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Comments Off on Special Education Teaching Assistant – 1k staffing stipend & 2k signing bonus!

Special Education Teaching Assistant – 1k staffing stipend & 2k signing bonus!

Posted by | October 22, 2021 |

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 are results-oriented, we’d love to see you apply.
During the 2021-2022 school year, RMP is driving after five big goals:
1. Kindergarten through second-grade students will grow, on average, 1.5 years in math and reading.
2. Students receiving interventions will, on average, grow 2 years in reading.
3. Third- through fifth-grade students taking CMAS will score an average of 45% on track for the next grade level with 10% scoring exceeding expectations.
4. Average Daily Attendance at each RMP school will be at least 96%.
5. At least 90% of students who start at RMP, stay at RMP. (We call this the Persistence Goal.)
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. As a Special Education Teaching Assistant, you will be held accountable for two of these goals. Learn more about how you’ll drive these goals in the list below.
If you apply for this role, you will be considered for two program areas:
1. Mild/Moderate
As a Teaching Assistant for mild/moderate scholars, you will be supporting 1:1 with scholars who need support accessing the school environment.  This will include supporting general education content classes and special education small groups.  This is included but not limited to, accessing the curriculum, supporting student focus, and behavioral support.  You will be responsible for knowing about what interventions and supports are best practices as deemed appropriate by the IEP/BIP. You will work closely with a mild/moderate case manager who will support in daily instruction and support.
OR
2. Centers-Based (Autism Center)
As a teaching assistant in our center-based programming, you will be supporting scholars inside the special education classroom and general education environment as deemed appropriate by the IEP.  You will be under the supervision of the Lead teacher of the center-based program.  You will support scholars with daily instruction, health-related needs, recreational/play-based learning, behavioral, and other duties assigned by the Lead Teacher.
Role Mission
Special Education Teaching Assistants work to support data-driven instruction that will lead to outstanding academic results while fostering close and impactful relationships with each scholar in the classroom. Through consistent feedback and collaboration with a lead teacher, Special Education Teaching Assistants drive student goals by supporting them one on one, in groups, or by facilitating small-group activities that help students build their sensory skills, motor skills, life skills, and social-emotional skills.  Special Education Teachers at RMP partner with their Teaching Assistants to ensure all students are on track to meet our Big 5 goals.

In this role, you will:

    • Be responsible for assisting students with severe needs in learning to be as independent as possible in everyday living.
    • Instruct small and large groups in academics, sensory skills, art, monetary skills, domestics, and recreation
    • Supervise and support in the classroom, physical education classes, the clinic, lunchroom, playground, and in transit to and from buses
    • Monitor and track required recordkeeping; monitor behavior, and implement behavior plans
    • Feed and supervise eating including spoon-feeding and tube feeding (depends on the level and scholar need)
    • Carrying out occupational or physical therapy activities as directed; administering assigned medical tasks

In this role, you’ll help drive these goals…

      • If you are a Mild/Moderate Teaching Assistant:
      • Students on caseload average 96% Average Daily Attendance (ADA) for the duration of the 2022-2023 school year.
      • Students on caseload have 90% persistence between SY22-SY23.
      • TAs will also help support one academic goal that is aligned with their Lead Teacher.
    • If you are a Centers-Based Teaching Assistant:
    • Students on caseload average 96% Average Daily Attendance (ADA) for the duration of the 2022-2023 school year.
    • For our Autism Center and Multi-Intensive classrooms, student enrollment is determined by the district so they do not have a persistence goal.
    • TAs will also help support one academic goal that is aligned with their Lead Teacher.

Qualifications

      • Required
      • Provide evidence of completing high school or a GED
      • Pass a background check
      • Demonstrate eligibility to work in the United States
    • Preferred
    • Previous experience working with scholars with disabilities
    • Experience working with elementary school students and diverse populations
    • CPI/NCI trained

Salary

    • This is a full-time, in-person, benefits-eligible position with a salary of $27,500 and access to comprehensive benefits
    • This position is also eligible for overtime pay
    • This position comes with a $1,000 hard-to-fill staffing stipend which will be paid out in equal installments
    • This position comes with a $2,000 signing bonus that will be paid as a lump sum on your first paycheck

Benefits

    • Health Insurance (medical, dental, vision)
    • Disability Insurance (RMP covers short-term disability coverage at no cost to the employee. Staff members can also select optional long-term coverage.)
    • Life Insurance (optional up to $100k – additional options through PERA)
    • Retirement (PERA 401k – RMP does not match contributions at this time)
    • Paid-Time-Off (Personal/Sick leave)
    • $500 wellness benefit
Want more information
-Please review our Rocky Mountain Prep Frequently Asked Questions to learn more about our program!
-Please review our Fellowship FAQs to learn more about the RMP Teaching Fellowship!
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.
Vaccine Update
The City & County of Denver recently issued a vaccine mandate for public employees. This mandate applies to charter schools. Please be aware that all Rocky Mountain Prep staff members are required to submit proof of COVID-19 vaccination. There is a process for requesting an exemption to this mandate but we cannot guarantee that a request for exemption will be approved.
If you have any questions, please email our Talent Recruiter, Sean Spencer at sspencer@rockymountainprep.org.
We appreciate your interest in Rocky Mountain Prep and look forward to getting to know you!
Comments Off on Deputy Superintendent of Instruction and School Leadership

Deputy Superintendent of Instruction and School Leadership

Posted by | October 22, 2021 |

Jeffco Public Schools, Colorado

Jeffco Public Schools is seeking candidates for a Deputy Superintendent of Instruction and School Leadership to oversee curriculum, instruction and school leadership as well as provide leadership assistance to the Superintendent In development and Implementation of the district’s vision, goals, and priorities.

The successful candidate will possess 10+ years of experience as a school or district leader and an ability to provide academic, cabinet, board, operational, and community leadership for a large, high performing school district.

About Jeffco Public Schools: Jeffco Public Schools has been providing educational excellence since 1950, building strong generational ties throughout our community upon a foundation of quality. We honor Exemplary Performance, Integrity, Teamwork, Valuing People, and Entrepreneurial Spirit in all Jeffco employees. We aspire to innovate in the classroom and embrace new modes of delivering engaging learning experiences for all students.

Target Start Date: Fall/Winter 2021

Salary Range: $135,000 (min) – $172,500 (mid) – $210,000 (max)

Comments Off on Coordinator, School Based Communication- K-12 Visual & Performing Arts Magnet School

Coordinator, School Based Communication- K-12 Visual & Performing Arts Magnet School

Posted by | October 20, 2021 |

The Coordinator of Communications will join our team in January 2022 to support in the development of our students and staff marketing and recruitment planning, students admissions process, family engagement policies, and community partnerships.

Click here to visit our interactive map where you can find out more information on each individual school, such as highlights, school data, demographics and more. 

Aurora Public Schools Compensation and Benefits

Complete Job Description Link

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K12 Sales Specialist – Denver

Posted by | October 15, 2021 |

The one-size-fits-all era in math education ends now. Join New Classrooms and help us create a path to success for every student. 
 
For nearly 10 years, we’ve worked alongside educators around the United States. From our experience, we know firsthand that a personalized and engaging path to achievement for each and every student that meets students where they are is necessary so they can get where they need to be. We surround ourselves with team members who strive for excellence and are committed to dramatic math growth for students. 
 
We are growing and looking for a high energy K12 Sales Specialist to join our Denver, Colorado office who wants to work with innovative leaders in K12 who are trying to do things differently to accelerate learning for children.  
 
As a K12 Sales Specialist, you will be responsible for developing new partnerships with schools and districts for New Classrooms, to transform teaching and learning environments with Teach to One solutions. 
 

What you can expect from us 

Here are just some of the components of our benefits:
  • Full-time, with a salary range of $75,000-$95,000
  • Rich medical, dental, and vision insurance
  • 37 paid days off per year (prorated for the period in which you work)
  • Professional development budget of $375 annually
  • Paid parental leave
  • Quarterly cell phone and data subsidy

About the role

This is an inside sales role so there’s no need for travel or face-to-face meetings. You will be up and running using the latest tech talking to interested prospects in no time at all.
 
Your primary focus will be to use your sales skills to take charge of our sales pipeline and develop new partnerships with targeted schools and districts for New Classrooms.
 
On any given day you will:
  • Conduct business development appointments over the phone. You’ll lead discovery sessions that demonstrate how we transform teaching and learning environments with Teach to One solutions. 
  • Manage the pipeline of opportunities. You’ll manage the flow of transactions from opportunity to close, follow up on proposals, and hold primary responsibility for  establishing new Teach to One partnerships. 
  • Record phone call and meeting data. You’ll need to keep our CRM up-to-date with your call results to assist opportunity management and reporting.
  • Report at Partnership Team meetings. You’ll regularly update the management team on the performance of the overall sales function as well as the status of discrete opportunities.
In this sales role—unlike pretty much every other—you have team member support so that you get to spend the majority of your time working directly with potential partners. This frees you up so you can get on with what you do best—explaining how New Classrooms can achieve results for students! 
 

What we need

We are seeking a well-spoken individual with good knowledge of the education landscape and understanding of, or exposure to, personalized learning models and education technology. 
 
You’ll be passionate about the power of personalized learning and have the ability to convey that in an influential and compelling way.
 
You’ll have a natural disposition towards helping others and project a friendly, professional demeanor at all times. You’ll have natural confidence on the phone, and the smarts to guide people to the best solution.
 
You’ll be based in Denver (or close enough to commute to a Denver office once that is safe to do).
 
You’ll be someone that others describe as tenacious – the sales process is challenging, so it is important to be able to optimistically move forward, not letting challenges stop progress; effectively identifies and solves problems, and escalates or involves others when unable to resolve issues alone.
 
Past experience selling complex products/programs over the phone will place your application at the top of the queue.  
 
We will provide full training and ongoing support. 
 

Commitment to Diversity

At New Classrooms we are committed to diversity, equity and inclusion. We strive to create and inspire better ways to give every student an educational foundation for lifelong success. In order to fully realize this mission we are dedicated to building a diverse pool of candidates including those from underrepresented backgrounds, and resolute in building an inclusive culture that supports and celebrates the diverse voices and perspectives of our employees. 
 

Equal Opportunity

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

How to apply

Apply via the link or button associated with this listing. Please include a short cover letter highlighting why you are the perfect candidate for this role. 
Comments Off on Finance Manager

Finance Manager

Posted by | October 14, 2021 |

Finance Manager Job Description
All employees at Prospect Ridge Academy work together to create academic, social, and ethical leaders. Every employee at Prospect Ridge Academy is expected to deliver exceptional customer service skills to our students, parents, and PRA community. Prospect Ridge Academy is a dynamic school, subject to changing work environments, adaptation of new educational principles and values, and evolving culture. Adaptability to change is essential. This job description is an overview of duties and is not a comprehensive listing of all functions and tasks performed.

The Finance Manager is responsible for maintaining the school’s financial records. This position will accomplish these duties while working with staff toward achieving the goals set forth in the Prospect Ridge Academy Mission Statements.

The Finance Manager is responsible for:

Financial Management

In partnership with the Finance and Business Director:

  • Manage month end close, journal entries, and general accounting processes
  • Manage audit process and other compliance issues
  • Oversee daily finance operations and processes, including the management of the purchasing card program
  • Develop and manage internal and external financial reports
  • Assist in annual budget development

 

Payroll
Oversee and process payroll including:

  • Collect & verify all time sheets, including substitutes and hourly employees
  • Maintain changes and corrections to employee tax withholdings and bank options.
  • Verify payroll salaries & account codes are correct
  • Reconcile, balance all medical, dental, vision, and retirement withdrawals.
  • Enter and maintain current garnishments of pay for employees
  • Remit payments for various general payroll deductions taken from paychecks
  • Create and submit monthly, quarterly, and annual payroll reports to PERA, IRS, State of Colorado, unemployment, W4 and W2

System Data Integrity

  • Work with Business and Finance Team to ensure appropriate segregation of duties is maintained in finance and HR systems
  • Work in partnership with the HR Manager in assuring all employee data is correct


Other Duties as assigned 

  • Supervise Finance Assistant
  • Attend Finance Committee meetings
  • Provide internal and external customer support; answer inquiries, and provide information as requested

Requirements

  • Bachelor’s degree in accounting, finance or related field
  • Prior finance experience required, preferably in an educational or non-profit setting
  • Skilled in use of Microsoft Excel
  • Experience in accounting software
  • Excellent attention to detail
  • Resourceful in generating creative solutions to problems

Hiring Range

$55,968 – $62,964 per year

Benefits

  • Prospect Ridge Academy also offers  a total compensation package including:
  • MEDICAL: There are three options for Medical coverage.
  • DENTAL: Dental insurance is provided by Delta Dental of Colorado.
  • Vision: Vision insurance is provided by VSP.
  • LIFE/AD&D: You are provided 1x your annual salary as group term life insurance through Lincoln Financial Group.
  • STD/LTD: PRA pays the entire cost of both short and long-term disability benefits.
  • PERA: Administered by Colorado PERA, this is a tax-deferred retirement account to which you contribute 10% of your monthly earnings.  Additionally, PRA contributes 20.9% to the PERA pension trust fund on your behalf.
Comments Off on Financial Education Facilitator

Financial Education Facilitator

Posted by | October 13, 2021 |

Passionate about personal finance? Enjoy working with kids? Youthentity is hiring facilitators to teach 5th and 8th graders about personal finance in Garfield, Mesa, Eagle, Pitkin, and Summit counties as well as in the Denver Metro Area.

The position is part-time with variable weekday hours. Pay starts at $20/hour. All facilitators must be fully vaccinated against COVID-19 and wear masks while teaching at schools. Bilingual in Spanish a plus. Reliable transportation is required. Applicants should be located in the Denver Metro Area or towns along the I-70 corridor between Summit and Mesa counties, including the Roaring Fork Valley.

  • Ability to work variable hours within 8am-4pm M-F
  • Access to a reliable vehicle
  • Willing to occasionally travel within a two-hour radius
  • Work experience or interest in personal finance
  • Bilingual in Spanish preferred
  • Experience working with youth
  • Experience teaching, instructing, or coaching
  • Ability to teach independently or with a partner
  • Ability to occasionally lift up to 50 lbs
Comments Off on Communications Specialist

Communications Specialist

Posted by | October 13, 2021 |

The Communications Specialist provides communication services to CASB members to promote greater participation in CASB services and to improve the efficiency and effectiveness of school board members. In addition, the Communications Specialist provides coordinating support for the Director of Strategic Engagement & Communications and assists the strategic and operational team members with tasks necessary to provide the best possible services to the CASB membership.

Job Responsibilities

  • Creates printed publications for CASB members.
  • Serves as primary proofreader for all publications and written communications.
  • Creates and coordinates electronic newsletters.
  • Maintains CASB database by keeping member information accurate and current.
  • Updates existing infographics, including advocacy graphics, and other member fact sheets and resources.
  • Posts regularly on CASB social media channels.
  • Interfaces with outside graphic artists, printers, mail house, and photographers for the production and distribution of regular CASB publications and promotional materials as needed.
  • Prepares presentation materials and handouts.
  • Provides support in the creation and posting of content on the website.
  • Learns new technology and software, as needed, to maintain and update communication tools.
  • Assists in the marketing of CASB services.
  • Produces and distributes all press releases.
  • Handles communication inquiries.
  • Contributes to team effort by supporting other staff as needed.
  • Completes other tasks, as assigned by the Director of Strategic Engagement & Communications or the Executive Director.

Required Qualifications

  • Bachelor’s degree.
  • Experience in the communications field.
  • Experience in K-12 education.
  • Advanced writing, editing, and proof-reading skills.
  • Advanced database and digital media skills.
  • Proficiency in social media.
  • Ability to meet multiple deadline demands.
  • Ability to manage projects, including quality control.
  • Experience in problem solving and decision making.
  • A genuine desire to work with people to improve public education.

Preferred Qualifications

  • Experience with various communication tools.
  • Experience managing multiple concurrent projects.
  • Experience with supporting other staff in learning software applications.

Industry: Education

Salary: CASB will offer a competitive salary, commensurate with experience, within the range of $60,000 – $70,000.

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

Comments Off on Director of Policy & Equity

Director of Policy & Equity

Posted by | October 7, 2021 |

Colorado Education Initiative (CEI) is seeking a Director of Policy & Equity to join CEI’s team in our efforts to support Colorado school districts to:

  • Equitably, predictably, and reliably produce graduates who have developed academic, personal, professional, entrepreneurial, and civic competence;
  • Embrace a broader understanding of school quality; and
  • Fully maximize the policy and funding opportunities of recovery to enable breakthrough change, particularly as related to equitable access to opportunities that drive increased relevance in high

CEI’s current goals reflect the major systems implications of this moment and our commitment to bridging the gap between the leaders making statewide systems decisions and the leaders doing the work in school systems every day. CEI is positioned to amplify learning from bold implementation projects in ways that build broader movements to disrupt existing policy barriers. Specifically, CEI is interested to bring about state and local changes that support Colorado communities to embrace a broader understanding of school quality and student success, recognizing that traditionally measured academic success is necessary but insufficient; and increase student access to relevant pathways that support equitable development of skills and competencies essential for college and career readiness. This position will lead and support efforts to accelerate progress toward these goals.

The ideal candidate for this role can demonstrate successful outcomes from working alongside schools and districts to design and implement accountability redesign and/or alternative assessment programs. The candidate should be skilled at high-quality project design and project management, with a background in data analysis of schools and systems relating to quality measures and accountability and/or measurement approaches. The candidate should have a deep belief in a local community’s ability to internally generate solutions. Additionally, this candidate must be competent at building and leveraging relationships with CEI school and district partners and in coaching for leadership development and project success.

The candidate is excited to join a team grounded in the CEI mindsets: dream big, act small, and pivot quickly; constant learning and adaptation; flexible, nimble, and purposeful; and partnership and service orientation. In addition to the qualifications described throughout this position announcement, the candidate will exhibit belief in and comfort with the CEI Design Commitments, including change management; diversity, equity, and inclusion; youth activation; family and community partnership; social emotional development; and leadership. This is a new position and will report to the Vice President of Community Partnership.

 

About Colorado Education Initiative

CEI is at the forefront of improvement, innovation, and change in Colorado’s public education system. CEI is a statewide nonprofit organization that invests time, expertise, and dollars in K-12 public education. For almost 15 years, CEI has worked with educators as an inspired and supportive partner on the ground in over 150 urban, suburban, and rural school districts.

CEI works as an implementation expert, innovation thought leader, and statewide convener in public education. Our mission is to accelerate improvement and innovation in Colorado schools. Our vision is a future in which every student in Colorado is prepared and unafraid to succeed in school, work, and life, and ready to take on the challenges of today, tomorrow, and beyond. We currently partner deeply in nearly 50 Colorado school districts and have limited work in other states in the region. In addition to our field implementation work, we engage in important policy and innovation agendas in Colorado. Our success is driven by a passionate team of diverse individuals who truly enjoy working together.

Of note, we are committed to prioritizing diversity, equity, and inclusion in the work we support across Colorado. We seek to identify and embed equity-seeking practices in our culture and talent systems and have made a focused set of investments in the related professional development of our team. We believe our work demands this because of the historic and current experiences in the school systems in which we operate and because we believe the outcomes we seek for students require the prioritization of equity. In all roles, we welcome candidates who are eager to participate in and contribute to this work and whose lived experiences deepen our perspectives on the education system.

Responsibilities

Strategic Policy
  • Lead project design and management of CEI initiatives related to accountability redesign, reimagining assessment, secondary policy, and connections between higher education, workforce, and K-12
  • Conduct strategic analysis of policies through an equity lens that would lead schools and districts to implement breakthrough pathways for postsecondary attainment, including reducing barriers for college and career attainment
  • Lead and coach school and district teams to successful outcomes in work related to the assessment and/or redesign of their current assessment/measurement systems
  • Leverage deep understanding of the education and advocacy ecosystem in Colorado to work across boundaries in efforts to advance common interests, including through relationship building and facilitating small and large group convenings with local and national advocacy organizations
  • Partner with internal and external data, research, and communication efforts to advance a new narrative about school quality that includes case studies on student success and school and system transformation
Applied Equity and Facilitation
  • Leverage CEI’s equity principles and approach to lead and support implementation work with districts, networks, and schools, including through engaging facilitation of adult learning and collaboration
  • Support CEI’s internally facing equity initiatives and the skill development of CEI staff
  • Effectively communicate conceptual ideas and training/development expertise to both internal teams and external stakeholders
  • Support and promote a culture of positivity and service internally and externally

Qualifications

A successful candidate will have a proven track record as a successful leader with at least five (preferably 10) years of experience working to support the advancement of accountability or continuous improvement policy and practice in school systems. Understanding the unique needs facing communities across Colorado is imperative. They will have skill and experience in working with diverse groups of people, coaching across lines of difference, and empowering local leaders to create change. They will be a strong facilitator in both in-person and virtual contexts and have a working knowledge of adult learning techniques. They will know how to work across organizations to build relationships, develop collaborative work products, and ultimately be responsible for the outcomes. They will have a record of working relentlessly and with humility to serve partners and teams to which they are accountable. They will be organized, detail-oriented, an outstanding verbal and written communicator, and able to manage multiple projects simultaneously. The person in this role must be available and willing to travel as needed, approximately 25% of working days during certain times.

Competencies

This position requires deep content knowledge of accountability and secondary policy, practice, and politics in K-12 education in Colorado; understanding and active monitoring of secondary policy, practice, and politics in K-12 education nationally; strong project design and management skills; data analysis and understanding of data systems involved in accountability; facilitation; coaching; interpersonal communication; collaboration; relationship building; multi-tasking skills; data competency, and the ability to anticipate and take initiative to predict and solve problems.

Compensation

  • Full-time position
  • Annual salary commensurate with experience in a range of $90,000-$100,000
  • Competitive benefits package
  • Hybrid work environment including some flexible scheduling and work-from-home options
  • Role is based in Denver, but if you live elsewhere in Colorado, we’d love to talk with you

 

 

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Vice President, Executive Director

Posted by | October 7, 2021 |

City Year seeks an inclusive, dynamic, entrepreneurial, and people-focused leader to serve as the next executive director (ED) of City Year Denver This position is an outstanding opportunity to play an integral role in advocating for and advancing educational equity in Denver. Currently, City Year Denver deploys 71 AmeriCorps members (ACMs) who will serve more than 125,000 hours in service to the students in 10 Denver public schools. City Year Denver is also one of two City Year sites with five AmeriCorps members completing their Teaching Fellowships, a multi-year teacher preparation pipeline in partnership with state licensing programs. The site has a team of 16 staff, a 14-member advisory board, and a budget of $3.8 million. Established in 2011, City Year Denver (CYD), celebrates its 10-year anniversary during the 2021-2022 school year.

City Year Denver’s next executive director will be tasked with increasing the site’s visibility and footprint in the non-profit and philanthropic sectors. The ED will also serve as a Vice President in the national leadership structure and will be expected to collaborate on national strategies to deepen the organizations impact across the country.

Founded in 1988, City Year is an education-focused national service organization and a leader in the national service movement. The organization was created with the goal of dramatically increasing participation in national service and was an early model for the federal AmeriCorps program. City Year has always been committed to developing and nurturing young people and believes that investing in them contributes to strong and vibrant communities. Today, City Year is contributing to a clearer and bolder vision of what public schools can and should be for all children—places of learning, exploration, and positive risk-taking, where every student feels connected to the school community; where data informs practices that promote student growth and achievement; and where all students have access to positive relationships and personalized learning environments that encourage them to persevere through challenges, build on their strengths, and thrive.

The Executive Director of the Denver site is responsible for leading, coaching, motivating, and retaining a passionate and experienced staff and ensuring that City Year Denver meets its impact, revenue, recruitment, district partnership, and external relations goals. In addition, the ED will be expected to lead the effort to increase CYD’s visibility and brand awareness in a competitive and crowded market. The ED also holds primary responsibility for the site’s financial and operational strength and systems.

The ideal ED candidate will be a values-driven leader who prioritizes equity, teamwork, and transparency; a strategic and creative executive who can collaboratively develop and then implement an inspiring roadmap for the site’s future; and a tested fundraiser who will ensure operational success and growth by generating resources and building support from the public and private sectors. The successful candidate will have deep experience building cross-sector partnerships and coalitions that advance educational equity in addition to a proven track record fostering supportive work environments that prioritize diversity, belonging, inclusion, and equity. Key to the site’s continued success is a leader who values and believes in developing staff, building a culture of accountability, and leading with tenacity and humility. This individual must be comfortable and effective as the public face of the site, and will prioritize attracting funding and other resources for CYD programs while also collaborating with and across City Year’s national network. The new ED will inherit a well-established, well-respected site, staff, and suite of programs, and the right candidate will bring fresh ideas and the necessary expertise to ensure CYD continues to thrive.

CITY YEAR DENVER
City Year Denver (CYD) was established in 2011 with a small start-up team and 50 corps members. Today, 10 years later, 76 CYD AmeriCorps members serve as tutors and mentors, and CYD is a key partner in creating equitable learning opportunities for students and developing the city’s future leaders. City Year AmeriCorps members (ACMs) support teachers and staff in delivering instruction that serves the development of the whole child and supporting strong school culture that impacts the entire school community.
The work of City Year draws on proven best practices, and the organization has conducted several formal program evaluations resulting in substantial evidence that the program model works to accelerate academic and developmental progress for students. For instance, a study conducted by the Northwest Evaluation Association found that students working with City Year demonstrated 40% more growth in math and 50% more growth in literacy than their peers. Since 2015 in Denver, 60% of students tutored by City Year met or exceeded growth targets in English Language Arts classes and 55% of students met or exceeded growth targets in Mathematics classes. Additionally, 100% of partner teachers surveyed at the end of the 2020-2021 school year believe their City Year AmeriCorps members help students feel a sense of belonging, and 100% of partner principals agreed that City Year AmeriCorps members supported the engagement and participation of students in school.

ACMs join a close-knit community and work with a committed and diverse group of 4-10 peers with a shared passion for service, educational equity, and personal growth. For many of them, the experience is foundational in determining their future career path—and a number remain on staff in the larger City Year ecosystem in varying capacities, and many more stay involved with education and civic engagement long after their years of service end.

CITY YEAR

City Year was founded in 1988, with a vision to unite young people, ages 17-24, from diverse ethnic, educational, and socio-economic backgrounds to engage in a year of full-time national service. Fueled by a belief in the power of national service to develop young people into leaders, problem solvers, and more active citizens, City Year partners with public schools in systemically under-resourced communities across the U.S. and through international affiliates in the U.K. and Johannesburg, South Africa. Diverse teams of City Year AmeriCorps members provide research-based student, classroom, and school-wide supports to help students stay in school and on track to graduate from high school, ready for college and career success. City Year is supported financially by federal and state AmeriCorps grants, local school districts, and private philanthropy from corporations, foundations, and individuals.

City Year believes that all students can succeed and that developing the skills and mindsets of children and young adults contributes to strong, vibrant communities—outcomes that benefit everyone. Many students lack access to learning environments and resources they need to thrive in school and in life, due to systemic inequities that disproportionately affect students of color and students growing up in low-income households. More than one million students do not graduate from high school each year, 50% of whom come from just 12% of schools. City Year AmeriCorps members provide vital support to the top 5% of systemically under-resourced schools, focusing on where the need is greatest and partnering with students who are at risk of dropping out.

City Year’s school-based program is called Whole School, Whole Child. Through this approach, AmeriCorps members (ACMs) tutor students, serve as an additional resource for teachers in classrooms, and lead afterschool programs and school-wide initiatives to promote a positive school culture. ACMs receive more than 300 hours of professional training in order to support students with three early warning indicators, the ABCs—Attendance, Behavior, and Course performance in math and English. Younger than the teacher but older than the students, City Year AmeriCorps members are uniquely positioned to form strong bonds with students and help them succeed. City Year works with school staff to improve student performance, using data to customize the types of supports they provide to students.

City Year provides a powerful double bottom line: improved outcomes for students in schools and the cultivation of the next generation of leaders through corps member and alumni engagement. A 2015 Policy Studies Associates study showed that schools that partner with City Year were two to three times more likely to improve on math and English assessments and gain the equivalent of one month of additional math and ELA learning compared with similar schools that do not partner with City Year. Another recent study provides even more evidence that national service programs yield a substantial return on investment: for every $1 of federal money invested in these programs, the return to society, program members, and the government is more than $17.

Last school year, 3,000 City Year ACMs served more than 300 public schools attended predominately by children of color and children growing up in low-income households. Across 29 U.S. cities, AmeriCorps members adapted their in-person supports to virtual service in light of COVID, supporting academic growth and social and emotional learning while also helping students to recover from learning loss and reconnect to their school community.

City Year is focused on implementing its Framework for the Future to advance educational equity and develop young people who can lead across lines of difference. The organization is committed to evolving—to continued growth and improvement—while also staying true to what has and continues to make it a special place. City Year builds strong, long-term relationships with schools and communities; mobilizes its corps members, alumni, and staff across lines of difference; spreads effective practices and acts as a national thought- and policy-leader; and drives increased demand and expectations for national service. The organization is a proponent of translating the work of AmeriCorps members into an overarching category of school support—student success coaches—that could expand beyond City Year and other AmeriCorps-funded positions to become a critical part of building capacity in schools in high adversity communities. Moving forward, the organization will continue to prioritize increasing service quality and impact and enhancing its portfolio of services to meet school- and system-wide opportunities to address inequitable outcomes.

Learn more about City Year, Inc. in the organization’s most recent Annual Report.

Core Values

City Year was founded with a core belief: uniting and empowering diverse teams of idealistic young people and charging them with addressing some of our country’s most difficult challenges can change the world for the better. The organizational values City Year staffers collectively uphold are deeply rooted in this belief and in their shared commitment to diversity, belonging, inclusion, and equity (DBIE). City Year’s journey to fully live its values and commit to DBIE is ongoing, but with each step forward, the organization comes closer to actualizing its mission and fulfilling promises to one another.

City Year’s core values are:

• Service to a Cause Greater Than Self: We dedicate ourselves to addressing shared civic challenges through unified action.
• Students First, Collaboration Always: The success of the young people we serve is our preeminent goal, best achieved by working in partnership with others who are dedicated to the same cause.
• Belief in the Power of Young People: We are committed to harnessing one of the most powerful forces for positive change at work in the world today.
• Social Justice for All: We dedicate ourselves to building a more just, equal, fair, and compassionate world.
• Level Five Leadership: We aspire to develop a culture of Level Five Leadership across the organization, fostering a blend of great humility with intense professional will.
• Empathy: We strive to constantly walk in the moccasins of others.
• Inclusivity: We embrace differences as strengths that magnify our capacity to achieve shared goals.
• Ubuntu: I am a person through other people; my humanity is tied to yours.
• Teamwork: We strive to work powerfully together in a unified effort to achieve our goals.
• Excellence: We hold ourselves to the highest standards as we strive to execute our mission and steward our resources.

 

Job Description

THE ROLE OF THE CITY YEAR DENVER EXECUTIVE DIRECTOR

Reporting to the market president who oversees City Year’s largest sites, the City Year Denver ED leads a team of 16 staff members,71 ACMs, and 5 Teaching Fellows. Direct reports include the three managing directors of the major departments: People & Operations; Development and Impact. In addition, the ED will work in close partnership with the City Year Denver board, an advisory body comprised of 14 influential leaders representing the Denver public, private, education, and nonprofit sectors.

The successful candidate will effectively mobilize powerful coalitions across the city and state, including board members, district leadership and other school partners, City Year alumni, private and public sector investors, and local, state, and national elected officials to accelerate greater educational opportunities for the city’s public school students. Just as importantly, the ED must be present and engaged at the local level—a visible leader who is active and invested in community-based and grassroots efforts that are driving meaningful change for Denver’s students and communities.

The ED will be responsible for an annual budget of just over $3.8 million—28% of which comes from partner school contracts); 37% from private sector contributions and donations; and 35% from AmeriCorps.

The ED will also hold the title of vice president in City Year’s national organization and will be expected to support the connections between City Year’s national initiatives and the local work in Denver while also contributing to the national strategy through network-wide projects. The national team of executive directors is a tight-knit group that provides support and colleagueship nationwide.

The ED is responsible for addressing the following key opportunities and challenges:

 

Lead a strong team and bring accountability and renewed energy to CYD’s organizational culture and vision; prioritize and actively demonstrate an authentic and lived commitment to diversity, belonging, inclusion, and equity (DBIE).

The ED will be expected to cultivate a strong culture of trust and accountability, actively listening and learning from those around them—and leaning into uncomfortable or difficult spaces and conversations. They must be able to lead and effectively communicate a shared vision-setting process for the site, where collective ideas and energy push CYD’s work forward in meaningful, student-centered ways. And the ED should prize collaboration and clear communication across all levels of the organization.

The successful ED will ensure that departments are connected and working synchronously, and will institute processes to develop strategic goals for the short-, medium-, and long-term (at both the departmental and site levels). The ED will be able to use available data to guide these initiatives and will take a nuanced, collaborative approach to identify which aspects of the site’s work should be maintained and which may be primed for an update. They will dedicate the time and resources necessary to recruit, support, and retain CYD team members, and they will work to further develop human resources structures to ensure equitable hiring promotion practices, and workforce planning. CYD’s many successes and far-reaching impact are a direct result of the staff’s excellence and dedication, and the next ED must continue to champion the team and their efforts.

Moreover, the ED must advocate strongly and consistently for diversity, belonging, inclusion, and equity in all aspects of their work, both internally and externally. These DBIE values are shared deeply across the organization, and the ED will be expected to act and lead powerfully on this front. City Year and all of its sites, including City Year Denver, are committed to being anti-racist organizations.

 

Expand the reach and reputation of City Year Denver; collaborate with colleagues, Denver board members, Denver educational leaders, State and City officials, and key community partners to drive this important work and to communicate broadly CYD’s impressive impact and value.

A key objective for the executive director is to increase the site’s visibility and brand awareness, better communicating the important service and impressive impact of CYD’s AmeriCorps members and their programs in order to increase support.

The executive director should also have an influential public presence and meaningful ties to peer organizations, corporate leaders, and elected officials at the local and national level. These relationships and the new leader’s instincts and experience in government relations will be critical for garnering support (financial and legislative) for City Year and the broader national service movement. Similarly, the ED will maintain CYDs collaborative relationship with Serve CO—the state service commission—and will oversee the preparation of effective AmeriCorps grant applications and progress reports.

The ED also partners with the CYD board on the cultivation and engagement of new board members and leadership, and works collaboratively with board members to generate greater recognition for CYD from the private and corporate donor community across Denver.

 

Grow City Year Denver’s philanthropic efforts and provide sound fiscal management for the site’s operations.

The ED will serve as the site’s chief fundraiser and advocate, establishing a sustainable funding model for the site and raising the financial support necessary to meet annual and long-term revenue goals. In partnership with staff (CYD and national) and CYD board members, the executive director will be expected to identify, cultivate, solicit, and manage strategic relationships with corporations, private foundations, family foundations, and individuals in order to build a robust and reliable private revenue mix. For FY2021, these revenues totaled more than $1.2 million and the goal for FY22 is over $1.4 million. Looking to the future, there may be opportunities to expand on existing strategies or initiate new programs that would reinvigorate the site’s philanthropic work.

In addition—and central to the site’s success—the ED must prioritize maintaining strong, consistent relationships with the Denver Public Schools. Successfully transitioning to and then effectively maintaining this new funding and service model, especially with the complex sub-contracting responsibilities, will be a key priority for the new ED.

Through the site’s philanthropic dollars and revenue from partner schools, CYD must raise 3% more revenue than it spends annually. To achieve this goal, the ED should have experience overseeing budgeting, forecasting, expense management, and cash flow for a comparably-sized organization or unit.

 

Set and achieve ambitious goals for the recruitment, engagement, and overall experience of CYD’s AmeriCorps members; ensure the delivery of high-quality programming in the site’s new community schools in order to continue meeting student impact goals.

The ED will collaborate with City Year’s national recruitment and admissions team to ensure that the site’s annual recruitment goals are met (including quality, quantity, diversity, and inclusivity measures), and will concentrate locally with site staff on the AmeriCorps member experience on the ground to ensure a strong cohort returns annually for a second year of service. As the economy continues to recover and options for employment abound, it will be especially important for the ED to be a powerful messenger and spokesperson for the value and impact of a year of service. The ED should prioritize being a visible and engaged part of each ACM’s service year, and should derive joy and energy from connecting with the corps and school partners.

This work lays the foundation for what is most pressing and essential: ensuring City Year’s national service delivery model is implemented effectively and with fidelity in partner schools across Denver, resulting in at least 50% of students served meeting or exceeding growth targets. As the site shifts to the community schools model, it has the unique and powerful opportunity to take a leading role in bringing a broad cross-section of partners together to build environments that embody the Whole School, Whole Child approach.

 

 

EXPERIENCE AND QUALIFICATIONS 

Successful City Year executive directors embody the organization’s core values, hold the firm belief that education has the power to help all students reach their full potential, and possess a deep passion for equity in education.

A competitive candidate for the executive director position will have many of the following skills and experiences. In addition, candidates should be willing to attend evening and weekend events, and to travel for meetings in various cities when COVID-related restrictions are lifted and City Year deems travel safe again.

 

  • Deep personal commitment to and demonstrated professional leadership on issues of diversity, belonging, inclusion, and equity.
  • Proven success managing effective and engaged teams, and also managing across multiple layers of leadership.
  • Financial and operational management experience with budgetary oversight of an organization or unit similar in size and complexity to City Year Denver.
  • A track record operating successfully within a matrixed and/or multi-site organization.
  • Significant nonprofit, volunteer, or multi-sector experience; content knowledge of community and national service and/or urban public education.
  • Excellent communication, listening, and public speaking skills; the ability to articulate a compelling and inspiring vision that motivates others.
  • A desire to learn and a willingness to receive feedback and hold oneself accountable.
  • A high level of emotional intelligence; integrity, humility, honesty, and curiosity.
  • Experience influencing and motivating stakeholders, and building collaborative and strategic partnerships.
  • A track record of raising funds from corporations, foundations, and individual donors.
  • Demonstrated success responding quickly to changing situations—including maintaining calm during times of crisis—and the ability to adjust organizational plans accordingly.
  • Familiarity with the Denver educational landscape, the community schools model, and K-12 education policy is a plus
  • Knowledge of and commitment to the Denver neighborhoods where City Year serves is a plus

COMPENSATION

Full time employees are entitled to compensation commensurate with experience. The salary range starts at $120,000. Offers will be commensurate with experience. Executive Directors are eligible for an annual performance bonus.

 

BENEFITS

Full time employees will be eligible for all benefits including vacation and sick days and organization holidays. You may participate in all benefit programs that City Year establishes and makes available to eligible employees, under (and subject to all provisions of) the plan documents that govern those programs. Currently, City Year offers medical, dental and vision, life, accidental death and dismemberment and disability coverage, Flexible Spending Accounts (FSA), other benefits including 401(k) plan(s) pursuant to the terms and conditions of company policy and the 401(k) plan document. For more information, click here. Employment at City Year is at-will.

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Secondary CLDE Teacher

Posted by | October 6, 2021 |

JOB TITLE: Secondary CLDE Teacher

About Lotus School for Excellence:

Lotus School for Excellence is a K-12, College Preparatory School with S.T.E.A.M. (Science, Technology, Engineering, Arts, Math) focus.

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

Position Summary:

The teacher is responsible for the English Language Development of each pupil in his or her responsibility and for working with students, parents, other teachers, and staff toward achieving the goals set forth in the LSE Mission Statements.

Professional:

  • Organized classroom
  • Plan and implement the approved curriculum for specific content area
  • Demonstrate exceptional instructional delivery
  • Model and foster independent thinking skills, creative problem solving, and abstract reasoning
  • Show empathy and understanding of students

Communication:

  • Consistently and effectively communicate with students, parents, and colleagues
  • Develops a cooperative partnership based on mutual respect and objectivity with parents and students
  • Assesses student performance frequently and objectively
  • Facilitate resolution of problems that might arise with students and parents
  • Promote accountability for students

Other Expectations:

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

Minimum Requirements:

  • Active Colorado Teaching License (Initial/Alt, Pro, or Nat’l) w/ CLDE Endorsement
  • Bachelor’s Degree in the specific content area
  • Expert-level written and oral English communication skills
  • Entrepreneurial outlook and charter school commitment
  • Ability to work collaboratively
  • Strong self-starter; able to work with limited direction
  • Ability to apply superb judgment
  • Willing to work and excel in a very diverse student environment
  • CPR certification (LSE will provide necessary resources to become certified)

Preferred:

  • Experience in teaching ELL/ELD/CLDE
  • Charter school experience
  • Experience in reporting requirements
  • Experience in data analysis & interpretation
  • Experience working with middle and high school students

Condition of Employment

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

Reports to: Secondary CLDE Coordinator

Job Type: Full-time

Pay: $45,000.00 – $70,000.00 per year

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High School Principal

Posted by | October 5, 2021 |

Salary Grade: $ 85,000-$100,000

Work Year:  220 days

Reports To:  Superintendent

Start date: *Flexible start date between November 2021 to July 1, 2022

 

Job Posting Details: The High School Principal position is currently being served in an interim capacity, therefore we have flexibility for the start date of this position based on the employment status of the finalist. This position will be filled no later than July 1, 2022. It may be filled as soon as November 1, 2021.

 

Lake County High School (LCHS) is a 7th-12th grade public institution providing students with engaging learning opportunities in a safe, inclusive, and welcoming learning environment, and are preparing graduates ready to implement a plan for college or career.  Our 7th and 8th grade serves approximately 140 students while our 9th-12th grade supports 275 students. Lake County High School incorporates foundational practices of the Expeditionary Learning model including daily Crew experiences and the inclusion of authentic learning opportunities outside the traditional classroom. The school is situated in a beautiful, recently renovated building with brand new classroom wings.  The principal leads an administrative team comprised of an assistant principal, an academic dean and an athletic director.

 

Position Summary: The High School Principal is responsible for all aspects of managing a school with a focus on academic excellence and personal growth of every student. Through leadership of faculty, the principal will work collaboratively with teachers, staff, students, families and the community  to drive academic and character outcomes. The Principal will organize school operations around improvement of instruction and will maintain a safe and orderly environment, upholding state laws, contracts and District Policies. The Principal will be held accountable to the Colorado Principal Evaluation expectations and rubric.  The successful candidate will be prepared to engage in the following work:

 

ESSENTIAL DUTIES & RESPONSIBILITIES:

The LCHS Principal will work with teacher leaders, the faculty, staff, students, families and the community to pursue excellence in the following ways:

 

INSTRUCTIONAL & SCHOOL LEADERSHIP

  • Provide exemplary leadership to all members of the school community to achieve outstanding performance in the school’s mission of ensuring each student meets grade level standards
  • Set ambitious school-wide vision and goals aligned with the Board of Education goals and the District Strategic Plan.
  • Lead a school improvement of student achievement and growth by leading the educational program.
  • Effectively manage faculty and staff
  • Collaborate and lead faculty and staff to develop a unified culture around principles of championing students, expecting excellence, modeling positive culture and creating a culture of greatness.
  • Oversee curriculum and instruction to ensure high quality experiences and board aligned expectations. 
  • Implement effective internal and external assessment systems and the use data to inform decision making.
  • Lead a multi-tiered system of support for student learning that includes the implementation of a strong Tier 1, Tier 2 and Tier 3 model.
  • Ensure strong consistency within the school program and curricular alignment with state and other rigorous standards
  • Coach and mentor staff to ensure effective curricular and instructional practices are utilized.
  • Serve as point person for all students and families
  • Work with the instructional leadership team (ILT) and other committees/groups to plan and implement strategic work aligned to the School and District improvement/work plans.

 

FACULTY AND STAFF SUPPORT/ADULT CULTURE

  • Oversee faculty and staff of the school, including recruitment, selection, evaluation, supervision, retention, correction and dismissal
  • Manage teaching staff, including professional development, staff observations, curriculum development, staff communication, and scheduling and program decisions
  • Lead faculty to ensure that all staff are providing well-managed, rigorous, engaging and aligned daily instructional experiences.
  • Foster commitment among faculty and staff to the development and fulfillment of the district’s strategic plan and school’s improvement plan.
  • Model and expect a growth mindset
  • Lead data processes including data meetings and data-driven instruction practices
  • Hold teachers accountable for meeting high standards for student academic and behavioral performance
  • Work with staff on all curricular, instructional, assessment, and professional development issues and activities to ensure data drives classroom instruction
  • Work with staff to foster consistency among staff in upholding school-wide discipline policies
  • Facilitate positive faculty dynamics
  • Uphold high expectations for employee professionalism and drive staff responsibility of professional and ethical conduct
  • Work with Special Education Coordinator to ensure 504 accommodations, IEP modifications, and counseling needs are met

 

 FAMILY SUPPORT

  • Engage families in activities to foster connection between home and school experiences.
  • Maintain communication and relations with the families of the school, ensuring they are kept involved with and held accountable for their children’s academic and behavioral performance
  • Communicate regularly with families regarding student performance and academic achievement 
  • Work with staff to correspond regularly with families regarding school policies, trips, events, and milestones
  • Work with staff to plan, coordinate, and support family meetings and special events
  • Respond to family concerns promptly and effectively

 

STUDENT SUPPORT/SCHOOL CULTURE

  • Collaborate with school staff to maximize the ability of the school to support students’ academic and socio-emotional development
  • Provide leadership to all staff and students in establishing a positive, structured, rigorous, achievement-oriented, and fun school culture
  • Oversee students’ academic and behavioral program, including disciplinary decisions, scheduling and class decisions, educational program, and assessment and accountability
  • Foster consistency in academic and behavioral expectations in and out of class
  • Work with the leadership team(s) to fulfill the district and school strategic plans through planning around implementation strategies, operations, and culture.

 

COMMUNITY ENGAGEMENT

  • Collaborate with outside organizations to maximize the ability of the school to support students’ academic and socio-emotional development

 

QUALIFICATIONS:

  1. 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

 

  1. Minimum educational level:
  • Bachelor’s Degree
  • Principal license or held qualifications for alternative licensure pathway

 

  1.    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 majority Hispanic/Latino population preferred. 
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Associate Teacher – Full & Part Time Positions

Posted by | October 5, 2021 |

Do you cultivate students’ curiosity, growth and performance?  Do you possess strong instructional pedagogy?  Do you demonstrate strong social and emotional intelligence, and cultural competency?  If so, Aspen Academy has amazing full and part time opportunities available!

Overview:

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

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

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

Diversity and inclusion are core to Aspen Academy. We are passionate about building and sustaining a diverse and inclusive working and learning environment.  Every member on our team enriches our community by exposing us to a broad range of ways to understand and engage with the world. We don’t just accept difference — we celebrate it, we support it, and thrive because of it. Aspen Academy is proud to be an equal opportunity workplace and promotes affirmative action. We are committed to providing an environment of mutual respect where equal employment opportunities are available to all applicants and teammates without regard to race, color, religion, sex, pregnancy, national origin, age, physical and mental disability, marital status, sexual orientation, gender identity, gender expression, and military and veteran status.

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

Summary of Responsibilities

  • Teach assigned classes.
  • There is little to no planning responsibility in this role.
  • Maintain a well-managed classroom where 100% of the students are engaged, consistently challenged, and supported.
  • Integrate technology into daily classroom teaching and student learning.
  • Full use of school prescribed instructional methodologies including Individualized Education based on student interest assessments and ability levels in each subject, Socratic Instruction, Inquiry Based Instruction, Contextual Instruction, Differentiated Instruction, and Flexible Grouping.
  • Reinforce the school’s core values and policies inside and outside the classroom.
  • Fulfill assigned monitoring duties (i.e., recess, lunch duty, etc.).
  • Promote and maintain a supportive and positive relationship with all students and families you serve.
  • Actively participate in the school’s professional development programs.
  • When not in subbing, complete assigned administrative projects and tasks.

Qualifications:

  • Excellent oral and written communication skills with students, parents and colleagues.
  • Ability to analyze data and use data to inform decisions and/or instruction.
  • Strong organizational skills.
  • Committed to working with a diverse student population.
  • Proficient use of computer software, Google and learning management systems (Canvas preferred).
  • Demonstrate a relentless drive to improve both in and out of school.
  • Model and reinforce the school’s core values, guiding philosophy, rules, and school spirit consistently throughout the school environment.
  • Grant permission for a credit check and criminal background check.
  • 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 in person/in the school building. Ability to speak for long periods of time. Regularly required to stand, walk, use hands, reach with hands and arms, stoop, kneel, crouch, or crawl. Frequently lift and/or move up to 25 pounds; occasionally life up to 50 pounds.

Education, Experience, and Certifications:

  • Required: four-year degree from an accredited College.
  • Preferred: postgraduate degree, teaching credential or license.
  • 1-5 years of elementary (or lower school) and/or middle school classroom experience.

Compensation Package:

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

Salary Range: Starting $31,520-45,390 (based on education & experience)

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

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Assistant Principal High School, Visual & Performing Arts Magnet Pathway

Posted by | October 5, 2021 |

The 9-12 Visual & Performing Arts Magnet Pathway will open in August of 2022. The Assistant Principal will join the Year 0 leadership planning team in January 2022 to support in development of pathway programming, culture, staff hiring, and student recruitment.

Click here to visit our interactive map where you can find out more information on each individual school, such as highlights, school data, demographics and more. 

 

Aurora Public Schools Compensation and Benefits


Complete Job Description Link

Essential Duties and Responsibilities

Daily 30% Serve as an instructional leader by monitoring the implementation of professional learning in classroom and/or grade level/content area meetings. Work with teams of teachers on common assessments, analysis of student work, interventions, lesson planning, and enrichment opportunities.
Daily 5% Implement and monitor school-wide behavioral expectations and policies including monitoring attendance trends and overseeing truancy interventions; address safety and welfare issues by holding meetings with parents, investigating incidents, documenting findings, contacting proper authorities and conforming to legal requirements and regulations.
Daily 2% Create partnerships with parents and community.
Daily 30% Supervise employees including serving as an instructional leader assigning and directing work, interviewing, evaluating performance, disciplining and resolving issues.
Wkly 10% Implement instructional and assessment strategies by attending meetings, facilitating discussions amongst teachers and staff and working with the Principal and District Coaches to plan professional development.
Wkly 5% Address building management concerns by working with the custodial staff, office staff, teachers and District staff including implementing school-wide safety and emergency protocols.
Wkly 5% Collect and analyze student assessment data.
Qrtly 3% Collaborate and develop master schedule.
Mnthly 2% Plan, schedule and coordinate school projects
Wkly 3% Resolve student issues by meeting with students, parents, teachers and other school staff and designing a plan of action.
Mnthly 2% Supervise athletic events by attending events, monitoring student behavior, providing officials with necessary information.
Mnthly 2% Represent out-of-building committee meetings for the following: curriculum task force, league and district athletic activities, and high school assistant principals.
Daily 1% Perform other duties as assigned.

 

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TOSA, Teaching Partner – General Instruction, K-8 Visual & Performing Arts Magnet School

Posted by | October 5, 2021 |

The Visual & Performing Arts Magnet School will open in August 2022. The Teaching Partner will join the Year 0 leadership team in January 2022 to support the development of school programming, curriculum, student culture, staff hiring, and student recruitment.

Click here to visit our interactive map where you can find out more information on each individual school, such as highlights, school data, demographics and more. 

Aurora Public Schools Compensation and Benefits

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

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

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

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

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

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

Develop and facilitate  instructional coaching by:

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

Participate in district level training and development by:  

  • Demonstrating a clear understanding of and communicating alignment between district/school standards, curricula, assessments and instructional implementation in the classroom
  • Engaging in partnership with the Culturally and Linguistically Diverse Education team, Exceptional Student Services consultants and coaches, Educational Technology coaches and all other instructional support personnel to help ensure that supports for teachers are aligned and coherent from the teacher perspective
  • Engaging in the development and implementation of district-level curricula and professional learning activities at the direction of the Director of Professional Learning
  • Participating in ongoing professional learning at a district level
Qualifications
  • Possess and demonstrate the skills and knowledge associated with adult learning theory, math, literacy and general instructional practices, including differentiated approaches to learning and data analysis
  • Minimum of 5 years of professional teaching experience
  • Ability to establish and maintain positive and supportive relationships with colleagues and building principals
  • Organizational skills and initiative for working with minimal direct supervision

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

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

 

 

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Assistant Principal, K-8- Visual and Performing Arts Magnet School

Posted by | October 5, 2021 |

The K-8 Visual and Performing Arts Magnet School will open in August 2022. The K-8 Assistant Principal will join the Year 0 leadership planning team in January 2022 to support in the development of school programming and culture; staff hiring; and student recruitment.

Click here to visit our interactive map where you can find out more information on each individual school, such as highlights, school data, demographics and more. 

 

Aurora Public Schools Compensation and Benefits

Essential Duties and Responsibilities

Daily 40% Serve as an instructional leader by monitoring implementation of professional development in classrooms and grade level/content area meeting.
Daily 10% Implement and monitor school-wide behavioral expectations and policies including monitoring attendance trends and overseeing truancy interventions; address safety and welfare issues by holding meetings with parents, investigating incidents, documenting findings, contacting proper authorities and conforming to legal requirements and regulations.
Daily 10% Create partnerships with parents and community.
Daily 15% Supervise employees by assigning and directing work, interviewing, evaluating performance, disciplining and resolving issues.
Wkly 10% Implement instructional and assessment strategies by collecting and analyzing student achievement data, facilitating discussions among teachers and staff and working with the Principal and District Coaches to plan professional development.
Wkly 5% Address building management concerns by working with the custodial staff, office staff, teachers and District staff including implementing school-wide safety and emergency protocols.
Wkly 3% Collaborate and develop master schedules and plan, schedule, and coordinate school projects such as interim and CSAP assessments.
Mnthly 2% Attend and/or facilitate school’s Instructional Support Team including monitoring interventions put in place to assist students with diverse needs.
Wkly 2% Resolve student issues by meeting with students, parents, teachers and other school staff and designing a plan of action.
Mnthly 1% May supervise school events by attending events, monitoring student behavior, providing officials with necessary information.
Mnthly 1% Attend Special Education staffing and IEP meetings as needed.
Daily 1% Perform other duties as assigned.

 

 

 

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Early Childhood Teacher

Posted by | October 4, 2021 |

Hope Montessori Academy is seeking Early Childhood Teachers to join our growing team.  Hope Montessori Academy has 4 campus locations in Broomfield, Westminster, and Thornton.  We are proud to provide high quality Montessori education to children ages 6 weeks through 12 years.  We provide a supportive team environment and ensure an exceptional child care and educational program for the children in our school.

Candidates must be enthusiastic, professional, dependable, warm, kind, creative individuals who have experience and qualifications per the State of Colorado to work with children in an Early Childhood school setting.

We offer competitive pay and an excellent benefits package for our full time employees including: medical, dental, and generous childcare discounts.  We are also proud to offer paid vacation time, sick pay, and paid personal days.  Hope Montessori Academy believes in supporting their teacher’s continuing education and offers many opportunities to continue in your qualifications in Early Childhood Education as well as Montessori!

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Substitute Teachers

Posted by | September 30, 2021 |

Substitute Teaching Opportunities at Stanley British Primary School

K-8 Substitute Teacher (on an as-needed basis)

Responsibilities Include:

  • Being on-call for teacher coverage; assignments range from subbing in multi-age classrooms (K-1-2, 3-4-5 or 6-7-8) or in single-grade classes for language arts, humanities, math, Spanish, arts, etc., and can range from one or two days to a longer term assignment, depending on the needs of the school;
  • Creating a safe, supportive, mutually respectful classroom community which values the distinct contributions and abilities of each child;
  • Inspiring and educating children to develop to their full potential – socially, emotionally, intellectually, physically and creatively;
  • Implementing integrated, meaningful, developmentally-appropriate curricula in which students can explore and experiment through first hand experiences;
  • Creating opportunities for students to know themselves, to make good choices, and take responsibility for their own learning and actions;
  • Communicating and collaborating positively and professionally with the Stanley staff and community.

Desired Qualifications and Background Experience

  • Bachelor’s Degree
  • Experience teaching K-8 students
  • British Primary experience or interest in training in British Primary approach is an asset

About Stanley BPS

For more than 40 years, Stanley classrooms have been filled with engaged learners guided by inspired teachers. We carefully blend an academic program grounded in a whole-child approach with an attention to each child’s social-emotional development. Our British Primary philosophy promotes the notion that when students enjoy what they’re doing and take an active role in their education, learning becomes a joy and a lifelong endeavor.

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

SBPS is committed to maintaining a diverse and inclusive school community. Candidates from a variety of backgrounds are encouraged to apply.

A Note About Our School During Covid

Stanley British Primary School school operations are guided by Colorado Public Health and Environment and the Denver Department of Public Health and Environment.  Proof of Covid vaccine is required and we have a partnership with CovidCheck Colorado that provides free Covid tests to all of our staff, including anyone serving as a substitute teacher.  We are committed to the health and well-being of everyone in our community, including any substitute teachers working at Stanley.

Pay

$75/half-day and $150/full day.  A long-term sub assignment is defined as requiring 60+ days and then the pay rates increases 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.

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Site Specialist

Posted by | September 30, 2021 |

ABOUT THE POSITION, As a Site Specialist you will bring healthy play and physical activity to two elementary schools to create a positive environment for learning and teaching. In this position, you receive two weeks of training before the school year starts. You will partner with two schools to run Playworks’ physical activity programs focused on teaching and organizing safe and inclusive games during the school day. You teach conflict resolution strategies, inspire all children to get off the sidelines and into the game and work to generate more community and family involvement.

ABOUT PLAYWORKS, At Playworks we believe in the power of play to bring out the best in every kid. We are changing the school climate by leveraging the power of safe, fun, and healthy play at school every day. We create a place for every kid on the playground to feel included, be active, and build valuable social and emotional skills by partnering with schools, districts, and after-school programs through services including digital engagement, on-site coaches, professional training for school staff who support play, and consultative partnerships.

Here’s where you come in:

Specifically you will have Program, Administrative, and School Partnership Duties as follows-

Program Duties:

  • Plan and implement sports and play based programming during recess, in school and after school hours at a public elementary school:
  • Recess – Create a safe, fun, and inclusive playground by developing and modelling standard agreements for behavior and conflict resolution skills, teaching kids and recess support staff the rules and strategies of the games, and recruiting disengaged students to participate.
  • Junior Coach Leadership Program – Implement a youth leadership program by facilitating student trainings and providing student leadership opportunities at recess. Junior Coaches are a mix of 4th through 6th grade students who participate in regular trainings that focus on teaching valuable skills like leadership, conflict resolution, inclusion and community action, successfully improving their self-esteem, self advocacy, leadership ability, and desire to improve academically.
  • Class Game Time – Lead instructional time with individual classes throughout the year. During this time, the coach teaches foundational skills and activities that will prepare students so they can confidently engage in and enjoy recess.
  • Interscholastic Leagues – Lead non-competitive teams designed to develop skills, provide a positive team experience, and teach good sporting behavior to students.
  • Plan and implement the learning units and recess staff trainings for program components.
  • Support summer activities as needed.
  • Alternate activities may be requested based on school needs and as approved and in collaboration with Playworks. Modifications could include online instruction and virtual delivery of recess or class game time activities, urgent community service activities such as support for school meals distribution during COVID-19, etc.

Administrative Duties:

  • Maintain communication between Playworks staff, school staff, teachers, families, and volunteers.
  • Collect and maintain paperwork including organizing daily, weekly, and monthly schedules and timesheets.
  • Support the collection of evaluations administered by Playworks.

School Partnership Duties:

  • Consistently represent Playworks’ brand in a professional manner.
  • Design program schedule with input and support from school administration.
  • Communicate with school administration regarding program implementation logistics and support needs.
  • Facilitate school’s transition to other Playworks trainings, programs, and products in preparation for future school years.

Regional Support Duties:

  • Support in delivering corporate engagements to adults such as School Beautifications, Play Days, Corporate Recesses in person or virtually.
  • Support regional team and national program department with delivery of programmatic learning, pre-service training, management resources and contribute to the development and continued quality improvement of Playworks curriculum.
  • Participate in fundraising projects and events, e.g. End of the Year Appeal and annual events.

If you’re a good fit for this position, you already know most of what this job entails. However, to be sure we’re providing a complete picture, here are some details:

  • Success in this position will require you to be highly organized and energetic, great at multitasking, with a strong attention to detail and ability to manage time and multiple priorities
  • The strongest candidate will have proven experience and success in managing dynamic programming, staying up to date on administrative responsibilities, be a motivated self-starter with ability to set clear goals and follow through with flexible and creative problem solving.

Required Skills & Experience

  • Proven organizational skills in meeting or exceeding expectations in production of timely planning and deliverables such as program plans, reports and observational notes.
  • Extensive knowledge of youth development principles and practices, especially relating to social and emotional learning, play and inclusion.
  • At least 2 years of experience working directly with small and large groups of children.
  • Experience working collaboratively with adults and facilitating trainings for adults..
  • Strong written and oral communication and presentation skills with the ability to facilitate small and large group presentations.
  • Experience establishing and maintaining professional relationships with internal leadership and teams and external clients through excellent interpersonal skills and professionalism.
  • Experience interacting with diverse communities and ability to integrate into school communities.
  • Knowledge of computer and internet based programs especially Microsoft Office (Word, Excel and PowerPoint), Google Drive, and virtual meeting platforms such as Google Meets and Zoom.
  • Flexibility to readily adapt to a changing environment.
  • Ability to work from home if needed.  

Compensation & Benefits:

Playworks offers the full package – great benefits, a fun place to work and an opportunity to grow professionally. We offer:

  • In compliance with Colorado’s Equal Pay for Equal Work Act, the expected salary for this full time, exempt position is $40,000 per year.
  • A comprehensive benefits package, including medical, dental, vision, disability, 40k, paid parental leave, life insurance, employee funded pre-tax health and child care spending accounts.
  • Paid vacation for all school breaks and paid sick-leave
  • Opportunities for professional development

 This is a hands-on, creative, playful and fun-loving place to work, all while contributing to the success of our nation’s youth. So if you’re ready to immerse yourself in the education sector, working on a rewarding set of challenges and if you’ve got the skills, experience, passion, and a team spirit, apply!

  • Candidates selected for an interview will be contacted on a rolling basis

Other things you need to know:

While Playworks doesn’t currently have a mandatory COVID-19 vaccination policy, in cases where the state or school district is mandating COVID vaccinations for their teachers and school staff, Playworks employees working in-person at the school will need to comply with this requirement. In the Aurora Public School District, Playworks employees are required to be fully vaccinated by October 1st in order to work in-person.

  • This position may require travel to various locations.
  • If a Playworks employee is required to drive a vehicle for work related purposes (not commuting purposes) the employee must complete an authorization form and provide us with evidence of valid, current driver’s license and proof of liability/collision/property damage insurance with minimum coverage of $50,000 each accident/ $100,000 each occurrence
  • In the event of virtual instruction activities, position will require use of computer technology and internet access

Typical physical and mental demands:

Playworks Site Specialists are required to frequently balance, bend, climb, grasp, kneel, reach, sit, squat, stand, stoop, twist, walk, and write on a daily basis. Site Specialist must also be able to occasionally lift and carry light to medium loads of 10 – 50 pounds, and be able to occasionally pull and push loads of 10 – 50 pounds. Requires a normal range of hearing and eyesight to communicate with children and adults. Also requires flexibility to readily adapt to a changing environments.

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School Psychologist and School Social Worker

Posted by | September 27, 2021 |

Denver Public Schools is hiring school psychologists and school social workers for the 2021-2022 school year! DPS is the largest district in the state and the most culturally and linguistically diverse.  Our district is leading the nation in focusing on equity and inclusion, whole child supports and social emotional learning for all students. Our School Psychologists and School Social Workers provide a wide variety of special education and social emotional support from Tier One supports to individually serving students in special education. They support the social and academic growth of all children while advocating for equity and social justice. We are known throughout the state for our successful three-tier approach to suicide and threat prevention, assessment and intervention. To work in DPS we require a Colorado Dept. of Education License.

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Director of Preschool & Kindergarten

Posted by | September 22, 2021 |

Paddington Station Preschool Director of Preschool and Kindergarten

Job Description 2021-2022

Summary

Paddington Station Preschool is seeking a unique and talented leader for the role of Director of Preschool and Kindergarten. This position requires an individual whose values and attitude embody and exemplify the school’s mission of promoting developmental growth through the foundation of a strong intentional play-based community. Passionate, imaginative, collaborative, hard-working professional with a minimum of two years leadership experience and exceptional integrity and communication skills are encouraged to apply.

Mission

It is the mission of Paddington Station Preschool to be a welcoming and inclusive community that partners with families to celebrate childhood, embrace learning through play, and prepare confident individuals to joyfully explore the wonders of the world.

History

Paddington Station opened its doors in September of 1993. The school launched that fall by committed parents and a dedicated staff. At its inception, the goal for the school was to create a warm environment that celebrates children and inspires in them a love of life and learning.

As it grew, Paddington Station quickly established itself as a model in the early childhood educational community. Paddington was a partner school with the Stanley Teacher Preparation Program (now the Boettcher Teacher Residency Program with the Public Education and Business Coalition). Paddington is also a participant in the Denver Preschool Program. In 2010, Paddington Station began its first kindergarten. To date, Paddington serves approximately 262 students from twenty-seven zip codes across Metro-Denver.

The school has run balanced budgets since 2013 and is in good financial shape. Paddington runs like a typical school (late August-May with a summer camp program). The school has an annual budget of $3M (depending on the year/enrollment). The majority of the school’s operating budget is paid for by tuition. The school has two major fundraisers: The Annual Fund Campaign and an annual auction.

Additionally, Paddington Station Preschool has rehabilitated and preserved its historic, 135-year-old building with the aid of grants from the State Historical Fund. Most recently, the school created and had built two outdoor classrooms where more traditional playgrounds were housed. Within the past few years, the school conducted a safety audit and has implemented all recommendations made to the school. The school acquired the property at 1329 Quebec Street and has moved the majority of administrative offices to that site.

The school completed a new strategic plan for 2019-2024, entitled, Invest in Play, which can be found on our website under the Home page.

Philosophy

A significant quantity of educational theory and practice supports the educational philosophy of Paddington Station. It is based on our belief that:

  • Each child is unique and has an intrinsic desire to explore, discover and learn about his or her environment.
  • Hands-on, child-directed experiential activities, “play” in its richest sense, is the essential way children make sense of the world.
  • Learning is a cumulative process.

Paddington Station Preschool strives to:

  • Integrate play into all aspects of learning.
  • Create a curriculum that embraces and understands the individual needs of each child.
  • Establish a joyful environment that inspires the exploration, curiosity, discovery, play, a love of learning,connections with others and appropriate risk-taking by children.
  • Acknowledge, honor and celebrate the diversity of all families within Paddington and to extend thatappreciation into the greater community. Paddington strives to include children with special needs into our classrooms when it is determined that a beneficial learning experience for the child and the group can be provided. Our diversity allows children to feel confident about differences and provides them with the ability to welcome change and growth.
  • Support the role of the teacher as facilitator—a facilitator who nurtures the pathways of each child’s interest.
  • Support the faculty through a faculty development program to promote professional and personal growth.
  • Develop a partnership between families and the Paddington Station Preschool team that establishes a vision for the growth of each child.
  • Provide resources and support for family education.FacultyWe strive to attract and retain exceptional early childhood teachers who create classroom communities that invite active participation, discovery and exploration from students and families. Our teachers know each individual child in their care, and know, understand and appreciate child development. Over 50% of our faculty members have completed either the Stanley British Primary Teacher Preparation Program, the Boettcher Teacher Preparation Program, or the Boulder Journey School Teacher Preparation Program. Our faculty members are well educated we have one AA degree, 14 BA, BS or BFA degrees, 21 Masters degrees and three doctoral degrees.

    Roles and Responsibilities of the Director of Preschool and Kindergarten include but are not limited to:

    Culture and Community

  • Observes, supervises, evaluates and supports all preschool and kindergarten faculty.
  • Supports the Paddington faculty as a leader and role model for children, families, faculty, staff, interns,alumni and prospective families.
  • Upholds and maintains all requirements from the Department of Human Services (thorough knowledge ofRules and Regulations), The Office of Early Childhood, and Colorado Shines.
  • Possesses the skills and experience to act as a mentor to faculty and parents.
  • Monitors staff morale, keeps faculty and staff informed on school business.
  • Communicates effectively and professionally with school personnel, children and caregivers.
  • Coordinates New Faculty Seminar and monthly Age Level Meetings.
  • Active participant in greater Denver and Colorado Early Childhood community.Paddington Station Preschool is seeking candidates who are committed to and willing to engage in the hard work of educational equity, anti-racism and anti-bias education.Curriculum
  • Advocates for Paddington’s mission and pedagogical commitments; and understands the values and culture from which the school has grown.
  • Together with the Head of School and faculty create professional development opportunities.
  • Has vision for a creative, innovative approach toward preschool educational practices and curriculum.
  • Possesses a strong knowledge of Best Practices.
  • Coaches and trains classroom teachers on teaching methodologies that support all children to be successful.
  • Familiar with Brightwheel and Kaymbu.
  • In tandem with the Head of School, serves as the internal coordinator responsible for the development,monitoring and implementation of inclusion for all students.

o Provides information, support and communication with parents and families, including referral

Operations information to community agencies.

o Supports teachers in building skills related to communicating with families regarding their child’s

development, needs and strategies for meeting those needs.
o Facilitates parent and teacher education sessions regarding prevention and intervention strategies for all children.

• Focuses on all Paddington Programming and day-to-day operations, including:
o Balancing and managing teacher schedules and daily staffing needs—secure all substitutes
o Supervising the Before and After-School (Breakfast Club and Afternoon Tea)
o Planning, implementation and oversight of the Paddington Summer Camp
o Leading or assisting in classrooms as needed in order to maintain ratios, meet financial goals and serve as a role model
o Coordinate all new hire paperwork o Savvy in technology

• Member of Emergency Operations Team

The Candidate Qualifications

  • Should bring a diverse and varied perspective from previous positions, locations or roles.
  • Should have a high level of energy, attention to detail, organizational and inter-personal skills, be flexibleand adapt quickly.
  • Ability to remain tactful and discrete in sensitive and confidential situations.
  • A minimum of two years leadership experience in a preschool setting.
  • Teaching experience at the preschool level.
  • Strong leadership and communication skills, both verbal and written.
  • Has a commitment to professional development, continuous education and continuous improvement.
  • A record of strong collaboration, inclusion, diplomacy and thoughtfulness.
  • Master degree in Education preferred.
  • Colorado Director Qualified.
  • The new Director of Preschool and Kindergarten would begin asap.Reports to: Full-time position reporting to the Head of SchoolCompensation: Annual Salary $60,000-$65,000
  • Health, dental, vision insurance, short-term disability paid 100% by the school, employee only
  • Life insurance paid 100% by the school for the employee only
  • After one-year of service, participation in 401K, school contributes 3% of salary
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Senior Policy Specialist

Posted by | September 17, 2021 |

JOB TITLE:      Senior Policy Specialist, K-12 Teaching, Leadership and Governance

PROGRAM:             Education

LOCATION:             Denver, CO

SALARY:                   $6,012 p/month

STATUS:                    Full-time

ABOUT NCSL:

Are you ready to join an organization with an extraordinary mission? The National Conference of State Legislatures offers careers where you can use your skills, knowledge and experience to truly make a difference. NCSL’s mission is purposeful – strengthening the legislative institution. From informing effective policies and promoting communication among state legislatures, to ensuring states have a strong, cohesive voice in the federal system, our team works in service of legislatures. And, with a commitment to constantly innovating all resources and services to meet the evolving needs of members, NCSL has earned the reputation as the nation’s most trusted bipartisan membership organization for legislators and legislative staff. Our success serving NCSL members relies on our team of passionate, dedicated professionals who work diligently to strengthen the legislative institution. Join our team and contribute to this unique, essential mission.

ABOUT THE ROLE:

The senior policy specialist in this role will serve legislators and legislative staff as NCSL’s leading expert in K-12 teaching, leadership and education governance policy.  This requires experience and expertise in these policy areas, preferably directly working with state legislators.  A successful candidate will have an aptitude for conducting legislative research and policy analysis and using the data to create informational resources for state legislators and the policy community. This senior policy specialist is accomplished at developing relationships with NCSL’s members, funders and others and has a national network of professional contacts in these policy areas.  This expert will manage the projects on teaching, school leaders and education governance, working independently to meet to goals of the project and the informational needs of state legislators and legislative staff across the nation. To do so, the senior policy specialist creates and makes presentations, authors publications, plans and conducts meetings, facilitates discussions, delivers technical assistance programs, interacts with media and creates and maintains relationships with funders. The senior policy specialist may oversee task-related work of more junior staff.

The senior policy specialist will be a member of a dynamic team of a dozen policy experts in NCSL’s Education Program who also provide excellent service and share their expertise with legislators and staff on a variety of education policy areas.  The Education Program covers state policy in the areas of early education through adult education – and everything in between.  The senior policy specialist will be a member of the K-12 team within the program.

 

WHAT YOU’LL DO:

  1. Maintains subject matter expertise on K-12 teaching, leadership and education governance and assists legislators and legislative staff with their research and information needs.
  2. Anticipates emerging issues of importance to state legislatures and responds with research, analysis and training.   Assists with the development of a plan to disseminate that work, including but not limited to technical assistance/testimony to legislative committees, webinars, meetings, web pages, reports, blogs and others.
  3. Conducts complex legislative research projects with an understanding of their political context and can provide substantive analysis and policy interpretations to legislators and legislative staff.
  4. Adept at research on federal, state and local actions that impact the work of legislatures, such as, executive and administrative actions and intergovernmental actions.
  5. Independently plans, organizes and conducts nonpartisan technical assistance programs, meetings and educational sessions at larger meetings.
  6. Creates substantive, engaging and interactive presentations or trainings for legislators, legislative staff and others on state policy topics with the ability to respond to questions.
  7. Leads and completes the work of the projects focused on K-12 teaching, leadership and education governance in a timely manner under the direction of the supervisor and maintains relationships with current funders of the work.
  8. Assists the Director and Associate Director of the program with fundraising and development of new projects, such as assisting with grant reporting and writing concept papers, grant applications and proposals.
  9. Writes skillfully and with minimal need for editing for a full range of publications and participates in peer review editing of colleagues’ work as needed.
  10. Travels domestically for meetings, technical assistance and other project activities as needed.
  11. Performs other responsibilities as needed.

SHARE YOUR KNOWLEDGE:

May supervise one professional staff or serve as coordinator of a team of other professionals on a short-term project.

THE WORK ENVIRONMENT:

This position is a mostly performed in an office environment, on or off-site, with prolonged periods of sitting at a desk and working on a computer.  Team members utilize standard office equipment such as copy machines, laptops, printers, scanners, and smartphones. Expand your horizons with travel opportunities to network with lawmakers and staff across the country (includes overnights and weekends by airplane). Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

QUALIFICATIONS FOR SUCCESS:

  • Bachelor’s degree plus five years of work experience with state legislatures, government, public policy or other relevant field.
  • Subject-specific expertise in K-12 teaching, leadership and governance.
  • Strong writing, editing and presentation skills and the ability to communicate information clearly and credibly to a variety of audiences.
  • Aptitude at working both collaboratively with others and independently.
  • Proven ability to independently build and maintain relationships with legislators, legislative staff, national experts and others. May assist directors with funder relationships.
  • Ability to work in a politically neutral manner and maintain confidentiality when required.
  • Strong research and analysis skills, including accessing and assessing a variety of resources and research; synthesizing data and legislation; and analyzing and summarizing policy options and legislative activities.
  • Strong organizational skills, including the ability to plan meetings and manage multiple tasks and deadlines simultaneously.  Ability to independently work under deadline pressure and adapt to changes in workload.
  • Strong knowledge of state legislative and political processes and the separation of power between the branches of government.
  • Ability to travel by air up to 10 times per year, with most trips being 1-3 nights, as well as work extended hours, possibly evenings and weekends, usually associated with events/travel.

YOUR BENEFITS AT A GLANCE:

Our employees are the foundation to our success, so we are committed to offering a full range of benefits for you and your eligible family members, including domestic partners. Striking a healthy balance between work and personal life is important. Our total rewards package includes resources to support well-being and no cost benefits to help make life a little bit easier.

  • Flexible, remote work options including the ability to telework up to 4 days a week
  • Health insurance (HMO 90% covered by NCSL), Dental insurance (Employee only covered 100%), Low cost vision benefits
  • 401(a)-retirement plan with 10% employer contribution after 6 months and full vesting.
  • 457b retirement plans with pre and post-tax options
  • 3-weeks paid vacation with 5+ years of paid full-time work experience with another employer and generous sick leave
  • Paid holidays including 4 additional days per year to use at your preference
  • Paid family and parental leave
  • FSA and Dependent Care Accounts
  • Professional development through LinkedIn Learning
  • Paid time off to volunteer
  • Aflac hospital advantage, critical illness, and accident plans
  • Discounted 24-hour fitness memberships and RTD / metro bus & train passes
  • Pet insurance with multiple options to fit your budget
  • Benefits provided at no cost:
    • 2x annual salary life insurance and long term disability;
    • Employee Assistance Program provides confidential, 24/7 support for employees and dependents;
    • Health Advocate for employees and their family members to simplify the healthcare experience including resources to support your health and well-being;
    • IDX Identity Theft and Privacy Protection (Employee only covered with options to add dependents);
    • Benefit Hub: discover local savings from merchants in your neighborhood, including movie tickets, hotels, restaurants, shops, and more.
  • Relocation assistance provided for out-of-state candidates

HOW TO JOIN OUR TEAM:

A career with NCSL offers exciting opportunities to grow your career in line with your aspirations. We gladly invite you to apply for this role by including a resume and cover letter here, before 5pm MST September 28, 2021.  We are looking forward to receiving your application!

NCSL is proud to be an equal opportunity employer and is committed to developing a diverse, dynamic team and inclusive workplace. NCSL does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national origin, veteran status, disability, or any other status protected by law or regulation.

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Secondary Assistant Principal

Posted by | September 16, 2021 |

SECONDARY (6-12) ASSISTANT PRINCIPAL

About Lotus School for Excellence:

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

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

Position Summary:

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

 

Essential Functions:

Instruction:

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

 

Culture:

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

 

Assessments:

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

 

Minimum Qualifications (or preferences where noted): 

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

 

Reports to: Secondary (6-12) Principal

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

 

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

Compensation and Benefits: 

  • $85,000.00 to $115,000.00 / year (BOE)
  • Participation in CO PERA retirement program, including a PERA 401k contribution option
  • Funding of 100 percent of individual medical benefits and a wide range of insurance plans
  • Approximately three weeks of summer vacation, approximately four weeks of school holidays and vacations, and 10 days of paid time off annually
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School Social Worker/Psychologist

Posted by | September 16, 2021 |

Jeffco is a learning organization in which all staff must grow in their capacity to support and educate all students including those with special needs. Special Education professionals are committed to providing equal educational opportunities for students with disabilities who have the right, and deserve the opportunity, to meet the challenging expectations that have been established for their non-disabled peers. Highly efficacious educators understand that their knowledge and skills can assist students in overcoming educational barriers. Maintaining a strong academic focus with quality instruction including frequent progress monitoring produces more successful outcomes for all students. A robust continuum of services driven by student needs is essential.

Summary: Provide a range of services for students who demonstrate difficulties with learning, academic achievement, social/emotional functioning, and behavior. Serve as a psycho-educational service provider involved in proactive, preventative activities, as well as responding to identified concerns. Provide services based on a combination of problem-solving, consultative, and direct service models.

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

Develop individual, group or system level interventions which improve identified problems or concerns, including academic, social/emotional/behavioral/mental health needs as they relate to educational progress.

Uses research-based and technically sound practices to drive decision-making and interventions; and collaborates with school personnel and parents in order to develop and modify student intervention strategies.

Facilitates functional assessment of behavior (FBA) and designs/implements and progress monitors intervention plans.

Conducts, interprets and implements student assessment which includes record review, interview, observation, and standardized assessment.

Administers and interprets norm-referenced and curriculum-based edumetric and psychological assessment measures.

Participates in team-based follow-up activities to review student progress, analyze data, and modify individual interventions.

Reviews school-wide assessment data to assist building staff(s) in interpreting and designing school-wide interventions.

Serve as liaison among district building(s), families and community and collaborates with various teams to assure positive outcomes for all learners.

Participate in interdisciplinary staffings to determine the eligibility, appropriate planning, and re-evaluation for students who require special education services/programs.

Comply with Exceptional Student Services and district policies and procedures (e.g., Medicaid billing, accident reporting).

Input information into ezEDMed system for reimbursement purposes.

Other duties as assigned.

QUALIFICATIONS: Hold current CDE Special Services Provider license with a School Psychologist or School Social Worker endorsement. DORA (Department of Regulatory Agency) license preferred. Training emphasis in LD/PC preferred. May be required to take additional course work or content exams to obtain the CDE Special Services Provide license. For further information on CDE Special Service Provider licensing requirements, please visit the Colorado Department of Education website at https://www.cde.state.co.us/cdeprof/endorsementrequirements.

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Teacher-Learning Specialist

Posted by | September 16, 2021 |

Jeffco is a learning organization in which all staff must grow in their capacity to support and educate all students including those with special needs. Special Education professionals are committed to providing equal educational opportunities for students with disabilities who have the right, and deserve the opportunity, to meet the challenging expectations that have been established for their non-disabled peers. Highly efficacious educators understand that their knowledge and skills can assist students in overcoming educational barriers. Maintaining a strong academic focus with quality instruction including frequent progress monitoring produces more successful outcomes for all students. A robust continuum of services driven by student needs is essential.

SUMMARY Develop, implement, and support individualized practices for achieving learning outcomes for students with communication, cognitive, physical, and/or social/behavioral needs, based on the requirements of the Individuals with Disabilities Education Improvement Act (IDEIA). This teacher will utilize evidence-based best practice and rely on frequent progress monitoring for programming adjustments. The Learning Specialist teacher will take a leadership role in collaboratively problem solving interventions for students.

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

Design and implement specialized instruction in one-on-one, small group and large classroom settings.

Work collaboratively to plan and modify curriculum, team teach with general educators and to communicate the abilities and needs of special education students.

Develop, implement and review for appropriateness the behavioral plans for designated students.

Work in conjunction with a multidisciplinary team to conduct IEP and referral meetings, conferences, and to develop a multidisciplinary approach to the educational enhancement of the student.

Maintain ongoing communication with regular educators, school staff, students and parents.

Create a safe supportive and understanding environment for disabled students.

Other duties as assigned.

QUALIFICATIONS Hold valid Colorado teaching license with Special Education Generalist endorsement. If teacher is the teacher of record for a specific content area, they must meet content-area qualification, which could include the appropriate content endorsement, degree in the content area, Colorado State Board of Education-approved content exam, or 36 credit hours as determined by the district. Training emphasis in Learning Disabled/Perceptual Communicative preferred.

 

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Preschool Teacher

Posted by | September 15, 2021 |

Paddington Station Preschool Toddler Teacher Monday through Friday 7:30 am – 3:30 pm

Join two other co-teachers in a 2’s classroom

Our Mission:

Paddington Station Preschool is an independent school in Denver that serves children from ages two through kindergarten. The mission of Paddington Station Preschool is to be a welcoming and inclusive community that partners with families to celebrate childhood, embrace learning through play, and prepare confident individuals to joyfully explore the wonders of the world.

Paddington Station Preschool is seeking candidates who are committed to and willing to engage in the hard work of educational equity, anti-racism and anti-bias education.

Description:

We are looking to add a friendly, talented educator who believes in play-based education to join our team as soon as possible the 2021-2022 school year. The ideal candidate will demonstrate integrity, organization, a love of children and a strong sense of professional responsibility. Our new educator will have a high level of energy, love of learning, and can manage multiple tasks and priorities. We are looking for a colleague that has the ability to work effectively and cooperatively with others, communicate tactfully with children, parents, faculty and staff members.

Essential Duties and Responsibilities:

  • Plan and implement developmentally appropriate and play based activities
  • Collaborate with co-lead teachers to meet the needs of the class
  • Teach class of up to 14 children with co-lead teachersNote: This is not intended to be an exhaustive list of all duties associated with the job.

    Requirements-required and preferred qualifications for a teacher position:

  • PDIS Level 3 credential required
  • Required to have either an Early Childhood Teacher (ECT) qualification or Colorado Early Childhood Teaching License
  • BA or BS highly preferred
  • In accordance with the Denver Public Health & Environment Order on August 2, 2021, applicants must be fully vaccinated for Covid-19Paddington Station Preschool provides the following benefits:
  • Starting Salary: $33,800 (additional $1,000 with Master’s degree)
  • 9-month School Schedule with option of working summer camp
  • Tuition Remission for Employee children
  • Insurance: Paddington covers 100% of medical, vision, dental, short term disability and life insurance for employees who work 24 hours or more per week
  • Health plans including health saving accounts or flex spending accounts
  • Retirement Plan: eligible after one year of service and 1000 hours worked with an employer match of 3% of salary
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Director of Regional Academic Operations

Posted by | September 13, 2021 |

Company Description

Important Employment Requirement: All employees of KIPP Colorado Public Schools must be fully vaccinated against COVID-19 by September 30, 2021. All persons offered a position will be required to provide valid proof of vaccination prior to starting employment or must be approved for a medical or religious exemption by submitting appropriate documentation.

About KIPP Colorado:

KIPP Colorado Schools is part of the national KIPP network of tuition-free, open enrollment college-preparatory public charter schools dedicated to preparing students from underserved communities for success in college and life. We are a network of six high-performing, college-preparatory public charter schools that educate students from ECE through 12th grade. We currently serve two communities within Denver; the Northeast and Southwest. Both communities serve students in elementary, middle and high school.

Our Vision:

Every child grows up free to create the future they want for themselves and their communities.

Our Mission:

Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose —college, career, and beyond—so they can lead fulfilling lives and build a more just world.

Job Description

About this role:

This position will be a key member of KIPP Colorado’s Academic Leadership Team. Reporting to the Chief Academic Officer, this position partners  with the Chief Academic Officer, Academic Leadership Team, and campus leadership  to establish and refine a regional academic vision, program, and instruction-enabling systems. The person in this position must be skilled at developing and coaching people, building systems at a network level and navigating relationships among schools, regional staff and DPS. This full-time position is a part of our Regional Team.

Key responsibilities include, but are not limited to:

Management & Culture Leadership 

  • Proactively works to build a shared culture of equity, joy and and trust across all teams.
  • Model cross-cultural agility and a commitment to anti-racism.
  • Partner with the Chief Academic Officer, Academic Leadership Team, and campuses to establish and refine a regional academic vision, program, and instruction-enabling systems.
  • Collaborate with key stakeholders across the region to develop and execute a comprehensive academic strategy that incorporates a focus on curriculum, instruction, assessments, student supports, and other systemic reforms and/or ensuring alignment at every level to rigorous state academic standards and culturally sustaining pedagogy.
  • Develop and co-create, with our campuses and regional team as partners, theories of action and specific approaches to academic strategy, including support for high-quality instructional materials in K-12, which will improve the quality of instruction at scale.
  • Cultivate and manage relationships with senior regional leaders and other critical stakeholders, especially Head of Schools, school leaders and teachers.

Systems Leadership

  • Manage the design and implementation of complex projects, strategies, change leadership, and trainings for regional leaders, school leaders, teachers, and other stakeholders to support strong instruction and ensure progress towards ambitious goals that improve outcomes for students at scale.
  • Creates and maintains structures that support School Readiness planning and execution in partnership with the Head of Schools
  • Manage academic assessment tools, data systems, and progress monitoring, including working with external partners like iReady and our internal teams at the Home Office and schools.
  • Liaises with DPS and external partners (including consultants), as needed.
  • Track progress towards goals and make strategic decisions regarding collaboration and support or campuses, including vetting contractors, coordinating strategic planning needs, and collaboration between campuses and Home Office
  • Design and refine tools and resources in real-time to respond to campus and student  needs, in support of academic and instructional goals.
  • Communicate progress to a variety of regional, school, and community stakeholders.

Instructional Expertise and Agility

  • Exhibit a passion and understanding of the education landscape and communities, direct experience in Denver is a plus.
  • Employ research-based instructional strategies and content approaches aligned with rigorous standards for students, teachers, school leaders, and district staff and how the different elements of the standards (the research, the shifts, the standards, etc.) work together.
  • Ensure academic systems are coherent and support rigorous instruction.
  • Translate your academic expertise, including strong public presentation skills, ability to assess and adjust to the learning needs of your audience, and ability to communicate complex information to a variety of audiences, including teachers, school leaders, and district staff.
  • Innovate and implement solutions to complex challenges.

Qualifications

Skills and Qualifications 

  • Bachelor’s Degree required;
  • 6+ years of relevant experience and 3+ years of experience managing a team
  • Deep knowledge of K-12 content and instruction, with teaching experience and a proven track record of raising student achievement.
  • Proven success coaching other leaders and teachers, preferably as an Instructional Leader or Principal and/or at the district/system level.
  • Strong familiarity and expertise with College and Career-Ready standards, such as the Common Core State Standards (CCSS), including:
  • Experience as a lead practitioner in a school system that has adopted the CCSS and/or a deep conceptual understanding of the instructional shifts in ELA and Math.
  • Experience with the role of complex text in ELA instruction and research-based approaches to foundational literacy skills.
  • Previous experience developing and facilitating adult learning/training.
  • Adept at thinking strategically, translating plans into action, and exhibiting excellent judgment
  • Detail oriented with exceptionally strong follow-up and follow-through skills
  • Unquestioned integrity and commitment to KIPP Colorado’s mission and values, including a strong commitment to the belief that all children can learn and deserve access to an excellent public education
  • Naturally and readily assumes responsibility to fix problems and create improvements
  • Ability to quickly and effectively build relationships with, motivate, and engage a diverse group of stakeholders
  • Ability to self‐direct and prioritize among competing goals and exhibit flexibility in a fast‐paced, entrepreneurial environment
  • Skilled at analyzing, interpreting, and using data to collaborate, identify best practices and areas for improvement, and drive results
  • Commitment to the belief that all students can learn and to the mission of educational equity

Additional Information

 Compensation and Benefits

  • The compensation for this role is $80,000 and is negotiable depending on experience.
  • This is a full time administrative position that is exempt under the FLSA
  • Benefits package including medical, dental, and vision
  • Employee Assistance Program
  • Participation in PERA
  • Paid family or medical leave of absence
  • Paid time off
  • Relocation reimbursement (when applicable)
  • Wellness reimbursement
  • Voluntary employee, spousal, and child life insurance
  • Voluntary long term disability insurance
  • Voluntary short term disability insurance
  • Optional 401(k)
  • Optional Basic Life and AD&D Insurance
  • All staff members are issued a laptop computer and cell phone.
  • Numerous professional growth and leadership opportunities within KIPP Colorado Schools

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

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Health & Safety and Front Desk Manager

Posted by | September 3, 2021 |

Aspen Academy has an amazing position available for a Health & Safety and Front Desk Manager.  If you are passionate about health and safety in our schools, thrive working with elementary students, and smart, efficient strategic systems make you happy, we want to meet you.

Overview:

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

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

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

Diversity and inclusion are core to Aspen Academy. We are passionate about building and sustaining a diverse and inclusive working and learning environment.  Every member on our team enriches our community by exposing us to a broad range of ways to understand and engage with the world. We don’t just accept difference — we celebrate it, we support it, and thrive because of it. Aspen Academy is proud to be an equal opportunity workplace and promotes affirmative action. We are committed to providing an environment of mutual respect where equal employment opportunities are available to all applicants and teammates without regard to race, color, religion, sex, pregnancy, national origin, age, physical and mental disability, marital status, sexual orientation, gender identity, gender expression, and military and veteran status.

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

Summary of Responsibilities

Health and Safety:

  • Manage and execute the school’s health and safety program.
  • Manage safety program – Standard Response Protocol. Oversee all emergency drills (Fire, Tornado, etc.) and manage all Emergency Plan positions and functions.
  • Act as primary liaison to the City of Greenwood Village Resource Police Officer.
  • Keep all Emergency Management plans up to date and appropriate.
  • Act as secondary contact for emergency personnel and city officials when dealing with issues related to the facility, health, or safety of the students, families, staff, administration, and general guests.
  • Manage the WAMS security system.
  • Maintain emergency contact folder, Allergy and Medication Plan, ensure compliance.
  • Supervise daily attendance, late attendance & early dismissals.
  • Provide first aid support and sick student management.
  • Schedule the School’s nurse for oversight visits and implement changes as needed.
  • Oversee the visitor log and accident log.
  • Execute Health and Safety walk-throughs, audits, student incident reviews, and plan Safety Month.
  • Development, presentation, training and management of the Health and Safety Program and Portfolio, including scheduling health trainings for CPR, First Aid, Medication Administration, etc.
  • Manage and oversee student and staff health profile repository (e.g. Schooldoc), ensuring confidentiality and HIPPA compliance.
  • Proactively and reactively learn, manage and maintain CDC and health official protocols to help reduce the spread of COVID-19 of enrolled students and staff.
  • Manage related projects as assigned.
  • Oversee Health and Safety / Covid Coordinator.

Office Management: 

  • Supervise the front desk, lobby and staff work areas ensuring a welcoming, safe, clean and professional experience for our community.
  • Supervise the maintenance of school master record keeping system.
  • Supervise school purchasing, budget, inventory and internal controls of office and supplies, medical and health supplies, and equipment for all staff and departments.

Qualifications:

  • Passionate regarding the safety of children.
  • Excellent and confident oral and written communication.
  • Ability to multitask under pressure and within deadlines.
  • Proficient use of computer, Microsoft Office, Google and internet search engines.
  • Demonstrate a relentless drive to improve both in and out of school.
  • Proven working experience in project management.
  • Model and reinforce the school’s core values, guiding philosophy, rules, and school spirit consistently throughout the school environment and support and hold accountable colleagues in doing the same.
  • Grant permission for a criminal background check upon hire.
  • Meet physical demands to perform essential functions of the role.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions: Ability to work full-time, including some evenings and weekends; work in person/in the school building. Regularly required to stand, walk, use hands, reach with hands and arms, stoop, kneel, crouch, or crawl. Ability to be agile, to swiftly and safely physically respond to an emergency situation. Frequently lift and/or move up to 50 pounds; occasionally life up to 75 pounds.

Education, Experience, and Certifications:

  • Required: Bachelor’s degree from an accredited college or university.
  • Strongly preferred: 3 years in a front facing, customer service position.
  • Preferred, but not required: school/teaching/coaching experience, CAN/nursing/healthcare experience.
  • Previous or current CPR, First Aid, and Medication Administration Training. Certification will be provided as needed.
  • Familiarity with Student Information and database systems (e.g. Senior Systems) preferred.

Compensation Package:

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

Salary Range: Starting $40,000 to $60,000 (based on education & experience)

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Data Systems Manager / Registrar

Posted by | September 3, 2021 |

Aspen Academy has an amazing position available for a Data Systems Manager / Registrar.  If you take a proactive, analytical approach to your work; thrive when you get to solve problems; have a passion to enable others to use technology successfully; and have excellent customer service and organizational skills, we want to meet you.

Overview:

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

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

Does the following describe you?

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

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

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

Diversity and inclusion are core to Aspen Academy. We are passionate about building and sustaining a diverse and inclusive working and learning environment.  Every member on our team enriches our community by exposing us to a broad range of ways to understand and engage with the world. We don’t just accept difference — we celebrate it, we support it, and thrive because of it. Aspen Academy is proud to be an equal opportunity workplace and promotes affirmative action. We are committed to providing an environment of mutual respect where equal employment opportunities are available to all applicants and teammates without regard to race, color, religion, sex, pregnancy, national origin, age, physical and mental disability, marital status, sexual orientation, gender identity, gender expression, and military and veteran status.

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

Our Data Systems Manager / Registrar Responsibilities:

Data Systems Management

  • Manage and maintain software databases and online learning platforms, including user accounts, census information, statistical surveys and student records. Facilitate secure access to databases and set up backup solutions to prevent data loss in case the system breaks down.
  • Takes a leadership role in developing and implementing the School’s technology plan, including oversight and management of all school activities surrounding IT to include (but not limited to): evaluate and purchase hardware, software, courseware for potential use in instructional or administrative areas; policies and procedures –school IT security, and coordinate on-going evaluation and recommends procedures to encourage response to instructional and administrative needs; collaborating with our IT partner regarding Network administration, inventory and establishing guidelines for sharing equipment campus-wide; budget and forecast; and manage and supervise IT vendors and service providers.
  • Lead and coordinate all online assessments and data collection including but not limited to ACT, Illuminate, etc.
  • Meet and consult with the leadership team on the development, maintenance, and effectiveness of data applications; and develop and maintain effective communication and working relationships with administrative and teaching staff.

Registrar

  • Maintain student registration and records including academic results and class schedules. Process student enrollment, transfers, and withdrawals.

Technology Coaching

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

Technology and Innovation Teaching

  • Teach technology and STEAM-related essentials classes if needed.

Qualifications:

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

Compensation Package:

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

Salary commensurate with education and experience, starting range: $50,000 – $70,000.

Comments Off on Operator in Residence, Structured Finance

Operator in Residence, Structured Finance

Posted by | August 30, 2021 |

BACKGROUND

The Charter School Growth Fund (CSGF) is a leading nonprofit venture philanthropy fund dedicated to identifying the nation’s best public charter schools, investing in  their expansion, and helping to increase their impact. Our “portfolio” includes 140 charter school networks that operate 1,100+ schools and serve more than 500,000 students. We are committed to expanding the impact of schools that are closing achievement and opportunity gaps. CSGF operates with the same strategies, discipline, and focus as a venture capital firm by awarding multi-year grants and loans to talented education entrepreneurs building networks of high-quality charter schools that enroll traditionally underserved students. Ultimately, we think our portfolio can grow to serve ~1,000,000 students within a decade.

This is an exciting time to join the Charter School Growth Fund. We are launching our next philanthropic fund in 2022, building on our 15-year track record of success. CSGF’s new five-year “Fund IV” will be larger in size and scope than previous funds, with a goal to continue to fuel charter sector growth, accelerate innovation, and strengthen long-term outcomes for students, particularly students of color and those from low-income backgrounds. Our new fund will continue to prioritize investments in leaders of color as our current portfolio is led by more than 50% leaders of color and more than 50% female leaders. We believe it is vital for the networks we support to be proximate to the lived experiences of the students and communities they serve.

OPPORTUNITY

Team: CSGF’s structured finance team seeks to ensure that facilities and financing are not a barrier to the growth and success of high-quality charter school networks across the country. In 2010, CSGF launched its initial $20 million Facility Fund to help portfolio members acquire, construct, and renovate buildings for new schools. Over the past ten years, CSGF has utilized this capital to support nearly 100 schools develop over $1 billion in school real estate that will eventually serve 50,000 students each year. Given the success to date, CSGF has expanded our facility loan funds to $150 million which we leverage to solve the most difficult school financing challenges and negotiate the best deals for school leaders.

Role: CSGF is seeking an Operator in Residence of Structured Finance to partner with charter operators and CSGF’s investment team to solve facilities and financing challenges through a combination of technical support to school leaders and the sourcing, structuring, and execution of loans. We are seeking a candidate with a strong results orientation, expert financial and analytical skills, and the ability to manage complex projects, think strategically, and build relationships with diverse groups of stakeholders. The ideal candidate is entrepreneurial, passionate about K‐12 education, and interested in leveraging public and private capital to create long‐term social impact.

KEY RESPONSIBILITIES

The responsibilities of this role resemble those of a strategy consultant—provide strategic support, serve as a trusted thought partner, solve mission‐critical problems—and those of an impact investor—source and structure deals, conduct due diligence, invest capital, and monitor investments. In addition to the core responsibilities listed below the Operator in Residence, Structured Finance will support the daily operations of CSGF’s structured finance practice including strategic planning, deal and pipeline tracking, internal cash flow management, and investor reporting.

A team of four on Structured Finance, each support a region of CSGF’s portfolio through the following key responsibilities:

SCHOOL LEADER SUPPORT

  • Serving as a strategic thought partner and financial advisor for the senior management and board of CSGF’s portfolio members
  • Partnering with CSGF’s investment team and the education entrepreneurs they support to develop and execute financial, financing and real estate strategies
  • Providing expertise and counsel to charter school operators that are undergoing a strategic planning process, including assisting with financial models, growth strategies and business plans

INVESTMENT ANALYSIS & LENDING

  • Leading 6-8 structured finance deals annually including conducting intensive due diligence on high-performing charter school operators: analysis and evaluation of financial models and deal affordability, real estate strategies, market dynamics, leadership teams, and business plans
  • Preparing investment analyses, proposals, and recommendations to CSGF’s partner team and board around investments

ECOSYSTEM BUILDING

  • Building capacity and knowledge within CSGF’s portfolio and across the industry including capturing and sharing best practices, creating more efficient financial markets, disseminating benchmarking information and creating communities of practice
  • Influencing the environment in which schools operate by providing financing, real estate, and financial supports

REQUIRED QUALIFICATIONS

Skills and Characteristics

  • Demonstrated expertise in financial modeling, financial statement analysis, and strategic planning
  • Passion for creating social change through the impactful investment of public and private capital
  • Strong strategic thinking, analytical, and creative problem-solving skills
  • Excellent interpersonal and communication skills, particularly the ability to build strong relationships with diverse groups of stakeholders
  • Strong project management experience that drives efficiency and excellence in all aspects of work
  • Ability to work seamlessly between high-level strategy and detail-oriented work
  • Deep commitment to CSGF’s mission and passion for K-12 education
  • Excitement around creating excellent education options for low-income students
  • Demonstrated ability to manage complex projects

Educational Background and Work Experience

  • Bachelor’s degree required
  • Twelve+ years of work experience, preferably including finance leadership at a charter school management organization, finance, private equity, impact investing, venture capital, management consulting, philanthropy, or similar experience

WORKING AT CSGF

We are focused on hiring and developing great people, giving them freedom and autonomy, and maintaining high expectations to help them grow personally and professionally. In return, our team delivers high-quality work that increases our ability to find, fund, and deepen the impact of the highest performing public charter schools in the country. Our core values are:

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

COMPENSATION

Compensation is commensurate with experience and education. The target salary range for this role is $140,000+ annually. CSGF offers a very competitive package of benefits, including: health, life, disability and dental insurance coverage; vacation/holidays and parental leave; and participation in CSGF’s 403(b) plan. Candidates must have permanent authorization to work in the US.

START DATE

CSGF is seeking candidates who can start as soon as possible; flexible for the ideal candidate.

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7-12 Math and Science Teacher

Posted by | August 27, 2021 |

Augustine Classical Academy — a classical, Christian school just outside of beautiful Denver, Colorado — is looking for a full-time math and science teacher for the 2021-22 academic year. As our programs grow, we seek talented and eager teachers familiar with classical learning to build our faculty. Ideal candidates:

—have a minimum of a bachelor’s degree; a master’s degree or experience teaching is preferred but not required;

—are familiar with what classical education means even if they have not previously taught in a classical school;

—are familiar with the Great Conversation and how their discipline(s) relate(s) to it;

—desire to learn and grow as teachers and engage with other faculty in a culture of collegiality, encouragement, respect, and innovation;

—love learning and see it as a life-long pursuit;

—work with excellence;

—are competent to create lesson plans from provided curricula and use creativity, clarity, and enthusiasm to lead their classrooms;

—are “thick-skinned,” act and do not react, and think the best of others;

—communicate clearly with students and parents;

—are committed followers of Christ.

ACA strives for high academic standards and seeks candidates that love teaching and love children. The strongest applicants are committed to life-long learning and a gospel-centered worldview.  They also have a strong working knowledge of the subject(s) they teach.  ACA offers medical and dental benefits to its full-time employees.

Salary is negotiable and at the upper end of the range selected above.

 

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Math / Science Middle School Teacher

Posted by | August 24, 2021 |

Glenwood Springs Middle School – and EL Education Network School – is seeking a dynamic team member to serve as a Math – Science for the 2021-22 school year and beyond.

 

At GSMS Crew is our cultural foundation – a powerful daily place to build belonging and equity. We believe students learn best when engaged in relevant and important work such as EL Education National High Quality Work Library: GSMS Life Changing Stories Project . To learn more about who we are read our GSMS Guiding Beliefs and check out GSMS Teachers Set Example for Better World Day.

 

Our ideal candidate enjoys collaboration with a team, believes every child can succeed, loves a challenge, feels passionate about helping students make the world a better place, gives second and third chances, uses feedback to improve, can analyze student work and data to provide just in time support to students, and smiles a lot.

Position Purpose
Under the general supervision of the School Principal, to develop students’ skills and competence in basic and complex mathematical principles, equations, formulas and calculations, as well as an understanding of the application of mathematics in the solution of practical problems.

Essential Performance Responsibilities

  • Develops and administers mathematics curriculum consistent with school district goals and objectives.
  • Promotes a classroom environment that is safe and conducive to individualized and small group instruction, and student learning.
  • Develops lesson plans and instructional materials for subject area, and translates lesson plans into learning experiences to develop pertinent sequential assignments, challenge students, and best utilize the available time for instruction.
  • Teaches knowledge and skills in mathematics, including concepts such as real an imaginary numbers, formulas, calculations and geometry, and promotes creative thinking and analysis in all related subject areas.
  • Designs learning activities to demonstrate the application of mathematics to everyday existence and problem-solving.
  • Conducts ongoing assessment of student learning and progress, and modifies instructional methods to fit individual student’s needs, including students with special needs; conducts individual and small group instruction as needed.
  • Maintains familiarity with district and Colorado State standardized tests for the purpose of adapting curriculum to maximize student achievement on such tests.
  • Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research.
  • Organizes and maintains a system for accurate and complete record-keeping, grading, and reporting for all student activities, achievement and attendance as required by district procedures and applicable laws.
  • Encourages parental involvement in students’ education and ensures effective communication with students and parents.
  • Ensures that student conduct conforms to the school’s standards and school district policies, and establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom.
  • Coordinates with other professional staff members, especially within grade level, and participates in faculty meetings and committees.
  • Selects and requisitions appropriate books, instructional aids and other supplies and equipment and maintains inventory records.

Additional Duties
Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.
                Note:    The above description is illustrative of tasks and responsibilities.  It is not meant to be all inclusive of every task or responsibility.

Equipment
Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.

Travel Requirements
Travels to school district buildings and professional meetings as required.

Knowledge, Skills and Abilities

  • Knowledge of current teaching methods and educational pedagogy, as well as differentiated instruction based upon student learning styles.
  • Knowledge of a wide range of mathematic subject areas, including arithmetic equations, calculus, trigonometry, geometry, and other related areas.
  • Knowledge of data information systems, data analysis and the formulation of action plans.
  • Knowledge of applicable federal and state laws regarding education and students.
  • Ability to use computer network system and software applications as needed.
  • Ability to organize and coordinate work.
  • Ability to communicate effectively with students and parents.
  • Ability to engage in self-evaluation with regard to performance and professional growth.
  • Ability to establish and maintain cooperative working relationships with others contacted in the course of work.

Physical and Mental Demands, Work Hazards
Works in standard office and school building environments.
                Note:    Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Functions for this position.

Qualifications Profile

  • Certification/License: CO State Certification as a Mathematics Education Teacher

Education

  • Bachelors from an accredited college or university in education discipline applicable to teaching assignment.
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Space Education Specialist

Posted by | August 20, 2021 |

POSITION TITLE:  Space Education Specialist
DEPARTMENT:  Education 
REPORTS TO:  VP – Education
COMPENSATION: $48,000- $53,000
POSITION SUMMARY/OBJECTIVE:
The Space Education Specialist develops and facilitates curriculum and programs that support space-inspired Science, Technology, Engineering, and Mathematics (STEM) education.  This position involves curriculum writing and lesson plan development, facilitating all program curriculum, integration of technology, teaching strategies, implementation of 21st Century Essential Skills, and other cross-curricular collaboration efforts as directed by the VP – Education.  This position supports the educational efforts of Space Foundation’s Center for Innovation & Education’s partners across the country and around the world. This position also supports all educational initiatives that arise out of the continued development and implementation of Space Foundation’s educational mission. We are transforming STEM education into space-inspired curriculum and are looking for those who want to contribute to ushering Space Foundation into the future with the most exemplary and innovative programs available. The education department of Space Foundation is the example of the most engaging educational practices and we are looking for those who are going to stay current with those practices.
RESPONSIBILITIES:
The following briefly describes representative responsibilities of this job, but it is not intended to be a complete or all-inclusive listing of activities, duties or responsibilities that are required of this position:
  1. In coordination with educational leadership and the team of Space Education Specialists, create and teach curriculum (both in-person and virtually) for the following Space Foundation programs:
    1. Space Foundation Academy
      • Junior Space Entrepreneur Program
      • Explore Mars Experience
      • Space in the Community
    2. Space Foundation University
      • Space Across the Curriculum teacher professional development courses
      • Teacher Liaison Program
      • Leadership Exchange and mentoring programming
    3. Space Symposium, or other trade shows or conferences;
    4. Virtual programs to serve individuals, including formal and informal educators; and
    5. Other education programs or projects for our education partners across the United States or around the world.
  2. Assume responsibility of coordinating educational partnerships or programs as directed by the VP – Education, which may include:
    1. Developing highly engaging curriculum;
    2. Partnering with Space Foundation teams in developing and managing logistics for educational programs;
    3. Develop, assist, and communicate with the management of project budgets and all aspects of purchasing and tracking finances to assist VP – Education
    4. Maintaining and manage relationships with educational partners through virtual and in-person meetings, which will include domestic and international travel.
    5. Requires the ability to travel domestically and internationally without restrictions. Local, National and Global travel may occur up to 30% of allotted work time.
    6. Project manage various aspects of educational programming as a point of contact for all stakeholders.
  3. Attend conferences and other events to promote Space Foundation educational programs and conduct workshops to promote space-inspired STEM education.
  4. Assist the VP – Education and the Space Education Specialist team in the development and operation of labs, including:
    1. Space Foundation Studio;
    2. Northrop Grumman Science On a Sphere®;
    3. Lockheed Martin Educational Activity Center;
    4. Mars Robotics Laboratory;
    5. Battelle Underwater Drone Laboratory;
    6. AGI Space Missions Simulation Laboratory; and
    7. Any future labs that may be added.
  5. Sit on various committees as directed.
  6. May perform other duties as required or assigned.
COMPETENCIES:
The following briefly describes the knowledge, skills, abilities, and characteristics associated with this position, including any required experience, education, licensure, certification, or combination thereof:
Minimum Requirements:
  • A four-year degree in education or a related field; must be able to explain how you can implement educational programing with your related degree; or have minimum of 3 years of experience implementing educational programming.
  • This environment is dynamic and can shift quickly based on agreements made by leadership and our sales force. The candidate must be solutions-focused and solve problems to meet the demands of space-inspired curriculum.
  • Proven experience in STEM-related curriculum development and a willingness to adapt STEM to space-inspired curriculum.
  • Efficient at using Microsoft Office Suite programs and other educational technology for the purposes of lesson plan development and implementation.
  • Working understanding of technology for the purposes of videoconferencing with teachers and students around the world, as well as video recording for various virtual programs.
  • Strong time management skills. Organized and effective in managing multiple competing priorities.
  • Forward-thinking, collaborative across departments, and innovative.
  • Strong oral and written communication skills to compose written items for publication while conforming to the prescribed style and format used at Space Foundation.
  • Comfortable and effective in presenting information to top management, media, corporate partners, and public groups.
  • Comfortable engaging individuals in a professional manner and in a business professional setting. Effective at relationship building and good interpersonal skills.
  • Possesses a thorough understanding of the Next Generation Science Standards and 21st Century Essential Skills, and able to implement into curriculum development.
  • Ability to quickly grasp new concepts and implement them as directed.
  • Self-disciplined, a self-starter, and flexible in adapting to changing schedules and deadlines.
  • Attend to all the details of a project, and results-driven.
Preferred requirements:
  • Master’s degree in secondary education, curriculum and instruction, or a related field.
  • High school classroom experience.
  • Experience leading teacher PDs.
  • Experience with project-based learning and high levels of inquiry.
  • Proven experience in STEM-related curriculum development with emphasis on upper-level Engineering, Coding, and Robotics concepts.
  • 3D modeling/CAD software experience (Solidworks, TinkerCad, Unity, Blender, etc.)
  • Project management experience.
  • Spanish-speaker or other foreign language
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 occasionally required to stand; walk; sit; use hands to handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
WORK ENVIRONMENT:
Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Individuals in this position will generally work indoors and will have a workspace designated solely for him/her.  Necessary office furnishings, equipment and supplies will be provided by the Foundation.  While performing the duties of this job, the employee may periodically be required to work outdoors and would be exposed to weather conditions prevalent at the time.  The employee may periodically be required to work in an offsite environment or at special events, and from time-to-time may be asked to travel on Foundation business, at the Foundation’s expense.  The noise level in the work environment is usually moderate.
JOB STATUS:
  1. FLSA Classification:  This position is exempt according to the guidelines of the Fair Labor Standards Act and, as such, an individual in this position is not eligible to receive overtime pay.
  2. Full- or Part-Time:  This position is full-time in nature.  An individual in this position will regularly work a schedule consisting of 40 hours per week.
  3. Work Location:  This position’s primary work site is the office located in Colorado Springs, CO.  The nature and responsibilities of this position are such that it is not eligible for alternative worksite arrangements, such as working from home or telecommuting, on a consistent or recurring basis.* *
  4. Work Schedule:  Usual business days are Monday through Friday, holidays excepted, and usual business hours are from 8:00 A.M. to 5:00 P.M. in the time zone in which the position is located.  However, due to the nature of Foundation programming, this position will require a flexible work schedule to include some Saturday programming and facilitation. The nature and responsibilities of this position are such that it is not eligible for flexible work scheduling, such as 4-day work week or alternate start/end times, on a consistent or recurring basis. At times, weekend and evening events may occur and need your support.
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Grants Manager

Posted by | August 20, 2021 |

About Third Future Schools:

Third Future Schools (TFS) is an award-winning network public charter schools. The vision of Third Future Schools is founded on recognizing that the Year 2030 workplace will require proficiency in the areas of critical thinking, information literacy, computer programming, communication skills, statistics, and learning how to learn – subjects focused on how to think rather than what to think.

 

“Third Future Schools prepares students for college and the modern workplace. Through personalized learning and a focus on critical thinking skills, our school closes achievement gaps and allows every student to reach her/his potential.”

Third Future Schools’ mission and culture are focused on building a high-performance and caring culture that has high expectations and where the main instructional delivery model is personalized learning.

TFS currently operates three schools in Colorado and two in Texas. Its first school, the Academy of Advanced Learning, is located in Aurora, CO.  Two other schools, Coperni 2 and Coperni 3, serve students in Colorado Springs. TFS serves Pre-K – 8 students in two states, four cities, with four separate authorizing representatives.

 

Third Future Schools website: www.thirdfuture.org 

 

Our Team:

You will be working with a high performing collaborative team focused on providing all students with opportunities to high-quality instruction and experiential learning preparing them for a Year 2030 world and workforce mastering competencies in informational literary, critical thinking, problem solving, communications, creativity, and collaboration.

 

Available Position:

Grants Manager – All Federal, State, Philanthropic, and Local Grants

Compensation – $65,000 – $72,000

How to Apply – Link to apply for Grants Manager on Indeed

 

Job Description and Responsibilities:

The Grants Manager is responsible for grant management of all competitive and non-competitive, federal, state, and local grants for Third Future Schools. Reporting to the Director of Finance, the Grants Manager will also work closely with the CEO and the Executive Director of Strategy and Innovation, Central Office departments, and other end users of grants under management.

 

The Grants Manager may eventually be asked to contribute to the writing of grant proposals but will primarily serve in the areas of managing and maintaining all of the data systems necessary to secure public funds and report on their use.

 

 

Responsibilities:

  • Works with the Director of Finance to track public grant revenue and expenditures, ensuring timely receipt of secured funds, clearly communicating grant guidelines, creating timelines and KPIs, ensuring that all funds are appropriately used and accounted for, and works with the Finance department to ensure all grant funds and expenses are recorded accurately
  • Develops and maintains up-to-date reporting on all federal, state, and local grants for tracking and reporting to ensure fiscal compliance
  • Builds dynamic and efficient templates for each grant
  • Maintains calendar of grant deadlines and a detailed work plan including KPIs to meet those deadlines
  • In-depth understanding of statutory guidelines as they pertain to grants, EDGAR procurement procedures, and allowable uses of funds for all grants
  • Review and approve all requisitions and expenditures on a weekly basis to ensure expenditures are allowable, in compliance, and spending is on track
  • Prepare any required amendments or budget revisions for submission to the Director of Finance
  • Leads all reporting and compliance aspects of federal, state, and local grants
  • Provides support in preparation of annual fiscal audits, grant audits, and annual reviews
  • Performs extensive quality control on all documentation including maintaining spreadsheets and data systems
  • Conducts research required for strategic initiatives, special projects, executive meetings, and program meetings
  • Completes and submits all reports, invoices, and other documentation to the Director of Finance for timely submission to authorizing representatives

 

Requirements:

2+ years’ (required) 5+ years’ (preferred) experience working with charter school network or public-school districts in grant compliance and management (or equivalent experience in the private or public sector)

 

Education:

Minimum – Bachelor’s degree

Preferred – Bachelor’s degree in business administration, economics, accounting, or related field

 

Knowledge and Skills:

Proven track record of data management and analysis

Clear and articulate communicator orally and written

Excellent timeline management skills

Spreadsheet and database expertise

Constantly staying apprised of and communicating new requirements of federal and state grant compliance

Exceptional customer service and interpersonal relationship skills

 

Salary:

$65,000 – $72,000

 

 

 

 

 

 

 

 

 

 

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Staff Accountant

Posted by | August 20, 2021 |

Salary Range: Starting at $5,000 – 5833.33 (monthly). Commensurate with experience.

ORGANIZATION OVERVIEW

The Colorado Charter School Institute (CSI) is a statewide charter school authorizer whose mission is to foster high-quality public-school choices offered through charter schools, particularly schools that are focused on closing the achievement gap for at-risk students. Governed by a board of nine members appointed by the Governor and Commissioner of Education, CSI currently serves a diverse portfolio of 42 schools across the state of Colorado serving over 20,000 students. CSI is uniquely positioned to serve and promote charter school innovation in communities throughout Colorado and to be a leader in improvements in authorizer practices. CSI aspires to continue growing the quality and quantity of its portfolio of schools in Colorado in response to the need for high quality, innovative charter school options. Our organization is at an extraordinary point of opportunity and is poised to make additional systemic changes that will yield improvements within the portfolio’s overall student achievement.

Visit our website to learn more

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

POSITION SUMMARY

CSI is looking for a self-motivated Staff Accountant to join our Finance team. The ideal candidate will be proficient in excel, detail-oriented, adaptable, and have some State government and/or school finance experience. Our organization offers a positive, collaborative and mission driven culture. If this sounds like you, we encourage you to apply!

Please see below for a complete position description:

ESSENTIAL DUTIES AND ROLE-SPECIFIC RESPONSIBILITIES

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

  • Provide complete accounting support to CSI’s School Food Authority (SFA).
    • School food program budgets and year end reporting compilation
    • Monthly claim and payment coordination
    • Assemble year end pipeline data for our SFA fund
  • Calculate and record monthly staff time and effort adjustments for grant reimbursements
  • Coordinate, track, and review submissions of CSI school quarterly reports
  • Lead the submission of CSI school’s transportation reimbursement and resulting payments
  • Assist with financial impacts of closing schools as needed
  • Provide technical accounting guidance and payment details to CSI schools as requested
  • Perform year end close tasks as assigned by the controller
  • Pro Card Administrator for the State Commercial Card program
  • Journal Entry reclasses and account reconciliations
  • Assist Controller with school budgets, audits, and assurances reviews
  • Vendor set up and EFT management in the State finance system (CORE)
  • Warrant Escheatment tracking
  • Ensure CSI school’s are in compliance with financial transparency requirements
  • Various daily/monthly tasks as assigned by the Controller

BENEFITS

As an employee of the Colorado Charter School Institute (State of Colorado), you will have access to a variety of benefits to include medical, dental and vision insurance, paid holidays, paid vacation and sick time, flexible scheduling, a work-life balance culture, no-cost life and disability insurance (with additional paid options), Flex Spending and Health Savings Account options, professional development opportunities, wellness offerings, a performance based bonus and membership in Colorado Public Employees’ Retirement Association (PERA).

CSI INCLUSION STATEMENT

CSI recognizes that autonomy and diversity can drive innovation and improved outcomes, both in our schools and in our organization. We are committed to a diverse and culturally inclusive workplace as we believe that differences in perspective and experiences broaden our awareness, enrich our daily experiences, and contribute to our collective strength.

As a charter school authorizer with schools that serve a wide range of communities across the state, we prioritize recruiting a staff that shares the diversity of the students and communities our schools serve. CSI is proud to be an equal opportunity employer and does not discriminate based on gender, race, color, religion or belief, national origin, age, sexual orientation, marital status, disability, or any other protected class.

WHAT WE ARE LOOKING FOR:

At a minimum, we are looking for the following:

  • Bachelor’s degree in Accounting
  • Minimum of 3 years of Accounting experience
  • Strong time-management and interpersonal skills
  • Attention to detail, professional written and verbal communication skills, and familiarity with modern workplace software programs and tools
  • Self-motivated
  • All final candidates must successfully pass a thorough criminal background check.

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

  • Bachelor’s degree preferred (5+ years of successful work experience can be substituted for a degree)
  • Proficient in Excel
  • Experience using CORE (State Finance System) or other accounting software
  • State government and/or school finance experience

LOCATION & TRAVEL

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

WORK ENVIRONMENT

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

NOTE

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

COVID PRECAUTIONS:

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

 

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Executive Director

Posted by | August 13, 2021 |

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Full-Time, Exempt/Salary | Durango, CO

About Riverhouse Children’s Center

Riverhouse Children’s Center is a 501(c)(3) nonprofit child development center providing child care and early education services for children from six weeks through five years old. Riverhouse has been in operation since 2004. Our Mission ~ Building the foundation for a lifetime of success through quality early childhood education.

Position Summary

The Executive Director has the overall responsibility for the complete operation of Riverhouse Children’s Center, acting in accordance with the bylaws, personnel policies and procedures of the organization. The Executive Director is responsible for the development and implementation of the organizations’ strategic plan; financial performance, budgeting and reporting; supervision of staff with the support of the Program Director; and fundraising development. The Executive Director reports to the Board of Directors and also serve as an ex-officio member of the Board.

ESSENTIAL DUTIES

  • Oversee and manage the fiscal resources of the organization;

Work alongside outsourced bookkeeper to manage day to day financials. Prepare an annual operating budget with line-item identification of expenses and income for all activities of the organization. Manage expenditures in accordance with the budget and recommend appropriate division of duties and budget modifications to the Board.

Identify grant opportunities, develop annual fundraising strategy and plan, and incorporate into budget and goals.

  • Community leadership;

Work to advocate and promote the organization within the local community as well as regionally and at state level.

Maintain regular and positive relationships with Grantors, Donors, and legislative governing entities.

Serve as the designated spokesperson for the organization. Provide strong leadership for local and regional early childhood education initiatives.

Organizational & Staff Management

Develop and implement, in collaboration with the Board of Directors, an overall strategic plan in accordance with the organizations’ missions and goals. Organize annual retreats to review and update the strategic plan.

Work with and support Program Director in maintaining a positive relationship with parents of Riverhouse. Ensure that all organizational, safety and educational related concerns, issues and pertinent information is delivered in an effective, efficient, accurate and timely manner.

Assure the organizations’ compliance with applicable laws and regulations including early childhood center regulations as well as employment laws and regulations. Assure adequate records of all transactions and correspondence are maintained for review by auditors, the Board, and other officials or agencies.

Develop an appropriate staff, assign functions, define lines of authority and responsibility, and set up efficient systems of operation both for administration and teaching staff. Oversee and support Program Director in assuring staff has adequate training, supervision and scheduled performance evaluations. Provide opportunities for staff to develop professionally. Maintain a positive, safe and positive work environment.

Requirements

MINIMUM QUALIFICATIONS

– Experience in executive/leadership role; non-profit experience preferred but not required.

– Experience and proven background in business/organizational management; financial, human resources, staff management and development, and strategic planning

– Excellent writing, oral communication, listening, facilitation and presentation skills.

– Strong management and administrative skills required. Experience preferred.

– Effective and efficient organizational and multitasking skills required.

– Basic computer skills and adaptability to using and managing multiple systems; preferably with proven experience in CRM/donor database, file management, project management, financial software (QuickBooks), Excel, and email management.

– Common understanding of the rules and regulations of the Colorado Office of Early Childhood, Colorado Shines, and general early childhood education rules and regulations, . Experience in any or all of these areas preferred.

– Willingness to obtain appropriate state licensure/certification for large center, as well as obtain appropriate CPR and first aid certifications.

Benefits

Annual Compensation based upon experience; annual salary range of $50,000 – $63,000 with eligibility for bonus and benefits.

Benefits include paid time off, health stipend, Simple IRA

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Bilingual Program Lead

Posted by | August 12, 2021 |

POSITION DESCRIPTION 

Position: Bilingual Program Lead
Reports to: Principal
Location: STRIVE Prep – Kepner (a Transitional Native Language Instruction school)
Salary: $60,000-$73,000 based on years of experience

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

We seek dedicated educators that live STRIVE Prep’s core values of achievement, justice, & perseverance every day and are committed to growing as an anti-racist educator.

DAY IN THE LIFE 

7:00 am Staff Huddle

7:20 am Welcome scholars for a day of learning

7:40 am Support advisory program as needed

8:10 am Teach 1-2 Dedicated English Language Development (ELD) and Sheltered English Language

9:00 am Arts 45 minute instructional blocks for beginning proficiency level cohorts.

Flex to meet all of the expectations outlined below

3:10 Support Dismissal

3:45 End of Day

*schedule above is meant to give an overview, teaching schedule will depend on school needs and student schedules

  • Observe and facilitate coaching meetings for the English Language Development and Spanish Native Language Instruction teachers (3 meetings per week)
  • Provide additional support for new-to-country students in content classes as needed.
  • Facilitate new to district content teachers in the completion of the Multilingual Education Qualification program.
  • Lead the Instructional Services Advisory (ISA) Team in supporting Multilingual Learners in each stage of their educational life cycle: identification, instruction, and redesignation.
  • Attend a weekly coaching meeting for your own professional development.
  • Join instructional leadership team meetings once per week.

SUMMARY of ESSENTIAL FUNCTIONS

Teaching Caseload

  • Act as an advocate, instructor, and case manager for various Multilingual Learner subgroups, including New-to-Country and Dually Identified students.
  • Plan and implement Dedicated English Language Development (ELD) and sheltered instruction lessons.
  • Analyze student data and use it to provide student feedback and set goals.

Coaching Responsibilities

  • Coach 2 ELD teachers & collaborate with APs of Instruction around supports for multilingual scholars across content classes
  • Build the capacity of Departments teams and individual teachers through strategic curriculum development, co-planning, and data analysis
  • Create supplemental resources, materials, and instructional scaffolds in collaboration with core content teachers.
  • Collaborate with the ELD Department, Multilingual Education (MLE) Admin, and Director of English Language Services on various Professional Development opportunities throughout the year

Program Administration

  • Oversee MLE Programming, including serving as the CHISA team lead & overseeing the MLE Qualification for new teachers

Additional Responsibilities

  • Provide supervision of students during before and after school activities (arrival, dismissal, breakfast, lunch, and break).
  • Participate in family and community events, including twice-annual parent conferences and at least one student enrollment event or activity.
  • Own the success and achievement of all scholars in the school.

REQUIREMENTS

  • Bachelor of Arts or Sciences degree
  • Bilingual / biliterate in Spanish and English
  • 3+ years of expertise in leading K-12 teaching experience with multilingual learners and expertise in language acquisition instruction OR  3+ years of strong K-12 coaching experience
  • Must be fully qualified to provide MLE services through one of the following means: the DPS MLE Qualification Program, advanced coursework, or a Colorado endorsement.
  • You are a culturally responsive teacher with a passion for diverse learners who plans each learning opportunity with student needs, interests, and readiness in mind.
  • A commitment to the social-emotional well-being of all scholars and the culture of the school. If the opening is located at any of the following STRIVE Prep campuses: Kepner, Montbello, Green Valley Ranch, or Federal this position will utilize the COMPASS: Valor’s Social-Emotional Approach. We encourage you to check out this amazing program!

NICE TO HAVES

  • Prior experience in a K-12 bilingual school
  • Demonstrated success working with middle school students of color

INTERVIEW EXPECTATIONS

For most of our positions, we hire on a rolling basis. Therefore, we recommend that you submit your application as soon as you are able. Most processes include a 30-minute phone interview with a member of our Talent Team followed by a 1-2 hour final interview over Zoom unless otherwise noted by your interviewer. You can read more about our process as well as get tips on preparing for an interview here!

TOTAL REWARDS

  • Competitive Compensation and benefits including paying 100% of individual benefits.
  • On average, our network provides a 4% annual salary increase which is one of the highest in the Denver education market.
  • STRIVE Prep 5 Year Club: After 5 years of continual employment, all employees are eligible for your choice of a 3 week paid Sabbatical or a payout.
  • Industry high 6+ weeks of annual vacation/PTO. Hard work is rewarded with ample time to refresh.
  • Participation in the Colorado PERA retirement program, including a PERA 401k option.
  • Opportunity to work with passionate, mission-driven colleagues who are invested in your personal and professional growth.
  • Equipment provided: laptop
  • Weekly coaching sessions

EQUAL EMPLOYMENT OPPORTUNITY AND DIVERSITY, EQUITY AND INCLUSION

STRIVE Prep is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias.

Not interested but know someone who would be a great fit? Refer them here and earn $200for each successful hire! You can also connect directly with a member of our Talent Team here with questions: calendly.com/amanda-jackson-striveprep

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INR High School Science Teacher

Posted by | August 11, 2021 |

LICENSED TEACHER VACANCY
INR SCIENCE TEACHER – FALCON HIGH SCHOOL

Starting Date: When Filled
New Teacher/Licensed Staff Orientation:
New teaching/new licensed staff orientation will be held on July 23, 26 and 27, 2021
Experience:
District 49 credits each year of verified full-time/full-year K-12 teaching experience up to 15 years.
Work Schedule:
Prorated based on start date
Benefits: 
This position is eligible for benefits including group insurance (health, dental and vision), paid sick and personal leave and elective retirement savings plans. Benefit details can be found here.
Salary Range:
The minimum starting pay is $39,384*/year and the maximum salary is $62,988*/year. Initial pay placement is dependent on level of formal education and years of relevant experience (the maximum credit granted is 15 years).
*prorated based on start date

Interviews are site-based and not conducted by the Human Resources office.
If you have questions regarding the status of an open or recently closed position, you may contact the site where the vacancy is located.
Qualifications and Expectations:
  1. BA/BS from accredited college or university
  2. Valid Colorado teaching license endorsed in area of assignment: Secondary Science OR
    1. a valid CO licensed endorsed in another area AND passing exam scores on the PRAXIS II – exam #5435 (or #0435) only OR
    2. a valid CO license endorsed in another area and 24 or more semester hours in Science – HR to review transcripts and make determination OR
    3. a valid CO license endorsed in another area and a BA/BS or higher major in Science – HR to review transcripts and make determination
See attached job description for details about this position.  

ABOUT D49
District 49 is a progressive, rapidly growing district in eastern Colorado Springs. Home to more than 25,000 students and 2,000 staff members, District 49 aims to be the best district to learn, work and lead. As one of Colorado’s only two recognized Districts of Innovation, District 49 is a challenging and stimulating place to lead. As part of our commitment to innovate, we host a robust portfolio of conventional, charter, online, and blended schools, including homeschool support as well as career and technical education.

EOE M/F/D/V

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Executive Director

Posted by | August 11, 2021 |

The Suzuki Association of the Americas, Inc. (SAA) is the organization officially licensed by the International Suzuki Association to support, guide, and promote Suzuki education in North, Central, and South America.

The SAA, a nonprofit organization, was founded in 1972. Its membership of approximately 7,000 is a coalition of teachers, parents, educators, and others who are dedicated to making music and early child- hood education available to all children throughout the Americas through the Suzuki Method TM.

The SAA is governed by a Board of Directors under the Policy Governance model and managed by a staff based in Boulder, Colorado. With the International Suzuki Association (ISA) and other regional associations in Europe, Asia, and the Pan-Pacific area, the SAA promotes and supports the spread of Dr. Suzuki’s Talent Education.

The Suzuki Method TM is based strongly on the philosophical insights of Shinichi Suzuki (1898- 1998), a Japanese violinist and pedagogue. He believed that every child has incredible potential, and that talent is learned, not inborn. Through starting at a very young age, creating a home and lesson environment for nurturing the potential of each child, Suzuki students can reach a high potential, enjoy the learning process, develop fine character, and gain life-long skills through the experience.

Developed for violin, the Suzuki Method TM now also includes bass, brass, cello, early childhood education, flute, guitar, harp, organ, piano, recorder, viola, and voice. Through pedagogical training for specific instruments, the Suzuki Early Childhood Education program, and Suzuki in the Schools training, teachers and parents are encouraged to nurture and support children from birth onward.

The SAA’s primary objectives include:

  • Promote Suzuki music education beginning from birth
  • Educate teachers on implementing the Suzuki Approach
  • Provide accurate information about Suzuki education to parents, families and the public
  • Set guidelines and criteria for Suzuki-based pedagogical instruction
  • Support a community of teachers committed to lifelong learning.

These goals are primarily achieved through ongoing teacher development programs, regular publications, summer institutes, and conferences.

Executive Director Position Overview

The SAA Board of Directors now seeks a committed, dynamic Executive Director to lead our next chapter of development and service.

In the process of pursuing and achieving SAA’s mission, vision, and strategies, the Executive Director also manages the day-to-day activities of the organization, including oversight of staff, programs, and publications. The Executive Director leads the preparation and monitoring of annual budgets and participates actively with the Board in proactive financial decision-making to support effective achievement of SAA’s mission.

The Executive Director is a key spokesperson for SAA, representing its interests in a wide variety of forums and with many constituents regionally, nationally, and internationally. The Executive Director operates with integrity and employs a leadership and communication style that is inclusive, encourages participation, elevates trust, and builds quality relationships while moving SAA’s strategic priorities forward.

The Executive Director manages a staff of five dedicated professionals and an annual operating budget of approximately $1 million.

Qualifications

Leading SAA effectively requires an executive who feels keenly connected to our values and the core precepts of the Suzuki Method TM. Qualified candidates will have proven leadership experience, a drive to serve members, and vision for the future with an appreciation of our rich history and traditions.

Specific qualifications for this role include the following:

Commitment to Mission

  • Demonstrated commitment to SAA’s mission and ends statements with an understanding of SAA’s educational goals and ability to ensure balanced programming with a range of perspectives presented.
  • A deep interest in the Suzuki philosophy and in expanding knowledge and support for this pedagogical approach.

Strategic Leadership

  • Strategic, down-to-earth leader with proven ability to translate strategies into measurable operating plans and objectives.
  • Strong, effective leadership, management, and organizational skills; proven commitment to high performance, superior quality in all products, and accountability. capable staff and continue to enhance their development.
  • Proven skills in philanthropic fundraising and ability to manage grant application processes successfully.
  • Outstanding written and verbal communication skills.

Operations Leadership

  • A preference for working in an environment that is collegial, collaborative, and focused on lifelong learning with open dialogue at all levels.
  • Experience in working with or on a governing board and with other active, committed volunteers to achieve goals and deliverables. Experience with the Policy Governance model of nonprofit leadership preferred.
  • Ability to work effectively with highly capable staff and continue to enhance their development.
  • Overall general business experience and organization development skills.
  • Strong understanding of budgets and issues that impact financial results.
  • Excellent judgment, integrity, and comfort with delegating responsibilities appropriately.

Membership & Outreach

  • Persuasive communication skills and excellent interpersonal and multidisciplinary project skills.
  • An ability to actively perceive and initiate opportunities to engage with all members, program attendees, and others interested in SAA’s work.

Personal Qualities

  • Decisiveness and a willingness to take appropriate risks.
  • Good facilitation and problem-solving skills.
  • Ability to identify opportunities, take initiative, and be adaptable and resilient.
  • Ability to avoid partisan conflicts or stalemates.
  • Proven ability to build long-term relationships with variety of constituents, stakeholders, and supporters.

Other

  • Advanced ability to communicate (or fluency) in multiple languages, especially Spanish, Portuguese, and/or French is highly preferred.
  • Advanced degree or relevant industry experience strongly preferred.
  • Ability to travel regionally, nationally, and internationally regularly.

We seek a leader who is decisive, a good listener, a team builder, and who can manage a complex business. The next executive for SAA must value working closely with board, staff, and members and be an excellent, clear communicator in a variety of settings and media. The SAA and its members will be best served by a leader who can deliver excellence, outstanding member service, and a sustainable future for the organization.

Salary & Benefits

The salary range for the Executive Director position is $105,000 – $120,000. Fulltime staff members of the SAA receive access to a package of healthcare and retirement benefits as well as paid time off.

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K-8 Music Teacher

Posted by | August 10, 2021 |

Legacy Academy is a tuition-free, K-8 charter school serving families from several communities in Elbert and Douglas counties. We are a 1:1 iPad school, meaning that every student and staff member has an iPad Air to use during the school year. Each of our classrooms has access to current technology and the staff is continually searching for new and innovative approaches to education. ​Legacy has a technology focus and is looking for individuals to join our innovative team. ​We are currently seeking a ​Music Education Teacher​ for the 2021/22 school year.​ This teacher needs to be proficient in their content area(s), willing to maintain and enrich their expertise, as well as possessing a strong desire to integrate technology in the classroom.

Legacy Academy seeks candidates who demonstrate:

  • Mission alignment:​ Legacy Academy’s mission is to guide students in developing their individual character and academic potential by providing opportunities for collaborative learning and hands-on experiences through the continuous surveying of modern technology, science, arts, and extracurricular activities.
  • Entrepreneurial spirit:​ Willingness & ability to innovate the educational process utilizing the resources of the school environment, along with a desire to find new and innovative methods to continually improve the educational experience for our stakeholders.
  • Team orientation:​ Ability to work collaboratively in a professional learning community characterized by team planning; participating fully in professional development; and engaging in an ongoing exchange of ideas, while also accepting and communicating clearly the decisions of the team.
  • Drive for excellence:​ Hard-working, self-starter who takes initiative and is committed to learning and self-improvement for the betterment of Legacy students & staff.

    Responsibilities:

  • Ability to work with and adapt to current technology innovations.
  • Implement instructional activities that contribute to a climate where students are actively engaged in

    meaningful learning experiences.

  • Identify, select, and modify instructional resources to meet the needs of the students with varying backgrounds, learning styles, and educational needs.
  • Assists in assessing changing curricular needs and offers plans for improvement.
  • Maintains effective and efficient record-keeping procedures.
  • Provides a positive environment in which students are encouraged to be actively engaged in the learning process.
  • Communicates effectively, both orally and in writing, with students, parents, and other professionals on a regular basis.
  • Collaborates effectively with peers to enhance the instructional environment.
  • Models professional and ethical standards when dealing with students, parents, peers, and the community.
  • Provide direct and indirect instruction.
  • Maintain the privacy of student records and information.

    Job Qualifications:​
    Meet highly qualified status and hold a valid Colorado teaching certificate. Reports to:​ Principal / Assistant Principal
    Salary:​ ​$36K-$42K yearly.​ Based on experience and qualifications.

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4th Grade Teacher

Posted by | August 10, 2021 |

Legacy Academy is a K-8 School Charter School in Elizabeth, CO.  Legacy has a technology focus and is looking for teachers who can join our innovative team.  We are seeking a 4th Grade Teacher to join our team. This teacher needs to be proficient in their content area(s), willing to maintain and enrich their expertise, as well as possessing strong skills for the integration of technology in the classroom.

Legacy Academy seeks candidates who demonstrate:

  • Mission alignment: Legacy Academy’s mission is to guide students in developing their individual character and academic potential by providing opportunities for collaborative learning and hands-on experiences through the continuous surveying of modern technology, science, arts, and extracurricular activities.
  • Entrepreneurial spirit: Willingness & ability to innovate the educational process utilizing the resources of the school environment. 
  • Team orientation:  Ability to work collaboratively in a professional learning community characterized by team planning; participating fully in professional development; and engaging in an ongoing exchange of ideas, while also accepting and communicating clearly the decisions of the team.
  • Drive for excellence: Hard-working, self-starter who takes initiative and is committed to learning and self-improvement for the betterment of Legacy students & staff.

This teacher will ensure the educational development of K-8 students. All teachers will be responsible for the adoption of the school mission as evidenced through thoughtful lesson planning aligned with the school’s curriculum components.  In addition, teachers will show a commitment to furthering their own professional development and building relationships with the Legacy Academy community.

Responsibilities:

  • Ability to work with and adapt to current technology innovations.
  • Implement instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences. 
  • Identify, select, and modify instructional resources to meet the needs of the students with varying backgrounds, learning styles, and educational needs.
  • Assists in assessing changing curricular needs and offers plans for improvement.
  • Maintains effective and efficient record-keeping procedures.
  • Provides a positive environment in which students are encouraged to be actively engaged in the learning process.
  • Communicates effectively, both orally and in writing, with students, parents, and other professionals on a regular basis.
  • Collaborates with peers to enhance the instructional environment.
  • Models professional and ethical standards when dealing with students, parents, peers, and the community.

 

Job Qualifications:           

Meet NCLB’s highly qualified status and/or valid Colorado teaching certificate. Must be able to perform all teaching responsibilities as assigned, have strong classroom management skills, and have strong content knowledge.  

Reports to:  Principal / Assistant Principal

Salary: $30k – $40k based on experience and qualifications

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Special Education Coordinator

Posted by | August 10, 2021 |

ORGANIZATION OVERVIEW

The Colorado Charter School Institute (CSI) is a statewide charter school authorizer whose mission is to foster high-quality public school choices offered through charter schools, particularly schools that are focused on closing the achievement gap for at-risk students. Governed by a board of nine members appointed by the Governor and Commissioner of Education, CSI currently serves a diverse portfolio of 40 schools across the state of Colorado serving over 18,000 students. CSI is uniquely positioned to serve and promote charter school innovation in communities throughout Colorado and to be a leader in improvements in authorizer practices. CSI aspires to continue growing the quality and quantity of its portfolio of schools in Colorado in response to the need for high quality, innovative charter school options. Our organization is at an extraordinary point of opportunity and is poised to make additional systemic changes that will yield improvements within the portfolio’s overall student achievement.

POSITION SUMMARY

The Special Education Coordinator serves as a special education director designee and liaison between schools and CSI Central Office Administration and acts as the technical consultant for all assigned schools and school special education staff. The Special Education Coordinator is responsible for assisting CSI schools in implementing mission-critical projects, coordinating with other school and CSI departments to identify and overcome systemic obstacles to school charter success as well as implementing refined department systems i.e. assist SPED Director with audits for quality assurance, support, oversight, and accountability of the Special Education programs in CSI charter schools.

DEPARTMENT: Student Services

REPORTS TO: Director of Special Education

POSITION START DATE: July 2020

ESSENTIAL DUTIES AND ROLE-SPECIFIC RESPONSIBILITIES

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

  • Serves as a school level Special Education Director Designee (builds capacity in School by training other designees)
  • Coordinate services for special education students in assigned schools and facilitate special education related meetings as needed i.e. IEP, Manifestations, Mediations, FBA/Behavior Plan meetings
  • Provides a continuous in-service program designed to improve the professional staff and student outcomes. Researches, plans and coordinates in-service trainings for administrators, teachers, and other school staff regarding the education of exceptional students
  • Assist the Director of Special Education with auditing the schools and in implementing the Special Education Comprehensive Plan and related CSI guidelines
  • Serve as liaison for local school district of residence
  • Serve as a liaison between Schools and CSI Central Office and communicate regarding building concerns around serving the needs of exceptional students and related special issues and situations
  • Review and management of special education files for compliance
  • In coordination with the Data Services unit, provide technical assistance and validate programmatic data for state and federal reporting, including special education December 1st Count, End of Year report and Federal application for funding
  • Assist in the development and implementation of Program Plans and Annual reports
  • Transition Coordinator duties as assigned
  • Keep Director of SPED informed as needed
  • Attend CSI trainings, meetings and professional development activities as assigned.
  • Assist in implementing MTSS/RTI as it relates to the special education identification process, interventions and Child Study meetings
  • Other duties as assigned

KNOWLEDGE, SKILLS & ABILITIES

  • Knowledge of and interest in State and Federal education law – IDEA, 504, ECEA, OCR case law policy and practice and current issues in Exceptional Students education reform
  • Experience managing multiple complex projects
  • Excellent organizational and prioritization skills
  • Innovative and entrepreneurial, thinking outside the box to develop creative solutions.
  • Excellent oral and written communication skills
  • Ability to work collaboratively
  • Ability to build and/or strengthen relationships with stakeholders
  • Well-developed conflict resolution, mediation and persuasion skills
  • Ability to forge and manage cross-departmental relationships to achieve objectives
  • Proven experience managing staff preferred
  • Familiarity with and willingness to learn about and utilize workplace technology including ALPINE to improve communication, collaboration, and productivity

EXPERIENCE

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

EDUCATION & LICENSURE

  • Master’s degree or higher in Special Education or related field
  • Holds a CDE-issued Special Education Teacher or Special Education Service Provider license; Special Education Director License preferred

JOB TYPE

  • 0.92FTE or Part Time (110 Day Option for PERA Retirees)

LOCATION & TRAVEL

  • Denver/Front Range/Fort Collins/Colorado Springs
  • Statewide travel is required

SALARY RANGE

  • Competitive and commensurate with experience

BENEFITS

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

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to stand, walk; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel, crouch or crawl. Specific vision abilities required by this job include close vision.

WORK ENVIRONMENT

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

NOTE

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

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Before & Aftercare Coordinator

Posted by | August 9, 2021 |

Legacy Academy is a K-8 Charter School in Elizabeth, CO.  Legacy has a technology focus and is looking for teachers who can join our innovative team.  We are seeking a Before & After Care Coordinator to join our team. This teacher needs to be proficient in their content area(s), willing to maintain and enrich their expertise, as well as possessing strong skills for the integration of technology in the classroom.

Legacy Academy seeks candidates who demonstrate:

  • Mission alignment: Legacy Academy’s mission is to guide students in developing their individual character and academic potential by providing opportunities for collaborative learning and hands-on experiences through the continuous surveying of modern technology, science, arts, and extracurricular activities.
  • Entrepreneurial spirit: Willingness & ability to innovate the educational process utilizing the resources of the school environment. 
  • Team orientation:  Ability to work collaboratively in a professional learning community characterized by team planning; participating fully in professional development; and engaging in an ongoing exchange of ideas, while also accepting and communicating clearly the decisions of the team.
  • Drive for excellence: Hard-working, self-starter who takes initiative and is committed to learning and self-improvement for the betterment of Legacy students & staff.

Responsibilities:

  • Maintain effective working relationships and communicate effectively with students, staff, parents, and administrators. 
  • Assist with training, supervision, and evaluation of Before and After Care program assistants, substitutes, and volunteers. 
  • Participate and assist with planning monthly Before and After Care staff meetings and training.
  • Assist with building program enrollment, collecting on past due accounts. 
  • Maintains a list of substitutes and requests for subs when needed.
  • Maintain day to day operations – cleaning schedule, manage attendance records, receive and log payments
  • Encourage and interact in daily creative play, educational activities, and homework assistance. 

Skills & Abilities Required:

Knowledge of child growth and development. Ability to problem-solve and facilitate restorative practices with challenges and conflicts both with students and guardians. Excellent human relations skills. Effective communication.

Job Qualifications:           

Documentation of experience in supervising children ages 5-14.  Familiarity with the state regulations for child care programs.

Reports to:  Before and After Care Director and Principal

Salary: $15 – $20/hr based on experience and qualifications.

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4th-8th grade STEAM Teacher

Posted by | August 9, 2021 |

Legacy Academy is a K-8 School Charter School in Elizabeth, CO.  Legacy has a technology focus and is looking for teachers who can join our innovative team.  We are seeking a 4th-8th Grade STEAM Teacher to join our team. This teacher needs to be proficient in their content area(s), willing to maintain and enrich their expertise, as well as possessing strong skills for the integration of technology in the classroom.

Legacy Academy seeks candidates who demonstrate:

  • Mission alignment: Legacy Academy’s mission is to guide students in developing their individual character and academic potential by providing opportunities for collaborative learning and hands-on experiences through the continuous surveying of modern technology, science, arts, and extracurricular activities.
  • Entrepreneurial spirit: Willingness & ability to innovate the educational process utilizing the resources of the school environment. 

  • Team orientation:  Ability to work collaboratively in a professional learning community characterized by team planning; participating fully in professional development; and engaging in an ongoing exchange of ideas, while also accepting and communicating clearly the decisions of the team.
  • Drive for excellence: Hard-working, self-starter who takes initiative and is committed to learning and self-improvement for the betterment of Legacy students & staff.

This teacher will ensure the educational development of K-8 students. All teachers will be responsible for the adoption of the school mission as evidenced through thoughtful lesson planning aligned with the school’s curriculum components.  In addition, teachers will show a commitment to furthering their own professional development and building relationships with the Legacy Academy community.

Responsibilities:

  • Ability to work with and adapt to current technology innovations.
  • Implement instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences. 
  • Identify, select, and modify instructional resources to meet the needs of the students with varying backgrounds, learning styles, and educational needs.
  • Assists in assessing changing curricular needs and offers plans for improvement.
  • Maintains effective and efficient record-keeping procedures.
  • Provides a positive environment in which students are encouraged to be actively engaged in the learning process.
  • Communicates effectively, both orally and in writing, with students, parents, and other professionals on a regular basis.
  • Collaborates with peers to enhance the instructional environment.
  • Models professional and ethical standards when dealing with students, parents, peers, and the community.

 

Job Qualifications:           

Meet NCLB’s highly qualified status and/or valid Colorado teaching certificate. Must be able to perform all teaching responsibilities as assigned, have strong classroom management skills, and have strong content knowledge.  

Reports to:  Principal / Assistant Principal

Salary: $30k – $40k based on experience and qualifications 

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Middle School Science Teacher

Posted by | August 9, 2021 |

Legacy Academy is a K-8 School Charter School in Elizabeth, CO.  Legacy has a technology focus and is looking for teachers who can join our innovative team.  We are seeking a Middle School Science Teacher to join our team. This teacher needs to be proficient in their content area(s), willing to maintain and enrich their expertise, as well as possessing strong skills for the integration of technology in the classroom.

Legacy Academy seeks candidates who demonstrate:

  • Mission alignment: Legacy Academy’s mission is to guide students in developing their individual character and academic potential by providing opportunities for collaborative learning and hands-on experiences through the continuous surveying of modern technology, science, arts, and extracurricular activities.
  • Entrepreneurial spirit: Willingness & ability to innovate the educational process utilizing the resources of the school environment. 

  • Team orientation:  Ability to work collaboratively in a professional learning community characterized by team planning; participating fully in professional development; and engaging in an ongoing exchange of ideas, while also accepting and communicating clearly the decisions of the team.
  • Drive for excellence: Hard-working, self-starter who takes initiative and is committed to learning and self-improvement for the betterment of Legacy students & staff.

This teacher will ensure the educational development of K-8 students. All teachers will be responsible for the adoption of the school mission as evidenced through thoughtful lesson planning aligned with the school’s curriculum components.  In addition, teachers will show a commitment to furthering their own professional development and building relationships with the Legacy Academy community.

Responsibilities:

  • Ability to work with and adapt to current technology innovations.
  • Implement instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences. 
  • Identify, select, and modify instructional resources to meet the needs of the students with varying backgrounds, learning styles, and educational needs.
  • Assists in assessing changing curricular needs and offers plans for improvement.
  • Maintains effective and efficient record-keeping procedures.
  • Provides a positive environment in which students are encouraged to be actively engaged in the learning process.
  • Communicates effectively, both orally and in writing, with students, parents, and other professionals on a regular basis.
  • Collaborates with peers to enhance the instructional environment.
  • Models professional and ethical standards when dealing with students, parents, peers, and the community.

 

Job Qualifications:           

Meet NCLB’s highly qualified status and/or valid Colorado teaching certificate. Must be able to perform all teaching responsibilities as assigned, have strong classroom management skills, and have strong content knowledge.  

Reports to:  Principal / Assistant Principal

Salary: $30k – $40k based on experience and qualifications

Comments Off on 48545 SPECIALIST, ELEMENTARY LITERACY ASSESSMENT

48545 SPECIALIST, ELEMENTARY LITERACY ASSESSMENT

Posted by | August 6, 2021 |

Please Apply Here: 

https://ltmwebprod01.dpsk12.org/ltmprod/xmlhttp/shorturl.do?key=882

 

ACADEMICS

Traditional 235 work days

FTE: 1.0

Salary Range: $59,355 – $71,923

  

Essential Functions and Objectives:

 

Administers and manages activities within a specific area of a responsibility. Serves as the subject matter expert and applies gained knowledge to execute, maintain and improve systems, programs, or processes.

 

Performs a variety of professional, technical, and administrative tasks in developing and administering high quality assessments and correlating resources, including Student Learning Objectives (SLOs). Interprets public school rules, laws, and policies regarding assessment. Trains school personnel in proper administration and creation of common assessments, analysis of data, and SLOs. Interprets changes to the District curriculum and Colorado standards, ensuring assessments, resources, and SLOs are aligned, and informs teachers and principals of the implications of these changes. 

 

– Provides various support and conducts activities related to logistics, reporting, training, communications, and processes. Participates in the planning and implementation of new initiatives. 

– Assesses and troubleshoots escalated problems and applies expert understanding to resolve complex challenges of stakeholders; focuses on root cause identification in order to achieve systemic and sustainable improvement. Approves and documents exceptions for compliance record keeping and reporting.

– Ensures appropriate key stakeholder involvement in planning, goal-setting, and implementation to achieve buy-in of work products. Ensures purposeful, positive and professional interactions and relationships with all stakeholders; enables consistent application of work products across the district. 

– Identifies opportunities for improvement, prioritizes, and recommends solutions to management. Implements approved enhancements to ensure consistency across the district. identifies opportunities to reduce costs; analyzes available data, trends, and feedback, and ensures compliance with expectations for optimal operation and goal achievement.

– Assumes a lead role in a particular content area (Elementary Literacy, Secondary Literacy, Mathematics, Science/Beyond the Common Core (BCC), Social Studies/BCC).

– Develops assessment items to be used on District assessments and in the District item bank and develops model SLOs and learning progressions for content area assigned.

– Collaborates with other departments in the management, development, and analysis of District-supported assessments and SLOs.

– Utilizes the District’s item banking system to modify and catalog items as needed.

– Assists Research Team in the development or modification of assessment reports and conducts analyses of assessment results.

– Works with network staff to provide support and professional development to District schools in the areas of SLOs, assessment literacy, and the use of online systems to deliver assessments and assessment results electronically.

– Uses information from assessments to work with other departmental staff to identify strengths and specific areas of need, including technical assistance and consultation on assessment administration, interpretation, and ethical considerations.

– Monitors SLO submissions for content area assigned, determining the quality of SLOs and collaborating with schools to create next steps to address SLOs that are not of high quality.

– Contributes to the ongoing development and implementation of the SLO system, providing support, communication, and training for SLOs to school leaders and teachers.

 

Knowledge, Experience & Other Qualifications:

– Minimum of five (5) years of successful teaching experience.

– Minimum of two (2) years of experience in item development (constructed response, selected response and performance based tasks), assessment creation, rubric development, and item analysis.

– Valid Colorado Driver’s License, appropriate insurance coverage, and acceptable driving record for the past three years.

– Substantial knowledge and experience working with Colorado Academic Standards and/or Common Core State Standards.

– Strong understanding of the fundamental assessment concepts (e.g., reliability, validity).

– Proficiency with Microsoft Office/Google Suite products including Word, Excel and Outlook.

– Effective time management and organizational skills.

– Ability to understand and interpret assessment data.

– Ability to develop and present complex information to teachers, administrators, or other adults.

– Effectively handles multiple demands and competing deadlines.

– Works collaboratively with others on a team.

– The ability to take responsibility for one’s own performance.

– Aptitude for variety and changing expectations and fast-paced environment.

– Effective verbal and written communication skills Preferred Skill in MS Access or SPSS Preferred Bilingual (Spanish/English)

Education Requirements:

– Bachelor’s Degree in education, required. 

– Master’s Degree in education, preferred. 

Additional Information:

Work Year Calendars (including accrued time off): http://thecommons.dpsk12.org/Page/1129

– Benefits (including DPS contributions): http://thecommons.dpsk12.org/Page/1397

– Compensation Structures: http://thecommons.dpsk12.org/Page/244

– Employee must live and work with a permanent home address in Colorado while working for Denver Public Schools.  

 

About Denver Public Schools:

 

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

 

DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org.  

  

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

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COMMUNICATIONS – PROJECT SPECIALIST, ACADEMICS DIVISION

Posted by | August 5, 2021 |

COMMUNICATIONS – PROJECT SPECIALIST, ACADEMICS DIVISION (JOB ID: 48501)

ACADEMICS

Traditional 235 work days

FTE: 1.0

Salary Range: $55,174 – $66,905

Essential Functions and Objectives:

Functional responsibility for assisting and coordinating the life cycle administration of a project within one or more functional areas. Supports the overall design and development of the project operating goals, objectives and protocols. Assume a primary role in the administration, communication, execution, maintenance, implementation, change management, and cross-functional alignment of workstreams.

Lead and support a variety of projects within the Academics Division by gathering key stakeholders, creating project plans, crafting communications, and documenting efforts.

– Support the initial scoping by participating in the design process, including: discovery analysis, selection process, determining requirements, and needs assessment; prepares requirements and reviews current process, procedures, and standards.

– Oversees and administers all facets of the day to day operations of the various programs and related activities. Monitors short term work plans and schedules to track progress; identifies, analyzes and mitigates project risks; creates and delivers presentations; performs analysis on outcomes and activity; collects data and presents narrative reports. Develops resources, such as templates, forms and processes.

– Monitors and sets controls, throughout the lifecycle of the project. Ensures effectiveness and demonstrates outcomes beyond program establishment. Coordinates and tracks program expenditures and adjusts project activities, specifications, proposals, contracts and schedules to meet overall program objectives within budget. Assists, guides and advocates change enablement and process adoption.

– Maintains close relationships with key internal and external stakeholders. Develops and administers communication strategies and plans to ensure full alignment to key decisions and program direction. Drafts talking points and key communications for division leadershipSupports change initiatives; serves as the primary liaison with respect to program implementation; provides technical/design and programmatic guidance, consultation, and support to client constituencies as appropriate.

– Support the initial scoping by participating in the design process, including: discovery analysis, selection process, determining requirements, and needs assessment; prepares requirements and reviews current process, procedures, and standards.

– Supports the project lead in adhering to established controls. Research potential issues that may impact the quality or success, and create processes to manage risks and address issues. Identifies process improvement, creates efficiencies, and uncovers gaps. Develops resources, such as templates, forms and processes. Create and execute project plans in support of the Schools Division (e.g., principal hiring processes.). Proactively identify division and academics-based needs and develop solutions to address persistent issues.

– Delivering Results with Impact. Providing Strong Customer Service. Demonstrating Strong Skills & Expertise. Utilizing Resources Effectively. Driving Process Improvements.

– Provide logistical support to district and academics-based staff on a variety of projects. Design, develop and maintain project tracking tools and templates, including online project sites, and mechanisms to identify and track action items.

– Promoting Continuous Learning. Delivering High Performing Teams. Building a Culture of Positivity.

– Communicate and coordinate with diverse stakeholders to establish positive relationships, solve issues, and ensure quality customer service to departments and schools; act as the department point of contact to handle questions and issues. Assist other office support staff, as needed, with meeting preparation, event planning, logistics, scheduling, note taking, and coordination. For this school year, this position will heavily support Culturally Responsible Education projects.

– Demonstrating Inclusion. Building Relationships. Driving Equity for Students.

– Stakeholder engagement: maintains close relationships with key internal and external stakeholders. Administers communication strategies and plans to ensure full alignment to key decisions and program direction. Supports change initiatives; serves as the primary liaison with respect to program implementation; provides technical/professional and programmatic guidance, consultation, and support to client constituencies as appropriate.

Knowledge, Experience & Other Qualifications:

– Two (2) or more years experience managing multiple projects with a variety of stakeholders.

– Project Management Professional (PMP) certification or equivalent preferred.

– Knowledge with Google Suite.

– Effective time management and organizational skills.

– Effective communication skills.

– Strong attention to detail.

– Effectively handle multiple demands and competing deadlines.

– The ability to take responsibility for one’s own performance.

– Work collaboratively with others on a team.

– Aptitude for variety and changing expectations and a fast-paced environment.

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

– High degree of integrity in handling confidential information.

– Strong interpersonal skills and ability to work with individuals at all different levels in the organization.

– Ability to set goals, work independently and drive results.

Education Requirements:

– Bachelor’s Degree in Information Systems or Business Administration or Communications.

Additional Information:

 

– Work Year Calendars (including accrued time off): http://thecommons.dpsk12.org/Page/1129

– Benefits (including DPS contributions): http://thecommons.dpsk12.org/Page/1397

– Compensation Structures: http://thecommons.dpsk12.org/Page/244

– Employee must live and work with a permanent home address in Colorado while working for Denver Public Schools.

About Denver Public Schools:

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

DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org.

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

Comments Off on School Social Worker/Psychologist

School Social Worker/Psychologist

Posted by | August 5, 2021 |

Summary: Provide a range of services for students who demonstrate difficulties with learning, academic achievement, social/emotional functioning, and behavior. Serve as a psycho-educational service provider involved in proactive, preventative activities, as well as responding to identified concerns. Provide services based on a combination of problem-solving, consultative, and direct service models.

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

Develop individual, group or system level interventions which improve identified problems or concerns, including academic, social/emotional/behavioral/mental health needs as they relate to educational progress.

Uses research-based and technically sound practices to drive decision-making and interventions; and collaborates with school personnel and parents in order to develop and modify student intervention strategies.

Facilitates functional assessment of behavior (FBA) and designs/implements and progress monitors intervention plans.

Conducts, interprets and implements student assessment which includes record review, interview, observation, and standardized assessment.

Administers and interprets norm-referenced and curriculum-based edumetric and psychological assessment measures.

Participates in team-based follow-up activities to review student progress, analyze data, and modify individual interventions.

Reviews school-wide assessment data to assist building staff(s) in interpreting and designing school-wide interventions.

Serve as liaison among district building(s), families and community and collaborates with various teams to assure positive outcomes for all learners.

Participate in interdisciplinary staffings to determine the eligibility, appropriate planning, and re-evaluation for students who require special education services/programs.

Comply with Exceptional Student Services and district policies and procedures (e.g., Medicaid billing, accident reporting).

Input information into ezEDMed system for reimbursement purposes.

Other duties as assigned.

QUALIFICATIONS: Hold current CDE Special Services Provider license with a School Psychologist or School Social Worker endorsement. DORA (Department of Regulatory Agency) license preferred. Training emphasis in LD/PC preferred. May be required to take additional course work or content exams to obtain the CDE Special Services Provide license. For further information on CDE Special Service Provider licensing requirements, please visit the Colorado Department of Education website at https://www.cde.state.co.us/cdeprof/endorsementrequirements.

SKILLS, KNOWLEDGE & EQUIPMENT: Ability to communicate effectively and maintain effective working relationships and function effectively as a team member and work collaboratively with others and independently as appropriate. Willingness to be flexible and respond to the changing needs of clients and the district. Ability to integrate educational theory, research and expertise into appropriate practices for local contexts, in a style that facilitates positive change and continuous improvement. Must have effective group facilitation skills. Ability to use data to make educationally sound decisions. Knowledge of best practices in curriculum, instruction and assessment; and of applicable rules and laws that govern educational decisions. Ability to read and interpret documents, write reports and correspondence, and apply appropriate mathematical concepts; and to use and integrate technology appropriately in daily work which includes, but is not limited to, efficient voice mail systems, application of basic computer skills to effectively use e-mail, internet, word processing, write IEP’s.

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

Physical Requirements: Ability to travel between schools/sites served. Normal routine levels of activity related to bending, carrying, climbing, hearing, reaching, sitting, standing, vision and walking, and may also involve above-average levels of activity at times that can not always be anticipated. Ability to lift and carry equipment, such as large test ki

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Secondary Special Education Teacher

Posted by | July 30, 2021 |

SECONDARY SPECIAL EDUCATION TEACHER (6-12)

[This posting is for the 2021-2022 school year]

*To be considered: submit a cover letter and resume*

About Lotus School for Excellence:

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

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

Position Summary:

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

Must Haves:

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

Instruction:

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

Culture:

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

Student Growth and Development:

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

Education and Related Work Experience:

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

Licenses, Registrations, or Certification:

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

Condition of Employment

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

Reports to: Secondary Assistant Principal

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

Compensation and Benefits:

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

Elementary Principal

Posted by | July 30, 2021 |

ELEMENTARY (K-5) SCHOOL PRINCIPAL

About Lotus School for Excellence:

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

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

Position Summary:

The Elementary School Principal provides overall leadership to the LSE Elementary School. This individual demonstrates outstanding leadership, management and supervisory skills to promote learning for each student. The Elementary School Principal will be a visible instructional leader of the elementary school, daily interacting with students, teachers, parents, and community members to promote a safe, positive, and productive environment that is conducive to achieving the school’s vision and mission. An empowering leader, the Elementary School Principal will be coordinating, counseling, and supervising a variety of programs and personnel; supporting, coaching, mentoring, and evaluating staff; and fostering collaboration between teachers and among staff and parents; and managing budgetary items and title funds.

Essential Functions:

  • Provides instructional leadership to the school community through developing and implementing a shared vision, mission, priority, goals, and continuous school improvement
  • Establishes and maintains open and honest lines of communication with key stakeholders
  • Implements systems, processes, and planning functions that are consistent with effective organizational leadership, academic achievement, safety, budget efficiency, and employee and student performance
  • Facilitates group processes, including consensus building and conflict resolution
  • Enforces the student code of conduct outlined in the student handbook
  • Promotes strong working relationships with parents to increase engagement
  • Effectively responds to and resolves student, parent, and staff issues that arise in and outside the school environment that affect the successful operation of the school
  • Promotes the use of assessment data, including monitoring student progress, using formative data to guide instruction, using academic support systems, for the purpose of increasing student achievement
  • Engages in continuous learning through professional reflection and active pursuit of increasing knowledge of relevant teaching and learning best practices
  • Actively participates in a variety of meetings within the school, the chartering District (APS), the neighborhood, and surrounding area in a manner that effectively integrates the school into the fabric of the community
  • Facilitates collaborative partnerships with outside agencies and businesses that promote a positive learning environment for all students
  • Provides leadership and coordination to all staff development initiatives and activities in the building, ensuring the alignment of these activities with building-based school improvement areas
  • Directs the implementation of goals and selection of instructional materials, analyzes test data, and advises on ways to improve instruction
  • Effectively supervises and evaluates all assigned staff, and addresses all performance issues, in a timely manner
  • Assists in implementing best practice instructional strategies, including supporting English Language Learners’ needs, consistent use of daily formative assessments, and staff development techniques for instructional improvement
  • Promotes good student attendance
  • Responsible for student orientation, registration, counseling, discipline, due process, data gathering, student recognition, and securing student services with outside agencies
  • Supports the Executive Director via positive communication and relations with parents, teachers, city leaders, and community members
  • Reviews and provides recommendations for student and staff handbooks
  • Listens and responds in a positive, productive manner to parent concerns, conducts parent and student meetings, and attends after-school activities
  • Promotes good school-parent relationships
  • Organizes parent conferences, back-to-school nights, and other family-related activities
  • Evaluates licensed and classified staff
  • Assists with developing the master schedule
  • Attends conferences, workshops, and meetings to maintain up to date on current education practices and trends
  • Performs such other duties as may be assigned by the Executive Director

Minimum Requirements:

  • Bachelor’s Degree in Education or a related field
  • Four or more years of classroom teaching experience with demonstrated excellence in student achievement
  • Three years of school administrative experience
  • Successful track record working with elementary students and teachers
  • Experience working effectively with culturally and linguistically diverse groups
  • Strong decision-making, analytical and organizational skills
  • Outstanding written and oral English communication skills
  • Strong commitment to building an elementary school curriculum
  • Entrepreneurial outlook and charter school commitment

Preferred:

  • Master’s Degree
  • Current Colorado Teaching License
  • Colorado Principal (or Administrator) License
  • Charter school administrator experience
  • Training and/or experience in group facilitation and process management
  • Bilingual

Supervisory Responsibility: Supervises elementary administrator(s), licensed secondary teachers, elementary coordinators, and support staff as assigned.

Reports to: Executive Director

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

Compensation and Benefits:

  • $100,000 – $140,000 starting salary / year (BOE)
  • Participation in CO PERA program, including a PERA 401k contribution option
  • Funding of 100% of individual medical benefits and a wide range of insurance plans
  • Approximately 3 weeks of summer vacation, 4 weeks of school holidays/vacations, and 9 days of PTO annually
Comments Off on Writing Coach

Writing Coach

Posted by | July 28, 2021 |

                          

 

About College Track

College Track is a comprehensive college completion program that equips students confronting systemic barriers to earn a bachelor’s degree and a life of opportunity, choice, and power. From ninth grade through college graduation, our 10-year program removes the academic, financial, and social-emotional barriers that keep first-generation students from low-income communities from completing college and thriving in the workforce. Today, College Track serves more than 4,000 students across 12 communities in California, Colorado, Louisiana, and the D.C. Metro Area, with 750+ alumni leading a movement to democratize potential.

To learn more, please visit www.collegetrack.org.

To apply, please email a cover letter and resume to Yessenia Tostado, College Access Director, at ytostado@collegetrack.org.

Our Impact

College Track students graduate from college at a rate that is more than double the national average for low-income and first-generation students. Six months out of college, 79% of College Track alumni are employed. For those 30 and over, 92% report earnings greater than their parents with wages on par with the national average. By helping our students maximize the value of their four-year college degree, which includes minimizing student loan debt, securing internships, and limiting the need to work while in college–we prepare them to succeed in the 21st century economy.

Our Values

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

  • COMMITMENT: We have an unwavering belief in our students.
  • PASSION: We are dedicated to changing our nation’s college completion story.
  • JOY: We create environments rich with smiles and laughter.
  • AUTHENTICITY: We believe relationships matter.
  • EXCELLENCE: Our students deserve nothing but the best. 

Who are we looking for?

College Track Aurora is searching for a motivated, committed, and creative leader who steadfastly believes that all students are born with the potential to graduate from college. The Writing Coach will provide individual writing support to students in their journey to college. The writing coach will provide guidance at any stage of the writing process related to college access, whether it be the personal statement, supplemental essays, scholarship essays, and short answer application prompts.  This is a part-time position working 10-12 hours per week. College Track’s business hours are 11am-7:30pm Monday-Friday. Programming hours (when students are present) are 4pm – 7:00pm, Monday-Friday. (see below to read about College Track, their impact and values.)

Qualifications

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

  • Able to commit to working 10-12 hours per week for a minimum of one full academic year with flexible availability that includes programming hours of 2pm-7pm Monday-Friday with occasional Saturdays. 
  • Experience working with a diverse population of students in a relevant program area (e.g. tutoring or teaching, college advising, or youth development)
  • Skilled at relationship building with students 
  • Ability to quickly build rapport with students and keep them motivated and productive
  • Goal-oriented and strong commitment to meeting goals; dedication to helping students achieve their goal of college access
  • Strong written & verbal communication
  • Strong interpersonal skills and a collaborative mindset 
  • High level of self-awareness, humility, and emotional intelligence 
  • Cleared background check and TB test before start date

Responsibilities

  • Work approximately 10-12 hours per week, primarily between 2:00 PM-7:30 PM Mondays-Fridays.  
  • Support College Access Director with one-on-one check-in meetings with juniors and seniors related to college essay writing and any writing related to college access 
  • Specifically for the Fall Semester:
    • Support seniors with completing a financial version of their personal statement
    • Assist seniors with school-specific supplemental essays
    • Help students develop strong scholarship essays
  • Specifically for the Spring Semester:
    • Meet with juniors to discuss ideas for the common app main essay
    • Support any students with essay writing for college summer programs  
  • Specifically for the Summer time:
    • Co-lead a six day Personal Statement Institute end of May/ early June 2022 


Compensation

This position is a part-time, non-exempt hourly position. Compensation is commensurate with experience and begins at $17.40 per hour.  

 

About College Track

College Track is a comprehensive college completion program that equips students confronting systemic barriers to earn a bachelor’s degree and a life of opportunity, choice, and power. From ninth grade through college graduation, our 10-year program removes the academic, financial, and social-emotional barriers that keep first-generation students from low-income communities from completing college and thriving in the workforce. Today, College Track serves more than 4,000 students across 12 communities in California, Colorado, Louisiana, and the D.C. Metro Area, with 750+ alumni leading a movement to democratize potential.

To learn more, please visit www.collegetrack.org.

Our Impact

College Track students graduate from college at a rate that is more than double the national average for low-income and first-generation students. Six months out of college, 79% of College Track alumni are employed. For those 30 and over, 92% report earnings greater than their parents with wages on par with the national average. By helping our students maximize the value of their four-year college degree, which includes minimizing student loan debt, securing internships, and limiting the need to work while in college–we prepare them to succeed in the 21st century economy.

Our Values

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

  • COMMITMENT: We have an unwavering belief in our students.
  • PASSION: We are dedicated to changing our nation’s college completion story.
  • JOY: We create environments rich with smiles and laughter.
  • AUTHENTICITY: We believe relationships matter.
  • EXCELLENCE: Our students deserve nothing but the best.
Comments Off on Talent Recruiter

Talent Recruiter

Posted by | July 26, 2021 |

Role Mission

Reporting to the Director of Staffing, the Talent Recruiter is responsible for sourcing, recruiting and hiring talented candidates.  They will oversee the strategy and execution of teacher and staff recruitment in the network, build and maintain strong relationships with hiring managers and external partners, and manage all recruitment efforts.  The Talent Recruiter will work to ensure that we have top talent who will contribute to the overall success of our organization while making a positive impact on scholar learning and outcomes.

 

Recruitment and Candidate Communication

  • Oversee the entire hiring process, including managing the talent pipeline, conducting resume reviews, phone interviews, and scheduling final interviews
  • Clearly track all candidate touchpoints within Lever (our applicant tracking system) and manage all candidate information
  • Respond to all applications and candidate emails with 24-72 hours (pending job specific)
  • Provide intentional feedback throughout the interview process that leads to candidate success and individual growth
  • Work with fellow team members to ensure all aspects of the interview process is equitable and reflects the values and mission of Rocky Mountain Prep
  • Ensure that 90% mid-year replacement openings are filled within two weeks and Rocky Mountain Prep is 100% hired for all open positions by the first day of professional development in summer 2022

Recruitment Strategy and Implementation

  • Develop and implement a  strong recruitment strategy that can be added to the talent playbook to increase accountability on the clear whys behind the process
  • Co-create and co-lead  PD sessions for hiring managers that result in an efficient and equitable hiring season
  • Consistently review staffing data, and utilize a recruitment strategy to identify key recruitment events that will result in sourcing highly-qualified candidates
  • Build on existing partnerships and increase RMP visibility at both the local and out-of-state level to attract exceptional talent
  • Set vision for recruitment and marketing materials, with an emphasis on our commitment to diversity, equity, and inclusion

Recruitment Evergreens

  • Respond to all phone inquiries, email inquiries, and applications within 24-48 hours of receipt
  • Clearly track touchpoints with applicants in Lever (ATS) to improve processing time
  • Respond to talent team emails, phone calls, and text requests to increase efficiency and capacity in work
  • Act as a culture carrier to staff
  • Create informal ways to connect with NST, staff, school leads, RMP families, and scholars
  • Exemplify excellence and an exceptional customer service orientation leading to 90% of hiring managers report being satisfied or highly satisfied with their partnership with the talent team

Key Competencies

  • Culture Add and Alignment to Peak Values – Internalizes, embodies, champions, and holds others accountable to the RMP mission, vision, and PEAK values. Brings a diverse perspective, a strong desire to learn, and a spirit of generosity and curiosity to the team.
  • Organizational Understanding – Understands the workings, structure, and culture of Rocky Mountain Prep as well as the climate in which our organization operates. Thinks strategically to influence individuals, organizations, and social groups to build excitement and engagement with our schools.
  • Service Orientation – Builds relationships with others by acting with the needs of stakeholders in mind. Facilitates delivery of solutions that meet expressed and unexpressed needs with a genuine desire to assist others and “move the boulders in the road” that impede success.
  • Personal Agility – Demonstrates a positive attitude, resilience and openness to change. Adapts one’s approach as the requirements of a situation change, is comfortable in ambiguous situations, and works effectively in a variety of settings with individuals and groups of diverse backgrounds and experiences.
  • Action Management – Manages and coordinates tasks, develops project plans, monitors performance, and achieves project goals in alignment with outcomes. Works collaboratively to set expectations and standards, to evaluate effectiveness, and to hold people accountable to meeting commitments.

Qualifications

Required

  • Minimum of 2 years of relevant experience participating in recruitment OR working in schools.  Experience in education or nonprofit context is strongly preferred, but not required.  This could look like: 2 years of direct recruiting experience, candidate processing, and hiring, OR, 1 year of recruiting experience and 1 year of school experience (teaching, administration, or operations)
  • Track record of success in recruitment, sales, or outreach context, including recruiting and/or working with diverse constituents
  • Preferred
  • Knowledge of school systems and talent acquisition
  • Proficiency in Applicant Track Systems (ATS) like Lever, Greenhouse, Gem, etc

This is a full-time, in-person, benefits-eligible position with a salary range of $47,250 – $60,000, depending on experience.

 

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.

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Director of Human Resources

Posted by | July 26, 2021 |

Role Mission

The Director of Human Resources plays a critical role in making the organization run smoothly and helping staff members feel supported. They are responsible for ensuring Rocky Mountain Prep is in compliance with applicable employment regulations and ensuring our staff members receive the pay and benefits to which they are entitled.

1. Manage all benefits administration and compliance

  • Maintains knowledge of trends, best practices, regulatory changes, and new technologies in human resources, talent management, and employment law; applies this knowledge to communicate changes in policy, practice, and resources to upper management
  • Coordinate with insurance providers and brokers to select plans for the upcoming year
  • Organize and implement open enrollment and ensure 100% completion of open enrollment events
  • Approve and enroll staff members in selected benefits plans, as applicable
  • Complete all post-payroll benefits accounting steps including invoice review and funds submission
  • Manage the optional 401k plan enrollment for all staff
  • Manage relationship and compliance with PERA
  • Complete and manage all claims for worker’s compensation, short-term/long-term disability, FMLA, and maternity leave

2. Manage all payroll activities so that 100% of staff receive accurate payment every month

  • Collaborate with managers to ensure all compensation changes and work hours are reflected in payroll
  • Manage any payroll advance requests
  • Manage performance pay bonuses
  • Complete and submit payroll register each month, including post-payroll completion steps

3. Provide outstanding customer service to staff members

  • All inquiries from current employees receive a response within 24 hours
  • Complete all VOE requests from current and former employees
  • Develops and maintains the HR resource bank for employees
  • Facilitates professional development and training for current employees on HR practices and policies as necessary

4. Talent Support & HRIS Management

  • Manage follow through and documentation for all employee performance concerns, PIPs, write-ups, and separations
  • Write all offer letters and severance agreements for the organization, ensure signed receipt, and correct filing of documentation
  • Manage HRIS (Paylocity) partnership and adapt platform to the needs of the organization
  • Initiate and complete all HRIS onboarding activities for new staff members
  • Manage employee work calendars and PTO tracking and reporting
  • Manage comprehensive staff list reporting and accurate personnel records in HRIS

Competencies & Skills

  • Thorough knowledge of best practices in HR
  • Outstanding project management skills
  • Independent problem-solving
  • Flexibility and adaptive to change
  •  Ability to communicate with a variety of stakeholders

Qualifications

  • Education: Bachelor’s degree required
  • Experience: 5+ years of experience in payroll, benefits administration, and/or other HR-related activities
  • PHR or SHRM certification required
  • Pass a background check & demonstrate eligibility to work in the United States
  • Experience with Paylocity is preferred but not required

This is a full-time, in-person, benefits-eligible position with a salary range of $75,000-$85,000, depending on experience.

 

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Controller (Immediate)

Posted by | July 23, 2021 |

About KIPP Colorado:

KIPP Colorado Schools is part of the national KIPP network of tuition-free, open enrollment college-preparatory public charter schools dedicated to preparing students from underserved communities for success in college and life. We are a network of six high-performing, college-preparatory public charter schools that educate students from ECE through 12th grade. We currently serve two communities within Denver; the Northeast and Southwest. Both communities serve students in elementary, middle and high school.

Our Vision:

Every child grows up free to create the future they want for themselves and their communities.

Our Mission:

Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose —college, career, and beyond—so they can lead fulfilling lives and build a more just world.

Job Description

Management

  • Educates and supports Principals and Assistant Principals of Operations (APOs) to prepare annual budgets, manage school-based expenses and follow fiscal policies and procedures
  • Contributes to increasing the financial literacy and business acumen of the organization
  • Creates department goals and performs ongoing analysis and process improvements to ensure the organization’s financial health
  • Directly manages the Senior Accountant and Staff Accountant

Finance & Accounting

  • Prepares timely financial statements, including statement of activities, fund balances, and sources/uses of funds
  • Creates and presents management reports and financial models that provide insights into the organization’s performance against its financial plans and related financial health
  • Continually monitors and analyzes revenue and expense activities to ensure accurate allocations
  • Oversees all federal fund budgeting, accounting, reporting, reimbursements and oversight, (ESSER, Title 1A, Title II, Title III, and Title IV) and continuously seeks new information on the financial landscape locally and at the state and federal level
  • Oversees the annual financial audit
  • Regularly evaluates, updates, and creates systems to lead others improve processes
  • Works with Development team to monitor grant budgets and assist with other grant request activities as necessary
  • Regularly evaluates and updates software systems and efficiencies related to finance and accounting

Qualifications

 Skills & Qualifications

  • Bachelor’s degree required, CPA preferred
  • At least five years of accounting experience
  • High proficiency in Microsoft Excel, Word, and Outlook required
  • Experience with Sage Intacct preferred
  • Experience in nonprofit/education sector and knowledge of grant accounting
  • Commitment to the belief that all students can learn and to the mission of educational equity
  • Skilled at explaining complex financial matters in a simple way and an ability to communicate effectively with a broad range of stakeholders
  • Detail oriented with exceptionally strong follow-up and follow-through skills
  • Strong organization and planning skills, with an ability to set up systems and processes to streamline accounting function
  • Proactive problem solver who demonstrates initiative
  • Ability to quickly and effectively build relationships with, motivate, and engage a diverse group of stakeholders
  • Professionalism, maturity, and an understanding of how to handle sensitive and confidential information
  • Strong work ethic coupled with an enthusiastic and passionate approach to one’s work

Additional Information

 Compensation and Benefits

  • The compensation for this role is $95,000 and is negotiable depending on experience.
  • Benefits package including medical, dental, and vision
  • Employee Assistance Program
  • Participation in PERA
  • Paid family or medical leave of absence
  • Paid time off
  • Relocation reimbursement (when applicable)
  • Wellness reimbursement
  • Voluntary employee, spousal, and child life insurance
  • Voluntary long term disability insurance
  • Voluntary short term disability insurance
  • Optional 401(k)
  • Optional Basic Life and AD&D Insurance
  • All staff members are issued a laptop computer and cell phone.
  • Numerous professional growth and leadership opportunities within KIPP Colorado Schools.

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

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Director of Regional Operations

Posted by | July 23, 2021 |

About the Role: 

This position will be a key member of KIPP Colorado’s leadership team. This position sets the vision for school-based operational excellence and realizes that vision through coaching of Assistant Principals of Operations and management of the Manager of Regional Operations, Student Recruitment and Enrollment Coordinator and Technology Team. The person in this position must be skilled at developing and coaching people, building systems at a network level and navigating relationships among schools, regional staff and DPS. This full-time position is a part of our Regional Team. The Director of Regional Operations will report to the Chief Operating Officer.

About KIPP Colorado:

KIPP Colorado Schools is part of the national KIPP network of tuition-free, open enrollment college-preparatory public charter schools dedicated to preparing students from underserved communities for success in college and life. We are a network of six high-performing, college-preparatory public charter schools that educate students from ECE through 12th grade. We currently serve two communities within Denver; the Northeast and Southwest. Both communities serve students in elementary, middle and high school.

Our Vision:

Every child grows up free to create the future they want for themselves and their communities.

Our Mission:

Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose —college, career, and beyond—so they can lead fulfilling lives and build a more just world.

Job Description

Job Responsibilities

Management & Culture Leadership 

  • Proactively works to build a shared culture of equity, joy and and trust across all teams
  • Sets the vision for school operational excellence and coaches APO’s and their team to realize the vision so that operations staff at schools feel supported and are building capacity towards a self-sufficient school operations model.
  • Determines the long term vision for technology at KIPP CO and manages the Tech Team to realize that vision.
  • Manages professional development and the talent pipeline for school and regional operations.
  • Owns APO and school ops hiring processes in partnership with Talent and Principals
  • Directs coaching and performance management processes for school ops to ensure equitable development and coaching of all operations staff in partnership with the Talent Team and Director of Leadership Development.
  • Establishes proactive relationships with DPS service partners in Safety & Security, Facilities, Food Services, Nursing Services, Transportation. Serves as the point of escalation for DPS services.

Systems Leadership

  • Directs Student Recruitment & Enrollment strategy and systems to ensure 100% enrollment at all schools against enrollment targets. Manages citywide lottery participation and compliance
  • Creates and maintains structures that support School Ops planning and execution in partnership with the Head of Schools
  • Regional point of contact for school-based emergencies (e.g. fire, lockdown/lockout, snow days).
  • Liaises with DPS and Shared Campus partners to ensure resources are allocated fairly and efficiently to benefit all students
  • Identifies organizational risk priorities and implements an associated plan for each Manages insurance policies and claims.
  • Oversees short and long term facility capital projects

Qualifications

  • Strong commitment to the belief that all students can learn and to the mission of anti-racist, educational equity –  required
  • Bachelor’s Degree required;
  • 6+ years of relevant experience and 3+ years of experience managing a team
  • Experience in mapping short- and long-term operations strategy for schools or other nonprofit organizations
  • Experience managing student recruitment and enrollment
  • Experience coaching others to expand their capacity and meet organizational priorities
  • Experience in facility and/or environmental oversight of a school or nonprofit
  • Ability to exercise excellent judgment in decision-making
  • Adept at thinking strategically, translating plans into action, and exhibiting excellent judgment
  • Excellent writing, speaking, and presenting skills, and a keen attention to detail
  • Unquestioned integrity and commitment to KIPP Colorado’s mission and values, including a strong commitment to the belief that all children can learn and deserve access to an excellent public education
  • Naturally and readily assumes responsibility to fix problems and create improvements
  • Ability to quickly and effectively build relationships with, motivate, and engage a diverse group of stakeholders
  • Ability to self‐direct and prioritize among competing goals and exhibit flexibility in a fast‐paced, entrepreneurial environment
  • Skilled at analyzing, interpreting, and using data to collaborate, identify best practices and areas for improvement, and drive results

 

This position is open for an immediate start date. Compensation is competitive and is negotiable based on experience. Employee benefits include medical, dental, participation in PERA, and a paid time-off package.

Additional Information

Compensation and Benefits

  • The starting salary for this role is $90,000
  • Benefits package including medical, dental, and vision
  • Employee Assistance Program
  • Participation in PERA
  • Paid family or medical leave of absence
  • Paid time off
  • Relocation reimbursement (when applicable)
  • Wellness reimbursement
  • Voluntary employee, spousal, and child life insurance
  • Voluntary long term disability insurance
  • Voluntary short term disability insurance
  • Optional 401(k)
  • Optional Basic Life and AD&D Insurance
  • All staff members are issued a laptop computer and cell phone.
  • Numerous professional growth and leadership opportunities within KIPP Colorado Schools.

 

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

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Director of Regional Advocacy

Posted by | July 22, 2021 |

Job Title:      Director of Regional Advocacy
Location:      Denver,  CO 80203
Group:           Advocacy
The Colorado League of Charter Schools is a charter support organization that has been place since 1994. Recently established, CLCS Action is a companion advocacy organization to the Colorado League of Charter Schools.
As the Director of Regional Advocacy – Metro Denver, you will be responsible for leading and working within districts and school communities to assist charter school leaders, families, and staff in developing and executing multi-level advocacy agendas. The Director of Regional Advocacy will be responsible for creating strategies to build knowledge and skills among a network of school leaders, parents, teachers, and supporters and then mobilizing them around local and statewide charter school priorities and initiatives. This includes building and managing relationships with key community stakeholders and organizations and convening charter school leaders, setting up and managing district-level charter school collaboratives, and attending and tracking community convenings and board meetings.
Responsibilities:
District Engagement
  • Identify strategy for united action at district level. Lead strategy for League engagement in Denver and Aurora. This includes setting goals for the work and managing reports on progress against goals and data entry.
  • Lead principal engagement and alignment for designated region.
  • Establish, grow, and maintain formal partnerships in designated region.
  • Work in conjunction with the Advocacy Team to develop short- and long-term advocacy goals, strategies and target areas for engagement and advocacy work.
  • Work across external district teams to ensure advocacy campaign strategies are in line with organizational goals and communicate to team members and advocacy partners about campaign development.
  • Build a network of families and staff within schools and identify family and staff champions in communities across region to be trained and mobilized.
  • Develop and deliver trainings to families and staff on a variety of issues for designated region.
  • Facilitate the regular convening of assigned regional charter collectives.
  • Build, maintain and leverage relationships with local advocacy allies.

State-Level Engagement

  • Play critical role in improving and growing the Colorado League of Charter Schools’ ACT advocacy network.
  • Leverage ACT network members for action alerts at key times throughout the year.
  • Support Director of Governmental Affairs in identifying and preparing charter leaders, staff and families to provide testimony on key issues at the State Capitol.
  • Coordinate large public forums, rallies and actions demonstrating the power of charter school families and staff, including events such as Charter School Advocacy Day at the Capitol.
  • Capitalize on unity to impact state policy opportunities.
  • Lead program and content development for family and staff trainings.
  • Lead development of training promotional materials.
  • Represent the Colorado League of Charter Schools at coalition tables.
  • Establish and maintain League relationships with other advocacy organizations and direct service providers to promote opportunities for collaboration, areas where there is misalignment and promote services to school partners to support their families and staff.

Data and Communications

  • Track local school board meetings and develop the necessary communications materials to keep charter school leaders and their communities informed, engaged, and mobilized.
  • Manage data tracking systems; track network growth goals, benchmarks, and overall progress, and ensure accurate and timely data entry; including metrics of training RSVPs, training participants, identified champions, actions taken, and issues noted.
  • Oversee Murmuration database and district advocacy campaigns.
  • Support the application completion and reporting of advocacy-related grants.

Supervisory Responsibilities

  • Provide coordination and management of partners and consultants as needed for projects and grant work.

Qualifications:

  • Bachelor’s degree or higher in Education, Advocacy, or a policy related field.
  • Prior experience in education advocacy.
  • Ability to speak, read and write in Spanish is preferred.
  • Driver’s license and access to a vehicle.
  • Knowledge Microsoft Office, Google Suite, video online platforms such as Zoom, WebEx, and be able to work with multiple systems to ensure data is kept up to date and includes: YM, Murmuration, and others.
  • Ability to independently lead, manage and accept responsibility for a variety of complex organizational functions.
  • Able to proactively identify challenges and ask for support where needed.
  • Strong facilitation skills with the ability to facilitate large scale meetings in person and/or remote.
  • Experience working in a non-profit or startup, with minimal supervision and resources, and the ability to be highly adaptable as the organization changes.
  • Strong leadership, project management, analytical, critical thinking and problem-solving skills.
  • Resilient, self-aware professional with exposure to diverse experiences and a deep appreciation for diverse perspectives.
  • Ability to work independently and in a team environment.
  • Demonstrated integrity and high standards in managing information and data in a highly confidential and professional manner.
  • Proven experience in managing large scale programs and initiatives through strategies and tactical practices.
  • Proven ability to take complex concepts and technical information and make them accessible for families and staff.
  • Knowledge of topics related to advocacy, organizing and public relations marketing.

Benefits:

We offer competitive pay based on experience, along with medical and dental insurance after a 30-day waiting period, including 100% premium coverage for the employee on multiple medical plans. We also offer generous PTO, 20 days of holiday pay and a 401k.

The Colorado League is an equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status, or any other characteristic protected by law.

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Manager of Human Resources

Posted by | July 20, 2021 |

POSITION DESCRIPTION
Position: Manager of Human Resources
Reports to: Director of Human Resources
Location: STRIVE Prep- Central Office (Denver, CO)
Salary: $50,000 – $60,000*

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

We seek dedicated educators that live STRIVE Prep’s core values of achievement, justice, & perseverance every day and are committed to growing as an anti-racist educator

THE CHALLENGE

Do you want to leverage your Human Resources expertise to help create a culture and work environment where STRIVE Prep’s K-12 educators and staff can bring their full selves to work and be unleashed to enable breakthrough results for students?

CONTEXT & OVERVIEW OF ROLE

STRIVE Prep is a Denver-based community of K-12 public charter schools that challenges every student to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond. The Manager of Human Resources will join STRIVE Prep’s Talent Team at an exciting time of transformation where we are: 1. Evolving our internal and network-wide culture with a diversity, equity, and inclusion (DEI) focus; and 2. Redefining our HR service model to provide more site-based support and relationship building, which are both key to achieving our talent strategy to be the best place for diverse top talent to work in education in Denver. The successful candidate will manage their portfolio of campuses throughout the employee life cycle including but not limited to: onboarding, benefits enrollment, employee relations, performance management, workers’ compensation, leaves of absence, compliance, and offboarding. In so doing, we will create a best-in-class culture and work environment that unleashes breakthrough results in each of our 500 team members and 3,800 students across 10 schools, who are Learning to Change the World.

THE MUST HAVES

Do the following must haves resonate with how you are wired and demonstrable in your unique talents and experiences? If so, we invite you to apply and can’t wait to learn more about you!

You are a people whisperer with a strong lens on DEI: You proactively build meaningful and authentic relationships with your schools’ team members and central office colleagues, and have a gift for creating inclusive spaces in every interaction. You instinctively balance empathy and accountability, and are able to put team members at ease in their most vulnerable moments, especially when there are cultural differences and/or communication barriers. You value diverse perspectives, seek feedback to inform your work, and innately keep those from marginalized backgrounds top of mind, which contributes to an inclusive environment.

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

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

ESSENTIAL FUNCTIONS

With the must haves driving your daily approach to the work, the successful Manager of Human Resources will perform the essential functions of the role for their portfolio of campuses within STRIVE Prep’s 10 schools and Central Office.

Within Portfolio of Campuses & Central Office:

Benefits, Wellness, & Leave of Absences

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

Technology, Human Capital Management & Data Integrity

  • Ensures accuracy of all employee data in HCM.
  • Executes reporting and compliance requests on an ongoing basis.
  • Trains employees and managers to efficiently and effectively use HCM.
  • Manages employee, position, and competition changes in HCM.
  • Manages HR ticketing system.

Onboarding & Offboarding

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

Employee Relations

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

Law, Policy, & Compliance

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

Talent Team and Network-wide Support:

Team Collaboration

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

Relationship Building & Partnerships

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

Additional Duties

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

MINIMUM REQUIREMENTS (OR PREFERENCES WHERE NOTED)

  • Bachelor’s degree (required); Focus in Human Resource Management, labor relations, organizational development preferred
  • Independent travel (60%-80%) in the Denver metro area (required)
  • 3+ years HR Generalist experience ( in an organization with 350+ staff is strongly preferred)
  • Charter school or school district HR experience preferred
  • SHRM-CP or HRCI-PHR certification is strongly preferred

TOTAL REWARDS

  • Competitive Compensation and benefits including paying 100% of individual benefits. 
  • On average, our network provides a 4% annual salary increase which is one of the highest in the Denver education market. 
  • STRIVE Prep 5 Year Club: After 5 years of continual employment, all employees are eligible for your choice of a 3 week paid Sabbatical or a payout. 
  • Industry high 6+ weeks of annual vacation/PTO. Hard work is rewarded with ample time to refresh. 
  • Participation in the Colorado PERA retirement program, including a PERA 401k option.
  • Opportunity to work with passionate, mission-driven colleagues who are invested in your personal and professional growth. 
  • Equipment provided: laptop
  • Weekly coaching sessions 

EQUAL EMPLOYMENT OPPORTUNITY AND DIVERSITY, EQUITY AND INCLUSION

STRIVE Prep is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias. 

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Manager of Talent Acquisition

Posted by | July 20, 2021 |

POSITION DESCRIPTION
Position: Manager of Talent Acquisition
Reports to: Director of Talent Acquisition
Location: STRIVE Prep- Central
Salary: $50,000 – $65,000

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

We seek dedicated educators that live STRIVE Prep’s core values of achievement, justice, & perseverance every day and are committed to growing as an anti-racist educator.

ESSENTIAL FUNCTIONS

  • Proactively build relationships with school leaders and execute a hiring strategy customized to their school and context.
  • Manage the hiring process through a DEI lens with strong customer orientation and deliver a world-class experience for candidates and hiring managers.
  • Support and manage a well-coordinated and effective strategic plan and approach to recruiting teachers and network leaders.
  • Support our annual hiring campaigns, which will result in new teachers, leaders, and professional support staff to serve our scholars.
  • Demonstrate and articulate a thorough grasp of STRIVE Prep’s mission and model, and communicate with prospective applicants and candidates about the expectations, benefits, and merits of working at STRIVE Prep.
  • Manage candidate relationships throughout the application process and conduct phone interviews.
  • Support campus-based team members with scheduling and conducting virtual and on- campus interviews.
  • Engage with a team of goals-oriented recruiters, talent managers, and school leaders to ensure a seamless experience for all candidates, as well as the alignment and presentation of the best candidates for every position within the organization.
  • Faithfully utilize STRIVE’s systems and processes as laid out in training in order to drive accurate data and an outstanding candidate experience.
  • Consistently issue offer letters and conduct reference checks in order to complete the hiring process and facilitate a smooth handoff to Human Resources.

ADDITIONAL DUTIES

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

MINIMUM REQUIREMENTS (OR PREFERENCES WHERE NOTED)

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

TOTAL REWARDS

  • Competitive Compensation and benefits including paying 100% of individual benefits.
  • STRIVE Prep 5 Year Club: After 5 years of continual employment, all employees are eligible for your choice of a 3 weeks paid Sabbatical or a payout.

EQUAL EMPLOYMENT OPPORTUNITY AND DIVERSITY, EQUITY AND INCLUSION

STRIVE Prep is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias.

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Policy Analyst

Posted by | July 20, 2021 |

ROLE: Policy Analyst

LOCATION: Denver, CO

START DATE: Flexible

 

ROLE OVERVIEW

Democrats for Education Reform – Colorado (DFER) seeks a policy analyst to provide critical support in policy research, organizational operations, and social media. This role is ideal for someone who thrives in an entrepreneurial, flexible, and occasionally high-intensity environment. 

WHO WE ARE

Democrats for Education Reform (DFER) is a national political organization that supports elected Democrats and candidates for office who seek to expand policies and practices that work well for America’s students and confront those that do not. We are education progressives who prioritize students and families, especially low-income students and students of color who should be better served by our country’s public education system. 

 

DFER partner Education Reform Now Advocacy (ERNA) is an advocacy group that advances education reform measures through empowering community leaders to support our legislative and political advocacy work. ERNA keeps constant pressure on legislators to champion high-quality public education.

 

DFER partner Education Reform Now (ERN) is a nonpartisan think tank that promotes increased resources and innovative reforms in K-16 public education, particularly for students of color and students from low-income families. 

WHAT WE DO

  1. Support for Progressive Education Leaders — In an approach that is markedly different from our peers and partners in the field, DFER engages directly with candidates and elected officials to empower them to advocate for education policies that focus foremost on serving students.  Our partner organization, Education Reform Now’s work involves policy research, analysis and education that helps policy makers at all levels understand complex education issues and make informed decisions.
  2. Informing the Education Debate in Colorado — Our coalition leadership is shown through our work with the Equity in Colorado Coalition, Communities of Practice, and the K-12 Round table.  We work collaboratively with organizations such as the Colorado Department of Education, Colorado Children’s Campaign, Denver Public Schools, Transform Education Now, Stand for Children, OurTurn, New Era Colorado, Young Invincibles, and numerous other organizations to create an education system that is held accountable to all kids and families.
  3. Targeted Interventions and Rapid Response — DFER’s breadth and depth of reach from the most local district relationships to state and federal policymakers, enable us to respond quickly to the changing landscape and policy trends. Activities vary significantly from project to project and may include training, policy analysis, public engagement, electoral and issue advocacy, and policy guidance for elected officials and local advocates.

 

KEY RESPONSIBILITIES

  • Represent DFER-CO and our policy interests in meetings with relevant governing agencies, stakeholder meetings, and education coalitions.
  • Work with policy director to attend and take notes on all relevant interim committees over the summer and fall, which include tracking statements and positions made by elected officials that support or oppose the policy goals of DFER.
  • Attend and take notes on State Board meetings throughout the year, which include tracking statements and positions made by board members that support or oppose the policy goals of DFER.
  • Subscribe to newsletters and attend constituent meetings of key elected officials and track statements that support or oppose the policy goals for DFER.
  • Work with policy director to create talking points to elected officials, one-pagers on proactive policy, and draft research briefs for internal and external parties. 
  • Work closely with state and policy director to establish and cultivate working relationships with key policy makers and staffers at relevant government agencies, e.g. provide briefing materials, and analyzing policy implications.
  • Maintain tracking systems that pertain to policy analyst position, such as contact with elected officials, status of education bills during legislative session, state board member comments, etc.  

 

QUALIFICATIONS

  • Bachelor’s degree preferred 
  • Excellent communication skills, both verbal and written 
  • Proficiency in all social media platforms, Dropbox and excel required 
  • Strong research and analysis skills 
  • Track record of successful project management 
  • Willingness to be flexible in an entrepreneurial work environment
  • Passion for DFER’s mission and vision 

COMPENSATION

This position is a salaried position between $58,500 – $75,000 per year plus benefits which include: a 401k plan with match, health insurance, and cell phone reimbursement.

COMMITMENT TO DIVERSITY

Democrats for Education Reform welcomes applications from all, and strongly encourages women, people of color, people with disabilities, immigrants, refugees & LGBTQ people to apply for this position. We are committed to maximizing the diversity of our organization and recruiting a team that reflects the diversity of Colorado students. 

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Early Childhood Education

Posted by | July 15, 2021 |

Jeffco Public Schools is hiring for multiple positions across the district.  To view positions and apply please visit:  www.jeffcok12jobs.com Keyword:  Childhood

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

SUMMARY: Under the direction of the Teacher-Early Childhood (Licensed), the Early Childhood Instructional Partner assists with the delivery of an appropriate instructional program. Perform classroom duties which may include preparing instructional materials, assisting with instruction and assessment, collaborating in the care and discipline for preschool students, along with other duties such as keeping the classroom clean and well- organized.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following.

Work collaboratively with teacher, special education staff, instructional coach, principal and all other school employees and volunteers.

Perceive feedback received to be constructive and supportive; use feedback to improve practice.

Communicate with team members, students and parents, as appropriate.

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

Share in classroom responsibilities such as preparing instructional materials. Assist with instruction, and assessment. Collaborate in the care and discipline for preschool students

Ensure classroom is well organized and meets Health Department and CDHS guidelines for health and safety. Participate in professional learning as required.

Maintain updated requirements of Early Childhood Teacher as defined by the Colorado Department of Human Services Other duties as assigned.

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

EDUCATION: High School diploma and Early Childhood Teacher qualifications through Colorado Department of Human Services.

EXPERIENCE: Experience in early childhood setting preferred.

QUALIFICATIONS: Must have current CPR and First Aid, or complete within 60 days of hire date. Must complete required CDHS paperwork and TRAILS report before first day of employment – fee charged. Physical examination required by CDHS to be completed within first 30 days of employment.

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 essential functions.

Physical Requirements: While performing the duties of this job, the employee is regularly required to use hands to finger, handle and feel; reach with hands and arms; talk and hear. The employee frequently is required to stand, walk, and sit. The employee is occasionally required to climb or balance and stoop, kneel or crouch. The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision and ability to adjust focus.

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Product Administrator – LMS (Learning Management System)

Posted by | July 15, 2021 |

The Markle Foundation Seeks a Product Administrator (Digital)

to Operate and Improve the Digital Solutions Suite for the Rework America Alliance

 

About the Markle Foundation:

The Markle Foundation challenges itself and diverse partners to deploy their varied expertise to identify solutions to critical public problems and achieve systemic change. Today, as millions are unemployed and advanced technology and automation change the very nature of work, Markle’s current priority is advancing solutions toward a labor market that will enable workers in America to move into good jobs in the digital economy.

About the Rework America Alliance:

In response to the devastating impact of the pandemic, Markle launched the Rework America Alliance a nationwide collaboration of employers, non-profits, educators, government entities, and public and private organizations. The Alliance is working to open opportunities for millions of unemployed and low wage workers to move into good jobs, particularly people of color who have been disproportionately impacted by the current economic crisis. Partners include National Urban League, NAACP, UnidosUS, the Federal Reserve Bank of Atlanta, Google, IBM, Microsoft, McKinsey & Company, North America’s Building Trades Unions, Workday and other leading businesses, labor unions, training and workforce organizations.

 

Job Summary and Responsibilities:

The Product Administrator will join a small team that enables development, delivery, and management of digital solutions for partners of the Rework America Alliance. The Rework America Alliance is working to leverage technology to open opportunities for millions of unemployed and low wage workers to move into good jobs, particularly people of color who have been disproportionately impacted by the current economic crisis and those who have built capabilities through experience but do not have a bachelor’s degree. The Product Administrator is an associate level teammate who will serve as an administrator of various existing platforms and products. They will serve as a liaison between the leadership of the Digital Solutions team, product users, and vendors (such as development/engineering). A core responsibility of this role will be the management of a Learning Management System (Totara) and the content it houses. Additionally, this position requires alignment with Markle’s mission of philanthropy. The right candidate will possess a desire to leverage their skills to help those in need and embody a tech for good approach and mindset. This position is a mix of independent, task-based, operational work with close collaboration within a cross-functional teams to influence product innovation and solutions that serve the greater good. Given the entrepreneurial nature of Markle, all team members execute a diverse portfolio of projects and contribute to the learning culture through execution of pilots, supporting multiple initiatives and collabo- rating across teams and partner organizations.

This role may interact with Digital Solutions ranging from wireframes / prototypes / MVPs to E-Learning objects and platforms. Some sample solutions in the suite include the Skillful Job Posting Generator and the Rework America Alliance / EMSI Skill My Resume solution

 

Required Foundational Skills:

  • Problem solving- leverage inspection, deconstruction, and iteration skills to understand an issue and propose a reasonable solution. Split large complex goals into smaller, more concise components.
  • Prioritization, planning, and coordination– demonstrate the ability to place tasks in the sequence that produces quick and efficient results, ability to construct a plan to meet the goals of the team and manage tasks to completion
  • Client / customer service– effectively partner with internal and external clients to understand their needs, user journey, and expectations, ability to work with all clients to resolve
  • Organization, monitoring, and documentation- ability to keep track of multiple projects that require different levels of attention (depending on where they are in their life cycle) and quickly identify points of intervention that require follow-up. Document important metrics and interactions.
  • Detail Orientation– without getting lost in minutia, pay attention to the small but potentially important details that may impact overall goal
  • Dependability and accountability– in this role it is critical to do what you say you will do, in a timely manner, with sufficient responsiveness, follow-up and
  • Understanding of the impact of systemic racism in communities of color: Build awareness of the ways racism and racial inequity have affected labor markets and economic opportunity; demonstrate commitment to understanding and addressing these issues through the work we

Required Occupational / Technical Skills:

  • Technical capabilities operate learning technologies and learning management systems, work with assets such as SCORM objects, audio files, video files, compression methods, and managing users and reports in the
  • Account and software administration– ability and knowledge of LMS configuration and day to day management, understand how to provide ongoing maintenance of user and course data with LMS, ability to serve as system administrator for digital tools (LMS and other systems)ensure the LMS is functional, up to date, and contains accurate information as well as ability to make adjustments accordingly; ability to train users and admins as necessary; understand system roles and as- sign permissions as needed ability to set up new courses in the LMS and work with other work- streams to ensure tools meet necessary requirements
  • Reporting on digital assets– ability to provide on-demand reports for not only LMS but Markle tools at large,
  • Software testing – Report test results with a focus on findings and recommendations differentiating results by levels of severity. Include relevant information from the test plan and outline the test methodologies using metrics, tables, and visual methods to clarify as needed.

Preferred Foundational Skills:

  • Research– ability to understand client and partner preferences to assist in identifying and screening new ideas and understand consumer satisfaction with a product; assist in desktop research or focus group discussions, interviews, and
  • Concentration- an individual that can focus attention and ignore unrelated topics would be an asset to the
  • Patience- ability to remain calm when dealing with tedious work or with a variety of opinions; demonstrate flexibility, acceptance, and

Preferred Occupational Skills:

  • Programming- SCORM and Moodle proficiency, HTML, grasp of the techniques and principles of software development such as analysis, algorithms, coding, testing, and compiling of programming
  • Debugging- ability to detect and catalogue existing and potential errors (‘bugs’) as identified in testing or user reports. Use specialized tools to replicate and analyze the conditions that caused the set of software states or outputs reported by the customer to provide adequate solutions. Work with the software code to find and resolve bugs or
  • Product development- familiarity with review cycles and user testing; ability to take new information and understand how to apply it in a way that makes products more capable; familiarity with JIRA and other product support systems to track development and support
  • User journeys- comfort with user experience and how it plays into product development; ability to identify major points of engagement and value adds for user groups within products; ability to identify points of opportunity to better align products with core

Example activities:

 Testing and Documentation (for in-development and already operational solutions)

    • Design test plans, scenarios, scripts, or
    • Document software defects using a bug tracking system and report defects to software developers.
    • Identify, analyze, and document problems with program function, output, online screen, or con- tent.
    • Modify existing software to correct errors, allow it to adapt to new hardware, or improve its performance.
    • Troubleshoot issues, identify/recommend solutions and implement solutions where applicable
  • Design, Development and Deployment
    • Participate in product design reviews to provide input on functional requirements, product de- sign, schedules, or potential
    • Analyze user needs and software requirements to determine feasibility of design within time and cost
    • Confer with systems analysts, engineers, programmers, and others to design systems and to obtain information on project limitations and capabilities, performance requirements and

Job Details:

  • Degree Requirements: NONE! We are a skills first organization and care more about your ability to do the job than where you received training for
  • Location: CO, IN, NY or DC
  • Title: Product Administrator (Associate Level)
  • Report: Senior Manager of Digital Solutions
  • Term: Full-time
  • Salary & Benefits: Base salary of $60,000 – $68,000 (depending on location and skill level) and a competitive benefits
  • Travel: Limited, however the ability to travel as needed and when permissible, if required, is desired

Application Instructions:

Please send your resume and responses to the following questions (in lieu of a cover letter) to careers-digital-solutions@markle.org.  You are welcome to respond in the form that best suits or represents you, but please keep responses brief (two pages, two minutes, etc.).

  • What is your first step in developing a new audience in a learning management system? We are agnostic to the exact system used in your example.
  • Describe your approach to balancing responsiveness to users with small-support team bandwidth? How do you manage “after hours” requests without a 24-hour support team?
  • What are some ways you might leverage your technical capabilities (including operating learning technologies and learning management systems) to advance Markle’s work towards a labor market that will enable workers in America to move into good jobs in the digital economy?

Markle is committed to creating a diverse and inclusive environment and is proud to be an equal opportunity employer. All applicants will receive consideration for employment without regard to race, creed, color, national origin, religion, sex (including pregnancy, childbirth, or related medical conditions), gender, gender identity, age, marital status, physical or mental disability, predisposing genetic characteristics, sexual orientation, domestic violence victim status, military status, or veteran’s status. Markle applies this policy to every aspect of employment, including internal promotions, training, opportunities for advancement, compensation, and termination decisions. Markle also pro- vides reasonable accommodations to applicants and employees with known disabilities in accordance with the Americans with Disabilities Act.

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School Nurse

Posted by | July 14, 2021 |

Serves as the coordinator of the school health program to provide health services and health education to promote the optimal level of wellness for all students.
 Provides direct health care for students and monitors and supervises delegated nursing tasks, medication administration, and delivery of care by other personnel.
 Assures the provision of first aid and provides triage for physical, oral, and mental health issues.
 Develops and implements health care plans for students with health care needs. Conducts health screenings per state guidelines.
 Conducts health assessments for Special Education and 504 evaluations.
 Manages immunization compliance.
 Provides staff development on infection control and universal precautions. Participates in comprehensive health education programs and school health policy development

Qualifications:
Bachelor of Science in Nursing
Current Colorado Registered Nurse License required
Current Colorado Professional Special Services License (or ability to obtain)
Compensation:
Compensation depends upon levels of education and experience. The position is full-time, with salary and benefits

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Director, Structured Finance

Posted by | July 13, 2021 |

THE ORGANIZATION

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

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

THE OPPORTUNITY

Role: CSGF’s structured finance team seeks to ensure that facilities and financing are not a barrier to the growth and success of high-quality charter school networks across the country. CSGF is seeking a Director of Structured Finance to partner with charter operators and CSGF’s investment team to solve facilities and financing challenges through a combination of technical support to school leaders and the sourcing, structuring, and execution of loans.  We are seeking a candidate with a strong results orientation, expert financial and analytical skills, and the ability to manage complex projects, think strategically, and build relationships with diverse groups of stakeholders. The ideal candidate is entrepreneurial, passionate about K‐12 education, and interested in leveraging public and private capital to create long‐term social impact.

Team: In 2010, CSGF launched its initial $20 million Facility Fund to help portfolio members acquire, construct, and renovate buildings for new schools. Over the past ten years, CSGF has utilized this capital to support nearly 100 schools develop over $1 billion in school real estate that will eventually serve 50,000 students each year. Given the success to date, CSGF has expanded our facility loan funds to $150 million which we leverage to solve the most difficult school financing challenges and negotiate the best deals for school leaders.

KEY RESPONSIBILITIES

The responsibilities of this role resemble those of a strategy consultant—provide strategic support, serve as a trusted thought partner, solve mission‐critical problems—and those of an impact investor—source and structure deals, conduct due diligence, invest capital, and monitor investments. In addition to the core responsibilities listed below the Director, Structured Finance will support the daily operations of CSGF’s structured finance practice including strategic planning, deal and pipeline tracking, internal cash flow management, and investor reporting.

A team of four Directors of Structured Finance each support a region of CSGF’s portfolio through the following key responsibilities:

SCHOOL LEADER SUPPORT

  • Serving as a strategic thought partner and financial advisor for the senior management and board of CSGF’s portfolio members
  • Partnering with CSGF’s investment team and the education entrepreneurs they support to develop and execute financial, financing and real estate strategies
  • Providing expertise and counsel to charter school operators that are undergoing a strategic planning process, including assisting with financial models, growth strategies and business plans

INVESTMENT ANALYSIS & LENDING

  • Leading 6-8 structured finance deals annually including conducting intensive due diligence on high-performing charter school operators: analysis and evaluation of financial models and deal affordability, real estate strategies, market dynamics, leadership teams, and business plans
  • Preparing investment analyses, proposals, and recommendations to CSGF’s partner team and board around investments

ECOSYSTEM BUILDING

  • Building capacity and knowledge within CSGF’s portfolio and across the industry including capturing and sharing best practices, creating more efficient financial markets, disseminating benchmarking information and creating communities of practice
  • Influencing the environment schools operate within across financing, real estate, and financial supports

REQUIRED QUALIFICATIONS

Skills and Characteristics

  • Demonstrated expertise in financial modeling, financial statement analysis, and strategic planning
  • Passion for creating social change through the impactful investment of public and private capital
  • Strong strategic thinking, analytical, and creative problem solving skills
  • Excellent interpersonal and communication skills, particularly the ability to build strong relationships with diverse groups of stakeholders
  • Strong project management experience that drives efficiency and excellence in all aspects of work
  • Ability to work seamlessly between high-level strategy and detail oriented work
  • Deep commitment to CSGF’s mission and passion for K-12 education
  • Excitement around creating excellent education options for low-income students
  • Demonstrated ability to manage complex projects

Educational Background and Work Experience

  • Bachelor’s degree required
  • Seven+ years of work experience, preferably including finance, private equity, impact investing, venture capital, management consulting, philanthropy, charter school management, or similar experience

WORKING AT CSGF

We are focused on hiring and developing great people, giving them freedom and autonomy, and maintaining high expectations to help them grow personally and professionally. In return, our team delivers high-quality work that increases our ability to find, fund, and deepen the impact of the highest performing public charter schools in the country. Our core values are:

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

COMPENSATION

Compensation is commensurate with experience and education. The target salary range for this role is $120,000+ annually. CSGF offers a very competitive package of benefits, including: health, life, disability and dental insurance coverage; vacation/holidays and parental leave; and participation in CSGF’s 403(b) plan. Candidates must have permanent authorization to work in the US.

START DATE

CSGF is seeking candidates who can start as soon as possible; Flexible for the ideal candidate.

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Assistant Director, Implementation & Partnership

Posted by | July 12, 2021 |

Colorado Education Initiative (CEI) is seeking an Assistant Director, Implementation & Partnership to join CEI’s implementation team in our efforts to support Colorado school districts to: equitably, predictably, and reliably produce graduates who have developed academic, personal, professional, entrepreneurial, and civic competence; embrace a broader understanding of school quality; and, fully maximize the policy and funding opportunities of recovery to enable breakthrough change, particularly as related to equitable access to opportunities that drive increased relevance and experiential learning.

The ideal candidate for this role has deep school and district-level experience designing and implementing work-based, career-connected learning opportunities for schools and is skilled at high-quality project design and project management. Additionally, this candidate must be competent at building and leveraging relationships with CEI school and district partners and in coaching for leadership development and project success. The candidate is excited to join a team grounded in the CEI mindsets: dream big, act small, and pivot quickly; constant learning and adaptation; flexible, nimble, and purposeful; partnership and service orientation. This person is drawn to working with teams of district, school, teacher, and student leaders to design and implement work-based, career-connected, innovative learning programs. In addition to the qualifications described throughout this description, the candidate will exhibit belief in and comfort with the CEI Design Commitments, including change management; diversity, equity, and inclusion; youth activation; family and community partnership; social emotional development; and leadership. This position will report to the Director, Implementation & Partnership.

About Colorado Education Initiative

CEI is at the forefront of improvement, innovation, and change in Colorado’s public education system. CEI is a statewide nonprofit organization that invests time, expertise, and dollars in K-12 public education. For almost 15 years, CEI has worked with educators as an inspired and supportive partner on the ground in over 150 urban, suburban, and rural school districts.

CEI works as an implementation expert, innovation thought leader, and statewide convener in public education. Our mission is to accelerate improvement and innovation in Colorado schools. Our vision is a future in which every student in Colorado is prepared and unafraid to succeed in school, work, and life, and ready to take on the challenges of today, tomorrow, and beyond. We currently partner deeply in nearly 50 Colorado school districts and have limited work in other states in the region. In addition to our field implementation work, we engage in important policy and innovation agendas in Colorado. Our success is driven by a passionate team of diverse individuals who truly enjoy working together.

Of note, we are committed to prioritizing diversity, equity, and inclusion in the work we support across Colorado. We seek to identify and embed equity-seeking practices in our culture and talent systems and have made a focused set of investments in the related professional development of our team. We believe our work demands this because of the historic and current experiences in the school systems in which we operate and because we believe the outcomes we seek for students require the prioritization of equity. In all roles, we welcome candidates who are eager to participate in and contribute to this work and whose lived experiences deepen our perspectives on the education system.

Responsibilities

Specialist in Work-Based/Career-Connected/Innovative Learning Opportunities

  • Build and maintain expertise in current and emerging best practices for work-based/career- connected/innovative learning opportunities
  • Train and support CEI staff and field implementation partners in current and emerging best practices for work- based/career-connected/innovative learning opportunities
  • Lead project design and management on initiatives related to work-based/career-connected/innovative learning opportunities; organize and lead teams to do their best work
  • Lead and coach school and district teams to successful outcomes
  • Strategic coach to support systems seeking equity in work-based/career-connected learning for students furthest from opportunity
  • Support a culture of positivity and customer service internally and externally

Instructional Designer

  • Collaborate with national partners, businesses, students, internal teams, and school districts to design and implement programming for teachers and students, including industry-certification programming
  • Create key learning objectives and deliver learning solutions that integrate best practices to promote equitable student outcomes
  • Effectively communicate conceptual ideas and training/development expertise to both internal teams and external stakeholders
  • Identify training needs through both systematic assessments and informal discussions with end users
  • Assess the quality and effectiveness of training programs and ensure that programming accomplishes its intended goals through a continuous improvement process

Learner, Collaborator, and Thought Leader

  • Learn new approaches and processes and apply them within and outside of personal areas of expertise to advance the work of CEI and our partners
  • Actively and eagerly partner with colleagues inside and outside of CEI to advance shared goals and increase the capacity of the K12 ecosystem
  • Contribute to the body of knowledge in areas related to, but not limited to, work-based/career-connected/ innovative learning opportunities and how these opportunities intersect with academic and social-emotional student outcomes
  • Understand, promote, and inform policy and funding opportunities that drive increased relevance and experiential learning

Qualifications

A successful candidate will have a proven track record as a successful school and/or district leader with at least five years of experience designing and implementing work-based and/or career-connected learning opportunities in the K12 ecosystem. Understanding of concurrent enrollment systems in Colorado is an additional advantage. They will have skill and experience in working with diverse groups of people, coaching across lines of difference, and empowering local leaders to create change. They will be a strong facilitator in both in-person and virtual contexts and have a working knowledge of adult learning techniques. They know how to work across organizations to build relationships, develop collaborative work products, and be ultimately be responsible for the outcomes. They will have a record of working relentlessly and with humility to serve partners and teams they are accountable to. They will be organized, detail- oriented, an outstanding verbal and written communicator, and able to manage multiple projects simultaneously. The person in this role must be available and willing to travel as needed, approximately 25% of working days.

Competencies

This position requires strong project design and management skills, facilitation, coaching, interpersonal communication, collaboration, relationship building, and multi-tasking skills and the ability to anticipate and take initiative to predict and solve problems.

Compensation

  • Full-time position
  • Annual salary commensurate with experience in a range of $80,000-$90,000
  • Competitive benefits package
  • Hybrid work environment including some flexible scheduling and work-from-home options
  • Role is based in Denver, but if you live elsewhere in Colorado, we’d love to talk with you

 

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Chief of Staff

Posted by | July 9, 2021 |

ABOUT THE OPPORTUNITY: 

The inaugural Chief of Staff (CoS) to the Chief Executive Officer (CEO) will be a system- and people-oriented professional who will serve as a culture leader, project manager and facilitator of organization-wide decision making at KIPP Colorado (KIPP CO). The CoS will be a thought partner to the CEO and the six-person Executive Leadership Team. They will also partner closely with KIPP CO’s Board and school principals.  

 

As the first CoS and newest member of the executive team, this person will have the unique opportunity to both enhance and build new structures that will contribute to the overall impact of KIPP CO. This role is directly responsible for ensuring KIPP Colorado has a strong vision and priorities by planning and driving the development of a 5-year strategic plan. The CoS oversees structures for teaming, collaboration, culture, and accountability for the region. They will maintain effective internal cross-team coordination, especially between schools and regional support teams. Finally, the CoS will be the lead cross-functional coordinator on the KIPP Colorado Executive Leadership Team that sets the direction for the organization. The role reports directly to and serves as a critical support to the CEO. 

 

More specifically, the CoS is charged with the following key responsibilities: 

 

Drive strategy development, execution, and accountability:  

  • Strategic planning: Grounded in the KIPP network’s 2025 plan and commitment to racial justice, lead KIPP Colorado’s multi-year strategic planning process; lead organizational-wide progress monitoring of strategic plan implementation; and establish individual, team, and organizational accountability mechanisms. 
  • Annual planning: Beginning in Winter 2021, set the vision for and execute the annual planning processes for the KIPP Colorado regional team and six schools aligned to the organization’s multi-year plan. 
  • Progress monitoring: Develop organization-wide systems to collect input, analyze data (both qualitative and quantitative), and monitor/report on progress to key stakeholders and the broader organization. 
  • Implementation and integration: Advise the CEO on region-wide matters of strategic importance; identify and mitigate impending risks and barriers to successful strategic plan implementation; ensure that the strategic plan and growth plan are integrated throughout all regional functional areas of work; and engage internal and external stakeholders in the development and implementation of the strategic plan. 
  • Other: Lead strategic initiatives and special projects as determined by the CEO that are critical to KIPP Colorado’s long-term success, including organizational forecasting. 

 

Support regional and CEO effectiveness: 

  • Collaboration: Collaborate with the Executive Leadership Team to set team purpose and define roles and responsibilities as a team comprised of other new senior leaders at KIPP CO. 
  • Thought partnership: Serve as a critical thought partner, collaborator, and organizer to the CEO, Executive Leadership Team, and Board of Directors. 
  • CEO proxy: Represent the CEO internally and externally, serving as a proxy as needed.  
  • Organizational health: Keep a pulse on the broader organization and organizational health on behalf of the CEO, including culture, systems/processes, crisis management. 
  • CEO time allocation: In partnership with her Executive Assistant, manage scheduling for the CEO to ensure her time is directed towards the region’s top priorities. 
  • Executive role clarity: Establish and manage clear divisions of responsibilities and decision rights within and across teams. 

 

Lead teaming, collaboration, culture and special project management: 

  • Cross-functional team management and collaboration: Support the CEO to coordinate weekly team meetings; develop meeting agendas; ensure pre-work is completed and distributed; and manage follow-up to key actions and decisions.  
  • Staff culture: Support a strong, cohesive staff culture that reflects KIPP’s core values and commitment to equity while maintaining responsiveness to local identity; measure and track growth in staff culture / engagement.  
  • Executive Leadership Team management: Support the CEO in quarterly Executive Leadership Team step backs and monthly Leadership Team (includes Regional Team Directors, Managing Directors, C-Suite, Special Projects Manager, and Principals) meetings to assess and evaluate progress on the annual plan and priorities, as well as review and revise the strategy, as needed. 
  • Broader Leadership Team development: Lead the team development for organizational leaders, aligned to talent, culture and equity vision. Plan and facilitate executive team, regional team, and other senior leadership meetings by developing agendas, fostering an affirming and joyous culture, and managing follow up to actions and decisions.  
  • Executive Office team management: Manage 2-4 direct reports; providing leadership for the vision, goals and strategy for each function, establishing clear expectations, promoting rigorous use of data to drive decision-making and fostering a culture of accountability. 

 

Serve as a critical steward of the KIPP Colorado Board of Directors: 

  • Board meeting and retreat prep: Under the guidance of the CEO, develop and maintain a strong, engaged, and active Board, including planning board meetings and producing Board materials and engaging in Board cultivation. Manage Board of Directors meetings and retreats, including working with committee chairs to set topics and create agendas. Partner with senior leaders and Executive Assistant in the creation and organization of content for all board meetings, retreats, committee meetings. 
  • Board administration and compliance: Support general Board administration and compliance, including following Open Meeting Law and compliance regulations. 
  • Board communication: Serve as a critical point of contact for all Board of Directors to communicate regional updates. Draft and/or edits critical memos. Prepare guests and presenters. 

 

Provide local and network leadership: 

  • Participate in and contribute to KIPP national network and local charter network of talent, strategy, and leadership staff, accessing and sharing learning and support with peers in other organizations.  

SUCCESS IN YEAR ONE LOOKS LIKE: 

  • Leveraging the strategic planning process as an opportunity to build relationships throughout KIPP Colorado and learn about each team’s priorities, goals, and objectives. 
  • Beginning to have touchpoints with the Board of Directors as a liaison between the Board and KIPP Colorado’s Executive Leadership Team.  
  • Establishing a strategic planning process that honors the perspectives and experiences of key stakeholders. 
  • Identifying, building and/or enhancing internal communication structures and planning systems that promote collaboration, deepening the connection between regional teams and schools, and holding all staff accountable to centering students and families.  
  • Modeling KIPP Colorado’s values and commitment to anti-racism that ultimately fosters a positive, inclusive, equitable and fun work environment. 
  • Continuously improve upon Executive Leadership Team and KIPP CO Leadership Team meeting structures, preparation, follow up and scope and sequence. 

 

ABOUT THE SUCCESSFUL CANDIDATE: 

KIPP CO seeks a CoS with demonstrated experience leading strategy implementation and holding individuals and teams accountable to outcomes.  An ideal candidate will be able to drive execution and create structures grounded in data, and facilitate effective coordination and communication amongst KIPP Colorado schools, regional departments, the Regional Leadership Team and the Board of Directors. The new CoS will build relationships throughout the organization to understand the ways in which KIPP CO’s infrastructure could help build robust strategies and plans that ultimately impact students, families, and communities.  

 

Key Experiences include: 

  • Minimum of 10 years of progressive work experience with 3 or more years of project management experience, at an organizational level. 
  • Demonstrated leadership in organizational planning and execution with the ability to create a vision, develop a plan, marshal resources, and execute on objectives utilizing a proactive and entrepreneurial mindset.  
  • Excellent relationship builder with demonstrated experience managing diverse stakeholders, leading and managing change, and promoting strong collaboration across teams in service of the relentless pursuit of improvement and driving results through collective achievement. 
  • Prior experience exhibiting exceptional use of judgement, as well as strategic thinking and analytical skills to solve complex problems and implement solutions.  
  • Record of results managing both the big picture and the details.  
  • Experience navigating complex legal, political, and community issues, including building and nurturing an inspiring and affirming culture within and across teams. 
  • A hands-on approach to administrative functions and experience creating and implementing top-notch systems, operations, and processes. 
  • Ability to be flexible and adapt to changing priorities; ability to multi-task and work in a fast-paced, demanding environment. 
  • Experience as a team and people manager who can motivate, mentor, and build a high-performing team. 

 

Key Attributes Include: 

  • Strong commitment to the belief that all students can learn and to the mission of anti-racist, educational equity—required. 
  • Thrives in an entrepreneurial environment; willing to learn and take on new responsibilities; comfortable with ambiguity; ability to balance urgency and the pace of change management, as needed. 
  • High self-awareness, humility and integrity; personally driven to be self-reflective, learn and grow; values enabling others to succeed. 
  • Builds relationships marked by respect, trust, and integrity. 
  • Has a strong equity lens when making resource allocation decisions. 
  • Strong team player with excellent customer service orientation; ability to communicate, influence and build consensus across diverse stakeholder groups with self-confidence and initiative; ability to clearly communicate, teach and present to all levels of the organization and Board members. 

 

EDUCATION: Bachelor’s degree required & master’s degree strongly preferred (MBA or related field) 

 

TRAVEL: Travel within Denver to KIPP Colorado’s network of schools. 

 

ABOUT THE CEO: 

Tomi Amos joined the KIPP CO team in July 2020. Prior to becoming KIPP Colorado’s Chief Executive Officer, Tomi spent nearly ten years in education leadership positions with a previous career in law and policy. In less than a year, Tomi has built a reputation on the KIPP Colorado team as a visionary, strategic-thinker and highly relational leader. She values collaboration and bringing members of the KIPP Team and Family into decision-making processes. As Tomi’s right-hand, the CoS will extend Tomi’s capacity to allow her to spend the necessary time setting the direction for KIPP Colorado and listening to the needs of students, staff, and families.  

 

ABOUT THE TEAM: 

Tomi is the leader of the Executive Leadership Team, which is comprised of the following individuals: Chief Executive Officer; Chief of Staff; Chief Operating Officer; Chief Academics Officer; Head of Schools; and the Managing Director, External Affairs. Except for the Head of Schools and CEO, each member will be a new leader on the Executive Team. This presents an opportunity for the Chief of Staff to be among a newly formed team that will spend the next few months establishing their team’s values, operating principles, and culture. 

 

ABOUT KIPP COLORADO:  

KIPP Colorado Schools (KIPP CO) is a network of six high-performing, college-preparatory public charter schools. The 300-person staff educate 2,500 students in grades 9-12 at KIPP Denver Collegiate High School and KIPP Northeast Denver Leadership Academy, grades 5-8 at KIPP Sunshine Peak Academy and KIPP Northeast Denver Middle School, and grades Early Childhood Education (ECE)-4 through 4th grade at KIPP Northeast Elementary. In 2019, KIPP Sunshine Peak Elementary became the newest elementary school educating students from ECE-3 through 1st grade. The alumni community is supported by KIPP Through College and Career, which is KIPP CO’s comprehensive support program for the 808 high school alumni who are charting their own paths. KIPP CO’s students have seen the highest growth in English among all Colorado Schools, and we have the best-rated high school in Denver and second in Colorado. Learn more about KIPP CO’s student and family experience here. 

 

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. 

 

COMPENSATION: This position is open for an immediate start date. Compensation begins at $123,750 and is negotiable based on experience. Employee benefits include medical, dental, participation in PERA, and a paid time-off package. 

 

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

 

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First Grade Teacher

Posted by | July 9, 2021 |

Augustine Classical Academy Mission:
Augustine Classical Academy (ACA), by partnering with families, exists to provide an  education that is both classical and Christian; to equip students to know, love, and practice what is true, virtuous, and beautiful; and to challenge them to strive for excellence as they live for the glory of God and for the good of all people.

Position Overview:
The First Grade Teacher of Augustine Classical Academy works collaboratively to build a
relational and welcoming environment for staff, parents, and children. The Teacher oversees the high quality, integrated, investigative, teacher-directed, and child-focused curriculum using the guiding principles of the school’s mission and the school’s curriculum.
This Position Reports to the Head of School.

Key Responsibilities:

Provides instruction in elementary grade subjects:

  • Provide teaching instruction
  • Grade and return all student work within one (1) week of its original submission
  • Maintain up-to-date quarterly lesson plans, or semester lesson plans, as required by the academic dean
  • Maintain a clean and orderly classroom at all times
  • Participate in various weekly non-academic duties as assigned by the Head of School, e.g., morning drop-off, afternoon pick-up, lunch monitoring, recess monitoring, etc.
  • Participate in regular (monthly, unless otherwise specified) teacher-curriculum meetings as specified by curriculum director or head of school, by providing 1st grade feedback to administration

Supports the school’s teaching and administrative teams:

  • Model school values and desired culture
  • Lead by example
  • Cultivate a solutions-oriented outlook, a mentality of action rather than reaction, a balance of excellence and grace, and a demeanor that is glorifying to God
  • Maintain visibility in the workforce
  • Cultivate camaraderie and team-building

Partners with families:

  • Maintain frequent communications with parents through informal discussions, progress reports, and parent-teacher conferences
  • Participate in special events throughout the year
  • Respond to parent communications in a timely manner
  • Resolve parental concerns
  • Greet each parent by name

Qualifications, Knowledge, Skills Required:

  • A love for children and a desire to do what is best for them.
  • Strong oral and written communication skills and basic computer skills.
  • High energy and takes initiative.
  • Movement involving stooping, kneeling, bending, crouching, crawling, twisting, and reaching and substantial standing and walking and sitting.
  • The ability to work well with others (staff, children, and parents) and alone.
  • A strong understanding of child development.
  • Excellent leadership, organizational, and interpersonal skills.
  • Infant/child CPR, First Aid Certification, Standard Precautions.
  • Must clear full background check and pass health screening.

Educational and Experience Requirements:

  • Bachelor’s degree
  • Minimum 3 years classroom teaching experience preferred

Employment Type:

  • Full Time
  • Working Hours: Monday – Thursday, 7:30 AM to 4:00 PM; One Friday per month 9:30 AM – 12:30 PM
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Staff Accountant

Posted by | July 8, 2021 |

POSITION DESCRIPTION
Position: Staff Accountant
Reports to: Controller
Location: STRIVE Prep- Central Office (Denver, CO)
Salary: $50,000-$65,000
Start Date: Immediate (Flexible)

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

We seek dedicated educators that live STRIVE Prep’s core values of achievement, justice, & perseverance every day and are committed to growing as an anti-racist educator.

OVERVIEW OF ROLE

The staff accountant is responsible for performing a variety of bookkeeping and accounting duties including but not limited to: financial record maintenance and transactions such as accounts payable, commercial card reconciliation, accounts receivable; assisting public fund reimbursements and preparation for annual audit. This role requires professionalism and tact in communications with a variety of individuals, strong time management skills, acute attention to detail, and the ability to work well with schools’ administrative teams.

ESSENTIAL FUNCTIONS 

Accounts Payable

  • A process payment request with the required paperwork and approval on a weekly basis
  • Bookkeep the API entry with the correct fund code, GL code, grant code, job code, program code, effective date, transaction amount, and description
  • Create the positive pay report on the same day when the checks are mailed
  • Maintain and organize a completed AP record/files (copy of checks, invoices, approval emails, ACH vouchers, credit card payment receipt, etc.)
  • Request the W-9, ACH info form and the acceptable payment methods from the new vendors to establish the vendor profile
  • Update the AP status to the Controller at the weekly check-in
  • Assist the Controller to reconcile the accruals and track the payment status

Bookkeeping

  • Maintain and organize the monthly bank transaction folder
  • Reconcile the supporting files with the bank records
  • On a semi-monthly basis, bookkeep the bank disbursement and cash receipt entries with the correct fund code, GL code, grant code, job code, program code, effective date, transaction amount and description
  • Bookkeep the monthly earnings from the investment account
  • Bookkeep the monthly PERA entry, HSA entry, and 401K entry
  • Bookkeep the journal entries provided by the Controller and maintain the supporting files
  • Assist Controller to prepare for the annual auditing/other accounting projects

Requirements

  • Bachelor’s degree in Accounting, Finance or other related fields
  • 3 years experience in bookkeeping and AP clerk
  • Advanced knowledge of Microsoft Excel and MS-Office Suite
  • Demonstrated experience in an accounting role while working with multiple stakeholders

Preferred Qualifications

  • Experience with Abila MIP Fund accounting
  • Experience in governmental accounting
  • Certified Public Accountant license

TOTAL REWARDS

  • Competitive Compensation and benefits including paying 100% of individual benefits.
  • On average, our network provides a 4% annual salary increase which is one of the highest in the Denver education market.
  • STRIVE Prep 5 Year Club: After 5 years of continual employment, all employees are eligible for your choice of 3 weeks paid Sabbatical or a payout.
  • Industry high 6+ weeks of annual vacation/PTO. Hard work is rewarded with ample time to refresh.
  • Participation in the Colorado PERA retirement program, including a PERA 401k option.
  • Opportunity to work with passionate, mission-driven colleagues who are invested in your personal and professional growth.
  • Equipment provided: laptop

EQUAL EMPLOYMENT OPPORTUNITY AND DIVERSITY, EQUITY AND INCLUSION

STRIVE Prep is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias.

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Chief Legal Counsel & General Counsel

Posted by | July 6, 2021 |

The Chief Legal Counsel and General Counsel will:

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

Required Qualifications

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

Preferred Qualifications

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

Industry: Education

Salary: CASB will offer a competitive salary, commensurate with experience, within the range of $110,000 – $130,000. Compensation for the role will depend on a number of factors, including a candidates’ qualifications, variability in years of experience, specialized skill sets and competencies, and may fall outside of the range shown.

Benefits: Sick leave, vacation leave, Public Employees Retirement Association membership, a group disability policy, and employee life insurance policy. We are committed to a healthy work-life integration based upon our unique culture that recognizes the importance of flexibility and collaboration. Additional optional benefits include a 401k plan, health insurance, dental insurance, and vision insurance.

Anticipated start date: To be negotiated.

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

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Director of Advocacy

Posted by | June 29, 2021 |

 

Position: Director of Advocacy
Reports to: Chief  External Affairs Officer
Location: Central Office – Denver, CO
Salary Range: $60,000-$75,000* based on years of experience
Start Date: Flexible

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

We seek dedicated educators that live STRIVE Prep’s core values of achievement, justice, & perseverance every day and are committed to growing as an anti-racist educator.

THE CHALLENGE

We are looking for a strategic and dynamic leader to co-create opportunities for staff, families, and students to build collective voice and power for their children, schools, and the wider community. We need to create pathways to opportunity for our students while building transformative relationships in order to eliminate educational inequities to advance social justice.

OVERVIEW OF ROLE

The Director of Advocacy plays a critical role in this by setting the strategy for our network’s advocacy efforts, grounded in a vision for and commitment to equity, innovation, and community. This dynamic leader manages advocacy efforts that most impact our community across STRIVE Prep’s 10-school (K-12) network. The position will require our new Director of Advocacy to work equally well with school and central leaders, families, district personnel, and community members and leaders to build a powerful voice to advocate on behalf of our students, schools, and community.

THE MUST-HAVES

Do the following must-haves resonate with how you are wired and demonstrable in your unique talents and experiences? If so, we invite you to apply and can’t wait to learn more about you!

  • You believe in educational equity and social justice: As an organization, STRIVE Prep centers itself around three core beliefs: Achievement, Justice, and Perseverance. It is our belief in Justice that anchors our work, and our responsibility, to disrupt systems of oppression in our schools. You have a passion for social justice and educational equity.
  • You are a community organizer at heart: You have a background in organizing and wake up each day fueled by a passion to organize people towards an outcome; staying focused on improving educational outcomes and access to opportunity for every STRIVE Prep student. You believe in the collective power of community. You have the ability to work effectively and inclusively with a diverse group of families, students, partners, and communities.
  • You are a people whisperer:  You proactively build meaningful and authentic relationships with all stakeholders (internally, externally, and throughout the community) to live out your vision for equity. You seek to understand the communities we serve and incorporate their perspective at the root of everything you do.
  • You are a data-driven problem solver:  You can identify a problem and see how it impacts the organization as a whole. You set the vision for your proposed solution and establish goals and milestones to achieve the necessary results. You are relentless in your efforts and, along each step of the way, you frequently analyze information to track progress towards the goal. You use data to identify when an adjustment to the course of action is needed in order to solve the problem.
  • You are a creative contributor and proactive leader: You balance the ability to execute tasks independently while also managing others indirectly (including school leaders, school staff, and central office). You have outstanding organizational and time management skills and can multitask and prioritize your daily workload. You are a skilled people trainer.

ESSENTIAL FUNCTIONS

With the must-haves driving your daily approach to the work, the successful Director of Advocacy will perform the following essential functions of the role:

Developing and executing a comprehensive advocacy strategy

  • Developing a strategic plan incorporating organizing and political know-how, data and analytics, and strategic communications
  • Implementing strategy in order to improve family engagement across network & improve our political standing in Denver
  • Collaborate with the Chief  External Affairs Officer to act as the primary point of contact and strategic thought partner on all advocacy efforts for the network
  • Directly manage the new Outreach coordinator, and support their development and growth, in order to advance our advocacy strategy. Identify policy and legislative issues (local and state) that will impact STRIVE Prep and advocate for policies that will address these critical issues
  • Build strong relationships with local and state education advocates, policymakers, and organizations to work on behalf of STRIVE Prep
  • Collaborate with other high performing charter management organizations and education-focused nonprofits to align efforts and maximize impact on policy, when applicable
  • Work closely with the Communications team to develop and implement an effective communication plan that amplifies positive and diverse narratives through op-eds, and other materials to broadly share STRIVE Prep’s story, impact, and  stance on key issues impacting our community

Community Engagement 

  • Provide ongoing training to continue to expand capacity – giving families tools and methods for voicing their collective priorities to policymakers and connecting them to community resources
  • Identify and develop strong community organization leads to fill network gaps in services
  • Build regional family leadership teams, connecting families to each other, supporting them as they grow their leadership
  • Incorporating families’ interests into the electoral process, in a non-partisan way, including education on school boards, involvement on committees, and large scale turnout operations
  • Building advocacy & political capital in neighborhoods we serve

School-Based Organizing 

  • Identifying, training, and organizing school-based teams made up of families, staff, and students
  • Ensure the school-based teams you organized and built, feel supported, connected and are making headway on issues that matter for their children like access to equitable resources and community improvements including, but not limited to:
    • Conduct monthly coaching calls/meetings
    • Organize and execute specific campaigns with specific goals
  • Effectively work across our 10 schools to support their efforts to involve and engage students, families, and staff in advocacy efforts
  • Meet with families and staff one on one to develop strong, authentic relationships built on trust
  • Promote a greater understanding of the political landscape that impacts our community and the wider charter school movement in Denver
  • Use data to drive decision making to shape strategy, improve efficiency, and achieve success
  • Engaging and informing families and staff about the impact of the district and state policy on their students – educate them on advocacy initiatives to solicit support, and to empower parents and family members to advocate

MINIMUM REQUIREMENTS (OR PREFERENCES WHERE NOTED)

  • Minimum of 3 years of previous experience in community organizing and advocacy
  • Access to reliable transportation daily for frequent travel throughout Denver and attend occasional evening and weekend meetings
  • Speaks fluently in Spanish and English
  • Passion for educational equity and social justice, belief in the collective power of community and families
  • Passion to work on and understand education policy and politics

TOTAL REWARDS

  • Competitive Compensation and benefits including paying 100% of individual benefits. 
  • On average, our network provides a 4% annual salary increase which is one of the highest in the Denver education market. 
  • STRIVE Prep 5 Year Club: After 5 years of continual employment, all employees are eligible for your choice of a 3 week paid Sabbatical or a payout. 
  • Available stipend opportunities include: 

EQUAL EMPLOYMENT OPPORTUNITY AND DIVERSITY, EQUITY AND INCLUSION

STRIVE Prep is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias. 

Not interested but know someone who would be a great fit? Refer them here and earn $200 for each successful hire! You can also sign up to speak with a member of our team about this role here: calendly.com/amanda-jackson-striveprep

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President/CEO

Posted by | June 28, 2021 |

The DPS Foundation is a catalyst for change in Denver Public Schools.

Our city and our communities are strengthened by each student who graduates ready to lead a successful life. Our goal is to help every student, in every school, have the tools and resources to reach their highest potential.

 

As the strategic fundraising partner for DPS, we work together to identify and raise funds for the highest impact investments. We help to accelerate progress and we support the most meaningful ways to empower teachers, students and families and fuel engaged learning.

 

We help change happen faster and funds go further so our students and our city thrive.

We are the only foundation that exclusively raises funds for Denver Public Schools.

 

We invest strategically in proven and innovative programs to help every student have the resources and opportunities to succeed.

 

We invest in accelerating progress. We make strategic investments in proven and promising programs that spur growth for our students and schools.

 

We connect the community to our classrooms. We forge partnerships that bring talent, resources and volunteers together to benefit students and schools across Denver.

 

We inspire confidence in the promise of public education. We celebrate our students’ triumphs, and demonstrate what’s possible when our students, teachers and schools have access to greater opportunities.

 

The Board of Directors of Denver Public Schools Foundation seeks an experienced, committed President/CEO to lead DPS Foundation’s next chapter of growth and development.

As DPS’s strategic fundraising partner, the President/CEO is charged with serving as a lead fundraiser to direct and execute a comprehensive and multi-faceted fundraising and community engagement operation to support the long-term vision and annual fundraising goals of DPS Foundation. The President/CEO works collaboratively with the Board of Directors to execute a highly strategic vision and to facilitate relationships with key stakeholders including but not limited to local, state, and national education and philanthropic leaders, corporations, and media as well as the DPS Superintendent and other school district leaders.

 

The President/CEO works closely with the Superintendent of Denver Public Schools and community leaders to shape programs, provide resources, and implement innovations that accelerate progress in DPS and connect the community to the classroom, while inspiring confidence in the promise of public education.

 

The President/CEO manages an annual fundraising budget of $5-8 million, an operating budget of $1.65 million, and a team of nine talented professionals.

 

Leading DPS Foundation successfully requires a multi-dimensional leader who has skills in directing and growing organizations and initiatives. Successful candidates will possess:


Commitment to Mission and Public Education

  • Proven commitment to public education, ideally with some experience in K-12 education systems; current or prior connection to DPS and its community preferred.
  • Alignment with DPS Foundation Core Values.
  • Ability to be credible with educators at all levels of DPS and be part of the national conversation regarding education effectiveness and delivery.
  • Knowledge of the Denver education, civic, political, and/or business communities preferred.

 

Leadership

  • Significant organization leadership experience in nonprofit, public service, or private enterprise with large annual budget responsibility.
  • Outstanding leadership and skillful management experience in building a strategic vision and articulated roadmap to guide a strong, dedicated, and effective staff.
  • Proven ability to organize and manage multiple projects/tasks simultaneously with the ability to work independently and collaboratively and to adapt to changing priorities.
  • Strong operations, fiscal management, staff management, and development experience; experience in organization development and how to guide an organization to new levels of impact.
  • Knowledge of how to build, engage, and inspire a governing board of directors.
  • Effective internal capacity builder and communicator, adept at delegation and sharing information and tasks to engage the entire team in the overall organization momentum.
  • Proven experience in building culture and processes that fully embed diversity, equity, and belonging inclusion principles into the fabric of an organization.

 

Fund Development

  • A proven track record and deep understanding of all aspects of a complex, successful fundraising program, engagement of affinity groups and execution of successful special events.
  • Successful cultivation and stewardship of major donors, corporations, and foundations.
  • Knowledge of emerging fundraising techniques and the effective use of technology to drive new sources of funding.
  • Sophisticated world vision with the ability to help donors see how this work shapes the broader community.

 

Communication and Partnering

  • Proven collaborator with outstanding verbal, written, and presentation skills.
  • Outstanding public communication skills and proven ability to be an effective “face” of an organization with multiple constituents and in various settings.
  • Exceptional relationship development and management skills, matching the interests and passions of donors, board members, and volunteers with the work of DPS Foundation.
  • Experience in complex communications to multiple stakeholders and constituents – the ability to translate and market DPS Foundation’s unique role as DPS’s fundraising partner to align DPS’s highest strategy goals with major donors and community members.

 

Members of DPS Foundation also exhibit these personal qualities on a consistent basis:

  • Initiative, flexibility, mission-driven
  • High level of energy with a positive can-do attitude; brings appropriate sense of urgency without unnecessary drama
  • Highly collaborative, warm, open, good listening skills
  • Savvy, recognizing opportunities that others might miss
  • Comfortable with complexity
  • Values fun in the workplace and in working with teams

Candidates must have a minimum of a bachelor’s degree and be willing to live and participate actively in the metro Denver community.

 

Salary and Benefits

DPS Foundation has a flexible, supportive work environment and strives to work with our Core Values at the forefront of what we do. We value each team member and are excited to hear different perspectives and ideas.

 

DPS Foundation offers a competitive salary range from $165,000-$185,000 commensurate with experience and qualifications. Additionally, DPS Foundation offers a generous benefits package including paid time off (PTO) days, 15 paid holidays annually, 100% paid health, dental, vision, life, and short-term disability insurances, partial parking reimbursement when working in the office, and a fully-vested matching contribution to a 401(k) retirement plan after the first year of employment.

 

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Resident Teacher

Posted by | June 25, 2021 |

Inquiry-Driven School on the Fitzsimons Innovation Campus in Colorado 

Seeking Resident Teachers 

for Early Childhood (3s and 4s) and K/1 2021-22

 

Are you…

  • Creative, flexible, and innovative?
  • Collaborative, reflective, and resilient?
  • Driven by a commitment to change the status quo in education?
  • Passionate about empowering children to make a difference in the world?

 

Do you want to…

  • Cultivate wonder and joy in learning?
  • Collaborate with others in a small, innovative school?
  • Facilitate inquiry in primary students?
  • Design curriculum that inspires and excites while meeting the needs of each child?
  • Work hard, receive feedback, grow, and learn?

 

Do you have…

  • A deep belief that every child can thrive?
  • A commitment to inquiry-based curriculum?
  • An attitude that exemplifies teamwork and personal responsibility?
  • A commitment to building and maintaining a strong, positive culture of learning and achievement, well-being, and belonging?
  • Excellent written and verbal communication skills?

 

Who are we?

Compositive Primary, a young school serving three year olds through 5th grade, located on the Fitzsimons Innovation Campus in Aurora, Colorado, is now seeking exceptional educators to be part of the faculty team. Compositive Primary’s mission is to educate students to live lives of personal excellence. The school is organized around the integration of four domains: cognition, character, health and well-being, and community engagement; and seeks to cultivate every child’s capacity to reflect and learn, recognize and act, care and connect, and engage and serve. This integrated and personalized education places the child at the center of the learning process. Educators facilitate student growth and development and work in collaboration with each other, with families, and with the community. Curriculum is inquiry-based and thematic. The student to teacher ratio is nine to one for Primary classrooms and eight to one in Early Childhood classrooms. All of our classrooms are organized in multi-age groups. Families may sign-up for care before the school day (6:30-8:15am) and care after each school day (3:45-6:30). Our regular school day runs from 8:30-3:30. Compositive Primary is housed in a brand-new facility including outdoor play space and a soccer field with easy access to the Sand Creek Regional Greenway. 

 

Teacher Responsibilities

  • 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
  • Document each student’s growth and help them set goals for their learning
  • Approach each day with a sense of wonder and playfulness
  • Participate in all aspects of school programming and activities
  • Work to uphold the mission, vision, and goals of the school
  • Other duties as assigned

 

Additional Resident Teacher Responsibilities

  • Work and learn from Lead Teacher in creating a collaborative, joyful classroom environment

 

Qualifications for All Teachers

  • An unyielding commitment to upholding our guiding principles and a firm belief in our school’s vision and mission
  • Early Childhood Credential required for Early Childhood classrooms
  • Bachelor’s degree
  • Background in inquiry-based curriculum preferred

 

Compensation

  • All teachers receive: health, life, dental, and vision insurance, a flexible health spending account, paid time off, breaks throughout the year and 403(b) 
  • All teachers participate in regular in-house and outside professional development opportunities
  • Resident Teacher salary range: $32-38,000
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Teacher’s Assistant

Posted by | June 25, 2021 |

Such a fun opportunity to laugh and learn every day! This preschool classroom has one full time Montessori trained teacher and two full time Assistant Teachers, including you, with a maximum of 20 students, ages 3, 4, and 5. (mostly younger). That’s a 1:7 ratio!!

Calm, happy classroom with awesome children. We are a two-classroom school (small!) with a great vibe.

Be a part of a team of professionals who love what they do. Be someone who has experience in early childhood – Montessori experience is a big plus, but not required. All of the school holidays you would expect, paid time off, and dental/health coverage if you decide to sign up. Hourly rate depends on experience. No less than $15/hour.

Come find out why GMS is a great place to be!

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Chief Financial Officer

Posted by | June 24, 2021 |

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

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

Financial Services is responsible for leading, advising and consulting with the school district, government entities, citizens, and professional organizations on financial issues. Financial services is responsible for conducting school and department audits and insuring compliance with district financial policies and procedures as well as federal, state and local regulations. Financial services provides administrative support to all departments and schools in regard to their financial needs and consists of the following departments: Accounting, Accounts Payable, Budget Management including Grants Acquisition and Accounting, Internal Audit, Payroll, Purchasing, Risk Management and School Accounting Support Team.

SUMMARY Establish strategic direction and provide leadership of the Financial Services organization within Jeffco. Key deliverables include: maintaining a multi-year financial outlook; creation of an annual budget; maintaining a general ledger and providing financial reporting in accordance with Governmental Accounting Standards and state statutes; development of the Annual Financial Report (AFR) detailing the financial status of the district; and ensure appropriate service delivery and outcomes associated with operational functions including accounting; budgeting; purchasing; disbursements; cash management; risk management; payroll; and financial planning, analysis and reporting. Oversee a budget that exceeds $1B and has more than 50 staff in the department.

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

Serve as a member of Superintendent’s Cabinet bringing financial understanding and impacts to the strategic and tactical decision-making of this team. Manage all the policies and regulations to ensure Jeffco is fiscally well managed. Attend all Board of Education meetings.

Hire, manage, develop and actively lead a team of finance and accounting professionals capable of meeting the required functional responsibilities and effectively meeting the strategic goals of the District.

Develop the annual budget, with the director of budget, to align with the District’s strategic goals, including establishing the process and timelines, developing the budget request process, and partnering with District committees and community groups to ensure budgetary alignment with the District and Board of Education goals. Includes extensive public engagement to ensure the voice of the public is reflected in the process. Presentations of financial status and budget outlook to the Board of Education throughout the year.

Direct and review the administration of financial activities through the staff including:
*Development and maintenance of a multi-year financial outlook.
*Assistance to school, department and grant managers in budget development, monitoring and management, including maintenance of financial records and controls.
*Management of centralized accounting for District financial transactions; maintenance of official accounting records; preparation of annual District financial audit reports (CAFR) and monthly financial reports; tuition-based program fiscal management; charter school funding; processing of purchasing card and petty cash transactions; fixed assets accounting; filing of state reimbursement claims; and monitoring of grants and special revenue funds.
*Management of cash flow, banking relations, investment of District funds, disbursing of district payments, processing of employer/employee taxes and employee pay withholdings.
*Implementation of appropriate financial and budgetary controls of public and private resources and management of internal audit.
*Management of property and liability insurance program management and worker’s compensation program support, risk management loss prevention and training and related functions.

Facilitate the Financial Oversight Committee comprised of business partners charged with making financial recommendations to the Superintendent and the Board of Education to ensure sound fiscal management in Jeffco. Support the district audit committee in conjunction with Director of Finance.

Extensive knowledge of school finance act and other impactful state legislation. Maintain knowledge of current and proposed State and Federal laws governing the control and distribution of the school district finances. Confer with appropriate individuals in legislature and Colorado Department of Education to provide information regarding fiscal impacts and influence outcomes positively where possible.

Ensure district funds are invested wisely and cash flow is monitored to support the work of the District.

Provide detailed, multi-year financial analysis for labor negotiations and participate as a member of the negotiating team when required.

Provide quarterly Board of Education updates on District finances; monitor bond expenditures; and provide information and presentations to the public and community groups on financial matters related to Jeffco.

Respond to public information inquiries, Board and Superintendent correspondence, and Colorado Open Records Act requests.

Provide legally required financial data to support District bond elections. Manage issuance of bonds, including preparing offering statements, meeting with rating agencies and working with underwriters to design the issuance model for board approval. Manage investments of bond proceeds within investment and debt policies.

Other duties as assigned.

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

EXPERIENCE 10 plus years progressive experience in increasing levels of supervision and management in business, finance or accounting; knowledge of governmental accounting and financial reporting required; executive level experience preferred.

EDUCATION AND TRAINING Bachelor’s degree in business administration, finance, or accounting; Master’s degree, Certified Public Finance Officer or CPA preferred.

CERTIFICATES, LICENSES, REGISTRATIONS Valid Colorado driver’s license

SKILLS, KNOWLEDGE, & EQUIPMENT Working knowledge and experience with managing large, complex financial systems. Strong leadership and project management skills. Ability to develop and maintain financial management strategic plans. Experience with vendor negotiations and contracts. Excellent executive interpersonal skills. Positive communicator of complex ideas to diverse audiences. An effective team player who enjoys working in a collegial manner with peers and subordinates.

DECISION MAKING Ability to direct the application of technical and business knowledge, analytical skills, and experience in analyzing collected data to form or adjust policy or direction based upon the analysis performed. Errors in judgment could result in disruption of service and/or bring major discredit to the District, Superintendent, and/or Board of Education. Errors could potentially result in substantial embarrassment and/or cost to the District.

COMMUNITY RELATIONS Daily contact with professional staff within and outside the department to discuss routine internal matters, obtain/furnish information, resolve routine corrections/adjustments, interpret policy, maintain relationships, recommend policy, and negotiate controversial matters. Weekly contact with Board of Education, vendors, contractors, developers, and public agencies such as Colorado Department of Education to discuss routine internal matters, obtain/furnish information, resolve routine corrections/adjustments, interpret policy, maintain relationships, and negotiate controversial matters. Monthly contact with citizen or advisory committees, local government, State Legislature or Congressional staff to discuss routine internal matters, obtain/furnish information, resolve routine corrections/adjustments, interpret policy, maintain relationships, and negotiate controversial matters; and with the media, news, press, etc to obtain/furnish information and maintain relationships.

SPAN OF CONTROL Directly supervises employees including Director, Finance; Director, Budget; Director, Payroll; Director, Purchasing; Director, Risk Management; and Executive Administrative Assistant. Carries out supervisory responsibilities in accordance with the organization’s policies and applicable laws. Responsibilities include interviewing, hiring, and training employees; planning, assigning, and directing work; appraising performance rewarding and disciplining employees; addressing complaints and resolving problems. Total department numbers more than 50 staff.

EDUCATIONAL DELIVERY Financial Services interacts with all aspects of both support and instructional district activities. Provide direct services for cash management and financial reporting and management. The majority of time is not spent on the school site.

COMPLEXITY OF WORK Generalized goals and objectives are defined by the Board of Education, Superintendent, and based upon the District?s Strategic Plan. Requires independent judgment to interpret board policies, financial management practices, organizational management practices, and District procedures to manage the allocation of resources in achieving goals and objectives. Requires technical knowledge, business knowledge, analytical skills, facilitation skills, interpersonal skills, and interpretation of facts to understand unique technical and business problems, recommend and implement solutions and evaluate the results.

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

PHYSICAL DEMANDS While performing the duties of this job, the employee is frequently required to stand; walk; sit; use hands to finger, handle, or feel; reach with hands and arms; climb or balance; stoop, kneel, or crouch; and talk or hear. The employee must frequently lift and/or move up to 10 pounds. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, color vision, and ability to adjust focus.

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

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

OTHER The Chief Financial Officer provides leadership in the critical areas of financial administration as well as ensuring that timely and accurate financial information is available to all levels of the organization.

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5th Grade ELA Teacher

Posted by | June 23, 2021 |

Reach. Empower. Achieve.

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

 

At HPA…

We REACH each child every single day.

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

To ACHIEVE more than thought possible.

 

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

 

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

 

Diversity, equity, and inclusion are core values at High Point Academy. We are passionate about building and sustaining an inclusive and equitable working and learning environment for all students, staff, and faculty. We believe every member on our team enriches our diversity by exposing us to a broad range of ways to understand and engage with the world, identify challenges, and to discover, design and deliver solutions.

 

  • High Point believes the role of every member of the community is to ensure our students are known, cared for, and celebrated. That every member of the community respects each other’s race, gender, ethnicity and all other difference we experience today.

 

  • High Point Academy is committed to each and every child’s growth and success, and we know that creating an accessible, safe and supportive environment are integral components for academic excellence. Candidates who can contribute to that goal are encouraged to apply and to identify their strengths in this area.

 

  • Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds.

 

  • Strengthens High Point Academy’s climate for diversity, equity & inclusion. Demonstrates skills in promoting and supporting a culture of diversity, equity and inclusion.

 

  • Ability to serve as an advocate for individuals of all ethnicities, races, genders, ages and backgrounds.

 

 

Summary:

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

 

Duties and Responsibilities:

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

 

Required Qualifications:

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

 

Preferred Qualifications:

  • Previous successful teaching experience
  • Experience in and knowledge of charter schools

 

PHYSICAL DEMANDS:

While performing the duties of this job, the employee is regularly required to sit and talk or hear. The employee regularly is required to stand. The employee is regularly required to walk. The employee must regularly lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, color vision and ability to adjust focus.

 

WORK ENVIRONMENT:

While performing the duties of this job, the employee will be exposed to outdoor weather conditions. The noise level in the work environment is usually moderate, noise levels do increase with student and parent traffic at peak times of the day.

 

MENTAL FUNCTIONS:

While performing the duties of this job, the employee is regularly required to analyze, communicate verbally, and in writing, coordinate, synthesize, evaluate, use interpersonal skills, instruct and compute. The employee is frequently required to compare, copy, compile, and negotiate. The employee is frequently disseminating information to various stakeholders, making decisions for the classroom.

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High School Counselor

Posted by | June 23, 2021 |

HIGH SCHOOL COUNSELOR JOB DESCRIPTION

PHILOSOPHY:

QUALIFICATIONS: RESPONSIBILITIES:

To provide a comprehensive guidance and counseling program designed to address the social, emotional, educational and occupational needs of all students.

Master’s Degree in Guidance & Counseling with School Counseling Endorsement on a Valid  Colorado Teaching Certificate

The following are included in the K-12 Comprehensive Guidance Program

 HIGH SCHOOL COUNSELOR JOB DESCRIPTION

  •  
    1. Meeting with students whose names appear on the low grade list for each marking period and, if appropriate, formulating a plan of action for success involving the student and the parent;
    2. Planning and/or promoting programs which enhance the academic, social or emotional growth of students, e.g., Curriculum Fair, Career Fair, Underclass Honors Assembly & Senior Honors Program, Graduation, opportunities for student enrichment and/or remediation, scholarship opportunities and parent informational programs;
    3. Meeting with seniors once each semester and mailing updates on their graduation status to their parents;
    4. Working with students who have discipline, attendance and academic problems and are referred by teachers, parents or administrators;
    5. Insuring that students are aware of requirements for graduation and college admission, as well as any NCAA requirements that may be necessary for athletic participation;
    6. Guiding each student to choose courses consistent with his/her interests, abilities and career plans;
    7. Helping students develop post-secondary educational plans in accordance with their interests, abilities and career plans;
    8. Assisting students with the completion of college admissions applications;
    9. Organizing and promoting standardized assessment opportunities and

      interpreting test results to students and/or parents on request;

    10. Assisting the principal in the preparation of diploma lists and identification of

      honor graduates in preparation for the Senior Honors Program and Graduation;

    11. Assuring that appropriate, accurate information is maintained in each student’s

      permanent, cumulative record; and

    12. Making necessary schedule changes for individual students that are both

      appropriate for their abilities and aligned with their educational and career plans.

    13.  To facilitate small groups for individual students with identified, common needs. To implement the high school curriculum of the  Comprehensive Guidance Program.
    14. To guide and counsel individuals and groups of students through the development of educational and career plans.
    15. To guide and counsel individuals and groups of students through the development of educational and career plans.

 

To consult with and serve as a resource for students, staff and parents regarding developmental needs of students, which may include:

  1. Identification and referral of students for Child Study Meetings;
  2. Creation and oversight of Section 504 plans;
  3. Active participation in Special Education meetings
  4. Conference with individual students who have experienced a death

    in the family or serious illness and notification of their teachers.

  5. Work with teachers to better help them understand students with physical or emotional challenges.

To refer students and parents/guardians to appropriate school and community resources;

To participate in, coordinate, conduct activities which contribute to the effective implementation of the high school component of the K-12 guidance curriculum;

To evaluate and revise the building guidance and counseling program;

To assist in the development of a District Assessment Program and the interpretation of testing and assessment results related to career guidance; and

To continue personal professional growth and development. Other duties as assigned by the administration

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Instructional Coach Bilingual

Posted by | June 22, 2021 |

SUMMARY This position will involve in class coaching including demonstrating/modeling or observing instruction. Support teachers in meeting performance expectations. Create and maintain systems to manage the coaching process.

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

-Develop teacher?s understanding and knowledge of Spanish literacy and methodology. Apply and integrate appropriate, explicit and systematic instruction.

-Analyze data from appropriate assessments and student work to inform instructional decisions and design/differentiate instruction for all students.

-Use core, supplemental and intervention materials based on student needs. Learn to address the changes needed within classrooms and the school to ensure that all K-6 students are reading at grade level.

-Increase ESL strategy knowledge in teachers.

-Cultivate strong, collegial relationships with all staff by building rapport and trust through conversations, modeling, and observing in classrooms and during team professional planning days.

-Understand the needs of the adult learner and formulate plans using this knowledge to support the learner in various stages of change.

-Use effective group facilitation techniques to promote collaboration between and among teachers. Facilitate conversations with the bilingual team in analyzing student data and making decisions about research-based materials, grouping and differentiation of instruction.

-Serve as a member of the Design Team, and assist in the facilitation of staff meetings. Provide information on resources and assessments materials; provide professional development modules in areas of need followed by coaching sessions.

-Develop a working relationship with the principal that clarifies coaching goals, responsibilities and expectations. Develop a collaborative relationship with other building instructional coaches.

-Create and maintain a schedule for coaching each bilingual teacher.

-Monitor and organize the administration of required assessments.

-Assess the effectiveness of own work through feedback from teachers, tutors and administrators.

Other duties as assigned

QUALIFICATIONS: Current Colorado teaching license. ESL/BL endorsement or an MA in ESL/BL Education. Must be bilingual and biliterate. Advanced degree or comparable experience in content area preferred.

EXPERIENCE: Minimum of five years of successful teaching experience. Demonstrated experience in classroom implementation of best practices in instructional strategies in a Spanish environment. Success in working with adult learners.

SKILLS, KNOWLEDGE, & EQUIPMENT: Demonstrated high level of student achievement in literacy. Ability to use standard District technology effectively and efficiently for a variety of purposes, as well as willingness to keep current on new technology. Strong leadership skills; ability to consult with and facilitate groups; and help others make sense of and adjust to change. Demonstrated experience in interpreting assessment data collected from a variety of sources. Willingness to plan and implement professional development, including in-services, classes, and collaborative models for individual teachers, teams, schools, articulation areas and District wide. Must be able to manage multiple projects and meet deadlines. Willingness to work a flexible schedule, school day, and school year. Must pass written and oral language assessment.

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Teacher, Elementary Dual Language – One Way & Two Way Programs

Posted by | June 22, 2021 |

One Way Teacher:

SUMMARY: The One-Way Dual Language Classroom Teacher is committed to instructing and supporting culturally and linguistically diverse students on their pathway to becoming bilingual, bi-literate and multicultural.  The teacher will provide instruction in English and Spanish to deliver a guaranteed and viable curriculum in both languages for students in elementary grades K-6.  Will create lesson plans, instruct students on core subjects such as science, literature, and math, and create a well-rounded, comprehensive instructional preparedness based on the District’s Core Curriculum.

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

Plan, prepare and deliver instructional activities for students that are English language learners.

Create positive educational climate for students to learn in.

Meet course and school-wide student performance goals.

Analyze student data to implement appropriate instructional strategies for differentiated instruction.

Participate in school and district professional development.

Communicate consistently and effectively with parents through both oral and written communication.

Collaboratively plan with grade level and vertical team members plus Instructional Coaches, ESL Teacher, Digital Teacher Librarians utilizing student data, district curriculum and instructional resources.

Conduct parent and community engagement activities.

Demonstrate flexible thinking and exhibit a growth mindset.

Reflect upon and refine teaching craft through participation in coaching cycle – observe, model, practice and reflect on instruction.

Observe and evaluate student’s performance.

Collaborate with all stakeholders (students, parents, teachers, instructional coaches, administration at school and district level) to support student achievement.

Administer school, district, and state assessments.

Employ current best practices and research-based instructional strategies.

Implement Jeffco’s guaranteed and viable curriculum.

Utilize various support resources and technologies to enhance student learning.

Establish and communicate clear objectives for all learning activities.

Manage student behavior and build culturally responsive relationships with students and families.

Other duties as assigned.

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

QUALIFICATIONS:   Colorado Department of Education Teaching License with an endorsement in Culturally and Linguistically Diverse Education Endorsement or willingness to obtain and Elementary Education Highly Qualified.  Must demonstrate native or native-like proficiency in both English and Spanish.

EXPERIENCE:  Understanding of or experience teaching in a One-Way Dual Language Program Experience teaching at the elementary level.

SKILLS, KNOWLEDGE & EQUIPMENT:  Native or native-like level in English and Spanish in speaking, reading, listening, and writing. Knowledge of English as a Second Language (ESL) instructional strategies required.  Knowledge of curriculum and development of elementary age children.  Knowledge and experience using a variety of assessment tools and analyzing data

Two Way Teacher: 

Summary:  The Spanish Environment Two-Way Dual Language Classroom Teacher is committed to instructing and supporting culturally and linguistically diverse students on their pathway to becoming bilingual, biliterate and multicultural.  The teacher collaborates with all stakeholders (parents, teachers, instructional coaches, etc.) to ensure student achievement.  The teacher provides instruction only in Spanish and collaborates with the English environment teacher to deliver a guaranteed and viable curriculum in both languages.

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

Follow the district Two-Way Dual Language Model.

Teach in the Spanish environment of a Two-Way Dual Language Program.

Collaboratively plan with grade level and vertical team members plus Instructional Coaches, ESL Teacher, Digital Teacher Librarians utilizing student data, district curriculum and instructional resources.

Plan, prepare and deliver instructional activities for students that are both English speaking and English language learners.

Create positive educational climate for students to learn in.

Meet course and school-wide student performance goals.

Analyze student data to implement appropriate instructional strategies for differentiated instruction.

Participate in school and district professional development.

Participate in ongoing training sessions.

Communicate consistently and effectively with parents through both oral and written communication.

Conduct parent and community engagement activities.

Demonstrate flexible thinking and exhibit a growth mindset.

Reflect upon and refine teaching craft through participation in coaching cycle – observe, model, practice and reflect on instruction.

Observe and evaluate student’s performance.

Collaborate with all stakeholders (students, parents, teachers, instructional coaches, administration at school and district level) to support student achievement.

Administer school, district, and state assessments.

Employ current best practices and research-based instructional strategies.

Implement Jeffco’s guaranteed and viable curriculum.

Utilize various support resources and technologies to enhance student learning.

Integrate competencies, goals, and objectives into lesson plans.  Establish and communicate clear objectives for all learning activities.

Manage student behavior and build culturally responsive relationships with students and families. in the classroom creating appropriate behavior strategies.

Other duties as assigned.

QUALIFICATIONS  Colorado Department of Education license with an endorsement in Culturally and Linguistically Diverse or willingness to obtain Elementary Education Highly Qualified.  Must demonstrate high level of proficiency in Spanish.

EXPERIENCE  Understanding of or experience teaching in Two-Way Dual Language program (Dual Immersion)

Experience teaching at the elementary level

SKILLS, KNOWLEDGE & EQUIPMENT  High level of Spanish proficiency in speaking, listening, reading, and writing.

Demonstrate proficiency in English.  Knowledge of Spanish as a Second Language (SSL) instructional strategies.  Knowledge of curriculum and development of elementary age children.  Knowledge and experience using a variety of assessment tools and analyzing data

 

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Director of Human Resources

Posted by | June 21, 2021 |

DEFINITION 

The Director of Human Resources is responsible for the leadership, coordination, and implementation of the district’s human resources services to ensure that every student develops the enduring knowledge, skills and character to thrive in a changing world.

 

SUPERVISION RECEIVED AND EXERCISED 

Receives direct supervision from the Superintendent.

Provides direct supervision to the Human Resources staff and Guest Teacher Coordinator.

 

PRIMARY DUTIES 

1. Policies and procedures

  • Administer and develop district human resources policies, and apply the appropriate laws, rules, regulations, policies and procedures pertaining to the district’s personnel functions.
  • Interpret policies and procedures and make recommendations for revisions to existing policies and addition of new policies. Present policy recommendations to the Board of Education.

 

2. Employee selection management

  • Coordinate and facilitate the selection process for leadership positions.
  • Act as a liaison to the Board of Education regarding the Superintendent selection process.
  • Develop, implement, maintain, and monitor job descriptions for all district positions, ensuring compliance with legal and policy requirements including Workers’ Compensation and the American Disabilities Act.

 

3. Salary administration, payroll processing, and budgeting

  • Supervise and direct wage and salary administration, administer employee contracts and supplementary pay and determine appropriate placement on the district wage or salary schedule as required by district policy and procedure.
  • Facilitate the process of job analysis and survey of wage and salary ranges and forecast the budgetary effects of changes in compensation.
  • Supervise the determination, verification, and maintenance of confidential payroll schedules, job classifications, account numbers, types of pay, calendars and methods of payment for all district employees.
  • Supervise the gathering and inputting of all necessary personnel and payroll information into the payroll system for processing.

 

4. Benefits management

  • Administer employee benefits, including contract negotiations with vendors and coordination of open enrollment.
  • Oversee and advise the district’s benefits committee regarding modifications to district benefit plans. Evaluate the budgetary effects of such changes in conjunction with the Asst. Superintendent of Business Services.
  • Work in close partnership with the finance department to oversee the monthly process of reconciling the district’s health insurance billing.
  • Coordinate and oversee the process for administration of the district’s Workers’ Compensation program, including oversight of the district’s Safety Committee as well as district compliance with the terms of the Cost Containment Program.
  • Ensure compliance of all district benefit plans with applicable rules and regulations including, but not limited to, Health Benefit plans, 403(b) plans, 457 plans, 401(k) plans.
  • Respond to Unemployment claims; coordinate appeals with district administrators.

 

5. Employee evaluation

  • Monitor and coordinate, with the Superintendent, the employee evaluation process in conjunction with state statutes.
  • Update evaluation management system (currently RANDA) and serve as the district Local Area Manager (LAM) for evaluation purposes.
  • Write and/or approve all discipline letters and remediation plans and coordinate the nonrenewal and dismissal process for classified and certified staff.

 

6. Record keeping and information release

  • Supervise and direct the maintenance of a comprehensive system of personnel records for all employees to ensure accuracy, legality, and compliance with State of Colorado record retention requirements.
  • Supervise the release of personnel information regarding employment verification, background checks, and confirmation of salary, references, and legal records according to district policy.
  • Supervise the compilation of information for and completion of the HR report for the Colorado Department of Education.

 

7. Creating a healthy and safe work environment

  • Serve as the district’s TItle IX coordinator and conduct all investigations as needed.

 

8. Professional development, training, and orientation

  • Conduct New Employee Orientation.
  • Coordinate the onboarding process for employees and conduct exit interviews when employee leave the district.

 

9. Serving as a consultant and resource on district HR matters

  • Advise building administration and other directors/supervisors regarding human resource issues including policies, procedures, legal requirements and past practices.
  • Organize and co-lead in the district’s Interest Based Bargaining process with all certified and classified employee groups for development of and revisions to employee wages and benefits.

 

10. Other duties as assigned.

 

QUALIFICATIONS 

Knowledge of: 

  • State and federal employment laws (e.g., FMLA, FLSA, Workers’ Compensation)
  • State and federal laws regarding public schools (e.g., ESSA, Licensing Act)
  • Principles and practices of developing employee selection criteria
  • Principles of supervision and training and performance evaluations
  • Principles, methods, and procedures used in classification and compensation system administration
  • English usage, spelling, grammar and punctuation, including principles of business and letter writing and report preparation
  • Basic mathematical principles
  • Modern office procedures and methods
  • Advanced knowledge of Google Docs, spreadsheets, and Excel
  • Principles and procedures of record keeping

Ability to: 

  • Oversee, direct, and coordinate the work of staff
  • Select, supervise, train, and evaluate staff
  • Analyze problems, identify alternative solutions, project consequences of proposed actions and implement recommendations in support of goals
  • Serve as a consultant and resource on district human resource matters
  • Prepare clear and concise administrative and statistical reports
  • Respond to requests and inquiries, including from the Board of Education, building administrators, vendors, and the public
  • Prepare and maintain accurate and confidential records and reports
  • Develop, interpret and apply district policies and procedures
  • Recognize potentially hostile situations and diffuse situations appropriately
  • Communicate clearly and concisely, both orally and in writing
  • Employ strong interpersonal skills
  • Establish and maintain effective working relationships with those contacted in the course of work
  • Ensure employee confidentiality and maintain boundaries in employee communication
  • Operate and use modern office equipment, including a computer and various software packages

EXPERIENCE & TRAINING GUIDELINES 

Experience:

Five years of professional human resources program experience.

Training & Education:

Degree from an accredited college or university with major course work in human resources, business administration, public administration or a related field; master’s degree preferred.

 

WORKING CONDITIONS 

Office environment; exposure to computer screens.

Physical Conditions:

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

Soft skills

  • warm, supportive, non judgmental, empathy, caring, approachable, sense of humor, enthusiasm
  • Communicator, responsive, direct
  • Listener
  • Coach, supportive of leaders’ development and confidence
  • Ability to maintain confidentiality / boundaries
  • Ability to diffuse hostility and arbitrate disputes
  • Relationship builder, team player
  • Flexible
  • Consistent, reliable, integrity
  • Employee advocate, driven to improve benefits and work environments

Hard skills

  • HR expertise
  • Go-to person for staff seeking clarity on policies and procedures
  • Supervision/management experience
  • Evaluation experience
  • Training experience
  • Analyze problems / identify solutions
  • Reporting
  • Executive skills

Salary Range
$95,000 to $125,951 Depending on education and years of experience.

ABOUT RFSD

The Roaring Fork School District (RFSD) offers full district paid employee health benefits as well as voluntary vision, dental, and dependent coverage.  Other benefits include: paid leave, CO PERA (pension plan) enrollment with district contribution, TSA options, Employee Assistance and Wellness Programs.

 

With 13 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; small class sizes (average – 21); 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 

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Executive Director of School Performance

Posted by | June 21, 2021 |

Licensed Administrative/Professional Technical

Essential Duties and Responsibilities

Wkly 20% Through site visits to schools, promotes effective instructional practices that support high levels of instruction through the use of research-based data driven practices, effective classroom consultation, and program evaluation
Daily 20% Supervises, develops and directs Learning Community Directors to ensure the effective development and supervision of school leaders in ways that facilitate student achievement gains and efficient school operations
Wkly 20% Assist in the supervision, training, and evaluation of principals based on school performance, academic growth and operations management.
Wkly 5% Monitor school and district data to determine trends; develop and implements effective strategies for meeting and exceeding state and national student achievement goals
Daily 10% Provide leadership in the areas of school improvement planning, principal professional development, and evaluation
Daily 9% Create collaborative and effective communication channels between the district’s division and departments and school administrators
Wkly 9% Team and collaborate with other leaders in the Division of Equity in Learning including: Executive Directors of Student Success, Curriculum and Instruction, Directors of Student Services, Culturally and Linguistically Diverse Education and P-20 Learning Communities to ensure effective implementation and facilitation of the cross-functionally designed priorities through the division.
Wkly 5% In partnership with the Chief Academic Officer and the Executive Director of Curriculum and Instruction, develops and monitors the District Unified Improvement Plan
Yrly 2% Perform other duties as assigned.

 

Aurora Public Schools – Job Description – Executive Director of School Performance
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Executive Director of Student Success

Posted by | June 21, 2021 |

Licensed Administrative/Professional Technical

Essential Duties and Responsibilities

Wkly 20% Promotes effective instructional, behavioral, and intervention practices that support high levels of response through the use of research-based data-driven practices, effective collaboration, progress monitoring, and program evaluation
Daily 20% Supervises, develops, and directs team and department leaders in School and Community Services; Mental and Behavioral Health Services; APS Welcome Center and College and Career Success to ensure the effective development and support for school leaders and site-based teams in ways that facilitate access to resources for all students that result in positive outcomes and increased academic achievement
Wkly 20% Assists in the supervision, training, and evaluation of department and team leaders based on defined performance standards, effective provision of appropriate resources and supports for stakeholders, and operational management
Wkly 5% Monitors district, Learning Community, and individual school data to identify trends and determine needs; develops and implements effective strategies for meeting and exceeding state and national student achievement goals through differentiated support and development for staff
Daily 10% Provides leadership in the areas of comprehensive academic intervention; data review and reporting; research-based mental and behavioral health support for students; utilization of funds and budget management; design and implementation of staff professional development related to areas of responsibility; and, progress monitoring of effective program and support implementation
Daily 9% Creates, models, and maintains collaborative and effective communication channels between the district’s divisions, departments, and school leaders
Wkly 9% Collaborates intentionally and effectively with other leaders in the Division of Equity in Learning including: Executive Director of Curriculum and Instruction, Executive Director of School Performance, Director of College and Career Success, Director of Culturally and Linguistically Diverse Education, Learning Community Directors, and others to ensure effective implementation and facilitation of the cross-functionally designed priorities through the division
Wkly 5% Develops and monitors the District Unified Improvement Plan in partnership with the Chief Academic Officer, the Executive Director of Curriculum and Instruction, and the Executive Director of School Performance
Yrly 2% Perform other duties as assigned.

 

Aurora Public Schools – Job Description – Executive Director of Student Success
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Director, Assessment Literacy & Instruction

Posted by | June 21, 2021 |

Licensed Administrative/Professional Technical

Essential Duties and Responsibilities

Wkly 30% Facilitate development and implementation of high quality curriculum and assessment programming through leadership of cross-functional team.
Wkly 30% Provide vision and leadership to support student achievement and effective services by identifying best practices, developing and implementing strategic improvement plans, determining professional development areas and supporting achievement plans.
Wkly 10% Develop effective professional learning to support principals and teachers in executing assessment practices that improve student learning.
Wkly 5% Make decisions on staff allocations and personnel recommendations with the Division of Human Resources.
Wkly 10% In conjunction with the Division of Accountability and Research, collect, analyze data and prepare reports required by local, state and federal authorities. Make recommendations on assessments.
Wkly 5% Analyze the professional development needs of Curriculum and Assessment staff and align implementation with district goals.
Wkly 5% Facilitate the interview and selection process of Director, Professional Learning; Director, Learning Resources; Director, Assessment and Research. Ensure effective supervision of Curriculum and Assessment staff in accordance with district policy. Assign supervisory duties to Director, Professional Learning; Director, Learning Resources; Director, Assessment and Research.
Wkly 3% Ensure district compliance with state and federal regulations related to assessment of students at all levels.
Daily 1% Ensure district compliance with state and federal regulations related to assessment of students at all levels.
Yrly 1% Perform other duties as assigned.

 

Aurora Public Schools – Job Description – Director Assessment Literacy and Instruction
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Middle School Math Teacher

Posted by | June 20, 2021 |

MIDDLE SCHOOL MATH TEACHER (6-12)

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

About Lotus School for Excellence:

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

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

Position Summary:

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

Must Haves:

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

 

Instruction:

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

Culture:

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

Development:

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

Education and Related Work Experience:

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

 

Licenses, Registrations or Certification:

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

 

 

Condition of Employment

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

Reports to: High School Principal

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

Compensation and Benefits: 

  • $45,000 – $70,000 / year (BOE)
  • Participation in CO PERA program, including a PERA 401k contribution option
  • Funding of 100% of individual medical benefits and a wide range of insurance plans
  • Approximately 9 weeks of summer vacation, 4 weeks of school holidays/vacations, and 8 days of PTO annually
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Literacy Specialist (Secondary Interventionist) 6th-12th

Posted by | June 20, 2021 |

Job Description

 

Literacy Specialist-SECONDARY INTERVENTIONIST (6-12)

About Lotus School for Excellence:

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

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

Position Summary:

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

Must Haves:

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

Instruction:

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

Culture:

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

Development:

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

Education and Related Work Experience:

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

Licenses, Registrations or Certification:

  • Achieve Qualified English Language Arts Teacher or Math status (teacher’s license not required) within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:
  • A valid Colorado Teacher License in the applicable endorsement area;
  • Sufficient college coursework (or degree in the content area).

Condition of Employment

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

Reports to: MTSS Coordinator

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

Compensation and Benefits:

  • $45,000 – $50,000 / year (BOE)
  • Participation in CO PERA program, including a PERA 401k contribution option
  • Funding of 100% of individual medical benefits and a wide range of insurance plans
  • Approximately 9 weeks of summer vacation, 4 weeks of school holidays/vacations, and 8 days of PTO annually

Job Type: Full-time

Pay: $45,000.00 – $50,000.00 per year

 

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Secondary Special Education Teacher 6-12

Posted by | June 20, 2021 |

 SECONDARY SPECIAL EDUCATION TEACHER (6-12)

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

About Lotus School for Excellence:

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

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

Position Summary:

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

 

Must Haves:

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

 

Instruction:

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

 

Culture:

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

Student Growth and Development:

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

Education and Related Work Experience:

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

 

Licenses, Registrations or Certification:

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

 

 

Condition of Employment

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

Reports to: Secondary Assistant Principal

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

Compensation and Benefits: 

  • $45,000 – $70,000 / year (BOE)
  • Participation in CO PERA program, including a PERA 401k contribution option
  • Funding of 100% of individual medical benefits and a wide range of insurance plans
  • Approximately 9 weeks of summer vacation, 4 weeks of school holidays/vacations, and 8 days of PTO annually
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After-School Program Director (2021-2022)

Posted by | June 17, 2021 |

 

POSITION: After-School Program Director

REPORTS TO: Director of Athletics and Activities 

LOCATION/HOURS: STRIVE Prep – Ruby Hill Elementary with general hours of 10:00 am to 6:00 pm with some flexibility required. After-school programming with scholars will start daily at 3:00 pm.

SALARY: $60,000-$65,000 based on years of experience 

START DATE: Flexible but before 8/9 is ideal

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

We seek dedicated educators that live STRIVE Prep’s core values of achievement, justice, & perseverance every day and are committed to growing as an anti-racist educator

SUMMARY of POSITION

STRIVE Prep’s Ruby Hill is in our first year of offering an independently run after-school program. Our mission is to offer an enriching after-school experience for all students who attend Ruby Hill. The objectives of the program are as follows: 

  • Provide engaging enrichment blocks that are inclusive and spark curiosity and inspire creativity.
  • Build a healthy community, both physically and mentally, by promoting movement and positive social-emotional thinking. 
  • Encourage teamwork and character development through organized games and inclusive play. 
  • Explore the city around us in ways that enrich students’ cultural and civic experiences, while also igniting their sense of adventure. 
  • Nurture each child’s needs and interests based on the relationships we’ve built with them throughout the school day. 

The Program Director is responsible for the overall growth and success of Ruby Hill’s after-school program. Working closely with STRIVE Prep Schools’ Director of Athletics and Activities, the Program Director will manage all high-leverage aspects of the after school program including but not limited to: program development and management, program oversight & accountability, staff recruitment and training, student registration, and enrollment, student behavior management, parent and program staff communication, and administrative and operational duties. 

Desired Qualifications: 

  • Previous experience running a school or recreational program for Elementary aged students
  • Experience in supervision and development of staff
  • Experience working with historically marginalized communities in any setting 
  • Fluent Spanish speaker

Required Qualifications: 

  • Must be at least 21 years old.
  • Creative arts, recreation management, after school programming, outdoor education, or athletics background 
  • Must meet or exceed the education and experience requirements for a School-Age Child Care Center Program Director as established by the Colorado Department of Human Services:
    • Four-year college degree with a major in recreation; education with a specialty in art, elementary or early childhood education; or a subject in the human service field. Copy of transcript required
    • Two years of college training and 6 months (910 hours) of satisfactory and verifiable full-time or part-time equivalent experience since age 18 in the care and supervision of four or more children. Copy of transcript/certificate and employer letter outlining employment verification.
    • Three years (5460 hours) of satisfactory and verifiable full-time or part-time equivalent experience since age 18 in the care and supervision of 4 or more children and completion of 6 semester hours or 9 quarter hours or 40 clock hours of training in course work applicable to school-age children within the first 9 months of employment. Copy of transcript/certificate and employer letter outlining employment verification.

Program Responsibilities: 

Program Planning & Oversight:

  • Accountable for ensuring and maintaining an emotionally and physically safe environment for Ruby Hill students in the after-school program.
  • Responsible for ensuring the program meets all compliance and safety requirements set forth by STRIVE Prep, the DOE, and the DOH.
  • Responsible for all elements of programming, including program planning, implementation, staff evaluations, and overall program quality.
  • Ultimately responsible for the appropriate behavior and conduct of students during the after-school program. 
  • Resolves all student-related issues as they arise; communicates and problem-solves with families.
  • Collaborates with the Director of Athletics and Activities on all compliance/licensing issues, accounts receivable, and registration logistics.
  • Create external relationships with outside partners and vendors to introduce new opportunities for students throughout the school year.
  • Collaborate with the Director of Athletics and Activities in order to align development and core competencies, establishing a full k-12 pipeline in the southwest region. 

 Staff Training and Coaching

  • Ability to build and maintain positive relationships with staff in order to create a strong staff culture. 
  • Plan and lead staff professional development and daily staff meetings. 
  • Coach program staff on best practices and conflict resolution. 
  • Ensure that all staff meets ongoing training requirements outlined by DHS. 

Administrative & Operational Duties 

  • Ensures the site is compliant with DOE and DHS regulations and timelines.
  • Monitors and ensures all program compliance, including but not limited to student registration, ratios, & attendance tracking.
  • Ensures new hires have taken appropriate steps prior to beginning work assignments (i.e., background clearances, attended and completed required training, and all required HR paperwork completed).
  • Maintains accurate records on-site (schedules, flyers, materials, etc.)
  • Reports site injuries via appropriate avenues and immediately communicates incidents with appropriate Ruby Hill staff & parents.
  • Tracks and cares for all equipment and supplies used throughout the program. 
  • Creates and distributes a schedule of all activities and ensures appropriate record keeping and reporting for all student attendance.
  • Ensure students and their families are properly informed and prepared for all special events.

TOTAL REWARDS

  • Competitive Compensation and benefits including paying 100% of individual benefits. 
  • STRIVE Prep 5 Year Club: After 5 years of continual employment, all employees are eligible for your choice of a 3 week paid Sabbatical or a payout. 

EQUAL EMPLOYMENT OPPORTUNITY AND DIVERSITY, EQUITY AND INCLUSION

STRIVE Prep is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias.

Not interested but know someone who would be a great fit? Refer them here and earn $200 for each successful hire! You can also connect directly with a member of our Talent Team here with questions: calendly.com/amanda-jackson-striveprep

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Director of Gates Foundation Partnership (Improvement Project Lead)

Posted by | June 17, 2021 |

POSITION DESCRIPTION

Position: Director of Gates Foundation Partnership (Improvement Project Lead)
Reports to: Senior Director of Data and Assessment
Location: STRIVE Prep – Central Office (Denver, CO)
Salary: $60,000-$75,000

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

We seek dedicated educators that live STRIVE Prep’s core values of achievement, justice, & perseverance every day and are committed to growing as anti-racist educators.

OVERVIEW OF ROLE

STRIVE Prep is entering its second year of a Bill and Melinda Gates Foundation Grant in which two of our school sites, SMART and Federal, are working on a continuous improvement project to improve outcomes for students with disabilities. The Director of Gates Foundation Partnership will manage STRIVE Prep’s engagement with a Networked Improvement Community of 10 Charter Management Organizations focused on improving outcomes for Students with Disabilities (SWDs). This individual will oversee an ongoing improvement effort at our two pilot schools, supporting them with day-to-day oversight of the project. A successful candidate can inspire educators to identify root causes, introduce practices designed to better support SWDs, and measure the impact of these practices through regular cycles of inquiry. They will work closely with members of the Central Academic Team and school leadership to train educators, monitor and respond to data, and execute on priorities and improvement cycles focused on the needs of this population.  The Director of Gates Foundation Partnership serves as a champion and expert in this work, providing consultation and serving as a collaborative problem-solver as part of the network’s improvement team.

Our ideal candidate is:

  • Able to lead in environments of change: You consistently bring focus and prioritization to any work you do, which provides a strong foundation for moving the work forward concurrently with organizational change and growth. You are judicious yet tenacious in planning and executing, and this level of critical thinking enables you to navigate in a dynamic environment that at times may feel ambiguous.
  • Driven by a mission to disrupt barriers facing historically disadvantaged students: You do the work you do, every day, with a deep conviction to address the systemic educational barriers that many students in Denver have faced since they entered the school system. Because of this conviction, you are a tireless advocate for every student, and lead with the belief that every student can achieve.
  • A systems builder and thinker: You have experience in developing systems necessary to push work forward. You can break big picture ideas into the necessary parts and construct the systems needed to drive toward big-picture goals. You also recognize that effective systems include multiple inputs and as a result, ensure you collaborate with stakeholders who bring diverse perspectives and experiences as part of your strategic planning.

ESSENTIAL FUNCTIONS 

Project Management

  • A visionary with a passion for independently designing and developing project plans to meet Gates Foundation Project Goals, and engaging appropriate stakeholders to provide feedback
  • Serve as the contact person for the network with outside Technical Partners
  • Regularly collaborate with the Project Sponsor, Data Lead, Technical Providers, and Improvement Team members
  • Consistently document continuous improvement work and update different stakeholders supporting the work
  • Communicate changes and project expectations to the Improvement Team and to STRIVE Prep stakeholders whose influence and expertise is required to support the work

Targeted, Responsive Professional Development and School Support 

  • Identify trends in student and teacher performance data in order to inform continuous improvement of PD and school support.
  • Collaborate with the grant Technical Partners and Improvement Team members to design and deliver PD that addresses the primary goals and measures of the grant work.
  • Use a variety of data tools (e.g. progress monitoring, formative and summative assessments, etc.) to strategically support site improvement teams in making decisions to push the work forward.

Additional Duties

  • Perform other duties/tasks as needed or assigned by the Chief Academic Officer, Chief Executive Officer, and other senior leadership team members.
  • Support schools throughout the year on-campus (including potentially working directly with students) as needed.
  • Build deep authentic relationships with internal and external partners in the Gates work
  • Active participation in network and school-level activities and/or events.
  • Some local travel (25-50% of the workweek) is required across the network to pilot school campuses.
  • Travel twice a year to attend multi-day Gates Convening out of state in September/March (remote for fall 2021, location TBD for March)

REQUIREMENTS

  • Bachelor of Arts or Sciences degree
  • At least three years of  Special Education teaching experience
  • A deep belief in holding students to rigorous academic expectations within a critical pedagogy framework
  • Unwavering commitment to growing personally and professionally as an anti-racist and anti-oppressive organization.
  • Able to clearly describe thought processes behind continuous improvement cycles and potential for scalability of results to the network as a whole
  • Independent travel in the Denver metro area

PREFERRED REQUIREMENTS

  • Speaks Spanish
  • Previous experience leading grant work around continuous improvement practices.
  • Demonstrated success working with students from historically marginalized communities
  • Current Special Education License
  • Expertise in culturally responsive teaching and critical pedagogy

Physical Requirements:

  • Ability to travel by plane for Gates Convenings out of state

COMPENSATION & BENEFITS

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

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

DIVERSITY, EQUITY & INCLUSION

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

Comments Off on 47240 DIRECTOR, MULTILINGUAL PROGRAM IMPLEMENTATION AND EFFECTIVEN

47240 DIRECTOR, MULTILINGUAL PROGRAM IMPLEMENTATION AND EFFECTIVEN

Posted by | June 17, 2021 |

Please Apply Here:

https://ltmwebprod01.dpsk12.org/ltmprod/xmlhttp/shorturl.do?key=7CJ

MULTILINGUAL EDUCATION (MLE)

Traditional 235 work days

FTE: 1.0

Salary Range: $95,462 – $119,327

  

Essential Functions and Objectives:

 

Broad responsibility for leading a team of managers to execute against the overall business plan, based on guidance from leadership. Directs, plans and oversees team initiatives, to ensure implementation and administration of programs align with district goals.

 

Works alongside school leaders and teachers to develop, implement and improve their systems and instructional practices for multilingual learners. Creates alignment between English Language Acquisition (ELA) Programming and other priorities for schools, elevate and improve services for multilingual learners. In addition, collaborates within the Multilingual Education Department (MLE) as well as with a number of departments to include a focus on multilingual learners in all initiatives in the district.

Deeply focuses on ensuring alignment to district initiatives by organizing and prioritizing initiatives, formulating a successful agenda, and delivering instructions to managers.

Directs operational units by acting as a business advisor to managers, including: make final decisions, examine and evaluate current process, identify and solve barriers. Develop methods, techniques, and evaluation criteria for projects and programs. Ensures budget and schedules meet all business requirements.

Develops policies and programs, authorizes and influences implementation of these programs, uses innovative concepts, and promotes new ideas. Influence projects by participating in initial planning, assigning teams, directing work, evaluating progress, making decisions and advising on issues.

Coordinate and build collaborative relationships with cross functional departments internally and positively represents DPS in the broader community which includes school boards, parents, students, teachers and community members.

Ensure compliance with state and federal laws, Board of Education policies and regulations, maintain and direct activities related to the District’s safety and security efforts.

Coach, direct and set team managers up for success by delegating work, solving complex issues, empowering improvement, and monitoring performance. Hire, train, evaluate, assign and direct work for senior managers within certain departments. 

Lead a high-performing team of Multilingual Education (MLE) Partners overseeing the implementation and effectiveness of English Language Acquisition (ELA) programming in all district schools to achieve improved outcomes for our multilingual learners.

Refine and lead progress monitoring systems focused on the impact and effectiveness of ELA programming in schools. This includes a system to monitor the progress of school-level data, across schools and to measure impact within the MLE department.

Build and maintain strong relationships with the Schools Division and Portfolio Management to ensure that a focus on multilingual learners is embedded in all district-wide, regional and school-based initiatives.

Collaborate within the MLE Department and with multiple other departments within the Academics Division, Human Resources, Finance, Early Childhood education, and Choice & Enrollment to ensure that a focus on multilingual learners is embedded in all district-wide, regional and school-based initiatives. 

Support the implementation, monitoring, oversight and reporting of Consent Decree requirements in schools. This includes an annual evaluation of all schools through an ELA Program Review.

Knowledge, Experience & Other Qualifications:

Five (5) or more years of experience teaching and leading for multilingual learners.

Two (2) or more years of school leadership experience.

Various school types (ed levels, governance types, instructional models).

Three (3) or more years of management responsibility.

CLDE Endorsement/ Certification.

Educational Leadership/ Principal License, preferred.

Knowledge of applicable laws and regulations.

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

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

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

Superior leadership, coaching and mentoring skills.

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

Self-starter/leader who can anticipate department needs in a proactive (versus, reactive) manner.

Strategic planning and organizational development knowledge and skills.

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

Ability to motivate and influence others. 

Education Requirements:

Bachelor’s Degree is required.

Master’s Degree is preferred.

 

Additional Information:

 

– Work Year Calendars (including accrued time off): http://thecommons.dpsk12.org/Page/1129

– Benefits (including DPS contributions): http://thecommons.dpsk12.org/Page/1397

– Compensation Structures: http://thecommons.dpsk12.org/Page/244

– Employee must live and work with a permanent home address in Colorado while working for Denver Public Schools.  

 

About Denver Public Schools:

 

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

 

DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org.  

  

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

 

 

 

 

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Executive Director, Curriculum & Instruction

Posted by | June 15, 2021 |

Executive Director – Curriculum & Instruction

Serves as part of the Learning Services team whose primary responsibilities are to: support schools, lead a comprehensive vision for teaching and learning and to model the way regarding best practices within the district. As part of the Learning Services team, will provide district-wide leadership to schools and other departments through the implementation of standards-based education aligned to the Colorado Academic Standards and the important shifts in the Common Core. Responsible for leading the implementation of standards-based instruction throughout the district.  The scope of responsibility for this position includes leadership, supervision, guidance and support for standards-based education in all K-12 curricular areas: literacy, mathematics, science, social studies, art, music, health and physical education, drama/theater, world language, gifted and talented programming, International Baccalaureate programing, and English Language Learners. Will also provide leadership for and supervision of the district strategic professional development programming by ensuring that best instructional practice, aligned curriculum, high quality professional development, assessment practices and reporting of student progress are all part of a standards-based education system that supports high levels of achievement for all students.

1. Work collaboratively with the superintendent, chief academic officer and the Learning Services team to lead stakeholder engagement, strategy development, and implementation of standards-based education.  Create, lead and support implementation of standards-based education across all content areas.  Support principals in high quality implementation of standards –based education
2. Supervise and support the professional development director in implementation of a district professional development plan for teachers and administrators.
3. Supervise the Curriculum and Instruction team including staff in charge of gifted and talented, English Language Learners, professional development and various content areas (literacy, math, science, social studies).  Lead budgeting process and management for various budgets and funding sources.
4. Partner with executive directors of schools, student support services, student coordinated services and multi tiered systems of support to ensure individual school support with meeting the needs of all students.
5. Monitor student achievement data across content areas and feedback from teachers and principals regarding professional development to ensure continuous improvement of teaching and learning strategy accordingly.  Ensure broad stakeholder engagement in decision-making and voices from the schools in teaching and learning strategy.
6. Collaborate with various departments to ensure alignment of curriculum and instruction to instructional technology, district assessment strategy and district strategies for special populations.
7. Lead district-wide literacy and mathmatics strategy, based on root cause analysis data and priority improvement strategies.
8. Interpret and communicated federal, state, and district law, policy or procedure related to instruction, curriculum, use of educational materials and required school procedures and reports.
9. Lead and manage budgets across curriculum and instruction in collaboration with directors on the curriculum and instruction team.  This includes management of budgets across multiple funding sources.
10. Lead K-12 new course approval process and course evaluation process and other duties as assigned.

EDUCATION AND RELATED WORK EXPERIENCE:

  • Master’s degree in a related field required
  • Minimum five (5) years of experience in Educational leadership and/or Curriculum & Instruction.
  • Familiarity with Educator Effectiveness in Colorado
  • Expertise in literacy and/or math as a content area
  • Teaching and/or leadership experience in serving English learners.
  • Secondary education experience and expertise preferred.
  • Experience as a School Principal.

LICENSES, REGISTRATIONS or CERTIFICATIONS:

  • Criminal background check required for hire
  • Professional Principal or Administrator License preferred
  • Must successfully complete current district training for supervision of Classified staff within one (1) year of entering position.
  • Valid Colorado Driver’s license required.

SALARY INFORMATION: Level 23 ($108,652 – $159,624)
STANDARD HOURS PER WEEK: 40
FTE: 1.0
MONTHS PER YEAR: 12

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Elementary teacher

Posted by | June 14, 2021 |

Elementary (1st grade) teacher; coaching and sponsor positions may be available.

Elbert County School District C-2 is a rural school district located approximately 20 miles east of Castle Rock, Colorado in the town of Kiowa. We have fewer than 300 students in grades kindergarten-12 with an average teacher to student ratio of 1:15. We operate on a four day school week with schools closed on Fridays. Kiowa Schools offers a wide range of sports and extracurricular activities for students to participate in throughout the school year.

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Operations Coordinator

Posted by | June 12, 2021 |

Operations Coordinator (College Track Aurora) 

 

About College Track:

 

College Track (CT) is a national education nonprofit that empowers students from underserved communities to reach their dreams of a college degree. Our mission is to close the achievement gap and create college-going cultures for students who are historically and currently under-represented in higher education.

 

We actively engage students over the course of 8 to 10 years, from the summer before high school through college graduation. Our students join College Track with limitless aspirations and we provide them with a comprehensive program and encouraging learning environment that empowers them to succeed. More than 90% of our students are admitted to a four-year university and 75% of our college students are currently enrolled in, or have graduated from, college. Over 85% of our students will be the first person in their family to earn a college degree. 

 

For more information about College Track, visit our website: http://www.collegetrack.org.

Why join the College Track team? 

  1. Impact Students – Everyday you will have the opportunity and the responsibility to push highly motivated students to build their set of academic and practical skills so they can not only attend college, but graduate from college. 
  2. Change Communities – You will be part of the movement to close the achievement and opportunity gaps that exist in historically underserved communities, and you will witness success, both small and large, each day. 
  3. Develop Your Career – You will have opportunities to participate in professional development with others dedicated to improving our nation’s education system. 

Who are we looking for?

College Track is searching for motivated, committed, and creative leaders who steadfastly believe that all students are born with the potential to graduate from college. These leaders must be devoted to working relentlessly to ensure that all College Track students develop the skills needed to succeed in high school and college. The Operations Coordinator will be an individual who thrives on challenges and opportunities, has an eye for detail, and is constantly looking for ways to improve. 

Position Description

Reporting to the Operations Manager, the Operations Coordinator will support the day-to-day operations of the center and assist with the site’s key program areas. Furthermore, the Operations Coordinator will participate in and support site activities and have direct accountability for meeting the organization’s bottom line goals in the areas of attendance, retention, and enrollment. 

The position’s primary responsibilities  include: 

  • Program Operations: Support operational procedures, daily snack program, manage front desk reception, safely operate CT vehicles when transporting students, chaperone student activities as needed, and support in the planning and execution of events. 
  • Social Media/Website Maintenance: Responsible for posting/updating social media accounts, create posts about upcoming events, update internal website
  • Data Monitoring and Reporting: Update accurate information in our Salesforce.com database, student files, and excel spreadsheets, have conversations with students about how to increase their attendance
  • Site Maintenance:Improve center appearance and functions, regularly update center bulletin boards, create visuals as needed
  • Resource Management: Ensure center resources are accounted for, updated, stocked, and organized (ex: office supplies, technology, library books, vehicle maintenance, etc.). 
  • External Relations: Phone and email parents regarding student updates or center events as needed, greet walk-in guests/visitors, and provide reception support. Assist with the annual recruitment process, including delivering presentations, hosting student interviews, and outreaching to community partners. 
  • Site Culture:  Display College Track’s core values of Joy, Passion, Commitment, Authenticity and Excellence every day, and lead by example. Be a strong resource and support for our guests, families, staff and scholars
  • New Projects: Special projects as assigned by the Operations Manager or Site Director. 

Qualifications

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

  • Minimum 2 years of verifiable administrative and customer service 
  • Minimum 2 years of experience working with low-income communities
  • 1-2 years with maintaining a website
  • 1-2 years experience with office administration preferred 
  • Results-driven, commitment to utilizing data to make informed decisions 
  • Exceptional organizational skills, keen attention to detail, ability to manage a wide range of tasks 
  • Strong interpersonal skills and collaborative, community-minded attitude 
  • Proficiency in Google and Microsoft programs
  • Strong interpersonal skills, collaborative, customer service & welcoming attitude
  • Exceptional organizational skills; keen attention to detail
  • Outstanding problem-solving skills
  • Excellent communication skills (both written and oral)
  • Unflappable self-starter with the ability to effectively manage a wide range of tasks and projects
  • Strong learning orientation, readily receives and incorporates direct feedback 
  • Goal-oriented and strong commitment to reaching goals 
  • High level of self-awareness, humility, and emotional intelligence 
  • Demonstrated ability to meet and maintain federal, state, local, and College Track guidelines including, but not limited to, fingerprint clearance and negative TB test 
  • Experience with databases, Salesforce.com strongly preferred
  • Valid Colorado driver’s license and clean driving record 

 

Compensation

This is a part-time, hourly position and is not eligible for benefits at this time. The Operations Coordinator will work Monday – Friday, most likely during student programming hours, during the school year, with 2 weeks unpaid break in December. Compensation will be $17.60 per hour.

To Apply 

Please send a cover letter and resume to Jamille Jones, Operations Manager, at jjones@collegetrack.org. We will only contact candidates chosen for further consideration. 

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

 

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Operations Manager – Aurora

Posted by | June 12, 2021 |

Position Overview

The Operations Manager is responsible for ensuring that all site operations function efficiently and effectively. This position will manage the day-to-day of site operations and the administration of finance, human resources and payroll. Additionally, s/he will oversee data reporting and monitoring at the site level and support the Site Director in student recruitment. This is a critical role in ensuring effective site operations so that the team can best serve students every day.  

Primary Responsibilities Include:

  • Lead and Manage Site Operations: Successfully manage the day-to-day of site operations including office management, technology, facilities and vehicles. This position will manage front desk administration, oversee the inventory of supplies, project manage facility projects, serve as the central point person for managing the inventory of technology and will work with the IT consultant to address technology needs. S/he will also manage the use of College Track vehicles for transporting students home and to field trip destinations.  
  • Manage the Administration of Finance, Human Resources and Payroll: Support the Site Director with budget development by gathering, analyzing and reporting necessary data; track and process invoices and reimbursements for staff and vendors. Support site supervisors with employee onboarding and orientation; act as an HR and payroll liaison for all employees and volunteer staff.
  • Oversee Data Monitoring and Reporting: Serve as the in-house Salesforce expert and ensure the tracking and reporting of student attendance. Maintain site dashboards and update information on an ongoing basis using student databases.
  • Support Student Recruitment: Assist the Site Director in the annual student recruitment process including delivering presentations aimed at identifying and recruiting prospective students and overseeing the record keeping process.
  • New/Special Projects: Additional projects as assigned by the Site Director.

Skills & Experience Required

  • Minimum of 2-3 years of experience managing the operations for an organization, program or school
  • Skilled at managing self; reliably prioritizes the highest impact work amongst competing demands, delegates effectively, holds self accountable and produces quality work consistently.
  • Skilled at communicating and managing vertically and horizontally. Effective at being able to work across the organization, through influence, to achieve goals
  • Focuses on delivering outcomes despite obstacles, seeks out challenges as opportunities to grow, takes unexpected setbacks in stride, and is able to galvanize self towards goals and impact.
  • Demonstrated ability to create efficient systems for completing work
  • Basic aptitude and strong appetite to learn data and technology systems. Experience with Microsoft Office Suites required. Experience with Salesforce or other databases, preferred
  • Minimum 4-year college degree
Comments Off on SPED Teacher

SPED Teacher

Posted by | June 10, 2021 |

Special Education for Elementary, Middle School and High School positions available.

Including:

  • Moderate Needs
  • Significant Support Needs
  • Severe Needs Behavior
  • Severe Needs Autism

Must have or be eligible for Colorado Teaching License w/ Special Education Generalist endorsement.

  • 188 Days/Year
Comments Off on Elementary Teacher

Elementary Teacher

Posted by | June 10, 2021 |

Elementary teaching positions (K-5) Mesa County Valley School District.

  • Must have or be eligible for Colorado Teaching License with Elementary Endorsement
  • 188 Days/Year
Comments Off on Deaf and Hard of Hearing Teacher

Deaf and Hard of Hearing Teacher

Posted by | June 10, 2021 |

Teacher of the Deaf and Hard of Hearing (TOD) needed in beautiful Grand Junction, CO. Our TOD positions are itinerant in nature serving preschool through high school age students using various communication modalities. Some degree of fluency in ASL is preferred, but not required. Must have, or be eligible to receive, the Colorado State Department of Education, Special Education – Deaf and Hard of Hearing Endorsement (https://www.cde.state.co.us/cdesped/sd-hearing_tod).

Included in our team are 2 educational audiologists and 6 Educational Interpreters.

Grand Junction is located on the western side of Colorado in Mesa County. We are 4 hours from Salt Lake City, UT and 4 hours from Denver, CO. Grand Junction is an amazing place to live, work, and play. We have a mild seasonal climate, so we enjoy the seasons, but we don’t get too cold, too hot, or too wet. We are in a prime area for outdoor recreation, with easy access to skiing and other winter sports, biking (mountain, road or trail), hiking, river/lake sports, etc. We are home to the Colorado National Monument State Park, and not far from Arches National Park near Moab, UT.

Mesa County Valley School District 51 is the largest school district on the Western Slope of Colorado and the 14th largest school district in the state. Our boundaries stretch from the Utah border to Palisade, from the Bookcliff Mountain Range down to Whitewater and Gateway. Each day, nearly 3,000 employees serve 22,000 students in 46 of our schools & programs.

Comments Off on SCHOOL COUNSELOR FOR GIFTED EDUCATION SUPPORT (6 – 12)

SCHOOL COUNSELOR FOR GIFTED EDUCATION SUPPORT (6 – 12)

Posted by | June 10, 2021 |

MANITOU SPRINGS SCHOOL DISTRICT 14

MANITOU SPRINGS COLORADO

VACANCY ANNOUNCEMENT

 

POSITION:        SCHOOL COUNSELOR FOR GIFTED EDUCATION SUPPORT (6 – 12)

COLLEGE & CAREER EDUCATIONAL LIAISON

 

LOCATION:        MANITOU SPRINGS SCHOOL DISTRICT 14

405 EL MONTE PLACE

MANITOU SPRINGS, CO 80829

 

REQUIREMENTS:

  • Current valid Colorado Department of Education license with appropriate school counselor endorsement(s)
  • Gifted Endorsement Preferred
  • Fingerprint/background screening required

 

RESPONSIBILITIES:

  • Gifted Education Counselor (Grades 6 – 12)
  • Create, Develop and Manage Advanced Learning Plans
  • Develop Parent and Family communication and engagement opportunities
  • Develop community partnerships
  • College & Career Planning
  • Personal education consultant/liaison (Grades 6 – 12)
  • Section 504 case management (as needed)
  • Program development/public relations
  • Gifted Education Program Enrichment opportunities (Grades 6 – 12)

 

TERMS OF EMPLOYMENT:    2021 – 2022 School Year, 189 Days

 

SALARY:            See certified salary schedule (on website)

 

SITUATION:            Grades 6 – 12

 

POSTING DATE:        June 16, 2021

 

CLOSING DATE:        June 29, 2021

 

INTERVIEW DATE:        July 7, 2021

 

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

Comments Off on School Nurse

School Nurse

Posted by | June 8, 2021 |

Serves as the coordinator of the school health program to provide health services and health education to promote the optimal level of wellness for all students.
 Provides direct health care for students and monitors and supervises delegated nursing tasks, medication administration, and delivery of care by other personnel.
 Assures the provision of first aid and provides triage for physical, oral, and mental health issues.
 Develops and implements health care plans for students with health care needs. Conducts health screenings per state guidelines.
 Conducts health assessments for Special Education and 504 evaluations.
 Manages immunization compliance.
 Provides staff development on infection control and universal precautions. Participates in comprehensive health education programs and school health policy development.

Qualifications:
Bachelor of Science in Nursing
Current Colorado Registered Nurse License required
Current Colorado Professional Special Services License (or ability to obtain)

Compensation:
Compensation depends upon levels of education and experience. The position is full-time, with salary and benefits.

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Extended School Year Opportunities

Posted by | June 7, 2021 |

Jeffco Public Schools is hiring for our Extended School Year (ESY) Program.

Extended School Year (ESY) is a summer school program, approximately five weeks in duration, for Special Education students who have been determined eligible for additional supports by their IEP team. ESY staff includes, but is not limited to principals, teachers, paraeducators, and paraprofessionals.

Multiple positions in various locations will be available.  ESY runs for the month of July in the mornings:  7/6/21-7/28/21.

Locations will include:

  • North – Campbell Elementary
  • Central Elementary – Welchester Elementary
  • Central Secondary – Sobesky Academy
  • South – Mortensen Elementary
  • Mountain – West Jefferson Elementary

This is a great opportunity to supplement your existing income and gain valuable experience in the classroom.  Teaching, Special Service Provider and Leadership positions will require the appropriate Colorado Department of Education license.

To view positions and apply please visit:  www.jeffcok12jobs.com Keyword: ESY

For additional information about Jeffco Public Schools please visit:  www.jeffcopublicschools.org

 

Comments Off on Middle School Assistant Principal / Athletic Director

Middle School Assistant Principal / Athletic Director

Posted by | June 7, 2021 |

 

Middle School Assistant Principal/Athletic Director

QUALIFICATIONS:

  1. Colorado K-12 Principal License
  2. Demonstrated strong school leadership and administrative skills
  3. Excellent verbal and written skills
  4. Strong computer and technology skills
  5. Strong Knowledge of 21st Century educational environment, including experiential learning, positive school culture and discipline, personalized learning, differential instruction and learning styles.
  6. Athletic Director experience preferred.

REPORTS TO:

Middle School Principal

SUPERVISES:

Middle school coaches

Staff members designated by the principal or superintendent

JOB GOAL:

To assist the principal in providing school-wide leadership, promoting a positive school culture, developing a disciplined school culture, and to learn the role of principal. To provide each enrolled student of secondary school age an opportunity to participate in an extracurricular athletic activity that will foster physical skills, a sense of worth and competence, a knowledge and understanding of the pleasures of sport, and the principles of fair play.

 

PERFORMANCE RESPONSIBILITIES OF ASSISTANT PRINCIPAL:

  1. Assists the principal in the overall administration of the school.
  2. Maintains discipline throughout the student body and promotes a positive school culture; leads the reporting and monitoring of student discipline.
  3. Promotes student attendance; supervises the reporting and monitoring of student attendance; facilitates attendance policy and student attendance review board meetings to promote student attendance.
  4. Serves as a principal in the absence of the regular principal.
  5. Proposes schedules of classes and extracurricular activities.
  6. Assists in developing annual budget requests.
  7. Oversees budgets and requisitioning of supplies for all school safety and positive school culture programming; conducts inventories; maintains records; and checks on receipts for such material.
  8. Maintains school safety by managing the access control system, working closes with the school resource officer(s), manages the school cameras, regular staff training, safety inspections and safety drill practice activities.
  9. Serves with parent, faculty, and student groups as requested in advancing educational and related activities and objectives.
  10. Performs such record-keeping functions as the principal may direct.
  11. Supervises, coaches, and evaluates teachers and departments as assigned by the principal.
  12. Performs such other tasks and assumes such other responsibilities as the principal may from time to time assign.

PERFORMANCE RESPONSIBILITIES OF ATHLETIC DIRECTOR:

  1. Organizes and administers the overall program of extracurricular athletics, both intramural and interscholastic, for the middle school.
  2. Provides leadership in the selection, assignment, development and evaluation of athletic coaches and staff members.
  3. Fosters good school-community relations by keeping the community aware of and responsive to the athletic program.
  4. Assumes responsibility for the organization and scheduling of all extra curricular events.
  5. Hires officials, team physicians, and policemen as required, and assumes general responsibility for the proper supervision of home games.
  6. Arranges transportation for athletic contest participants and adventure learning trips.
  7. Develops and places into operation appropriate rules and regulations governing the conduct of athletic activities.
  8. Verifies each athlete’s eligibility according to established physical and academic requirements of eligibility for participation in each sport.
  9. Prepares and administers the athletic program budget.
  10. Requisitions program supplies and equipment.
  11. Supervises all ticket sales and fund-raising events of the athletic program, and assumes responsibility for proper handling of funds.
  12. Arranges all details of visiting teams’ needs including gymnasium services, and field assistance, as appropriate.
  13. Makes arrangements for non-school use of playing fields and facilities.
  14. Arranges field and gym practice schedules.
  15. Administers the insurance program covering school athletes, and assumes responsibility for all processing of reports and claims.
  16. Directs an in-school, extracurricular program designed to foster support for the athletic teams and school spirit among nonparticipants.
  17. Plans and supervises recognition programs for school athletes and extra curricular activities.

TERMS OF EMPLOYMENT:

Salary: Assistant Principal Salary Schedule, up to 7 years experience allowed

Work Schedule: 195 days per year or as designated by board adopted salary schedule.  3 weeks before teachers return for the school year and 1 week after teachers leave for the summer break

Benefits: Full benefits package, including health, dental and vision insurance, life insurance, disability, sick leave, and personal leave.

Hours: A minimum of 7.5 hours per day as designated by the Middle School Principal

FLSA Status: Exempt/certified

EVALUATION:

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

Salary:

$66,000 – $86,000

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Secondary Assistant Principal/Athletic Director

Posted by | June 7, 2021 |

Job Title:  Secondary Assistant Principal/Athletic Director
Reports to:  Designated Principal
Evaluation: Designated Principal
Location: Craig Middle School
Date of Availability: July 26, 2021
Date Closing: Open Until Filled

Position:  Middle School Assistant Principal/Athletics Director

Position Summary:  The primary function of the Assistant Principal/Athletic Director is to manage and oversee the district’s Middle School athletic and activities program, along with the duties of the Assistant Principal of the Craig Middle School.  Reports to the Middle School Principal.

*Salary:  Administration Salary Schedule – Secondary Asst. PrincipalCommensurate with experience, education and training.

Education and/or Experience:  Administrative and/or coaching experience at the secondary level. Experience working with various constituencies including: faculty, coaches, sponsors, students, administrators, alumni and community members.  Position requires a working knowledgeable of CHSAA rules and regulations; good organizational and communication skills; and ability to work cooperatively with others.

Certificates, Licenses, Registrations:  In possession of or eligible for an administrator or principal licensure through the Colorado Department of Education.

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. 

Desired Work Traits:  Excellent teamwork and cross-campus collaboration, flexibility and working with multiple deadlines, willingness to travel and represent MCSD at CHSAA meetings and away games, possess a positive attitude and servant leadership orientation, commitment to faculty and community outreach, ability to present materials to various publics, proficiency with oral and written communication and various forms of technology hardware and software, accept responsibility to work nights and weekends as needed.

Essential Duties and Responsibilities:  Other duties may be assigned.

Assistant Principal

  • Works with Principal/teachers in the area of discipline.
    • Develops behavioral modification plans for chronic disciplinary problem students.
    • Meets with parents, teachers and principals to build a support system for high risk students.
    • Supports staff in planning and implementing classroom disciplinary policies
  • Daily supervision responsibility in hallways, lunchroom, classroom and other areas in the school that are a concern.
  • Works with principal, teachers, staff, students, and parents in the area of attendance
  • Assists in teacher evaluations and mentorships
  • Serves on outside committees that work with middle school students
  • Responsible for helping to obtain substitute teachers in the event a regular teacher is absent.

Athletics

  • Prepare a master budget and supervise equipment inventories
  • Direct oversight of fiscal budget for athletics and activities
  • Oversee athletic tickets sales, activities and club fundraising
  • Create a strategic long range plan for the athletic and activities department
  • Secure and file the paperwork for equipment lease requests involving the athletic department
  • Prepare a masters sports calendar that includes conference and non-conference games/events
  • Responsible for the production of publications to include the activities calendars, brochures, resource guides, etc.
  • Assist and maintain athletics website, facebook page.
  • Coordinate gym, building and athletic field use and coordinate with the district building use calendar
  • Coordinate gym use for practices and games and give final clearance for the use of either the gym or the athletic field
  • Work with coaching staff and transportation supervisor to schedule all athletic departure times
  • Ensure travel arrangements and overnight accommodations for athletic teams and coaches
  • Seek and recommend suitable competition for all non-conference events/games
  • Hire all officials for 7-12 and non-conference contests
  • Confirm official’s contracts and all non-conference contest contracts
  • Secure game workers for athletic contests, chain crews, announcers, clock operators, scorekeepers, line judges, etc. and submit the list of contracted workers for the contest to the event supervisor prior to the event
  • Submit athletic expense request sheets for payment of officials and other workers to district office
  • Acts as a resource person and coordinator for all coaches
  • Assist in supervision at both home and away athletic contests
  • Assist in the selection of coaches for the athletic program
  • Evaluate all athletic programs on an annual basis.  Make recommendations for improvement to the building principal and district administrators
  • Mediate the resolution of problems, issues and concerns that may arise between coaches and athletic programs
  • Provide a channel through which students and the community may express their concerns about an athletic program
  • Provide for in-service of coaching staff as needed
  • Ensure district adherence to all CHSAA and district policies and regulations, administrative rules, procedures, and codes relating to and participation in athletics and activities including player ineligibility
  • Collect, file and notify athletes and coaches regarding student eligibility as it pertains to district procedures and CHSAA rules and regulations
  • Collect and maintain on file a properly completed physical card for every student participating in athletics
  • Reviews, updates and distributes school athletic and activities handbooks
  • Administer the school athletic code in a fair and consistent manner
  • Participate as a member of the district Concussion Management Team
  • Serve as liaison to the community based groups by attending meetings and related events
  • Serve as liaison with the Craig Parks and Recreation program sponsors

Both

  • Carries out supervisory and responsibilities in accordance with the organization’s policies and applicable laws.  Responsibilities include interviewing, hiring, and training employees; planning, assigning, and directing work;  appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems.

Supervisory Responsibilities:  Students, parents, volunteers, and supervise and evaluate athletic program coaches, supervise 7-12 activities sponsors/coaches and collaborate with principals on the development of individual evaluations.

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 maximum of the pay range shown on the salary schedule.
MCSDSalarySchedule

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.

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

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

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

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Language Development Coordinator

Posted by | June 7, 2021 |

SUMMARY OF JOB DESCRIPTION: The primary responsibility of the program coordinator position is to provide program implementation research, identification and implementation support and guidance across the district and individual schools. Additionally, it is to help teachers analyze their teaching behaviors to increase student performance in the program. The program coordinator will work with building principals, leadership teams and teachers and will facilitate the process for adopting, implementing and monitoring a PREK-12 district program plan including assessment, instruction professional development, and program evaluation. The program coordinator will be expected to be current in instructional strategies and model and coach teachers in program strategies.
ESSENTIAL JOB ELEMENTS:

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 of the position. Accommodations may be made to enable individuals with disabilities to perform the essential functions.                     

Language Development Duties
  • Assist teachers and administrators in employing appropriate research-based strategies to ensure students achieve linguistically and academically.
  • Oversee the district ELD budget
  • Facilitate professional learning opportunities for teachers and administrators.
  • Support and coach teachers in the district.
  • Ensure that all federal and state reporting requirements are met.
  • Coordinate assessment of language learners.
  • Attend district and state-related meetings and training to keep teachers and administrators informed.
  • Actively research and communicate best practices and implementation of a cohesive K-12 Dual Language Program.
  • Coordinate with all schools to ensure articulation of program design including the creation of a dual-language scope and sequence.
  • Provide assistance to school teams in designing, and delivering professional development for teachers and administrators in the dual language program.
  • Collaborate with schools to provide up-to-date materials in the partner language.
  • Collaborate with district staff to promote and support equity initiatives.  (add)
  • Serve as an active member of the Instructional team and curriculum committees.
  •   Collaborate with I-Team to ensure the ELD perspective is included in district work.
  • Work with school and district administrators for teacher recruitment, hiring and retention.
QUALIFICATIONS:

  1. Bachelor’s degree required.
  2. Demonstrate effective implementation of instructional technology in lessons.
  3. Current authorization or license issued by the State of Colorado indicating s/he is properly endorsed or s/he must meet the qualifications criteria under NCA.
  4. Effective communication and interpersonal skills.
  5. Effective time management and organizational skills.
PHYSICAL REQUIREMENTS & WORKING CONDITIONS:

The physical demands, work environment factors and mental functions described below 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.

Analyzing Computing Instructing Negotiating
Budgeting Designing Evaluating Reviewing
Coordinating Developing Public Speaking Planning
Communicating Implementing Moderate lifting to 50 lb. Purchasing
Prepared/Revised Date: March 2019  May 2021

Starting Salary Range – $44,530 – $78,749

This position is benefits eligible.  The 2020-21 Benefits Guide can be found here

 

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High School Math Teacher

Posted by | June 5, 2021 |

High School Math Teacher

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

 

Colorado High School Charter Overview

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

 

What makes teaching at CHSC exciting?

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

 

What do we look for in candidates?

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

 

Job Description

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

 

Math Teacher Responsibilities:

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

 

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

  

Qualifications

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

 

Required:

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

 

Desired:

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

 

Compensation

The starting salary for this position is between $48,079 and $67,758, depending on education and experience.  The maximum salary for this position is approximately $90,000.  A comprehensive benefits package is included.  Teachers are eligible for the Federal Teacher Loan Forgiveness Program.

 

To Apply

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

 

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

 

CHSC Mission

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

               

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

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ELL Teacher

Posted by | June 3, 2021 |

Duties and responsibilities:
Provide direct English language acquisition instruction to identified ELL students, assess their proficiency, and monitor individual ELA and academic growth and performance in grades 6-8.
Assist in delivering academic interventions for any assigned students through the GMS flooding schedule.

Qualifications:
Applicant must be licensed to teach in the state of Colorado. An endorsement in Culturally and Linguistically Diverse education and fluency in Spanish is preferred, but not required.
A willingness to pursue endorsement is required.

Compensation: Depends upon education and experience.
Location: This position is located at Gunnison Middle School

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Assistant Principal

Posted by | June 3, 2021 |

Duties and responsibilities:
The Assistant Principal will handle a variety of administrative duties including but not limited to: student discipline and supervision, attendance and dropout prevention, organization of activities, and support of teaching staff.

Qualifications:
Principal or Administrator License in the state of Colorado is required.
Compensation:
Salary depends upon education and experience
This position is a 195 day contract year.
1.0 FTE position
Start date:     August 2, 2021
Location:       Crested Butte Community School

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Performance and Accountability Analyst

Posted by | June 2, 2021 |

REPORTS TO: Director of Evaluation and Assessment

SALARY RANGE: Starting at $4,583.33 – $5,416.67 (monthly). Commensurate with experience.

ORGANIZATION OVERVIEW

The Colorado Charter School Institute (CSI) is a statewide charter school authorizer whose mission is to foster high-quality public-school choices offered through charter schools, particularly schools that are focused on closing the achievement gap for at-risk students. Governed by a board of nine members appointed by the Governor and Commissioner of Education, CSI currently serves a diverse portfolio of 42 schools across the state of Colorado serving over 20,000 students. CSI is uniquely positioned to serve and promote charter school innovation in communities throughout Colorado and to be a leader in improvements in authorizer practices. CSI aspires to continue growing the quality and quantity of its portfolio of schools in Colorado in response to the need for high quality, innovative charter school options. Our organization is at an extraordinary point of opportunity and is poised to make additional systemic changes that will yield improvements within the portfolio’s overall student achievement.

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

 

POSITION SUMMARY

The CSI Performance and Accountability Analyst is responsible for supporting and maintaining activities related to school performance data visualization, reporting, and management to support ongoing accountability and continuous improvement efforts. They are also responsible for managing annual accountability reporting and providing support to schools and departments in building data literacy, visualization, and reporting tools and processes. This position will have the opportunity to work collaboratively with other stakeholders to establish and support a culture of data and evidence-based decision-making.

 

Please see below for a complete position description:

ESSENTIAL DUTIES AND ROLE-SPECIFIC RESPONSIBILITIES

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

  • Responsible for building and maintaining data visualizations and other reporting systems that allow stakeholder access to assessment results and other relevant accountability data for analysis and decision-making.
  • Maintain and update school-level and portfolio-wide dashboards showing current information and analysis about all portfolio schools in order to facilitate easy access to information, extrapolate trends, drive decision-making and guide strategic initiatives.
  • Serve as a subject matter expert as it relates to data visualization, reporting, management, and interpretation.
  • Conduct annual analysis of state assessment data for inclusion in the CSI Annual Review of Schools (CARS).
  • Manage the annual release of the CSI Annual Review of Schools Report including the collection of relevant data across departments, the creation of school-level reports, and distribute to relevant stakeholders.
  • Develop and maintain guidance documentation and technical manuals for the CSI Annual Review of Schools and other school performance analysis and evaluation processes.
  • Works collaboratively with other stakeholders to establish a culture of data and evidence-based decision-making.
  • Develops and maintains effective procedures for ensuring the integrity and organization of assessment, school performance, and accountability data.
  • Provide leadership, training, coaching and technical assistance to schools and departments on school performance data, data literacy, and on internally and externally developed data visualization and reporting tools and processes.
  • Assemble and organize statewide or regional data that informs charter decision-making, market research analysis and communication strategies.
  • Organize and maintain analyses and reports for regular, systematic dissemination including publishing results to website.
  • Design and develop standard, ad-hoc, and custom performance reports as needed for reporting, evaluation, and analysis for various stakeholders.
  • Responds to requests, questions, and support needs around the use of data reports and analyses for decision-making at various levels.
  • Identify, analyze, and interpret trends or patterns in complex data sets and communicate findings/results effectively to multiple audiences in both oral and written form.
  • Foster knowledge sharing and disseminate evaluation and research findings through development of reports, presentations, dashboards, etc. to increase awareness and knowledge of CSI and the charter sector in Colorado.

 

DEPARTMENT RESPONSBILITIES

  • Conduct technical training for schools and other users on assessment, accountability, and evaluation processes and procedures.
  • Plans, conducts, and reviews aspects of assessment, evaluation, and accountability projects and programs related to specialty area.
  • Ensure that all training, technical assistance, and compliance monitoring includes tiered processes and actions based on school performance.
  • Provide school performance and operational evaluation for inclusion in the CSI Annual Review of Schools for all managed programs.
  • Review proposed and existing legislation for possible impact to assessment data, accountability and evaluation systems, programs and processes.
  • Participate in the review of all charter applications as a member of the CSI Review Team.
  • Provide operational support for the Director of Evaluation and Assessment.
  • In coordination with the Student Services and Data Submissions Team, provide technical assistance and validate programmatic data for state and federal reporting.

 

BENEFITS

As an employee of the Colorado Charter School Institute (State of Colorado), you will have access to a variety of benefits to include medical, dental and vision insurance, paid holidays, paid vacation and sick time, flexible scheduling, a work-life balance culture, no-cost life and disability insurance (with additional paid options), Flex Spending and Health Savings Account options, professional development opportunities, wellness offerings, a performance based bonus and membership in Colorado Public Employees’ Retirement Association (PERA).

 

CSI INCLUSION STATEMENT

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

 

WHAT WE ARE LOOKING FOR:

At a minimum, we are looking for the following:

  • High school diploma, GED, or equivalent.
  • Strong working knowledge and experience with data analysis, reporting, and dashboard tools including familiarity with relevant systems and software.
  • Demonstrated ability to coordinate and manage multiple projects with many stakeholders adhering to strict deadlines.
  • Ability to explain data and data systems proficiently to professional and lay audiences through oral communications and technical documents.
  • Strong time-management and interpersonal skills.
  • Detail-oriented with demonstrated ability to follow-through on projects.
  • Self-motivated.
  • All final candidates must successfully pass a thorough criminal background check.

 

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

  • Associate’s or bachelor’s degree preferred (5+ years of successful work experience or relevant certifications can be substituted for a degree).
  • Experience with designing and maintaining Tableau dashboards.
  • Excellent report design and development skills.
  • 3-5 years of experience in data analysis, school evaluation, or a comparable field.
  • Strong analytical skills with the ability to collect, organize, analyze, and disseminate data with attention to detail and accuracy.
  • Ability to apply continuous improvement strategies to program functions.
  • Professional written and verbal communication skills.
  • Exceptional customer service experience.
  • Experience working with charter schools in Colorado.

 

LOCATION & TRAVEL

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

 

WORK ENVIRONMENT

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

 

NOTE

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

 

COVID PRECAUTIONS:

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

Posted by | June 2, 2021 |

REPORTS TO: Director of Evaluation and Assessment

SALARY RANGE: Starting at $4,166.67 – $5,000 (monthly). Commensurate with experience.

ORGANIZATION OVERVIEW

The Colorado Charter School Institute (CSI) is a statewide charter school authorizer whose mission is to foster high-quality public-school choices offered through charter schools, particularly schools that are focused on closing the achievement gap for at-risk students. Governed by a board of nine members appointed by the Governor and Commissioner of Education, CSI currently serves a diverse portfolio of 42 schools across the state of Colorado serving over 20,000 students. CSI is uniquely positioned to serve and promote charter school innovation in communities throughout Colorado and to be a leader in improvements in authorizer practices. CSI aspires to continue growing the quality and quantity of its portfolio of schools in Colorado in response to the need for high quality, innovative charter school options. Our organization is at an extraordinary point of opportunity and is poised to make additional systemic changes that will yield improvements within the portfolio’s overall student achievement.

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

 

POSITION SUMMARY

The Assessment Coordinator is responsible for managing all CSI school state assessments including administration training, management of assessment logistics, technical assistance to schools, student testing accommodations, and test security. This position will collaborate with other departments and stakeholders and communicate with the Colorado Department of Education and various testing contractors. They will also be responsible for creating and providing information, training, and support to school staff on school-selected interim assessments and develop and promote good relations among various stakeholders and school staff.

 

Please see below for a complete position description:

ESSENTIAL DUTIES AND ROLE-SPECIFIC RESPONSIBILITIES

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

  • Serve as the District Assessment Coordinator (DAC) to provide oversight for all state assessments and act the liaison with the Colorado Department of Education.
  • Coordinate and manage the test administration logistics and processes for all state-required assessments including ordering, distribution, administration troubleshooting, check-in, and packaging/shipping.
  • Develop, implement, and update processes and procedures to ensure security for all state-required assessment materials and resources and integrity of the data collection.
  • Implement mandated processes for applying appropriate testing accommodations for students with special needs and support training of accommodation documentation in relevant data systems. Coordinate with the Student Service Department as needed.
  • Manage the development of training materials and provide training presentations for assessment administration and assessment security processes and procedures.
  • Provide training, technical assistance, and monitoring relating to school-selected interim assessments.
  • Work with identified schools to monitor academic progress through seasonal analysis of interim assessments and evaluation against school targets and objectives.
  • Advise and coach school leadership and school assessment coordinators on policies and procedures for state and interim assessments.
  • In coordination with the Data Submissions Coordinator, support schools in completing all assessment-related data collections.
  • Monitor and support the administration of assessments required for kindergarten school readiness, the READ Act, and the Colorado Preschool Program. As needed, communicate assessment and reporting information with the Intervention and Early Childhood Program Specialist.
  • In coordination with the Gifted Education & Professional Learning Manager, provide support for the universal screener assessment for gifted and talented students.

 

DEPARTMENT RESPONSBILITIES

  • Conduct technical training for schools and other users on assessment, accountability, and evaluation processes and procedures.
  • Plans, conducts, and reviews aspects of assessment, evaluation, and accountability projects and programs related to specialty area.
  • Ensure that all training, technical assistance, and compliance monitoring includes tiered processes and actions based on school performance.
  • Provide school performance and operational evaluation for inclusion in the CSI Annual Review of Schools for all managed programs.
  • Review proposed and existing legislation for possible impact to assessment data, accountability and evaluation systems, programs and processes.
  • Participate in the review of all charter applications as a member of the CSI Review Team.
  • Provide operational support for the Director of Evaluation and Assessment.
  • In coordination with the Student Services and Data Submissions Team, provide technical assistance and validate programmatic data for state and federal reporting.

 

BENEFITS

As an employee of the Colorado Charter School Institute (State of Colorado), you will have access to a variety of benefits to include medical, dental and vision insurance, paid holidays, paid vacation and sick time, flexible scheduling, a work-life balance culture, no-cost life and disability insurance (with additional paid options), Flex Spending and Health Savings Account options, professional development opportunities, wellness offerings, a performance based bonus and membership in Colorado Public Employees’ Retirement Association (PERA).

 

CSI INCLUSION STATEMENT

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

 

WHAT WE ARE LOOKING FOR:

At a minimum, we are looking for the following:

  • High school diploma, GED, or equivalent.
  • Familiarity and experience with Colorado state-required assessments.
  • Demonstrated ability to coordinate and manage multiple projects with many stakeholders adhering to strict deadlines.
  • Strong time-management and interpersonal skills.
  • Detail-oriented with demonstrated ability to follow-through on projects.
  • Professional written and verbal communication skills.
  • Self-motivated.
  • All final candidates must successfully pass a thorough criminal background check.

 

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

  • Associate’s or bachelor’s degree preferred (5+ years of successful work experience can be substituted for a degree).
  • Experience in the coordination of state and district assessments in a K-12 setting.
  • Exceptional customer service experience.
  • Experience working with charter schools in Colorado.

 

LOCATION & TRAVEL

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

 

WORK ENVIRONMENT

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

 

NOTE

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

 

COVID PRECAUTIONS:

  • Remote interview process
  • Mostly virtual meetings for the time being
  • Social distancing guidelines in place (when in the office)
  • Sanitizing, disinfecting, or cleaning procedures in place (at the physical office)
Comments Off on Executive Director of Learning Services

Executive Director of Learning Services

Posted by | June 1, 2021 |

ADMINISTRATIVE VACANCY
EXECUTIVE DIRECTOR OF LEARNING SERVICES

School District 49 is searching for a proven, innovative K-12 leader to join our team as Executive Director of Learning Services.  The Executive Director of Learning Services (EDLS) will support district administrators by serving as the primary leader for Learning Services departments. In addition to leading all functions of the Learning Services Department, the EDLS provides leadership, support and consultation for a portfolio of 25 district-operated, authorized charter, and alternative and online schools related to curriculum, instruction, assessment, educational technology, and professional development.

The EDLS’ duties include designing and communicating policies, practices and procedures; facilitating and monitoring department objectives, projects and timelines; creating and communicating data/information; participating in budget development and monitoring; supervising staff; and ensuring the district is in compliance with state accreditation regulations.

Highly qualified candidates will demonstrate both breadth and depth of experience in K-12 education, exceptional collaboration skills, advanced communication skills and a continuous improvement mindset.

Applications must be submitted by June 11 2021 at 11:59pm. First round interviews will be scheduled for June 21, 2021.

Start Date: July 1, 2021
Work Year:  Full Year
Reports To: Chief Education Officer
Benefits: This position is eligible for benefits including group insurance (health, dental and vision), paid sick and personal leave and elective retirement savings plans. Benefit details can be found here.
Salary Range: The minimum starting pay is $109,000/year and the maximum starting pay is $119,000/year. Initial pay placement is dependent on level of formal education and years of relevant experience (the maximum credit granted is 15 years).

Please see full job description on District Website

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

Our vision is to be the best choice in public education. We envision a future when every time a student, parent, or educator chooses a school district, we are the best choice they can make. We have a mission to Learn, Work, and Lead. Our commitment is to be the best place to learn, to work, and to lead. Every day, we create environments so that everyone associated with the district is always learning, working, and leading us to be the best.

District 49 spans 133 square miles of suburban and rural areas covering northeast Colorado Springs and the Falcon area of El Paso County. As the fastest growing school district in the Pikes Peak region, it’s currently serving more than 23,000 students within its portfolio of schools.

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Executive Director of Learning Services

Posted by | June 1, 2021 |

ADMINISTRATIVE VACANCY
EXECUTIVE DIRECTOR OF LEARNING SERVICES

School District 49 is searching for a proven, innovative K-12 leader to join our team as Executive Director of Learning Services.  The Executive Director of Learning Services (EDLS) will support district administrators by serving as the primary leader for Learning Services departments. In addition to leading all functions of the Learning Services Department, the EDLS provides leadership, support and consultation for a portfolio of 25 district-operated, authorized charter, and alternative and online schools related to curriculum, instruction, assessment, educational technology, and professional development.

The EDLS’ duties include designing and communicating policies, practices and procedures; facilitating and monitoring department objectives, projects and timelines; creating and communicating data/information; participating in budget development and monitoring; supervising staff; and ensuring the district is in compliance with state accreditation regulations.

Highly qualified candidates will demonstrate both breadth and depth of experience in K-12 education, exceptional collaboration skills, advanced communication skills and a continuous improvement mindset.

Applications must be submitted by June 11, 2021 at 11:59pm. First round interviews will be scheduled for June 21, 2021.

Start Date: July 1, 2021
Work Year:  Full Year
Reports To: Chief Education Officer
Benefits: This position is eligible for benefits including group insurance (health, dental and vision), paid sick and personal leave and elective retirement savings plans. Benefit details can be found here.
Salary Range: The minimum starting pay is $109,000/year and the maximum starting pay is $119,000/year. Initial pay placement is dependent on level of formal education and years of relevant experience (the maximum credit granted is 15 years).

Please see full job description on District website.

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

Our vision is to be the best choice in public education. We envision a future when every time a student, parent, or educator chooses a school district, we are the best choice they can make. We have a mission to Learn, Work, and Lead. Our commitment is to be the best place to learn, to work, and to lead. Every day, we create environments so that everyone associated with the district is always learning, working, and leading us to be the best.

District 49 spans 133 square miles of suburban and rural areas covering northeast Colorado Springs and the Falcon area of El Paso County. As the fastest growing school district in the Pikes Peak region, it’s currently serving more than 23,000 students within its portfolio of schools.

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Chief Strategic Recovery Officer

Posted by | May 27, 2021 |

This is a term-limited position and will be funded through September 2024

Position Summary
The Chief Strategic Recovery Officer will lead CDE’s efforts to create strategic, cohesive initiatives at the state and local levels to address the learning impacts of COVID-19 on the state’s students, with an explicit focus on students who have also experienced historic opportunity gaps.

This person will work collaboratively across the Colorado Department of Education (CDE) and with the Colorado education community to drive forward four main priorities:
(1) lead the decision-making process for allocation of CDE’s federal stimulus relief state reserve funds to ensure that resources are used in the most strategic, effective ways to support and serve Colorado’s students who have been most impacted by the pandemic
(2) coordinate, monitor and support implementation of evidenced-based activities at the local and state level to address pandemic impacts and support strategies will that create long-term improvements in student outcomes
(3) collect and summarize impact data on student learning of both the pandemic and CDE’s recovery efforts
(4) make recommendations on systemic changes required across CDE systems to benefit the education community over the long term. In addition, this position will support other CDE staff leading efforts to distribute and monitor federal stimulus funds, provide technical assistance to districts, and draft K-12 education policies, as necessary.

This position will also play a key role in communication and strengthening partnerships with the K-12 education community and policymakers, including the State Board of Education, the General Assembly, and the Governor’s Office.

Minimum Qualifications, Substitutions, Conditions of Employment & Appeal Rights

Key Duties and Responsibilities:

A.  Lead the development and implementation of the department’s COVID-19 education recovery plan in collaboration with other CDE leaders and staff, including use of state and federal relief funds, implementation of department-led recovery programs, and related state and federal reporting and monitoring activities.

B.  Lead and facilitate the implementation of CDE’s student learning recovery and innovation efforts. This will include coordination and clear communication concerning the work across the department, facilitating cross-department working teams and driving sustained effective functioning of the department’s teams.

C.
 Depending upon the date of hire, the position will lead the process for decision making on CDE’s federal stimulus relief funds by working with a contractor to gather, analyze and respond to community input, bringing research on high impact strategies into the process, communicating results and proposed allocations to the State Board of Education, and supporting implementation of the board and commissioner’s final decisions on the funding.

D.
  Recruit, hire and lead teams of new or current employees to assist with roles defined in this job description and work closely with other Executive Team members for implementation of recommendations.  The teams will include a CDE Learning Team that will be responsible for determining and articulating the impacts of the pandemic on K-12 education, advising on research around the highest impact activities to address those needs, recommending data collections and metrics to measure the impact of state-determined Elementary and Secondary School Emergency Relief (ESSER)-funded initiatives, and informing potential policy adjustments. The team will also be responsible for supporting and coordinating federal reporting requirements concerning the use of ESSER funds.

E.
  Support the department in understanding various funding sources dedicated to recovery and how to leverage those funds appropriately.

F.  Coordinate the implementation of the identified high impact state and local initiatives, when allocation decisions are finalized, which may include expanded learning opportunities, statewide workforce capacity and other initiatives.

G. 
 Support coordination of CDE’s technical assistance to the field, as defined and organized around the Learning Impacts Toolkit.

H. Communicate in writing and verbally about the student learning recovery and innovation work at CDE and in the field, including through State Board of Education and legislative presentations, meetings with policy makers, regular meetings with the K-12 education community, and updates for CDE staff.

I.  Coordinate an independent evaluation of CDE’s organizational systems and make recommendations on how to improve existing structures for more effective support of the Colorado education ecosystem.

K. Other duties as assigned by the immediate supervisor.

REPORTING RELATIONSHIPS
The position reports to the Commissioner of Education and will be a part of the commissioner’s executive team.

Supervisory Responsibilities

  • This position does have supervisory responsibilities.  The duties and responsibilities for employees that supervise staff include, but are not limited to the following:
  • Models and ensures consistency with organizational values and policies.
  • Clearly communicates expectations and standards to staff.
  • Conducts timely performance management of staff including formal evaluations, on-going and routine feedback, and holding staff accountable.
  • Awareness and approval of employee time worked and work schedules.  This includes approval of time worked for payroll and monitoring and approval of all work schedules including remote work and flex schedules, based upon CDE’s policies.
  • Provides the applicable tools and resources staff require to perform their job.

Supplemental Information

Competency and Qualification Requirements

  • Experience in and knowledge of the K-12 education landscape in Colorado including key policies, governance structure, education data and educational equity, diversity and inclusion
  • Successful program management experience (developing, monitoring, implementing and revising program plans, budget, schedule, activities, and deliverables), involving cross-organizational teams in a targeted, focused, and outcomes-driven format from initiation to completion
  • Excellent written and oral communication skills, including facilitation and presentation skills
  • Strong communication, collaboration, and conflict resolution skills
  • Understanding of federal stimulus funding/grant parameters, and ability to think creatively within those parameters to solve historic and new problems in new ways
  • Ability to provide performance improvement feedback and facilitate change management within individuals, teams, organizations and oneself
  • Demonstrated ability to work through ambiguity to bring clarity to roles and tasks to meet deliverables
  • Experience in all stages of the research process, including design, implementation, data collection and interpretation; and dissemination of results to a variety of audiences
  • Knowledge of how students learn and effective intervention strategies, including relevant research

PREFERRED QUALIFICATIONS

  • Recent leadership experience in a K-12 education setting in Colorado
  • Proficiency in facilitating design thinking sessions
  • Experience in grant management, including managing budgets, meeting statutory requirements, and reporting outcomes.
  • Ability and willingness to travel
  • The ability to pass a background check, which includes a motor vehicle records search

Minimum Education Requirements
Bachelor’s degree or higher in education or related field or comparable experience

Preferred Qualifications
Master’s degree or equivalent experience

Comments Off on 47105 SPECIALIST, DATA DRIVEN INSTRUCTION & STUDENT LEARNING

47105 SPECIALIST, DATA DRIVEN INSTRUCTION & STUDENT LEARNING

Posted by | May 26, 2021 |

Please Apply Here:

https://ltmwebprod01.dpsk12.org/ltmprod/xmlhttp/shorturl.do?key=770

ASSESSMENT, REPORTING & DATA SUPPORT (ARD)

Traditional 235 work days 

FTE: 1.0

Salary Range: $63,852 – $77,316

  

Essential Functions and Objectives:

 

Administers and manages activities within a specific area of a responsibility. Serves as the subject matter expert and applies gained knowledge to execute, maintain and improve systems, programs, or processes. 

Plans and coordinates the implementation of the District’s Data-driven Instruction (DDI) plan and Student Learning Objectives (SLOs). Administers the execution, maintenance, projects’ implementation, change management, and cross-functional alignment of workstreams. Interprets changes to the District curriculum and Colorado standards, ensuring SLOs and resources are aligned and informs teachers and principals of the implications of these changes.

Provides various support and conducts activities related to logistics, reporting, training, communications, and processes. Participates in the planning and implementation of new initiatives.

Assesses and troubleshoots escalated problems and applies expert understanding to resolve complex challenges of stakeholders; focuses on root cause identification in order to achieve systemic and sustainable improvement. Approves and documents exceptions for compliance record keeping and reporting. 

Ensures appropriate key stakeholder involvement in planning, goal-setting, and implementation to achieve buy-in of work products. Ensures purposeful, positive and professional interactions and relationships with all stakeholders; enables consistent application of work products across the district.

Identifies opportunities for improvement, prioritizes, and recommends solutions to management. Implements approved enhancements to ensure consistency across the district. Identifies opportunities to reduce costs; analyzes available data, trends, and feedback, and ensures compliance with expectations for optimal operation and goal achievement. 

Works with regional staff to provide support and professional development to District schools in the areas of DDI, SLOs, assessment literacy, and use of the District’s assessments and assessment results.

Develops high-quality DDI and SLO resources and protocols and facilitates professional learning opportunities for central departments, Instructional Leadership Teams (ILTs), and teachers to continuously improve student achievement; including collecting and analyzing data on resources and professional learning to improve strategy.

Creates a positive data-driven instruction culture through investment and understanding with key stakeholders across the District, and builds capacity of stakeholders through ongoing support to implement effective DDI practices in schools.

Contributes to the ongoing development and implementation of the SLO system, including providing support, communication, and training for SLOs to school leaders and teachers; as well as managing the development of District supported SLOs and corresponding assessments.

Partners with departments to provide instructional data to schools that is meaningful and relevant to ILTs for use in coaching and instructional practice.

Supports ILTs to build school-based collaborative structures and systems to collect and analyze student data and generate instructional action plans to improve practice and student achievement.

Monitors SLO submissions, determining the quality of SLOs, and collaborating with schools to create the next steps to address SLOs that are not of high quality.

Leads work with the online SLO application, identifying improvements and collaborating with the District’s technology services department to ensure upgrades are made in a timely manner. 

Knowledge, Experience & Other Qualifications:

Minimum of five (5) years of successful teaching experience.

Three (3) or more years of substantial knowledge and experience working with Colorado Academic Standards and/or Common Core State Standards.

Two (2) or more years of school leadership experience preferred/

Valid Colorado Driver’s License, appropriate insurance coverage, and acceptable driving record for the past three years.

Strong understanding of the fundamental assessment concepts (e.g., reliability, validity).

Strong presentation and facilitation skills with the ability to develop and present complex information to teachers, administrators, or other adults.

Effectively handles multiple demands and competing deadlines.

Aptitude for variety and changing expectations and a fast-paced environment.

Strong attention to detail.

Excellent verbal and written communication skills in English.

Proficiency with Microsoft Office products including Word, Excel, and Outlook, as well as Google Suite.

Ability to understand and interpret assessment data.

Effective time management and organizational skills.

Demonstrated success in leading complex projects/bodies of work.

Works collaboratively with others on a team.

Education Requirements:

Bachelor’s Degree in education or related field required.

Master’s Degree in education or related field preferred.

 

Other information:

 

The Assessment, Reporting & Data Support (ARD) provides expertise and guidance in the collection, analysis, and communication of academic results to teachers, district leadership, families, and the community. We serve as a resource for test development, proper administration procedures, data collection, reporting, and analysis to inform instruction and improve student achievement.:

 

Additional Information:

 

Work Year Calendars (including accrued time off): http://thecommons.dpsk12.org/Page/1129

– Benefits (including DPS contributions): http://thecommons.dpsk12.org/Page/1397

– Compensation Structures: http://thecommons.dpsk12.org/Page/244

– Employee must live and work with a permanent home address in Colorado while working for Denver Public Schools.  

 

About Denver Public Schools:

 

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

 

DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org.  

  

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

 

 

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47039 SPECIALIST, READ ACT

Posted by | May 26, 2021 |

Please Apply Here:

https://ltmwebprod01.dpsk12.org/ltmprod/xmlhttp/shorturl.do?key=76B

ASSESSMENT, REPORTING & DATA SUPPORT (ARD)

Traditional 235 work days

FTE: 1.0

Salary Range: $63,852 – $77,316

  

Essential Functions and Objectives:

 

Administers and manages activities within a specific area of a responsibility. Serves as the subject matter expert and applies gained knowledge to execute, maintain and improve systems, programs, or processes. 

Plans and coordinates the implementation of the District’s assessment plan. Supports Assessment, Reporting and Data Services by managing the implementation of the District’s Reading to Ensure Academic Development (READ) Act assessment portfolio. Interprets public school rules, laws, and policies regarding assessment. Informs teachers and principals of the implications of these policies. Trains school personnel in proper administration of assigned assessments, analysis of data and makes connections between assessment data and instructional implications.

Provides various support and conducts activities related to logistics, reporting, training, communications, and processes. Participates in the planning and implementation of new initiatives. 

Assesses and troubleshoots escalated problems and applies expert understanding to resolve complex challenges of stakeholders; focuses on root cause identification in order to achieve systemic and sustainable improvement. Approves and documents exceptions for compliance record keeping and reporting. 

Ensures appropriate key stakeholder involvement in planning, goal-setting, and implementation to achieve buy-in of work products. Ensures purposeful, positive and professional interactions and relationships with all stakeholders; enables consistent application of work products across the district.

Identifies opportunities for improvement, prioritizes, and recommends solutions to management. Implements approved enhancements to ensure consistency across the district. Identifies opportunities to reduce costs; analyzes available data, trends, and feedback, and ensures compliance with expectations for optimal operation and goal achievement. 

Collaborates with other central office departments in order to provide District schools with guidance and support in the planning of instructional interventions for literacy.

Audits the quality of READ (Reading to Ensure Academic Development) plans; supports schools in the improvement of READ plans.

Collaborates with other department staff in the management, development, and analysis of District-supported assessments.

Works in conjunction with the Senior member of the team in a particular assessment strand within the department.

Works with central office and regional staff to support and coach District schools in the areas of assessment literacy and using the District’s online systems to deliver assessments, obtain assessment results electronically, and identify instructional next steps.

Assists the Reporting and Data Services teams in conducting analyses of assessment results and the development or modification of stakeholder-specific assessment reports; supports school personnel in interpreting READ assessment results, linking results to curriculum, instruction, and assessment.  

Supports training and staff development in the areas of assessment administration, ethical assessment practices, scoring documentation, and the use of assessment information for READ plan development and instructional improvement.

Support Universal Flexibility process by helping to source, vet, engage with appropriate assessments for READ.

Collaborates with Culturally Sustaining Curriculum and Instruction (CSCI) personnel on various projects and reports, prepares and conducts presentations for various groups; and responds to administration and school requests for information.

Knowledge, Experience & Other Qualifications:

Five (5) or more years of successful K-12 teaching experience required.

Three (3) or more years of substantial knowledge of and experience working with Colorado Academic Standards and/or Common Core State Standards.

Three (3) or more years of experience analyzing and interpreting data.

Experience with the administration and processing of Istation or an equivalent early literacy assessment program preferred.

Professional learning development and/or instructional coaching experience preferred.

Knowledge with Google Suite.

Effective time management and organizational skills/

Effective communication skills.

Strong attention to detail.

Effectively handle multiple demands and competing deadlines.

The ability to take responsibility for one’s own performance.

Work collaboratively with others on a team.

Aptitude for variety and changing expectations and a fast-paced environment.  

 

Education Requirements:

Bachelor’s Degree in education or related field required.

Master’s Degree in Curriculum and Instruction, Education or related field preferred.

  

Other information:

 

The Assessment, Reporting & Data Support (ARD) provides expertise and guidance in the collection, analysis, and communication of academic results to teachers, district leadership, families, and the community. We serve as a resource for test development, proper administration procedures, data collection, reporting, and analysis to inform instruction and improve student achievement.

 

About Denver Public Schools:

 

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

 

DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org.  

  

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

 

Please review the following links to see benefit information and Work Year Calendars including accrued time off. (Subject to change August 1st).

 

Comments Off on 46559 MANAGER, SCHOOL SUPPORT AND ACCOUNTABILITY

46559 MANAGER, SCHOOL SUPPORT AND ACCOUNTABILITY

Posted by | May 26, 2021 |

Please Apply Here:

https://ltmwebprod01.dpsk12.org/ltmprod/xmlhttp/shorturl.do?key=6VF

ASSESSMENT, REPORTING & DATA (AR&D)

Traditional 235 work days

FTE: 1.0

Salary Range: $71,481- $89,350

  

Essential Functions and Objectives:

 

Responsible for maintaining the operational and transactional responsibilities of the department. Manages the coordination of day to day activities of a specific business function. Primary emphasis is achieving results by building engagement and empowering their teams. May have exposure for district wide initiatives.

 

Responsible for driving the vision and delivery of annual federal, state, and internal accountability systems, including the School Performance Framework (SPF), Unified Improvement Plans (UIPs), transcripts and course codes.

 

Manage and work with respective teams to implement policies, procedures, programs and initiatives that pertain to their functional unit. Set clear goals, organize work plans, and divide work accordingly. Assure adherence to daily operational items, such as budgets, schedules, and performance.

Apply managerial thinking and decision making to deliver results and ensure project/team success. Provides leadership to teams in their area of responsibility.

– Solve for problems, including defining, tackling and mitigating issues or situations. Map or assess situations, formulate options and provide guidance within a defined latitude.

Establish targets, analyze performance and follow up to ensure achievement plan is attainable.

Analyze past trends, identify gaps, and understand district to provide recommendations.

Work on issues that require thorough analysis; apply discretion for decisions that could impact short term goals. Uses set guidance, policies and procedures to make decisions and address operational challenges.

Collaborate with other functions, peers and teams. Gain credibility and cooperation across the organization. Convey progress and goal results with functional areas. Conduct trainings, present findings & materials and other deliverables.

Improves team performance through coaching, feedback and mentoring. Entrust and motivate direct reports by providing direction, and facilitate skill building.

 Assist the Director of Reporting & Accountability in supporting accountability initiatives within the district in terms of design, data gathering, analysis, and reporting. Collaborate with District and Division leaders to support processes to identify key questions, develop recommendations and rationale, and inform and provide relevant data to support policy decision-making processes. Support process development and implementation of appropriate measures of school performance at the district and stakeholder levels. Inform the Executive Director and Director regarding changes in legislation, and decisions that impact the state school performance framework (SPF) and the implications around the Accountability Clock, School Reviews, Request to Reconsider, etc.

Lead the development, execution, and refinement of district school accountability systems, processes, and tools. Lead a team in the communication of the annual school performance framework, the primary tool used to accredit and evaluate schools in the district. This includes decisions related to displaying district-level information to engage in quality policy decisions.

Build and maintain strong relationships with the Colorado Department of Education and accountability partners to understand state and federal accountability requirements. Build District and school capacity around local, state, and federal accountability measures through direct collaboration with other district departments. Collaborate with District departments to support district leadership, network staff, and school leadership regarding the development, implementation, and monitoring of the Unified Improvement Plans (UIPs).

Lead specialists who work directly with schools to develop, implement, communicate, and train staff on policies and consistent processes and procedures regarding transcripts, records, and scheduling to ensure students are on track to graduate and fully understand graduation requirements. Direct the work of the School Support Team (Transcripts) and provide direct feedback to district leadership on grading and course policy that impacts student transcripts and grades.

Ensure all District high schools are supported with all aspects of transcript work, including credit attainment, scheduling, and graduation requirements support. Support the design and maintenance of integrated systems and processes that drive ongoing improvement in District progress monitoring tools to ensure students graduate college and career ready. Build and maintain positive relationships with Career and College Success, Culturally Sustaining Curriculum & Instruction, Department of Technology Services, and the Schools Division and ensure leadership is well supported in all data needs, effective systems for providing data, and data interpretation.

Ensure systems and processes are in place to manage communications and updates to schools and central office staff regarding policy and procedure changes, important dates, and timelines to ensure streamlined transcript entry and accurate records for use in District reporting and accountability systems.

 

 

Knowledge, Experience & Other Qualifications:

 

5+ Experience with K-12 education, 9-12 is preferred.

3+ Management experience.

Knowledge of applicable laws and regulations.

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

Self-starter/leader who can anticipate department needs in a proactive (versus, reactive) manner.

– Ability to develop and interpret data and manage resources.

Ability to motivate and influence others.

– Ability to effectively lead a team.

Demonstrated proficiency with Google Workspace. 

Ability to multi-task and juggle management of several high-priority projects in parallel.

High degree of integrity in handling confidential information.

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

Extensive knowledge of high school transcripts, grading, scheduling, the School Performance Framework, and Unified Improvement Plans is preferred.

 

Education Requirements:


–  Bachelor’s Degree in Education is required. 

–  Master’s Degree in Education is preferred. 

 

Other information:

 

The Assessment, Reporting & Data Department (AR&D) provides expertise and guidance in the collection, analysis, and communication of academic results to teachers, district leadership, families, and the community. We serve as a resource for test development, proper administration procedures, data collection, reporting, and analysis to inform instruction and improve student achievement.

 

About Denver Public Schools:

 

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

 

DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org.  

  

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

 

 

 

Comments Off on 46629 MANAGER, REPORTING, ANALYSIS & DATA SERVICES

46629 MANAGER, REPORTING, ANALYSIS & DATA SERVICES

Posted by | May 26, 2021 |

Please Apply Here:

https://ltmwebprod01.dpsk12.org/ltmprod/xmlhttp/shorturl.do?key=6WA

ASSESSMENT, REPORTING & DATA SUPPORT (AR&D)

Traditional 235 work days 

FTE: 1.0

Salary Range: $71,481 – $89,350 

  

Essential Functions and Objectives:

Responsible for maintaining the operational and transactional responsibilities of the department. Manages the coordination of day to day activities of a specific business function. Primary emphasis is achieving results by building engagement and empowering their teams. May have exposure for district wide initiatives. 

Responsible for establishing effective structures and processes to support quality reporting and analyses of all district assessment and outcome data by implementing high standards for data quality, accuracy, and efficiency. Oversees a team of analysts, data specialists, programmers, and database administrators responsible for data processing, validation, analysis, reporting, visualization, interpretation, and data literacy support.

Manage and work with respective teams to implement policies, procedures, programs and initiatives that pertain to their functional unit. Set clear goals, organize work plans, and divide work accordingly. Assure adherence to daily operational items, such as budgets, schedules, and performance.

Apply managerial thinking and decision making to deliver results and ensure project/team success. Provides leadership to teams in their area of responsibility.

Solve for problems, including defining, tackling and mitigating issues or situations. Map or assess situations, formulate options and provide guidance within a defined latitude.

Establish targets, analyze performance and follow up to ensure achievement plan is attainable. 

Analyze past trends, identify gaps, and understand district to provide recommendations.

Work on issues that require thorough analysis; apply discretion for decisions that could impact short term goals. Uses set guidance, policies and procedures to make decisions and address operational challenges. 

Collaborate with other functions, peers and teams. Gain credibility and cooperation across the organization. Convey progress and goal results with functional areas. Conduct training, present findings & materials and other deliverables.

Improves team performance through coaching, feedback and mentoring. Entrust and motivate direct reports by providing direction, and facilitate skill building.

Assist the Director in identifying and documenting the department’s practices and procedures for State summative, local assessment, and student outcome data, including data loading, validation, storage, and requests. Support maintenance of department databases, needs for enhancements and improvements as data and reporting needs change.

Lead the design and release of a variety of assessment reports, presentations, and tools to ensure district leadership is well supported in all assessment, student outcome, and strategic data needs, putting students first when submitting or reporting student data. Collaborate with teams across the district to understand data and support needs, provide necessary training, and ensure effective systems are in place and aligned at both the department and team level.

Manage the design and creation of integrated systems and processes that drive ongoing improvements in District tools to support leaders in translating District vision to goal, and monitor progress towards ensuring students graduate college and career ready. Collaborate with Assessment, Reporting and Data support (AR&D) leaders, and teams across the district to promote District initiatives by maintaining and providing the data needed to monitor progress toward goals, and support district, region, and school-based leaders with their data needs to be aligned to targets. Support cross-departmental collaboration efforts to guide strategic reviews of processes, resources, and reports to ensure alignment with department goals.

Collaborate with the Reporting and Analytics and Data Services Team Lead, Department of Technology Services, the Academic Portal team, and vendors in the design and validation of portals-based reporting, as well as in the validation of the data flowing into student information systems (Infinite Campus), district data stores, and district accountability systems.

Collaborate with Team Leads in prioritizing and responding to data requests from within the department, outside the department, and outside the district, while ensuring strong adherence to student data privacy, and coordinating with the Legal Department as necessary.

Maintain strong relationships with AR&D Assessment Team to provide accurate and timely support for assessment administration, including rosters, testing lists, student biographical data validation, and other assessment data submissions to the State of Colorado.

Knowledge, Experience & Other Qualifications:

Three (3) or more years of demonstrated exceptional performance in similar work.

Two (2) or more years of management responsibilities.

Valid Colorado Driver’s License, appropriate insurance coverage and acceptable driving record for the past three years.

Knowledge of applicable laws and regulations.

Strong organizational and analytic skills and strong attention to detail.

Self-starter/leader who can anticipate department needs in a proactive (versus, reactive) manner.

Ability to develop and interpret data and manage resources.

Ability to motivate and influence others.

Ability to effectively lead a team.

Demonstrated proficiency with Microsoft Office products including Word, Excel and Outlook, as well as Google Suite.

Ability to multi-task and juggle management of several high-priority projects in parallel.

High degree of integrity in handling confidential information.

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

Proficiency in accessing and manipulating data as well as fluency with one or more of the following applications: MS Access, SPSS, SAS, Stata, R.

Education Requirements:

Bachelor’s Degree in education or other related areas that include training in research methodology, evaluation, measurement, continuous improvement, and/or statistics required.

Master’s Degree in education or other related areas that include training in research methodology, evaluation, measurement, continuous improvement, and/or statistics is preferred.

Other information:

 

The Assessment, Reporting & Data Department (ARD) provides expertise and guidance in the collection, analysis, and communication of academic results to teachers, district leadership, families, and the community. We serve as a resource for test development, proper administration procedures, data collection, reporting, and analysis to inform instruction and improve student achievement.

 

About Denver Public Schools:

 

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

 

DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org.  

  

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

 

 

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Early Childhood Teacher – housing available

Posted by | May 25, 2021 |

WINTER PARK RESORT OVERVIEW:

Who We Are: At just 67 miles away, Winter Park is the closest major mountain destination to Denver. Don’t be fooled by our convenient location, though… you’ll feel remotely tucked away in our high-country corner of the Rockies. With easy access to 765,000 acres of public land, Winter Park is home to endless adventures and an unparalleled and unfiltered Colorado experience. Whether you are fulfilling a lifelong dream to work at a ski resort or you are just wanting a change of scene, we have great jobs and an awesome experience waiting for you!

Who We Are Looking For: Winter Park Resort is a place for mountain lovers, adventure seekers, and outdoor explorers. A place to chase new experiences, marvel at the unexpected, and discover the adventure that will keep you coming back for more. Whether you are looking to have your first taste of a winter season in the Rockies or to build a long-term career, we have something for everyone.  We work to play… Are you in?

Perks & Benefits: There’s more than a free season pass waiting for you! You don’t just get a job at Winter Park, you get an experience and a lifestyle. As a member of our team, you’ll enjoy a variety of perks and benefits that are available to our year-round and seasonal employees. Some examples include:

  • Free season pass to Winter Park Season and free access to all fifteen Alterra Resorts throughout North America.
  • Discounted tickets for your friends & family
  • Medical, dental, vision, life, AD&D, short term & long-term disability insurance, EAP, HSAs, FSAs for eligible employees
  • 401(k) plan with generous company match for all employees
  • Paid parental leave of up to 6 weeks for eligible employees
  • Generous food & beverage and retail discounts,
  • Onsite employee childcare based on availability, discounted equipment rentals and plenty of opportunities for growth, advancement & year-round employment! Don’t worry the uniforms are provided!

POSITION SUMMARY:

The Early Childhood Teacher position is a year round key position at the Early Education Center.  Early Childhood Teachers are responsible for educating, supervising, and caring for the children at the EEC.

ESSENTIAL DUTIES:

Teachers have responsibilities and requirements, including but not limited to:
  • To provide a safe, pleasant environment and attentive child care with an emphasis on the children’s emotional, physical, and social needs.
  • To effectively deal with children in a classroom setting.
  • To maintain safety and supervision of all children.
  • To assure compliance of all EEC, Winter Park Resort, and The Colorado Office of Early Childhood policies and procedures.
  • To perform daily child care duties as set forth by the Director, including but not limited to feeding, changing diapers and all other basic needs of the children.
  • To formulate and implement daily, weekly and monthly educational activities for Toddlers and Preschoolers.
  • Assisting the Director/ Supervisor in keeping accurate attendance records for each child.
  • Train and help orient attendants in child care.
  • Maintain the EEC in a clean, orderly, and safe condition.
  • Maintain professional communication with parents and staff.

Teachers must meet education and experiential requirements, register and complete classes in a Colorado statewide professional development system, as well as completion of 15 hours of Continuing Education annually.

All early childhood professionals must complete a finger print and child protection background check, as well as any other required classes or trainings pertinent to their job.

EDUCATION & EXPERIENCE REQUIREMENTS:

Early Childhood Teacher

  1. An early childhood teacher, assigned responsibility for a single group of children and working under the supervision of a director, must be at least eighteen (18) years of age and must meet at least one of the following qualifications:
  2. A Bachelor’s degree from a regionally accredited college or university with a major area of study in one of the following areas:

1) Early childhood education;

2) Elementary education;

3) Special education;

4) Family and child development; or,

5) Child psychology.

  1. A Bachelor’s degree from a regionally accredited college or university with a major area of study in any area other than those listed at Section 7.702.54, A, 1, A and additional two (2) three-semester hour early childhood education college courses with one course being either introduction to early childhood education or guidance strategies;
  2. Current early childhood professional Credential Level III Version 2.0 as determined by the Colorado Department of Education; CODE OF COLORADO REGULATIONS 12 CCR 2509-8 Social Services Rules 49
  3. A 2-year college degree, sixty (60) semester hours, in early childhood education from a regionally accredited college or university, which must include at least two (2) three-semester hour courses, one of which must be either introduction to early childhood education or guidance strategies; and at least six (6) months (910 hours) of satisfactory experience;
  4. Completion of twelve (12) semester hours from a regionally accredited college or university, at either a two year, four year or graduate level, in each of the following subject or content areas in early childhood education and one of the three (3) semester hour courses must be either introduction to early childhood education or guidance strategies, plus nine (9) months (1,395 hours) of verified experience in the care and supervision of four (4) or more children less than six (6) years of age who are not related to the individual;
  5. Completion of a vocational or occupational education sequence in child growth and development plus twelve (12) months (1,820 hours) of verified experience in the care and supervision of four (4) or more children less than six (6) years of age who are not related to the individual;
  6. Current certification as a Child Development Associate (CDA) or other Department-approved credential;
  7. Completion of a course of training approved by the Department that includes training and work experience with children in a child growth and development program plus twelve (12) months (1,820 hours) of verified experience in the care and supervision of four (4) or more children less than six (6) years of age who are not related to the individual; or,
  8. Twenty-four (24) months (3,640 hours) of verified experience in the care and supervision of four (4) or more children less than six (6) years of age who are not related to the individual. Satisfactory experience includes being a licensee of a Colorado family child care home; a teacher’s aide or teacher in a child care center, preschool, or elementary school, plus either:

1) A current Colorado Level I credential; or,

2) Two (2) three-semester hour early childhood education college courses from a regionally accredited college or university, at either a two year, four year or graduate level, in each of the following subject or content areas with one course being either introduction to early childhood education or guidance strategies.

  1. All college course grades toward early childhood teacher qualifications must be “C” or better. B.

QUALIFICATIONS, KNOWLEDGE, SKILL AND ABILITY REQUIREMENTS:

Early Education Center employees will be required to supply and/or obtain the following:

  1. First Aid Certification
  2. Infant/Child CPR certification
  3. Record of immunizations
  4. Physical examination
  5. Fingerprints
  6. Central Registry Background check
  7. Three written references
  8. Emergency contact information

TRAVEL REQUIREMENTS:

When authorized, may drive a 15 passenger van with children and adults to fieldtrips and activities.

PHYSICAL DEMANDS AND WORKING CONDITIONS:

  • Able to lift, carry, or otherwise move and position a minimum of 30 pounds on an occasional basis.
  • Manual dexterity to operate a computer and other common office equipment on a constant basis.
  • Auditory and visual acuity to operate computers, phones, mobile devices and basic office equipment on a constant basis.
  • Ability to work for extended periods of time sitting, bending, reaching, and speaking on a constant basis.
  • Talking and hearing occur continuously in the process of communicating with children, co-teachers, directors, and parents.
  • Routine cleaning of surfaces and toys.  Loading dishwasher and washer, mopping the floors when needed.
  • Routine sanitizing and disinfesting with hazardous chemicals.
  • Ability to work for extended periods of time standing, walking, kneeling, pushing and pulling on an occasional basis.

Mountain Environment:

  • Be prepared to take children outside in weather as cold as 5°.
  • Closed toed shoe are recommended due to varying ground surfaces.
  • You will be provided an outdoor uniform.
  • Supervising children in busy, tourist environment.

Housekeeping:

  • Most work tasks are performed indoors- temperature is moderate and controlled by environmental systems.
  • Talking and hearing occur continuously in the process of communicating with guests, supervisors and other employees.
  • Vision occurs continuously with the most common visual functions being those of near vision and depth perception.
  • Requires manual dexterity to use and operate all necessary equipment and products.
  • Able to wear personal protective equipment including but not limited to non-slip shoes, protective eye wear, and protective gloves.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily- reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions

WAGE:

The base hourly pay range below represents the low and high end of Winter Park Resorts hourly pay range for this position. Actual pay will vary and may be above or below the range based on various factors including but not limited to experience, education, training, location, merit system, quantity or quality of production, responsibilities, and regular and/or necessary travel. The range listed is just one component of Winter Park Resorts total compensation package for employees. Other rewards may include many region-specific benefits.

hourly pay range: $14.50 – $21.00 per hour

OTHER DUTIES AS ASSIGNED:

This position description is an overview of the scope of responsibilities for the role described above.  With the evolution of Winter Park Resort, the responsibilities of this position may change as may the dates associated with many of the tasks. During these times of change, this position requires the flexibility and willingness to accept new responsibilities and potentially transfer others. It will also be the responsibility of any employee of Winter Park Resort to be a positive influence on the transformation of the resort and its associated lines of business.

AN EQUAL OPPORTUNITY EMPLOYER:

Winter Park Resort is an Equal Opportunity Employer and is dedicated to the principles of equal employment opportunity in any term, condition, or privilege of employment.

We do not discriminate against applicants or employees on the basis of age, race, sex, color, religion, national origin, disability, sexual orientation, gender identity, veteran status, or any other status protected by state or local law.

Winter Park Resort will make reasonable accommodation for qualified individuals with known disabilities unless doing so would result in an undue hardship to Winter Park Resort. This policy governs all aspects of employment, including selection, job assignment, compensation, discipline, termination, and access to benefits and training.

This job description in no way states or implies that these are the only duties to be performed in this position. I understand that this document does not create an employment contract, implied or otherwise, other than an “at will” relationship.

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Director of Academics: Literacy

Posted by | May 21, 2021 |

About the Role 

This role is based on our Network Support Team and will be responsible for the program management of our EL Education curriculum implementation for all grades. 

In this role, you will: 

  • Direct the implementation of EL Education Curriculum in grades K-5 
  • Provide professional development and coaching to school leadership regarding curriculum implementation and literacy instruction
  • Provide professional development and coaching to teachers regarding curriculum implementation and literacy instruction
  • Analyze network-wide data to determine progress toward goals and isolate next steps in literacy instruction
  • Other duties as assigned 

 

Qualifications

Required

  • 3+ years of lead teaching experience in a public elementary school
  • 1+ years of experience in leadership and coaching (either as an administrator or teacher leader)
  • Deep knowledge of the science of reading and classroom instruction techniques that lead to outstanding literacy results
  • Experience with EL Education (or similar) curriculum is required

Preferred

  • Undergraduate and/or graduate degree in literacy instruction
  • 2+ years of experience as a school administrator or district leader with direct teacher coaching and professional development responsibilities
  • Specialized training in research-based literacy intervention (e.g. Orton-Gillingham)
  • Experience working with linguistically and culturally diverse students and families
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9th Grade Success Coach

Posted by | May 20, 2021 |

The Role

Your role stands at the center of the fight to change the odds for underserved students. As a key member of Stand’s coaching team at a moment of tremendous need and opportunity, you will work in partnership with school-based leaders to develop and operate effective 9th Grade Success Teams to review data on 9th Grade performance and design and monitor the effective implementation of supports that help mitigate failure and increase achievement. You are responsible for the creation and implementation of proven success systems, structures, and practices at the Center for High School Success’s partner schools in Colorado. As someone motivated by results and impact, you get the opportunity to work with colleagues who not only care deeply about justice and equity, but who are bold and strategic and take responsibility for achieving substantial progress toward greater justice and equity every year, everywhere we work.

The Organization

Stand is a non-profit education advocacy organization focused on ensuring all students receive a high quality, relevant education, especially those whose boundless potential is overlooked and under-tapped because of their skin color, zip code, first language, or disability.

The Center for High School Success is a program of Stand for Children that was established to increase the number of high school students who are on-track to graduate by the end of 9th grade. Research from the University of Chicago found that students who finished 9th grade on-track were 4 times more likely to graduate high school than their off-track peers. We used this research and developed practices, tools, and coaching to support high schools across the country in implementing successful 9th Grade Success Programs.

Responsibilities:

  • Work collaboratively with CHSS partner high schools in Colorado to develop processes, structures, and tools for maximizing 9th Grade On Track Rates;
  • Build partnerships with identified school principals and 9th Grade Teams to improve 9th Grade On Track rates through analyzing attendance, course performance, and behavior data;
  • Coach 9th Grade Success Team Leads to build their capacity to successfully perform their role in leading change; effectively facilitating meetings, data analysis, and problem solving; and creating conditions that support overall student success;
  • Maintain on-going communication with school leaders and select school staff, and record and document contacts and progress;
  • Support school-based 9th Grade Success Team Leads with establishing team roles, norms, and protocols that organize the team for success and allow for routinization of best practices;
  • Use the CHSS research and change theories to guide school-based coaching and the development and implementation of systems for monitoring and addressing student progress and supports;
  • Support schools with implementing tools and systems for documenting process and outcome measures, including but not limited to notes, objectives, and outcomes of 9th Grade Success meetings;
  • Support schools with developing a tiered system of supports and interventions for students at-risk of missing their 9th Grade On Track benchmarks;
  • Ensure that team meetings are set up with clear connections to team goals and objectives; ensure meeting agendas have clear accountability structures identifying responsible parties and timelines – for what, to whom, and by when;
  • Establish regular meeting schedules with partner school principals;
  • In collaboration with partner principals, establish 9th Grade Success Team goals and benchmarks, and determine the specific data, data sources, and inquiry/intervention cycles that will be employed to support progress monitoring and evaluation;
  • Participate in regularly scheduled 9th Grade Success Coach trainings and supervision with CHSS team and Colorado director;
  • Provide regular and as-needed reports on implementation and progress towards 9th Grade Success goals and benchmarks;
  • Conduct ongoing needs assessment to help identify structural or resource gaps, and to inform resource allocation and or funding strategy;
  • Identify and co-facilitate cross-functional collaboration with other school teams whose work intersects;
  • Co-facilitate professional learning around 9th Grade Success for partner schools and more broadly as part of CHSS’ professional development offerings;
  • Support partner schools with organizing 9th Grade Success events in recognition of students’, teachers’, and families’ efforts towards improving student outcomes; and
  • Organize quarterly network collaboratives of partner schools for learning, practice sharing, and engagement.

Required Qualifications:

  • Master’s Degree in Education or related field; or minimum of 8 years’ experience in school improvement at the secondary level, preferably as a principal or assistant principal;
  • A relentless commitment to public education, social justice, and equitable outcomes for all students;
  • A commitment to self-reflection, examination of identity and role in systems of oppression and to challenging inequities;
  • Proven ability to build relationships with and communicate effectively with people at different levels of an organizational hierarchy;
  • Proven ability to manage for results;
  • Proven ability to analyze and synthesize data to help define challenges, set goals, measure progress and solve problems;
  • Innovative and entrepreneurial with a record of generating innovative ideas to solve persistent challenges;
  • Strong facilitation skills and demonstrated knowledge of adult learning principles;
  • Eagerness to participate in ongoing professional development and team and self-evaluation;
  • Outstanding written and verbal communication skills;
  • Excellent organizational and project management skills and ability to effectively prioritize multiple tasks and meet deadlines;
  • Ability to respond with flexibility to demands and requirements and adjust to ambiguous circumstances and change;
  • Ability to organize and host online webinars and meetings, preferably experience with Zoom and Google Meets;
  • Ability to work from home and in multiple locations in the course of a given day,
  • Access to transportation; travel to districts;
  • Ability to transport items, and the ability to set up and take down meeting equipment (chairs, tables, projectors, screens, etc.); may require the ability to climb stairs.

Preferred Qualifications:

  • Principal or assistant principal experience at the secondary level;
  • Demonstrated expertise in facilitating, coaching, evaluating, and supervising teams;
  • Proficiency in MS Excel and Tableau Dashboards.

Salary: $95,000 – $112,000 a year

Stand for Children consists of two separate entities. Stand for Children, Inc., a grassroots membership organization is exempt under section 501(c)(4) of the Internal Revenue Code, and Stand for Children Leadership Center, a leadership development organization is exempt under section 501(c)(3)

Stand for Children and Stand for Children Leadership Center provide equal employment opportunity (EEO) to all persons regardless of age, color, national origin, citizenship status, physical or mental disability, race, religion, creed, gender, sex, sexual orientation, gender identity and/or expression or marital status. We are committed to a diverse and culturally inclusive workplace in which our differences broaden our awareness, enrich our daily experiences and contribute to our collective strength. We predominantly partner with low-income communities of color. Therefore, though race and other legally protected characteristics are never used to make final hiring decisions, we focus on recruiting staff members who share the backgrounds of the communities we serve.

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College Access Director

Posted by | May 20, 2021 |

Position Overview

The College Access Director provides targeted support to students from 9th through 12th grade, ensuring that students are prepared to apply to and ultimately matriculate to a four-year college.

Primary Responsibilities Include:

  • Visionary Leadership: Set the vision for the site’s College Completion high school programming and outcomes.
  • Program Design & Implementation: Design and implement learning experiences and individualized support in all grades that achieve expected outcomes for students.
  • College Application & Matriculation: Manage 12th grade Advisory and admissions processes to ensure financial aid and college application completion, scholarship attainment, and college matriculation.
  • College Exposure: Plan and lead high school student college exposure activities that are aligned to College Completion strategy, including college tours, college representative visits, and summer programs. Additionally, provide individualized college access support to students and families through one-on-one/family meetings
  • Team Leadership: Manage part-time staff to achieve high quality results aligned to the college completion site goals and collaborate with other program staff to deliver a coordinated, impactful high school programming experience.
  • Collaboration: Build and maintain relationships within College Track and externally to ensure ongoing student success.
  • Program Performance & Reporting: Assess, track and report student outcomes. Support development and monitoring of College Access budget.
  • College Affordability/Scholarship Management: Oversee high school senior FAFSA completion and internal merit- and need-based scholarship administration
  • New Projects: Projects as assigned by the Site Director.

Skills & Experience Required

  • Minimum 4-year college degree
  • Minimum 3-5 years of experience working directly to support high school students to excel academically and matriculate to four-year colleges
  • Strong understanding of and experience with higher education, financial aid and college admissions
  • Holds the highest expectations for students. Demonstrated success in motivating, influencing, and managing students
  • Strong interpersonal skills and effective at relationship building with students, families, and partners (e.g. college reps, school counselors, etc.)
  • Strong classroom or group facilitation skills within the areas of higher education, financial aid, and college admissions.
  • Demonstrates success in designing curriculum and project planning through backwards mapping
  • Reliably prioritizes the highest impact work amongst competing demands, delegates effectively, holds self accountable, and produces quality work consistently
  • Focuses on delivering outcomes despite obstacles, seeks out challenges as opportunities to grow, takes unexpected setbacks in stride, and is able to galvanize self towards goals and impact
  • Ability to travel for college exposure events, including overnight college tours
  • Familiarity and experience working with student populations similar to those served by College Track.
  • Spanish speaking (preferred)
  • A deep understanding, and commitment to low-income and first-generation students.

Compensation & Benefits

Full Salary Range: $55,000 – $82,000

College Track offers a competitive, region specific, salary based on the organization’s compensation philosophy, which is grounded in market data and internal equity. We also offer comprehensive health & welfare benefits and top of the market paid time off. A complete look at the benefits College Track offers full time benefits eligible employees can be viewed here.

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Student Support & Early Childhood Specialist

Posted by | May 20, 2021 |

REPORTS TO: Director of Student Services

ORGANIZATION OVERVIEW

The Colorado Charter School Institute (CSI) is a statewide charter school authorizer whose mission is to foster high-quality public-school choices offered through charter schools, particularly schools that are focused on closing the achievement gap for at-risk students. Governed by a board of nine members appointed by the Governor and Commissioner of Education, CSI currently serves a diverse portfolio of 42 schools across the state of Colorado serving over 20,000 students. CSI is uniquely positioned to serve and promote charter school innovation in communities throughout Colorado and to be a leader in improvements in authorizer practices. CSI aspires to continue growing the quality and quantity of its portfolio of schools in Colorado in response to the need for high quality, innovative charter school options. Our organization is at an extraordinary point of opportunity and is poised to make additional systemic changes that will yield improvements within the portfolio’s overall student achievement.

Visit our website to learn more

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

 

POSITION SUMMARY

The Colorado Charter School Institute (CSI) is committed to creating and sustaining a portfolio of high-quality school options that meet the needs of all students. CSI is seeking passionate, equity-oriented Student Support & Early Childhood Specialist candidates to assist CSI in furthering the organization’s mission of increasing access and equity for students across all CSI schools. This position will collaborate with other staff to develop and implement an organization-wide approach to supporting school’s Multi-Tiered System of Supports. The Student Support and Early Childhood Specialist will also lead CSI’s work on early-childhood initiatives to improve outcomes for our youngest students.

Strong candidates will be high-capacity individuals with a background in school-based interventions, Early Literacy, and preschool programs. This position requires high levels of collaboration and excellent communication skills, as well as the ability to manage multiple projects at once and the ability to relate to school staff. Our organization offers a positive, collaborative and mission driven culture. If this sounds like you, we encourage you to apply!

 

Please see below for a complete position description:

ESSENTIAL DUTIES AND ROLE-SPECIFIC RESPONSIBILITIES

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

  • Advance CSI’s mission of increasing access and equity for students across all CSI schools.
  • Provide programmatic support, oversight, and access to resources for school-wide system of supports, including Multi-Tiered System of Supports, Response to Intervention, Positive Behavioral Interventions and Supports, discipline, Restorative Justice, and positive culture and community.
  • Increase equity initiatives for Preschool through Third Grade through training, technical assistance, and compliance monitoring for initiatives including school readiness, READ Act, and the Colorado Preschool Program.
  • Provide programmatic support oversight, and access to resources for the creation of preschool programs, including the roll out of Colorado’s Universal Preschool program.
  • Provide training and support for Preschool through Third Grade literacy programs.
  • Ensure that all training, technical assistance, and compliance monitoring includes tiered processes and actions based on school performance.
  • Coordinate and facilitate the development of the cooperative efforts between schools and other community agencies in providing services to students.
  • Collaborate with the SS Department to provide schools regular communication and customer service in all school program areas.
  • Collaborate with Student Services Department to support the training, technical assistance, and compliance monitoring of all school program areas.

 

DEPARTMENT RESPONSILBITIES

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

 

BENEFITS

As an employee of the Colorado Charter School Institute (State of Colorado), you will have access to a variety of benefits to include medical, dental and vision insurance, paid holidays, paid vacation and sick time, flexible scheduling, a work-life balance culture, no-cost life and disability insurance (with additional paid options), Flex Spending and Health Savings Account options, professional development opportunities, wellness offerings, a performance based bonus and membership in Colorado Public Employees’ Retirement Association (PERA).

 

CSI INCLUSION STATEMENT

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

 

WHAT WE ARE LOOKING FOR:

At a MINIMUM, we are looking for the following:

  • Bachelor’s Degree in Education
  • Minimum of 3 years work experience in relevant education role
  • Experience developing and implementing training resources and procedures
  • Experience managing multiple ongoing programs or projects
  • Detail-oriented with demonstrated ability to follow-through on projects
  • Excellent written and verbal communication skills
  • A proven ability to design and facilitate effective trainings to a variety of stakeholders
  • A proven ability to proactively improve systems and identify potential internal and external customer issues
  • All final candidates must successfully pass a thorough criminal background check.

 

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

  • Active Colorado Department of Education Teacher License
  • Experience designing, implementing, and monitoring data-based student interventions
  • Experience developing, implementing, and evaluating process documentation and resources for various stakeholders
  • Familiarity and experience with state and federal laws associated with preschool through third grade programs

 

LOCATION & TRAVEL

This position is based in Denver but does require some state-wide travel to provide training and technical assistance to CSI schools.

 

WORK ENVIRONMENT

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

 

NOTE

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

 

CURRENT COVID PRECAUTIONS:

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

High School Social Worker

Posted by | May 19, 2021 |

High School Social Worker

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

 

The Social Worker is an important member of the School Support Team and works with that team, teachers and administrators to support students in their academic and social-emotional development.  Under the direction of the School Principal, the Social Worker serves as a positive role model and empowers students in learning to make choices that lead to the successful completion of their academic and life goals.

 

The Social Worker advocates, guides and motivates our students to find their individual pathways to success during and beyond high school.  The selected candidate will be one that is deeply invested in building meaningful and positive relationships with our students and families, engages in countless brave conversations and is willing to utilize many avenues to help students find their true meanings of life after graduating from the GES community.

 

Colorado High School Charter Overview

Colorado High School Charter GES is a grades 9-12 public charter school in Northeast Denver whose mission is to transform the alternative education experience by igniting the potential within each of the diverse young people we serve.  CHSC is one of the leading alternative education campuses in Denver, with student achievement data consistently showing notable growth.  As a Social Worker at CHSC, you will have the opportunity to develop meaningful relationships with students.  www.coloradohighschoolcharter.com.

What makes working at CHSC exciting?

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

 

What do we look for in candidates?

  • You are committed to equitable and inclusive practices, inside and outside of the classroom.  Understanding that continuous professional learning and individual desire will move our learning community in the desired direction for all students, families and staff members.
  • You are passionate about education in an alternative education setting and are excited about Colorado High School Charter’s mission.
  • You have experience or strong desire to work with young adults who have struggled personally or academically in traditional school settings.
  • You recognize the value of learning through real-world application and are eager to help all students consider a range of career paths.
  • You are tenacious about your own professional growth and have the ability to seek and apply feedback to improve your practice.
  • You are entrepreneurial, innovative and willing to do “whatever it takes.”
  • You value developing trusting and often transformative relationships with students.
  • You understand that professional boundaries allow authentic relationships to develop and exist with students and colleagues
  • You are a team player who helps create a positive, vibrant school culture for staff and students.

 

Job Description

  • Uses Evidence Based Practices to provide culturally-competent mental health support to individual students, small groups and families as needed, both on-site and in-home. (ex. anger management, conflict resolution, etc.)
  • Provides crisis intervention support to students and their families as a member of the crisis intervention team
  • Develops interventions, social skill development and coping strategies that empower students on caseload to succeed socially and academically
  • Leads our school’s continued development and implementation of culturally competent MTSS Multi-TieredSystems of Support that provide interventions for tiered students
  • Leads Suicide Risk Reviews and Threat Appraisals in collaboration with other trained CHSC professionals per DPS and CHSC policies
  • Participates in Special Education (SPED) assessments and Individualized Educational Plan (IEP) Meetings in conjunction with School and District SPED Professionals
  • Provides IEP mental health minutes for student receiving SPED support
  • Participates in 504 evaluations and implementation meetings
  • Uses evidence and research-based practices to lead culturally-competent staff professional development sessions on topics such as student engagement in the classroom, mental health awareness, mandated reporting, healthy relationships, suicide awareness, student voice, etc.
  • Supports school-wide mandated reporting policy and procedures
  • Works with the Principal to set priorities for needed services and supports
  • Positively engages parents/guardians through phone calls, meetings and home visits.
  • Actively participates in quarterly CHSC Parent/Teacher Conferences and Family Night events.
  • Serves as community liaison and make referrals to community-based resources that provide holistic wrap-around support for students and families that meet students’ social and emotional needs
  • Be an Advisory Committee team member that provides social-emotional curriculum to students once a week during daily (30) minute Advisory class

 

Social Worker auxiliary responsibilities include but are not limited to:

  • Supports and willingly engages with Restorative Justice practices
  • Assist with enrollment and recruitment of new students during the months of July-September
  • Other duties as assigned by the School Leadership Team

 

Qualifications

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

 

Required:

  • Experience and a strong desire to work with high school students who have struggled personally or academically in conventional school settings.
  • Masters’ Degree in Social Work
  • Valid Colorado Department of Education School Social Work License
  • Experience writing IEPs and managing a caseload that includes creating goals, monitoring progress, collaborating with case managers and determining service minutes
  • Exhibits cultural competence and works with a student cent