Academic Standards.
• Help all students develop competence and confidence simultaneously through a balance of acquiring basic skills and developing conceptual understanding.
• Establish and maintain a positive learning environment that addresses the social and emotional needs of all students.
• Monitors, supervises, coordinates and enforces rules of conduct and behavior for all students, and reinforces positive student behaviors in accordance with school and District policy.
• Observes, evaluates, reports and records students’ performance, behavior, and social development.
• Supports the relationship between the school, MCSD and the general public by demonstrating courteous and cooperative behavior when interacting with citizens, visitors, and District staff.
• Supports MCSD and school goals.
• Maintains regular and reliable attendance.
• Perform other related duties as assigned or requested.

Education/Certification:

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

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

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

Knowledge and Skills:
Knowledge of:

• General office procedures, policies, and practices.
• Customer service techniques.
• Variable teaching/adaptation techniques.
• Professional and technical writing methods and practices.
• Project management principles, practices, and methods.

Skill in:

• Strong people and computer skills.
• Strong organizational skills and attention to detail.
• Ability to follow directions and collaborate with team members.
• Self-motivation.
• Ability to remain calm and respond to student behaviors appropriately.
• Effective teaching skills.
• Supervising a classroom and delegating tasks and authority.
• Communicating effectively both verbally and in writing.
• Handling multiple tasks simultaneously, under pressure, and in emergency and/or stressful situations.
• Working efficiently both independently and as part of a team.
• Organizing and prioritizing work to meet deadlines.
• Developing, understanding, interpreting, and communicating policies and procedures.
• Establishing and maintaining effective working relationships.

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

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

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

CRBOCES CTE “EPIC” 

Middle School Pathways Coach

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

Job Duties

Acronyms Defined:

CRBOCES:  Colorado River Board Of Cooperative Educational Services

EPIC: Educational Pathways to Innovative Careers

CTE: Career Technical Education

Logistics:

• Posted now and open until filled
• Start date: August 5th, 2024
• CTE “EPIC” Middle School Pathways Coach 
• Supervisor: CRBOCES CTE “EPIC” Director 
• Salary part-time and full-time options (salary range 25,000-65,000) plus benefits
• School Year Contract, est. 10 months (Aug-May), salary & benefit distribution over 12 months
• Grant funded: year to year

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

The Colorado River BOCES is seeking a highly motivated and dedicated CTE Pathways Coach to lead and support the development, implementation, and coordination of the CRBOCES’ Career Technical Education (CTE) “EPIC” programs at the middle school levels. The Pathways Coach will work closely with the CRBOCES EPIC Director and Coordinator and will be responsible for establishing a strong CTE student and staff culture, providing leadership for all programmatic and curricular decisions regarding CTE programs, and serving as an industry liaison for related industry fields.  Preference is given to candidates eligible to obtain a CO Teacher’s License with a CTE endorsement and CTE teacher/instructor experience.

Primary Responsibilities:

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

The CTE “EPIC” Middle School Pathways Coach will also support the EPIC Team with the creating and expanding current and new job shadowing, pre-internships and work-based learning opportunities; lead and support students with the communication and connections required to successfully provide work-based learning opportunities; identify and modify current work-based learning policies between the schools, their districts, and CRBOCES; and identify and clarify high school credits associated with work-based learning including crosswalks between core subjects and CTE pathways.

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

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

http://epicopportunities.org/

https://www.crboces.org/

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

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

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

Key Words:

Superintendent

Principal

Teacher

Coach

CTE

PERA

The Classroom Teacher plays a vital role in contributing to the holistic development of students. This position addresses short-term and long-range student learning goals, provides relevant information about student learning to families and support staff, recommends options, and implements school and district initiatives. The teacher is responsible for maintaining accurate records, creating a positive and inclusive learning environment, following curriculum guidelines, and nurturing students’ academic and social-emotional development.

• Establish and maintain a positive and inclusive classroom atmosphere conducive to learning. Implement strategies to promote positive behavior, conflict resolution, and emotional intelligence with students. Contribute to the social and emotional development of students by fostering an inclusive, supportive, and respectful classroom community.
• Use District adopted resources develop and implement age-appropriate lesson plans aligned with CO Academic Standards.
  Utilize a variety of teaching methods and materials to accommodate diverse learning needs.
  Deliver engaging and interactive lessons that promote literacy, numeracy, critical thinking, and problem-solving skills.
• Prepare, administer, and score assessments to evaluate student understanding and progress toward mastery of the CO Academic Standards.
  Analyze formative and summative assessment data to inform instructional decisions and tailor teaching methods to address areas of need.
• Reinforce student learning results by providing instructional feedback, coaching, guidance, planning, monitoring, and evaluating learning results.
• Maintain accurate student records by documenting learning accomplishments, attendance, and behavior.
• Maintain open and effective communication with families regarding students’ academic and behavioral progress. Organizes and participates in formal and informal parent-teacher conferences and other meetings to discuss student development, academic information, and available educational and social resources.
• Complies with federal, state, and local legal requirements and advises school administration of needed actions.
• Stay updated on educational best practices and participate in professional development opportunities. Collaborates with colleagues to share ideas and enhance the overall educational program.

Title: Teacher –Secondary English

Reports to: Principal/Superintendent

Terms of Employment: 9-Month, 36 hours/week, Tuesday-Friday School Week

Specific Duties:

1. Plans and implements a program of study that meets individual and group needs, interests, and abilities within the district curriculum.
2. Implements curriculum objectives and goals using effective teaching strategies, techniques, and resources.
3. Creates engaging lesson plans describing daily learning experiences correlated to curriculum objectives.
4. Monitors and assesses student progress and provides both verbal and written feedback on a regular basis to students and parents/guardians.
5. Instructs, and evaluates individual student’s needs and seeks assistance from specialists as needed.
6. Communicates goals and objectives to students in an organized, well-planned manner in clear, concise terms.
7. Creates a classroom environment conducive to learning and appropriate to the maturity level of the students.
8. Assists Administration in implementing all policies, vision, mission and philosophy, regulations, and rules of Elbert School District 200.
9. Creates educational experiences to provide students with opportunities to develop potential in self-esteem, personal-social adjustment, decision-making, and other life skills.
10. Attempts to lead each student to an understanding and appreciation of the principles of democracy and endeavors to develop in each student a spirit of respect and patriotism, with a full understanding that American citizenship involves responsibilities as well as privileges.
11. Respect the dignity of each student as an individual and attempt to gain an adequate understanding of their needs, interests, abilities, aptitudes, temperament, and environmental influences, as a basis on which to meet their needs, and to treat them with respect, fairness and courtesy.
12. Respectful of confidentiality, communicates concerns and ideas with colleagues, parents, and students in a positive, solution-oriented manner.
13. Assumes responsibility for the discipline and supervision of students in the classroom, on school property, or in attendance at school-sponsored activities at all times maintaining a high standard of conduct and rapport with students.
14. Strives to maintain and improve professional competence and attends district-scheduled professional development.
15. Assumes professional and personal responsibility for the management and progress of classes under their authority, direction, and supervision.
16. Assumes individual responsibilities assigned by the Superintendent/Principal which may relate to committee work, student activities, student supervision, or other planning and professional assignments.
17. Maintains accurate, complete, legible, and organized records as required by law, district policy, and administrative regulations.
18. Takes necessary precautions to protect students, equipment, materials, and facilities.
19. Strives to be a conscientious and responsible employee, as well as an effective teacher; conducts oneself in a professional, business-like, and task-oriented manner.
20. In the spirit of establishing cooperative relationships between home and school, provides parents with information that will serve the best interests of their children and is respectful of information received from parents.
21. Develops, in cooperation with the Superintendent and Principal, a plan for individual growth and improvement, as well as enrichment of instruction.
22. Organizes, attends, and supervises curriculum-oriented field trips.
23. Attends parent and staff meetings.
24. Keeps informed by reading district communications.
25. Responds to requests for information in a timely manner.
26. Other duties as assigned.

Qualifications:

1. Possess all teaching licenses and certifications required for the State of Colorado Department of Education.
2. Ability to uphold the U.S. and State Constitutions.
3. Possess at a minimum of a Bachelor’s Degree.
4. Ability to teach students to read, write, problem solve, compute, find information, think critically, work cooperatively with others, and meet all district-required curriculum objectives and State standards.
5. Possess a broad general knowledge of all subject areas with specific knowledge needed in contract areas.
6. Ability to engage in group dynamics, as well as personable interaction with individuals.
7. Possess knowledge of the physiological, psychological, emotional, and educational behavioral development of individual children.
8. Possess respectful classroom developmentally appropriate management skills which includes discipline, record keeping, and assessment abilities.
9. Possess competent technological and computer skills.
10. Ability to consistently demonstrate problem-solving skills, imagination, patience, reasoning, creativity, judgment, and analytical abilities.
11. Ability to be flexible as teaching methods and modes of instruction vary at the direction of the Superintendent (e.g., in the classroom, remote learning).

Physical Demands: Predominantly sedentary physical work requiring the ability to occasionally lift a maximum of 40 pounds; carry and walk.  Consistently stands for long periods of time in the classroom or monitoring situations, both inside and outdoors.  Speech communication and hearing to maintain communication with employees and students; vision for reading and student recognition; hand/eye coordination for operation of computer keyboard.

Work Environment: Works generally in a clean, comfortable, safety-oriented school environment. May be required to assist as directed in various indoor and outdoor duties.

Equipment Used: Standard business and professional teaching-oriented tools and equipment.  May require driving a school district vehicle to transport small groups.  This position may require the employee to occasionally use personal equipment (e.g. vehicle, cell phone, tools, etc.) in the course of their employment.

Qualifications:

1. Master’s degree or higher in school counseling from an accredited institution of higher education.
2. Have successfully completed an approved program in school counseling.
3. Colorado Department of Education SSP license or eligible for at time of hire.

Job Goals:
Develops and implements a comprehensive counseling program for students aligned to national school counseling standards and Colorado Essential Skills; utilizes data to design and deliver skill-based social-emotional-behavioral instruction and mental health services to students at the classroom, small group, and individual level; and serves as key leader and contributor to building-level systems and practices; school counselors work collaboratively with teachers, administrators, and families to meet student needs and support academic, social-emotional, and career growth; and support families by making connections to community resources as needed.  School counselors play a vital role in maintaining student safety by implementing assessments and designing/implementing interventions to support student mental health.

Performance Responsibilities:
1. Design and implement student programming aligned with the three ASCA domains: academic, career/postsecondary workforce readiness, and social-emotional development; and tied to Colorado Essential Skills
2. Utilize evidence-based, trauma-invested practices to plan and deliver direct mental health/social-emotional skill-building services at the classroom, small group, and individual student level based on identified student/group/building needs and data
3. Ensure student physical and psychological safety via response to/support of student behavior as it arises, as well as evaluation, planning, and plan management including but not limited to climate surveys, needs assessments, suicide risk/threat assessments, child abuse reports, safety plans, releases of information, etc.
4. Meaningfully lead/contribute to building-level teams and processes including but not limited to 504, MTSS, mental health, staff professional development, gifted and talented, etc.
5. Collaborate with administrators, educational staff, families and community personnel to create and implement plans for student success, and to meet student/family needs with community resources.
6. Coordinate, implement and evaluate school-wide events and initiatives, including but not limited to suicide prevention efforts, school climate initiatives, month of the military child, Red Ribbon Week, Kindness Week, etc.
7. Plan and Implement effective transition programs between levels to increase student-school connections and increase knowledge of educational opportunities and supports
8. Implement building and district-level crisis response counseling supports.
9. Secondary specific: Coordinate efforts to support students in future planning through efforts including but not limited to: coordinating/supporting student registration, orientation, and course scheduling, postsecondary/workforce planning, career pathway navigation and pre-collegiate programming support, transcript audits/credit monitoring, etc.
10. Perform other duties as assigned.

Technical Skills, Knowledge, and Abilities:
–  Knowledge of the principles and practices of the American School Counselor Association Guidance and Counseling
Guidelines.
–  Ability to communicate effectively and resolve conflict with students, parents, and community groups.
–  Advanced organization and communication skills.
–  Ability to organize and lead professional development activities to improve knowledge and skills of colleagues.
–  Ability to maintain confidentiality in all aspects of the job.
–  Advanced knowledge of children with special needs.
–  Interpret student behavior as a skill deficit/communication challenge, and create/participate in intervention problem-solving.
–  Provides leadership and collaborates with other educators.
–  Accurately and appropriately interpret and utilize data.
–  Monitors student academic performance, behavior, and attendance and facilitates appropriate interventions.
–  Accurately and appropriately uses procedures for determining and structuring individual and group counseling services.
–  Advanced knowledge of ethics and standards of professional practice in the delivery of school counseling services and federal,
state, local legislation, regulations, policies, procedures, and laws that govern the practice.
–  Knowledge and use of counseling theories, models of practice, principles, and evidence-based practice to guide
intervention/program decisions.
–  Ability to promote and follow Board of Education policies, Superintendent policies, building, and department procedures.

Salary:
School Counselors are on the Special Services Provider Salary Schedule and is based upon  years of experience.

Salary Schedule

All years of eligible, verified experience is accepted.

Benefits:
Fountain-Fort Carson School District # 8 provides medical, dental, vision, chiropractic, life, long-term disability, accidental death & dismemberment insurances, and paid time off benefits. There are district and employee contributions to some or most of these benefits.

Employment Period:
196 days per year

About Rocky Mountain Prep

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

Who We Seek:

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

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

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

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

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

Role Mission

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

 In this role,  you will…

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

Qualifications

Required:

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

Must possess one or more of the following:

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

Preferred:

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

Salary

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

Benefits

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

Closing

Want more information

• Please review our Rocky Mountain Prep Frequently Asked Questions to learn more about our program!

Demonstrate eligibility to work in the United States

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

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

Duties & Responsibilities 

The Restorative Practices Coordinator is responsible for building staff, student and family capacity for Restorative Practices. This position is also responsible for creating clear pathways for communication about RP, assessing our MTSS system with an RP lens, collecting data relating to RP, and collaborating with staff on building systems steeped in RP.

Core Responsibilities include, but are not limited to:  

• Running circles and mediations for students, staff and families
• Coaching the RP student board on best practices
• Teaching lessons related to RP and DEI in all classrooms K-8
• Collect, compile and present data relating to RP initiatives
• Assist in making RP visible in our school environment
• Building a Reintegration Practice
• Streamline our systems for communication around RP 
• Build a common RP language for our community
• Work with our MTSS team on Tier 1 RP approaches to behavior
• Support teachers on creating RP-style behavior plans
• Analyzing data related to RP
• Plan, prepare and implement professional development opportunities for district staff
• Plan, prepare and implement coaching cycles for teachers around classroom RP implementation
• Conducting school observations, surveys to track progress
• Planning, preparing and implementing community night events to elevate, teach and practice RP with our community members

•  Licensed Support Services/Psychologist
• Date Posted:
  5/28/2024
• Location:
  District Wide
• Date Available:
  08/06/2024
• Closing Date:
  06/04/2024

Position Title:  School Psychologist
Exempt
Direct Supervisor: Director of Special Education
Contracted Length Term: Related Service Provider – 182 Days
Salary Schedule: 24-25 Related Service Provider (range – $58,331 – $81,6678 based on the 24/25 salary schedules, related experience and education)
Start Date: August 6, 2024

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

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

Summary of Position:
The school psychologist is responsible for consultation services, some direct counseling services, program evaluation, specific assessments, and works in collaboration with various school teams to assist the District in its mission to ensure that every student develops the enduring knowledge, skills and character to thrive in a changing world

Essential Duties and Responsibilities:

• Serve as a resource for general and special education staff to promote and implement academic and behavioral supports.
• Write behavior plans in conjunction with other pertinent team members (e.g. special education staff and parents) and assist with behavior interventions when deemed appropriate.
• Participate in the district MTSS (Multi Tierred System of Supports) programs to assist with the facilitation and documentation of research-based methods for academic and behavioral supports.
• Administer, score and interpret necessary assessments (broad and focused) to assist in determining disabling conditions, and/or tiered programming for students according to State and Federal Regulations and according to District and BOCES policies and procedures.
• Participate as members of special education teams and with the IEP process  and share pertinent evaluation/observation information with parents, students, and agencies as appropriate.
• Provide direct psychological counseling services to targeted students on a limited and as needed basis.
• Meets all legal requirements, including timelines for professional practices in accordance with educational law and district policies and procedures. Items may include, but not limited to, 504, RtI, MTSS, concurrent enrollment and/or graduation plans/requirements.
• Provides group and individual therapy and services on a limited and as needed basis. Adapts services based on the academic, personal/social and career needs of students.
• Has knowledge of community/local services to assist students; uses knowledge of students’ homes, community and school to implement, evaluate and adapt services.
• Utilizes materials and develops programming and services that honor diversity within the home, school and local and global communities based on culture, diverse demographics and socio-economic status.
• Adapts services based on the academic, personal/social and career needs of students.
• Plans and delivers services based on the synthesis of multiple sources of data related to student abilities, interests, skills and achievement.
• Other duties as assigned.

Education/Certification:
Experience:
A minimum of one year experience in the counseling or mental health field is preferred.
Education:
School Psychologists must possess at a minimum a degree at the Masters level, and must hold or be working toward the appropriate Colorado Department of Educational licensure in School Psychology.
License or Certificate:
Possession of or enrollment in a program to obtain a Special Service Provider license through CDE;

CBI/FBI background clearance and a clean driving record.

Knowledge of and Abilities:
Knowledge of:

• Continuum of mental health services, including prevention and intervention strategies.
• Special education rules and regulations
• Standardized and non-standardized assessments
• Special education rules and regulations
• Students with disabilities
• Knowledge of using data to promote student achievement
• Positive discipline and classroom management techniques
• Crisis Prevention Intervention (CPI)
• School, district and community resources
• Pertinent Federal, State and local laws, codes and regulation
• English usage, spelling, grammar and punctuation
• Modern office procedures and methods
• Principles of business and letter writing and basic report preparation

Ability to:

• Advocate for therapy programs to all stakeholder groups
• Establish professional relationships within the school and the school community to enhance student achievement
• Work with diverse populations and cultures
• Respond to crisis across the district
• Make presentations as required
• Operate and use modern office equipment including a computer and various software packages
• Communicate effectively in written and oral form
• Collaborate with and make recommendations to students, parents and school personnel
• Establish and maintain effective working relationships with those contacted in the course of work

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

• Persons performing service in this position classification will exert 5 to 25 pounds of force frequently to lift, carry, push, pull, or otherwise move objects.
• This type of work involves sitting, walking, and/or standing.
• Exposure to hot, cold, wet, humid, or windy conditions caused by weather may occasionally be experienced.
• Perceiving the nature of sound, near and far vision, depth perception, providing oral information, the manual dexterity to operate business related equipment, and handle and work with various materials and objects are important aspects of this job.
• Office environment; exposure to computer screens; must be able to  travel from site to site.

~ Timberview Middle School Principal ~ closes Monday, June 10, 2024 at 12:00 p.m. (Noon) (MST) ~

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

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

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

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

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

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

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

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

Early Childhood Resident Teacher Responsibilities 

• Assist Lead Teacher in all aspects of the classroom environment.
• Contribute to a positive school culture through connections with students, faculty, and families. 
• Collaborate with fellow teachers and administrators to develop inquiry-based curricula that develop in students the capacity to reflect and learn, recognize and act, care and connect, and engage and serve. 
• Foster a positive learning environment in all areas, demonstrating dedication to instilling joy in learning for all students. 
• Ensure that every child feels seen and heard and has a sense of belonging. 
• Collaborate and communicate effectively with parents, colleagues, and all members of the school community. 
• Serve as a steward for school support, managing classroom budgets and respecting resources. 
• Approach each day with a sense of wonder and playfulness. 
• Participate in and attend the following:

1. Regular faculty and staff meetings after school hours (from 3:45-4:45pm twice per month)
2. One afternoon per week of Afternoon Arc coverage from 3:30-6:00pm (extra hourly pay will be compensated)
3. All aspects of school programming and activities (including school events and festivals that take place outside of the regular work week)

• Work to uphold the mission, vision, and goals of the school. 
• Other duties as assigned.

Additional Resident Teacher Responsibilities 

• Lead the ECE classroom when the Lead Teacher is absent

Qualifications for All Teachers 

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

Compensation 

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

About Rocky Mountain Prep

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

Who We Seek:

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

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

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

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

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

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

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

In this role, you will:

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

Qualifications

Required

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

• Master’s degree
• Experience managing/coaching others

Salary

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

Benefits

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

Closing

Want more information?

• Please review our Rocky Mountain Prep Frequently Asked Questions to learn more about our program!

Demonstrate eligibility to work in the United States

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

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

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

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

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

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

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

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

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

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

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

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

8. Conduct manifestation determinations.

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

10. Work collaboratively with outside agencies.

11. Perform other duties as assigned.

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

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

——

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

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

Percentage: 100%

Work calendar days: 260

Duration of position: Ongoing

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

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

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

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

CRBOCES CTE “EPIC” Pathways Coach

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

Job Duties

Acronyms Defined:

CRBOCES:  Colorado River Board Of Cooperative Educational Services

EPIC: Educational Pathways to Innovative Careers

CTE: Career Technical Education

Logistics:

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

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

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

Primary Responsibilities:

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

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

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

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

https://pathwaycenter.org/

https://www.crboces.org/

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

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

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

Key Words:

Superintendent

Principal

Teacher

Coach

CTE

PERA

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

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

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

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

Professional Responsibilities 

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

Campus Community and Culture Leadership

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

School Operations

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

Family Engagement

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

Student Identity Development & Culturally Responsive Teaching

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

Student Culture

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

Student Leadership Development

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

Restorative Practices

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

Student Discipline Policies and Practices 

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

Advisory Coordination

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

Supporting All Learners 

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

Additional Responsibilities

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

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

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

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

• Competitive Market Salary: Starting salary for this role begins at $73,440 and is commensurate with experience
  • Please submit a comprehensive resume to assure all your experience is accounted for! Tip: We don’t care if your resume is more than one page, we are eager to see and compensate you for all of your experience and accomplishments
• Excellent Healthcare Plan: 100% of employee-only monthly premium paid by KIPP Colorado and options for family enrollment and coverage, through United Healthcare 

• Time Off !!!: More than 6 weeks of annual vacation and Paid Time Off (PTO) 
  • Based on hire date, employees are eligible for up to 8 days of Paid Time Off (PTO) 
  • All employees receive summer break through an organization-wide closure, based on work location and position
  • Access to parental and medical leave: includes 6 weeks paid and 6 weeks unpaid for a total of 12 weeks (after your first year)

• Career Trajectory: Access to opportunity to to move up, across schools, and grow your career during weekly coaching sessions to refine your craft

• Mental Health Care: Immediate and ongoing access to mental health support through our Employee Assistance Program

• Technology & Access: Equipment provided: laptop & phone 

• Retirement Planning: Participation in the Colorado PERA retirement program, including a PERA 401k option
• Move to Join Us: Relocation reimbursement (when applicable)
• Additional Pay: Most schools offer various stipend opportunities
• Other Insurance Options: 
  • Wellness reimbursement
  • Voluntary employee, spousal, and child life insurance
  • Voluntary long term disability insurance
  • Voluntary short term disability insurance
  • Optional Basic Life and AD&D Insurance

• Additional Information: For more information, you can view our benefits FAQ here

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

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

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

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

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

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

DEFINITION 

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

SUPERVISION RECEIVED AND EXERCISED 

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

Supervises licensed staff and non-licensed staff.

PRIMARY DUTIES 

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

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

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

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

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

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

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

QUALIFICATIONS 

Knowledge of:

• Educational needs of high school students

• Curriculum development and effective instructional practices

• Using data to promote student achievement

• Positive discipline and classroom management techniques

• Effective public speaking and presentation techniques

• Principles of supervision, training, and performance evaluation

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

• English usage, spelling, grammar, and punctuation

• Extensive knowledge of office and educational software programs

• Principles of business and letter writing and essential report preparation

Ability to:

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

• Implement school and district programs

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

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

• Analyze situations and generate effective strategies

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

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

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

• Make presentations as required; create excitement for learning

• Be reflective on performance and have a continuous improvement mindset

• Communicate clearly and concisely, both orally and in writing

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

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

EXPERIENCE & TRAINING GUIDELINES 

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

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

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

WORKING CONDITIONS 

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

SALARY RANGE AND DAYS WORKED

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

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

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

ABOUT THE ROARING FORK SCHOOL DISTRICT

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

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

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

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

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

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

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

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

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

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

 Required Qualifications:

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

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

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

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

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

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

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

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

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

Physical 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 sit, stand, walk and talk or hear.  The employee is occasionally required to run; stoop and kneel.  The employee must occasionally lift and/or move up to 50lbs.  The employee must occasionally push items of 75lbs. or more, such as pushing children on a bike or moving/rearranging furniture.  Specific vision abilities required include close vision, distance vision, and depth perception. 

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

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

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

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

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

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

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

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

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

Essential Duties and Responsibilities:

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

 Education/Certification:

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

Experience:

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

Knowledge of and Abilities:
Knowledge of:

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

Ability to:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Essential Duties and Responsibilities:  Other duties may be assigned.

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

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

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

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

MCSDSalarySchedule

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

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

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

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

We hope you can join us at MCSD.

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

https://nicertube.com/zg25sa3b

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

Essential Duties and Responsibilities:

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

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

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

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

Knowledge of and Abilities:
Knowledge of:

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

Ability to:

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

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

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

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

Job Title: Lake County Elementary School PK-2 Principal

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

Reports To:  Superintendent of Schools

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

Start date: approx. July 29, 2024

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

ESSENTIAL DUTIES & RESPONSIBILITIES:

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

INSTRUCTIONAL & SCHOOL LEADERSHIP

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

QUALIFICATIONS:

  Required knowledge, skills & abilities:

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

Minimum educational level:

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

Experience required:

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

SKILLS & KNOWLEDGE 

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

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

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

About Aspen Academy:

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

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

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

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

Does this inspire you?  Then please read on.

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

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

Our Teachers’ Responsibilities:

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

Qualifications:  

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

Compensation Package:

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

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

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

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

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

Full-time position from August-December 2024

Overview 

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

We value:

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

Responsibilities Include:

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

Desired Qualifications  and Background Experience:

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

Compensation:

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

Equal Opportunity Employer:

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

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

Salary Update

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

About Rocky Mountain Prep

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

Who We Seek:

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

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

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

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

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

Role Mission

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

 In this role,  you will…

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

Required Qualifications

Education Requirements:

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

Must possess one or more of the following:

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

Preferred Qualifications:

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

Salary 

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

Benefits

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

Closing

Want more information

• Please review our Rocky Mountain Prep Frequently Asked Questions to learn more about our program!

Demonstrate eligibility to work in the United States

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

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

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

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

Summary: 

Plan and deliver instruction and assessments aligned to Colorado Academic Standards

Duties and Responsibilities

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

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

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

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

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

4. Oversee facilitation of all textbook adoption processes.

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

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

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

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

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

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

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

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

13. Oversee curriculum department budget.

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

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

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

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

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

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

——-

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

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

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

Position Overview

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

Who We Seek

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

Teacher Responsibilities

• Teach three – four language arts classes, likely at two different levels using research-based English language arts and reading curricula. 
• Learn how to modify curriculum / instructional approach in-the-moment based on student needs.

• Teach and mentor students in social-emotional concepts. 
• Learn and engage in professional development to strengthen your own practice, including the opportunity to gain additional certifications (including Special Education teacher certification) if desired. 
• Make data-based decisions and teach students how to do the same. 
• Attend weekly coaching meetings. 
• Make appropriate modifications and accommodations as needed and document your work.
• Collaborate and work with other teachers and coaches, especially around the IEP/504 process
• Other duties as assigned or needed. 

QUALIFICATIONS

Required: 

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

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

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

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

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

3

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

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

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

Who We Are

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

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

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

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

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

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

Who You Are:

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

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

What You’ll Need:

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

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

Qualifications Required

Education: Ed.S. School Psychology

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

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

Requirements

Job Description: School Psychologist

Compensation/Benefits

Pay range: $58,114 – $104,221

Rio Blanco BOCES SSP Salary Schedule – 2024-25 

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

Benefits: Health insurance, PERA retirement, personal leave 

Contract: 165 days, four-day work week

Job Title: Middle School/High School Principal

Salary Grade: $102,320 – $131,258

Work Year: 183 Days

Status: Exempt

School: Clear Creek Middle School/High School

Reports To: Superintendent

Job Status: Ongoing

Start Date: July 16, 2024

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

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

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

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

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

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

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

ESSENTIAL DUTIES AND  RESPONSIBILITIES include the following:

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

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

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

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

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

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

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

Evidence of improving student achievement and growth.

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

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

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

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

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

Articulate and reflective communicator.

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

Oversee the building budget.

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

Other duties as assigned.

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

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

KNOWLEDGE, EXPERIENCE AND OTHER QUALIFICATIONS: Successful teaching experience.

EXPECTATIONS:

Is flexible.

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

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

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

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

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

Maintains a generally positive attitude.

Observes all District policies and procedures.

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

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

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

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

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

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

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

Date Available: Position begins August 1, 2024

Job Functions/Qualifications:

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

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

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

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

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

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

See full job responsibilities here.