Denver Tennis Park’s mission is to serve all kids and the whole kid.

We believe in the power of physical and mental fitness to change lives.

We at Denver Tennis Park live our commitment to this mission every day.

At Denver Tennis Park, you will also find:

• Programs that served more than 2,300 young people in the last year
• Lesson plans that integrate physical training with mental fitness
• Pilot location for Colorado’s first collaborative Junior Wheelchair Tennis initiative; first summer indoor host of tennis for Special Olympics athletes
• Partnerships with the Boys & Girls Clubs of Metro Denver, Girls, Inc., USTA Colorado, Global Down Syndrome Foundation and others to extend our reach to more young people
• Facilitation and funding for rehabilitation efforts for dilapidated DPS courts at several schools

In a unique collaboration with Denver Public Schools and the University of Denver, Denver Tennis Park has been organized as a social enterprise that uses the medium of tennis to support the physical and mental fitness of young people across the metro area.

Our current annual operating expense budget is approximately $2 million, and we have a dedicated, professional staff of 26 full and part-time employees.

At Denver Tennis Park, we know that tennis is a leading lifelong sport for instilling mental resilience, personal accountability, and physical fitness in youth. The sport has low barriers to entry and no-cost access to plentiful public facilities throughout Denver and the nation. Through its own programs as well as collaboration with existing local youth-serving organizations, the Denver Tennis Park (DTP) increases tennis opportunities for Denver youth by providing publicly accessible all-weather facilities, programs, mentoring and financial assistance.

DTP converted a well-located but underutilized property into a facility serving three core users year-round: the breadth and mission alignment of this user base facilitates mentoring, coaching, and personal development opportunities across all ages, genders and socioeconomic backgrounds.

DU, DPS and DTP usages are complementary during the academic year when youth outreach programs are primarily conducted offsite. During the summer, the facility serves all partners with an emphasis on site-based outreach, advanced training, and collaborations with other youth-serving organizations.

DTP’s Community Impact Now and in the Future

Denver Tennis Park celebrates its second anniversary in November 2020, and we have already begun to make impact in the community, with an emphasis on serving kids who otherwise have few fitness opportunities.  DTP’s offsite programs are typically offered at no cost to DPS schools and other mission-aligned organizations.

We continue to see evidence that tennis is a unique activity that builds physical and mental soundness for young people regardless of background.

We take our programs on the road to support kids in schools in Denver and Aurora and through our other partners such as Boys & Girls Clubs of Metro Denver and Girls, Inc.

Our unique business model also brings to life innovative thinking about how new organizations can develop and grow.  Partnering with other robust institutions has allowed Denver Tennis Park to build a facility and to deliver significant service to the community in record time and with sound financial footing.

President Position Summary

The President provides mission-driven leadership of the Denver Tennis Park, a nonprofit 501c3 organization founded in 2017.  The President

• Partners with the Board of Directors in establishing the strategic vision for the organization and manages operations to deliver on that agreed vision.
• Develops and implements an effective business model to sustain this social enterprise.
• Oversees the development and execution of all programs with effective measurement of impact
• Fosters a culture that values a diverse, inclusive workforce.
• Builds and maintains strong relationships with our primary business partners, Denver Public Schools and the University of Denver.

What Does it Take?

Leading the Denver Tennis Park requires a talented professional with executive experience in helping organizations deliver increased impact.  This experience can be gained in the nonprofit or for-profit sectors, and some understanding of how public-private partnerships work effectively would be helpful.

The ideal candidate demonstrates a commitment to promoting equitable access for all youth, enthusiasm for cultivating an effective team, and proven entrepreneurial skills to foster a thriving youth-centered enterprise. In this role, success entails building innovative and inclusive programming as well as proactive engagement with diverse stakeholders, including Denver Public Schools, the University of Denver, and the general public.  Proficiency in tennis or youth athletics is not essential.

Requirements

• Significant experience in senior leadership roles at a youth-serving organization, having demonstrated proficiency in many or all of the above areas of responsibility; experience can come from staff or board service roles
• Proven financial management and revenue generation acumen including some experience in philanthropic fundraising
• Substantial staff and operational management experience
• Experience managing diverse partnerships across nonprofit, philanthropic, education and corporate sectors
• Exceptional interpersonal, oral and written communication skills and facility with technology

Desired Qualifications

• Experience in a customer service or public service-related enterprise preferred
• Undergraduate degree preferred but not required
• Proficiency in Spanish preferred but not required

Important Personal Attributes

• Presence as a leader with evident passion and commitment to serving all youth
• Integrity, enthusiasm, and an exemplary work ethic
• Possesses personal humility
• Collaborative and inclusive leadership style
• Team oriented, cooperative, collaborative, professional, reliable
• Excellent relationship-building and partnership development skills
• Positive attitude with an innate ability to devise creative solutions
• Open to taking calculated risks, curious, creative
• Can balance the interests of different constituents while keeping eye on delivering core mission
• Values excellence
• Self-confident but not arrogant

Compensation & Benefits

The Board of Directors has established a competitive salary range for the President position that also aligns with DTP’s operating budget and local market conditions. This range starts at $125,000, and the actual starting salary for the new leader will be determined based on skills and experience. Denver Tennis Park also offers a competitive benefits program that includes healthcare and vision coverage as well as paid time off.

Anti-Discrimination Practices

The DTP is proud to be an equal opportunity employer.  We believe that a diverse and inclusive workforce is essential to our culture and best supports excellence for all.

Our Special Education teachers. . .

• Establish a culture of rigor and love with our co-workers and with our scholars
• Use our high-quality curriculum and data systems to drive outstanding scholar growth and proficiency
• Develop meaningful relationships with families and community members to build trust and partnership
• Demonstrate a “by any means necessary” work ethic to ensure our scholars receive the education and support they deserve
• Support the recruitment and enrollment of scholars, the recruitment and retention of staff, and family engagement activities, as needed
• Participate in other duties, as required

In order to teach Special Education at RMP, you must. . .

• Be able to provide an official transcript demonstrating graduation from an undergraduate institution
• Provide evidence of passing the Praxis 5001 exam in or other Colorado Department of Education approved test scores
• Provide a copy of your Colorado Certification with Special Education endorsement
• Pass a background check
• Demonstrate eligibility to work in the United States

Position:  Director of Finance

About Us:  Montezuma-Cortez Mission and Values     

Our district is dedicated to ensuring all our students reach their potential and graduate ready for college and career.  Everything we do is guided by our mantra. Every Student. Every Day.

Together we are:

• Growing out teams of effective and committed educators
• Creating a culture of high expectations
• Respecting our diversity
• Inspiring community trust and support
• Building pathways to successful future

REPORTS TO: Superintendent of Schools

POSITION SUMMARY: This position reports to the Superintendent and plays a key role in the daily operations of the Financial Services Department (Business Office), with strong emphasis on budget development processes, and long and short range planning. The Director will manage and oversee budgeting and payroll functions. The Director will carry out budget development and budget oversight, to include developing, analyzing, and providing assistance and making recommendations to ensure compliance with the adopted process. This position will assist with managing the business, financial and administrative functions within the department, and supervision of all finance staff.

TYPICAL RESPONSIBILITIES:

1. Financial Planning and Budgeting. Provides organization for, prepares, and monitors the budget; and continually communicates and informs the school board, the staff, and others about the budget and its changing status.
2. Fiscal Accounting and Financial Reporting. Provides organizational structure, personnel, procedures, monitoring and appraisal for the fiscal accounting system; keeps the Superintendent and Board of Education informed of financial conditions; and prepares financial reports for the Board of Education and the Colorado Department of Education.
3. Cash Management. Establishes, monitors, and appraises a cash investment program and procedures; and communicates activities and results of the investment program to the Superintendent and Board of Education.
4. Fiscal Audits and Reports. Provides for effective internal controls and accurate, legal, proper and complete financial transactions; continually monitors fiscal records, transactions, entries and statements for regularity and accuracy; and provides for and communicates results of an independent audit of financial operations.
5. General Management. Serves as a contributing member of the Administrative Leadership Team; develops a comprehensive plan, provides the organizational structure and personnel, coordinates work activities, appraises and adjusts work activities, and creates a positive work climate for the school district.
6. Pupil Counts. Works closely with the Director of Technology to provide organization structure, personnel, procedures, monitoring and appraisal for the October 1 pupil count; communicates results of the count and its implications on funding to the Superintendent and Board of Education; prepares reports for the Colorado Department of Education; and aids in the annual state audit of the pupil count.
7. Payroll Management. Develops, implements, appraises and adjusts a plan for payroll services and salary payments including determining the performance of personnel services, authorizing the release of salary payments, and determining the system for delivering salary payments; and prepares special reports as required (income tax, social security, retirement, etc.)
8. Purchasing. Develops, implements, appraises and adjusts a comprehensive plan, purchasing calendar, system forms and management of personnel for purchasing; cooperates with and assists all in determining the supply and equipment needs of the school district and in authorizing payment; prepares specifications, bid documents and contract forms in accordance with legal requirements and Board policy; and informs school district personnel about the purchasing program.
9. Capital Improvements Management. Prepares and annually updates a five-year plan for financing capital improvements; and determines methods, procedures, and control system for, appraises and verifies appropriate spending in the capital improvements and debt service programs.
10. Charter Financial Oversight. Provides limited oversight to charter financial performance including: inclusion of charter data in audits, issuance of annual purchased services agreements, and preparation of annual financial performance snapshots.
11. Office Management. Develop, implement, appraise and adjust a plan for staffing and operating the business office; provides appropriate office forms; selects business office furniture and equipment.
12. Educational Resource Management. Prepares, in cooperation with the Superintendent and Administrative Team, goals, objectives, and a chart of accounts for the school business operations program in order to carry out the school district program structure; prepares and annually updates five-year financial projections; and continuously evaluates the effectiveness of resource allocation and utilization for all school district programs.
13. Student Activity Funds. Develops, utilizes, appraises and adjusts accounting procedures, records and controls for school activity funds; and guides fund managers in legal and regulatory responsibilities relative to correct management of activity funds.
14. Data Processing. Develops, implements, appraises, and adjusts a plan to meet the data processing needs of the school business operation and a plan for employing, orienting, evaluating, assigning work activities to and managing data processing staff; informs staff and others about the planned activities and accomplishments of the data processing program.

Candidate Profile

SUPERVISORY DUTIES: Accountant, Bookkeepers and Payroll specialist involved with business office.

CONTACTS: Administrators, employees, Board of Education, public, banks, investment companies, vendors, insurance companies.

The above statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required of personnel so classified. This job description is not intended to create any express or implied contract of employment or expectancy of continued employment for any definite term.

Be part of a team focused on cultivating excellence in academic achievement, character and leadership development, and community strength and service. Through internationally acclaimed academics and the nation’s first integrated Pre-K through 8th grade leadership and entrepreneurial development program, Aspen Academy students are empowered to lead purposeful and extraordinary lives. Small classes are led by exceptional, award-winning faculty who provide a foundation of rich academics and a personalized approach to instruction.

Primary Responsibilities:

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

Qualifications:

• Excellent oral and written communication skills with students, parents and colleagues
• Ability to analyze data and use data to inform decisions and/or instruction.
• Strong organizational skills.
• Committed to working with a diverse student population.
• Proficient use of computer software, Google and learning management systems (Canvas preferred).
• Demonstrate a relentless drive to improve both in and out of school.
• Model the school’s core values with colleagues, students, parents, and larger community.
• Reinforce the school’s core values, guiding philosophy, rules, and school spirit consistently throughout the school environment and support and hold accountable colleagues in doing the same.
• Grant permission for a credit check and criminal background check.

Education, Experience, and Certifications:

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

Physical Demands:

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

• Ability to work full-time.
• Ability to work in person/in the school building.
• Ability to speak for long periods of time.
• Regularly required to stand; walk, use hands to finger, handle, or feel; reach with hands and arms and stoop, kneel, or crouch.
• Frequently lift and/or move up to 25 pounds; occasionally life up to 50 pounds.

Additional Information relevant to the 20-21 academic year:

• Monday through Friday (Friday is ½ day for students) schedule.
• Aspen Academy is currently operating with face-to-face instruction with COVID-19 precautions in place.
• Every grade has a small number of virtual students participating in synchronous learning.

We are committed to doing school differently and better. This means developing an inclusive and accepting community where adults feel empowered to design learning experiences for students that deepen their learning, engaging their emotions as well as their intellects. If you are a leader who is committed to the ideals of progressive education, and inspired by this description of our community, we encourage you to apply for this position at our school.

Aspen Academy offers an excellent compensation package, wide-ranging opportunities for professional development, and a talented and dedicated staff of teaching professionals and supportive administrators.  This is a full-time position with benefits. Salary commensurate with experience. Benefits include but are not limited to: health, dental and vision insurance, STD/LTD, tuition remission, paid time off.

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

Aspen Academy is a community that values and celebrates differences in learning, culture, race, ethnic origin, religion, sex, physical abilities, sexual orientation and gender identity. Because of these values, no student will be denied any educational opportunity or subjected to discrimination on the basis of race, color, sex, sexual orientation, religion, national or ethnic origin, age, gender identity, physical abilities or any other legally protected class.

The Aurora Public Schools Office of Autonomous Schools is seeking an inspirational and experienced school professional to serve as Director of Charter Schools. Reporting to the Executive Director of the OAS, the Director will be a key member of the OAS Executive team, charged with overseeing all functions related to charter school authorization.

We are seeking these key characteristics and capacities from all applicants:

• A significant background in charter school authorizing, with demonstrated success in leading an authorizing agency.
• A collaborative leader who feels confident functioning in a team setting, someone who is comfortable with conflict and can have their thinking push and push others;
• A deep commitment to diversity, equity, inclusion and anti-rascist practices.
• A strong communicator, comfortable speaking to diverse stakeholder groups and at public meetings
• A belief system that emphasizes clear communication and a collaborative decision making process to  empower students, teachers, families, colleagues, and external partners;

About the Office of Autonomous Schools:  In 2016, APS created the Office of Autonomous Schools as part of the Division of the Superintendent.  OAS oversees the ACTION Zone schools and APS’s 11 partner charter schools.

OAS staff support APS’ five ACTION Zone Innovation schools in implementing their Innovation Plans aligned with the four pillars of the ACTION Zone.  OAS serves as the hub of a network of responsive support systems for schools, families, and partners to help achieve the schools’ ambitious goals.  The team leverages a variety of tools, including performance management, principal coaching, leadership development, and redesigning systems and processes to guide the implementation of plans, to ensure the schools achieve outcomes, and to address the myriad challenges associated with any such complex change. For more information please refer to the Office of Autonomous Schools website here:  https://innovation.aurorak12.org/action-zone/

To view the full job description and apply for this role, please visit https://apexapps.aps.k12.co.us/pls/apex/f?p=104:2:::NO::P2_JOB_DESC:3741

Job Title:                              Vice President of State & Local Policy

Reports To:                         President

Job Type:                             Full-time

Benefits:                              Medical, Dental, Vision, 403b

Benefit Conditions:         30 day waiting period

Seniority Level:                 Executive

Industry:                              Non-profit Organization Management, Education Management

Summary:

The Colorado League of Charter Schools has 14 staff members, a statewide membership of 261 schools with over 128,000 students, a distinguished 27-year history, and a prominent board of directors. The League’s mission is to improve student achievement by supporting Colorado’s charter public schools, positively reshaping the public-school landscape, and advancing opportunities for innovation and expanded high-quality public-school choice. The League’s vision is for all Colorado students to have access to high-quality, publicly-funded school options. The League’s expectation is that all employees of the organization will champion its mission and vision with passion and dedication.

As the Vice President of State & Local Policy you will be responsible for advocating for favorable policies for public charter schools at the state and local levels in addition to managing the League’s State & Local Policy Team. State policy includes laws, rules and governance decisions made by the State Legislature, State Board of Education, and Colorado Department of Education. Local policy includes policies and governance decisions made by school district boards, counties and municipalities as germane to public charter schools. The Vice President is also expected to track and advocate for favorable federal policies through the League’s relationship with national organizations such as the National Alliance for Public Charter Schools (NAPCS).

Essential Duties and Responsibilities

Policy & Political Strategy

• Guide the League, its advocacy allies and member schools through all phases of the annual legislative cycle. Priorities include development of an annual legislative agenda with broad member buy-in, engagement of the League’s advocacy allies, and management of the League’s contract lobbyists to ensure successful execution of that agenda.
• Cultivate effective working relationships with legislators, especially those on the Colorado General Assembly education committees, members of the Colorado State Board of Education and the Governor’s staff.
• Develop, expand and lead the implementation of an annual agenda for influencing the formation of strong district authorizer policies. Priorities include identification of priority districts/communities, alignment of effective school boards, advancement of favorable policy, and as necessary, mobilization and advocacy of charter beneficiaries/supporters.
• Proactively monitor and positively influence other state, county and municipal bodies/institutions that set policies immediately germane to public charter schools.
• Oversee and manage the League’s Governmental Affairs Committee, including but not limited to recruiting new members and arranging for and scheduling meetings, agendas and materials.
• Assist in the development and maintenance of appropriate political structures to enable the League to most effectively accomplish its policy objectives.
• Partner with the President to manage the League’s outside general counsel.
• Execute a fundraising strategy focused on advancement of the League’s policy objectives.
• Establish and maintain systems and structures whereby the League can consistently expand and activate a large base of charter advocates statewide in support of state and local issues. Priorities include growth of the League’s Colorado Charter Advocacy Network (COCAN) and successful execution of train-the-trainer systems focused on advocate leader development.
• Work in coordination with the League’s senior leadership team and events team to plan and implement the annual Advocacy Day, fall Leadership Summit sessions and spring Conference sessions.
• Work with the League’s Communications Team to write and disseminate regular policy and political updates and actions.
• Field and respond to member questions regarding legislation and the League’s policy agenda.

Organizational Leadership

• Serve on the League’s Senior Leadership Team and act in concert with other vice presidents and program directors. Contribute to overall organizational decisions and actions as well as implementation of the strategic plan, operations plan and annual budget decisions and actions.
• Identify annual performance targets and program goals, as well as specific indicators to measure progress toward meeting those goals for League policy and political strategy work.
  • Supervise, coach and provide overall guidance to those supervised. Specifically, ensure that direct reports know what is expected, have the materials and equipment to do their work effectively, receive explicit, on-going feedback, and develop professionally.
  • Other duties as assigned.

Qualifications

Education and/or Experience

• Minimum Bachelor’s degree and 5 years’ experience in policy, political strategy work, lobbying and/or advocacy.
• 3 years or more of personnel management experience.
• Experience developing and leading successful state and local policy initiatives.
• Prior experience speaking before legislative committees and administrative bodies.

Skills

• Social sector orientation with desire to give back and advance equity and opportunity for all.
• Ability to use Microsoft & Google products to analyze information and to generate fact sheets, flyers, talking points, etc.
• Working knowledge of the legislative process and public policy formulation.
• Deep knowledge of charter schools and Colorado’s K-12 education systems.
• Ability to perform tasks in a nonpartisan manner with tact and political sensitivity.
• Demonstrated ability to communicate effectively to a variety of audiences.
• Demonstrated experience in strategic thinking, decision-making and problem solving.

Physical Demands & Work Environment

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Specific vision abilities required by this job include close vision, depth perception and ability to adjust focus.
• Normal office environment. The noise level in the work environment varies between quiet and moderate. A combination of in-office and remote work is allowable.

Middle School Orchestra/Vocal Music teacher at a brand new middle school, Orchard Mesa Middle School.  Position will be temporary for the 2020-21 school year but with all the benefits of a normal position.  The position should be available to apply to for the following year.

Candidate should have or be eligible for Colorado Teaching license with Music endorsement

POSITION: HOMEGROWN TALENT INITIATIVE PROJECT MANAGER (Part-Time) 

REPORTS TO: ELIZABETH HIGH SCHOOL PRINCIPAL 

HIRING RANGE

Salary will be determined based upon prior experience of the selected candidate. 

POSITION SUMMARY 

The Elizabeth School District is seeking a program manager for an exciting and innovative effort known as its Homegrown Talent Initiative.  The Homegrown Talent Initiative (HTI) is a joint venture between Colorado Succeeds and the Colorado Education Initiative and is designed to assist communities in developing and strengthening student access to career-connected learning in the context of local and regional needs.  This is a part-time position and will support Elizabeth High School and the Elizabeth School District with implementation of the Homegrown Talent Initiative.  The project manager will work under the direct supervision of the high school principal and coordinate with the superintendent to move the district initiative forward by engaging with stakeholders and outside entities, as well as keeping current regarding the needs of our district related to the initiative.

At its core, this job is an opportunity for someone who is equal parts entrepreneurial and organized. You could be an educator who loves networking, or someone with experience in project or team leadership in a company that would like to apply your skills in an education context. Strong applicants enjoy building a wide range of relationships and leading coordinated work to ensure smooth progress among different people working on projects with interdependent timelines. They must also enjoy picking up and completing tasks themselves.  Responsibilities will include: writing, submitting and managing grants in support of the initiative; oversight of the student internship and certification programs; building partnerships with employers; interfacing with institutions of higher education; conducting student surveys to gather data on student career interests; conducting community surveys to gather data on interests as well as needed background knowledge/skills for interns; developing a program handbook for community internships; developing and maintaining community partnerships; establishing a community advisory team; initiating communications and outreach efforts; and creating and managing other new and emerging HTI efforts over time.

POSITION REQUIREMENTS 

Education:

• Bachelor’s Degree with a major pertinent to education, business or a related field.

Experience:

• At least 5 years of experience in education, business, communications, marketing or public relations. 
• At least 1 year of experience employed by or partnering with a public sector environment preferred. 
• Grant writing and grant administration experience a plus.
  

Skills:

• Strong oral and written communications skills
• Strong networking and relationship management skills
• Strong organizational and problem-solving skills
• Advance, proofreading, grammar, spelling, research and analytical skills

• Knowledge of various communication approaches, principles and practices, including community engagement, marketing, public and media relations

Abilities:

• To establish and maintain effective working relationships with employees, citizens, and elected officials
• To make public presentations
• To meet tight deadlines
• To take initiative
• To build and maintain strong community and media relationships

The Aurora Public Schools Office of Autonomous Schools is seeking an inspirational and experienced
school professional to serve as Director, Charter Schools and Operations. Reporting to the Executive
Director of the OAS, the Director will be a key member of the OAS Executive team, charged with
overseeing all functions related to charter school authorization, as well as providing strategic support
and direction for the OAS’s overall operations.
We are seeking these key characteristics and capacities from all applicants:
● A significant background in charter school authorizing, with demonstrated success in leading an
authorizing agency.
● A strategic mindset and demonstrative effectiveness in leading strategic initiatives at the
departmental or systems level;
● A collaborative leader who feels confident functioning in a team setting, someone who is
comfortable with conflict and can have their thinking push and push others;
● An experienced public educator who understands how school systems function and can
navigate the many departments and divisions within Aurora Public Schools.
● A deep commitment to diversity, equity, inclusion and anti-rascist practices.
● A strong communicator, comfortable speaking to diverse stakeholder groups and at public
meetings
● A belief system that emphasizes clear communication and a collaborative decision making
process to empower students, teachers, families, colleagues, and external partners;

About the Office of Autonomous Schools: In 2016, APS created the Office of Autonomous Schools as part
of the Division of the Superintendent. OAS oversees the ACTION Zone schools and APS’s 11 partner
charter schools.
OAS staff support APS’ five ACTION Zone Innovation schools in implementing their Innovation Plans
aligned with the four pillars of the ACTION Zone. OAS serves as the hub of a network of responsive
support systems for schools, families, and partners to help achieve the schools’ ambitious goals. The
team leverages a variety of tools, including performance management, principal coaching, leadership
development, and redesigning systems and processes to guide the implementation of plans, to ensure
the schools achieve outcomes, and to address the myriad challenges associated with any such complex
change. For more information please refer to the Office of Autonomous Schools website here:

ACTION Zone

To view the full job description and apply for this role, please visit
https://apexapps.aps.k12.co.us/pls/apex/f?p=104:2:::NO::P2_JOB_DESC:3221

DEPARTMENT: Student Services Department

REPORTS TO: Director of Student Services

ORGANIZATION OVERVIEW

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

POSITION SUMMARY

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

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

Please see below for a complete position description:

ESSENTIAL DUTIES AND ROLE-SPECIFIC RESPONSIBILITIES

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

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

DEPARTMENT RESPONSIBILITIES

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

KNOWLEDGE, SKILLS & ABILITIES

• Excellent written and verbal communication skills
• A proven ability to design and facilitate effective trainings to a variety of stakeholders
• A proven ability to proactively improve systems and identify potential internal and external customer issues
• Experience with data analysis and statistics
• Detail-oriented with demonstrated ability to follow-through on projects
• Experience developing, implementing, and evaluating process documentation and resources for various stakeholders.
• Familiarity and experience with state and federal laws associated with exceptional students 

EXPERIENCE

• Minimum of 3 years work experience in one or more school programs
• Experience developing and implementing training resources and procedures
• Experience managing multiple ongoing programs or projects with internal and external stakeholders

EDUCATION

• Bachelor’s degree required; Master’s Degree in Education, Social Services/Work & Counseling, Social Justice, Youth Studies, or related fields of study.

JOB TYPE

• Full-Time (1.0FTE)

LOCATION & TRAVEL

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

SALARY RANGE

• Starting at $5,416.67- $6,250/month
• Commensurate with experience

BENEFITS

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

CSI INCLUSION STATEMENT

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

PHYSICAL DEMANDS

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

WORK ENVIRONMENT

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

NOTE

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

MANITOU SPRINGS SCHOOL DISTRICT 14

MANITOU SPRINGS COLORADO

VACANCY ANNOUNCEMENT

POSITION:                            ASSISTANT PRINCIPAL – Manitou Springs Elementary School

LOCATION:                          MANITOU SPRINGS ELEMENTARY SCHOOL

110 PAWNEE AVENUE

MANITOU SPRINGS, CO  80829

SCHOOL PROFILE:

Manitou Springs Elementary School is an innovative, forward-thinking, award-winning school of nearly 425 students (46% of all students choice into Manitou Springs School District from surrounding communities) and 70 staff members.  The school is widely known for its “family feel” and emphasizes close, personal relationships as its foundation for success.  The culture of the school is positive, kind, inclusive, and collaborative, while focusing on the Whole School, Whole Community and Whole Child.   We are looking for an Assistant Principal to accentuate our outstanding and numerous attributes while helping to lead us to become an even more effective, responsive and innovative school moving on into the next decade.  The leader will need to demonstrate genuine interest and care for all students—knowing them by name, understanding their needs and passions and making connections that are meaningful.

COMMUNITY PROFILE:

Manitou Springs is a small, mountain community to the west of Colorado Springs, Colorado.  This historical, tourist town is scenically beautiful and a perfect spot if you love the outdoors, where people know and care about each other.  Manitou is a community where residents are long-term and support their local school district.  It’s a terrific place that’s “big enough” but “not too big.”

https://manitousprings.org/. We are driven by our core values of Relationships, Deep Learning, and Opportunity as we serve our children and our communities.

REQUIREMENTS:

• School leadership, including Assistant Principal or Dean experience preferred
• Elementary school experience preferred
• Must possess a Master’s Degree and hold, or be eligible to hold, a Colorado Principal License
• Demonstrated success as an instructional leader (professional development/ curricular/program development/instructional delivery/pedagogy)
• Demonstrated experience in establishing and maintaining a positive, proactive, safe and innovative climate for students and staff
• Demonstrated experience in leading innovative change
• Demonstrated experience in team building (collaborative, kind, loyal)
• Demonstrated ability to communicate to all stakeholders in multiple ways
• Demonstrated ability to successfully co-lead a culturally responsive school
• Demonstrated success as someone who builds strong relationships with families

Expected Qualities/Characteristics:

We are looking for an individual who is (has):

• Exemplify instructional leadership that is able to maximize the school’s potential (e.g., music, experiential learning, arts integration, social-emotional learning, clubs).
• Consistently implements systems that support and honor the school’s and district’s goals, policies, and procedures, while also holding self to the same expectations
• Models open and transparent communication with respect, honesty, and integrity
• Models follow-through and a willingness to learn, unlearn, and relearn while leading towards a shared vision
• Knows each student by name and how to support the student and family
• Understands the history, traditions, and uniqueness of Manitou Springs and the Ute Pass community
• Coordinates and collaborates to grow vertical alignment strategies by building strong relationships across all schools and families
• Consistently implements effective strategies around truancy and student behaviors
• Welcomes, grows, and sustains parent involvement with the Parent Action Committee in partnership with school staff and parents
• Supports and leads a safe environment where all students achieve their potential and beyond and where social and emotional learning is embedded in all aspects of the school
• Demonstrates excellent use of time and resources—focusing all members and leading and managing in a very effective manner
• Develops, in collaboration with principal, staff and students, a strong plan of student engagement, restorative practices, and accountability for actions/decisions that honors the developmental stages of elementary school-aged students
• Supports staff by providing opportunities for growth and development
• Fosters a positive school climate where all students and staff are healthy, hopeful, engaged, encouraged and celebrated
• Coordinates with the Principal and the Ute Pass BOCES Director, 504 Coordinator, and Assistant Superintendent to ensure proper support for students with specific educational plans and needs (i.e., Individualized Education Plans, Advanced Learning Plans, 504 Plans, English Learning Plans)
• Supervises the registration, placement, evaluation and progress reporting of students
• Collaborates with principal and school staff to develop a multi-tiered system of support (both academic and social-emotional/affective)
• Exercises decisive leadership in crisis situations
• Remains current about changes and developments in the field of education

TERM OF

EMPLOYMENT:                                  8/10/2020 – 6/2/2021 (190-day contract)

COMPENSATION:                             Please see Administrator Salary Range on Salary Schedule

(on District Website)

SITUATION:                                          Grades Preschool – 5

TO APPLY:                                             Please submit an online application packet

Applications available at www.mssd14.org

POSTING DATE:                                 August 11, 2020

CLOSING DATE:                                 August 24, 2020: 5:00PM

PAPER SCREENING:                           August 25, 2020

INTERVIEW DATE:                             August 27, 2020

Please include your responses to the three essay questions as part of your application packet.

Limit your response to 400-500 words per question.

Essay Question #1:

Provide an example of one instructional innovation you initiated and lead at the school level. This example should include:

•     Why the innovation was needed?
•     How you collaborated with others to ensure success?
•     What lessons did you learn along the way that informed your leadership philosophy and approaches to leading change?
•     What obstacles did you overcome to bring this innovation to fruition?
•     What results did the innovation bring to your school?

Essay Question #2:

Describe a moment in your career that changed the way you approach instructional leadership. What did you learn about yourself and others? Who or what did you lean into to gain insight, support, mentorship, or a deeper understanding of yourself?

Essay Question #3:

What are your biggest strengths and areas of growth when it comes to:

•     Coaching and developing school staff,
•     Supporting a highly effective feedback systems that honors and values MSES’s
  Whole School, Whole Child, Whole Community approach to education,
•     Developing positive and meaningful relationships with all stakeholders, and
•     Creating vertically aligned curricula that is co-developed with teachers and other school leaders?

Manitou Springs School District 14 is an equal opportunity educational institution and will not discriminate on the basis of race, color, national origin, ancestry, creed, religion, sex (which includes marital status), sexual orientation, disability, age, genetic information or conditions related to pregnancy or childbirth in its activities, programs or employment practices as required by Title VI, Title I, and Section 504. For information regarding civil rights or grievance procedures, contact Dr. Elizabeth Domangue, Superintendent of Schools, Manitou Springs School District 14, 405 El Monte Pl., Manitou Springs, CO  80829, (719) 685-2024, edomangue@mssd14.org, or the Office of Civil Rights, U.S Dept of Education, 1961 Stout Street, Denver, CO 80294, (303) 844-2991.

Special Education Teacher Grades 6 – 8
Salary:  $36,100 – $41,200 depending on experience and education
Deadline:  Open Until Filled
For more information contact:  Jack Daly, K-8 Principal, 970-724-1004 or email dalyj@wgsd.us

General Purpose:
To help each student realize his/her potential and to implement the educational goals and
objectives defined in the school district policy. Demonstrated ability to accurately assess need
and provide a range of appropriate services to students. The teacher creates a class environment
favorable to learning and personal growth; establishes effective rapport with pupils, motivates pupils to
develop skills, attitudes and knowledge needed to provide a good foundation in accordance with each
pupil’s ability, establishes positive relationships with parents and other staff members.
Essential Duties/Responsibilities:
1. Guides the learning process toward the achievement of State and local standards and curriculum
goals. Establishes and communicates clear objectives for all lessons, units, and activities.
2. Knowledge of and experience with pre-referral interventions and behavior contracts.
3. Understand IDEA, IEP, ILP, 504 guidelines and procedures
4. Instructs assigned course(s) of study and uses approved materials as adopted by the Board of
Education.
5. Develops lesson plans that, as much as possible, meet the individual needs, interests and abilities of
all students. Ability to modify curriculum.
6. Differentiates instruction for students by employing a variety of instructional techniques to meet
the needs and capabilities of diverse learners.
7. Evaluates pupils’ academic and social growth and prepares progress reports as required.
8. Assists the administration in implementing the District’s philosophy of education, its policies and
rules governing instruction, student activities and conduct.
9. Administers group assessments in accordance with the District’s testing program approved by the
Board of Education and/or required by the State of Colorado.
10. Takes all necessary and reasonable precautions to protect students, equipment, materials, and
facilities.
11. Develops reasonable rules of classroom behavior and procedure; maintains fair and just order in the
classroom appropriate to activity.
12. Assists in the selection and requisition of appropriate instructional materials; maintains required
inventory records.
13. Maintains accurate, complete and appropriate records as required by law, District policy, and
administrative regulation.
14. Assists in identifying pupil needs and cooperates with other professional staff members in
assessing and addressing health, attitude and learning problems.
15. Communicates pupil progress and program information to parents and encourages their
involvement in their students’ schooling.
16. Makes reasonable provision for availability to students and parents outside the instructional day for
required or requested education-related purposes.
17. Plans and supervises purposeful assignments for teacher assistant(s) and volunteer(s).
18. Maintains professional competence and growth through participation in District provided and selfselected
staff development opportunities.
Other Duties/Responsibilities:
1. Attends and participates in staff meetings as required.
2. Becomes involved in faculty committees and sponsorships of student activities.
Job Qualifications
License Requirements
1. Valid certificate/license issued by the Colorado Department of Education.
2. Appropriate endorsement for the Special Education assignment.
3. Bachelors Degree, minimum

The West Grand Schools house approximately 440 students K-12.  The West Grand School District is on a 4-day week schedule (Monday through Thursday).  The schools are located in a small rural town of 2,000 people called Kremmling, Colorado.  Kremmling is nestled in the heart of the Rocky Mountains only 100 miles northwest of Denver.  We are often referred to as “The Sportsman’s Paradise” with 5 ski areas within 45 miles, 3 large lakes within 17 miles, hunting, Gold Water fishing, camping, hiking, snowmobiling and many more outdoor activities.  Our town also hosts a hospital which serves the entire Grand County.  Please log onto the Kremmling Chamber of Commerce at www.kremmlingchamber.com for more information about the town.

West Grand is an E.O.E.

STRIVE Prep is a Denver-based community of public charter schools that challenges every student to strive for college and thrive throughout life by helping them to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond.

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

Core Beliefs – Achievement 

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

Core Beliefs – Justice 

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

ESSENTIAL DUTIES & RESPONSIBILITIES: 

Instruction:

• Review and evaluate student Reading achievement information in order to place students in appropriate academic interventions.
• Analyze district assessment data in Reading to understand students’ needs in order to select and recommend evidence-based instructional interventions to implement.
• Collaborate with teachers and coaches for the purpose of increasing student achievement by ensuring best instructional practices are being implemented, and differentiated instruction is being used to meet the needs of every student.
• Lead engaging, data-driven instruction in English Language Development utilizing a demonstrated knowledge of language acquisition, bilingualism, and culturally responsive pedagogy
• Maintain the Intervention/ELD data dashboard to measure the effectiveness of programming and services in order to evaluate the impact on student achievement.
• Plan and teach approximately five periods per day (ELD and Reading), as directed by the School Leader.
• Teach daily student interventions (ELD and Reading), providing individualized instruction based on student needs.
• Analyze student data and use it to provide student feedback and set goals.
• Collaborate with other teachers, school leaders, the English Language Development Director, Director of Intervention, Director of Middle School English Language Arts, and the special education team to ensure that instruction meets the needs of each learner.

MTSS
Guides the implementation of MTSS across the school including, but not limited to:

• Vision and cadence of MTSS meetings
• Overseeing the implementation of interventions which includes frequent communication and collaboration with teachers around student intervention plans, intervention strategies, and intervention curriculums
• Monitoring teachers’ collection, tracking, and analysis of progress monitoring, implementation of interventions, alignment of interventions with students’ areas of identified need
• Ongoing collaboration and communication with school leadership and the network Student Services Team in order to ensure continuous improvement with school-level implementation
• Developing and facilitating trainings for school staff
• Using collaborative problem solving meetings along with student performance (e.g. progress monitoring, benchmark, etc.) data to identify necessary Achievement Block schedule changes

Culture:

• Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in an advisory of approximately 30 students.
• Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning.
• Communicate regularly and often with families to both solicit their input and share student social and academic progress.
• Provide supervision of students during before and after school activities (arrival, dismissal, breakfast, lunch, and break).
• Participate in family and community events, including twice-annual parent conferences and at least one student enrollment event or activity.
• Own the success and achievement of all scholars in the school.

      Development:

• Attend and participate in weekly staff and grade level meetings.
• Participate in regular instructional coaching meetings and content-based department meetings.
• Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

REQUIREMENTS:

• Bachelor of Arts or Sciences degree
• Experience leading MTSS teams
• 2+ years as a Special Education Teacher or Interventionist
• Achieve Qualified English Language Arts Teacher status (teacher’s license not required) within six weeks of starting through one of the approved channels outlined by the Colorado Department of Education
• In addition, all teachers at STRIVE Prep must be fully qualified to provide English Language Acquisition (ELA) services through one of the following means: the DPS ELA Training Program, advanced coursework, or a Colorado endorsement. Teachers who are not ELA qualified at the time of hire will be required to complete the DPS ELA training program during their first two years of employment at STRIVE Prep.

 PREFERRED REQUIREMENTS:

• Speaks Spanish and/or has experience working with English Learners
• Demonstrated success working with students of color
• 5+ years as a Special Education Teacher or Interventionist
• A strong passion for diverse populations. You know the work is hard, and you get up each day excited that you have the privilege to teach our future leaders.
• You are a culturally responsive teacher who plans each learning opportunity with student needs, interests, and readiness in mind.
• Data drives your decisions! You use data to make instructional moves that improve or enhance student learning.
• You know the power of books and are committed to building the love of reading in students.
• Journeying with emerging bilinguals on their pathway to English language acquisition is food to your soul. You are well versed in teaching English language development and know the various proficiency levels.

COMPENSATION & BENEFITS:

• Competitive compensation package.
• Annual performance-based raises.
• Participation in the Colorado PERA retirement program, including a PERA 401k contribution option.
• Funding of 100 percent of individual medical benefits and a wide range of insurance plans.
• Approximately eight weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually.

DIVERSITY, EQUITY, & INCLUSION:

STRIVE Prep works to make a college 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 and seek to provide each candidate with a unique and equitable opportunity for employment.

Gardner Valley School is looking for a 2^nd & 3^rd grade and 4^th & 5^th combination teacher and reading interventionist.  Gardner Valley School is a small rural charter school with an agriculture and environmental science focus.  It is located in the center of a beautiful mountainous area.   GVS is planning on opening with in person instruction with small class sizes.  Four-day school week Monday – Thursday.  Salary pay with medical benefits ($30,000 – $33,000) Applicant must have teaching license and pass background check.

Hope Community Christian Academy is a University Model school blending home-school and classroom. Position is a part-time Middle School math teaching position teaching 6th, 7th, and 8th grade math on Tuesday-Wednesday-Thursday from 8A-3PM. Starting salary $20,000.00

MANITOU SPRINGS SCHOOL DISTRICT 14

MANITOU SPRINGS COLORADO

VACANCY ANNOUNCEMENT

POSITION:                           

PRINCIPAL – Manitou Springs High School

LOCATION:

MANITOU SPRINGS HIGH SCHOOL

401 EL MONTE PLACE

MANITOU SPRINGS, CO  80829

SCHOOL PROFILE:

Manitou Springs High School is an innovative, forward-thinking, award-winning school of nearly 425 students (46% of all students choice into Manitou Springs School District from surrounding communities) and 60 staff members.  Manitou Springs High School is proud of our success in meeting the needs of every student. In addition to a challenging academic curriculum including Advanced Placement and Concurrent Enrollment course offerings, Manitou Springs High School offers comprehensive art, physical education, music, computer technology, Special Education, and Gifted/Talented instruction.

The culture of the school is positive, safe, kind, inclusive, and collaborative.  We are looking for a new and fully committed leader to accentuate our outstanding and numerous attributes while leading us to become an even more effective, responsive and innovative school moving on into the next decade. Our high school is seeking a principal who can relate to students and help guide them on the journey of life.

COMMUNITY PROFILE:

Manitou Springs is a small, mountain community to the west of Colorado Springs, Colorado.  This historical, tourist town is scenically beautiful and a perfect spot if you love the outdoors, where people know and care about each other.  Manitou is a community where residents are long-term and support their local school district.  It’s a terrific place that’s “big enough” but “not too big.”

https://manitousprings.org/. We are driven by our core values of Relationships, Deep Learning, and Opportunity as we serve our children and our communities.

REQUIREMENTS:

• School leadership, including principal or assistant principal, experience required
  (3 years preferred)
• High school experience preferred
• Demonstrated success as an instructional leader (professional development/ curricular/program development/instructional delivery/pedagogy)
• Demonstrated experience in establishing and maintaining a positive, proactive, safe and innovative climate for students and staff
• Demonstrated experience in leading innovative change
• Demonstrated experience in teambuilding (collaborative, kind, loyal)
• Demonstrated ability to communicate to all stakeholders in multiple ways
• Demonstrated ability to successfully lead a culturally responsive school
• Demonstrated success as leader who builds strong relationships with families
• Demonstrated ability to manage school finances and building facilities
• Demonstrated experience in leading and supporting athletics and activities through The Colorado High School Activities Association

Expected Qualities/Characteristics:

We are looking for an individual who is (has):

• Exemplify instructional leadership that is able to maximize the school’s potential (e.g., music, experiential learning, athletics, arts integration, social-emotional learning.
• Consistently implements systems that support and honor the school’s and district’s goals, policies, and procedures, while also holding self to the same expectations
• Models open and transparent communication with respect, honesty, and integrity
• Models follow-through and a willingness to learn, unlearn, and relearn while leading towards a shared vision
• Knows each student by name and how to support the student and family
• Understands the history, traditions, and uniqueness of Manitou Springs and the Ute Pass community
• Coordinates and collaborates to grow vertical alignment strategies by building strong relationships across all schools and families
• Welcomes, grows, and sustains parent involvement with the Parent Action Committee in partnership with school staff and parents
• Embodies genuine and authentic leadership that leads to trust and the empowerment of others
• Forward-thinking leader who has the ability to innovate and lead others to innovate
• Supports and leads a safe environment where all students achieve their potential and beyond and where social and emotional learning is embedded in all aspects of the school
• Demonstrates excellent use of time and resources—focusing all members and leading and managing in a very effective manner
• Develops, in collaboration with staff and students, a strong plan of student engagement, restorative practices, and accountability for actions/decisions that honors the developmental stages of elementary school-aged students
• Maintains an empowering place where students are free to explore their authentic-self, intellectual interests, and passions for learning and doing while being held to a high standard of respect and responsibility
• Leads and supports staff by providing opportunities for growth and development
• Fosters a positive school climate where all students and staff are healthy, hopeful, engaged, encouraged and celebrated
• Coordinates with the Ute Pass BOCES Director, 504 Coordinator, and Assistant Superintendent to ensure proper support for students with specific educational plans and needs (i.e., Individualized Education Plans, Advanced Learning Plans, 504 Plans, English Learning Plans)
• Supervises the registration, placement, evaluation and progress reporting of students
• Collaborates with school staff to develop a multi-tiered system of support (both academic and social-emotional/affective)
• Coordinates a balanced approach to integrating technology for the purpose of learning and collaborating while maintaining a safe and positive school culture
• Exercises decisive leadership in crisis situations
• Works with the Director of Technology, the Director of Student Success and the Director of Arts Integration and Community Wellness to support student and family needs
• Remains current about changes and developments in the field of education
• Provides leadership and direction for the development and implementation of the building-level improvement plan that aligns to the district-wide plan
• Provides leadership for the implementation of the district-wide strategic plan.

TERM OF EMPLOYMENT:

August 2020 – June 2021 (200-day contract)

COMPENSATION:                            

Please see Administrator Salary Range on Salary Schedule

(on District Website)

SITUATION:                                         

Grades 9-12

TO APPLY:                                            

Please submit an online application packet

https://www.applitrack.com/ManitouSprings14/onlineapp/default.aspx?all=1

POSTING DATE:

July 13, 2020

CLOSING DATE:                               

July 27, 2020: 4:00PM

PAPER SCREENING:

July 29, 2020

INTERVIEW DATE:                        

August 3, 2020

Please include your responses to the three essay questions as part of your application packet.

Limit your response to 400-500 words per question.

Question #1:

Why do you want to serve as the leader of Manitou Springs High School? Describe one significant way you engaged a school community that you have led.

Question #2:

What do you consider to be “success” in educating high school children?  Describe a specific example of how you led successfully.

Question #3:

What does it mean to you to prepare students for a future that is yet to be imagined? What are three concrete steps you, as a leader of students and staff, would take to make this idea come to life?

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.

The Logan School for Creative Learning is an independent K-8 school for approximately 250 gifted students who are exceptionally inquisitive and hungry for knowledge. The Logan School fosters this love of learning by providing an experience-based education that allows students to develop individually to their fullest potential. With a focus on higher levels of critical thinking, students develop a mature sense of who they are and how they will connect with the world around them – skills that will serve them well into the future.

Please visit our website at www.theloganschool.org

Position Overview:

The Logan School for Creative Learning is accepting applications for an Intermediate School Lead Teacher opening starting August 1, 2020. This teacher will work with an associate teacher and the school’s other educators to provide a Logan educational experience for approximately 20 students in mixed-age classroom that will consist of students in 3rd and 4th grade.

Responsibilities include developing an individualized curriculum for each student and leading two extended overnight trips each year. The ideal candidate will hold an earned college degree and will be an experienced teacher. Candidates should be familiar with the needs of gifted students, and have a strong understanding of child-centered education and the value of hands-on learning activities.

Candidates must have the skills necessary to perform the following tasks at a high level of proficiency:

• Run a classroom in a manner consistent with Logan’s philosophy.
• Plan and oversee individual student curriculum units, including coordinating individual student unit trips with unit trip teacher
• Plan and implement a class unit and other activities that provide students the opportunity to work together and to integrate subject matter
• Provide opportunities for exploration and problem solving
• Monitor academic skill levels of students
• Provide opportunities for choice
• Provide guidance in the areas of emotional and social growth
• Lead day-long and extended (overnight) field trips with the students
• Communicate with parents regarding student progress
• Communicate with non-core teachers regarding students
• Participate in faculty meetings
• Supervise a full-time teacher assistant
• Perform miscellaneous other duties, as assigned by the Head of School

Status

This is a full-time position during the school year. Salary is paid over 12 months August-July.  This position receives full benefits.

Supervision
The lead teacher reports directly to the Dean with support from the Instructional Coach.

Hours
The Logan School work day is 8:00-4:00. Attendance is required at all-staff meeting until 5:00pm at least once per week. There will be occasional evening and weekend commitments.

Teachers are Expected to:

• Participate thoughtfully and positively in all meetings and school-wide events
• Consider various perspectives when engaging in internal and external communications
• Work with the dean and instructional coach to share and solve problems
• Attend pre-service and other professional days and school-wide events
• Attend and complete mandatory trainings, such as those for child safety, first-aid, etc.
• Attend all all-staff meetings and the staff retreat

Compensation:
Salary is dependent on experience. The Logan School provides full benefits, including a group health plan, TIAA-CREF retirement plan, dental, life, and disability to all full-time employees.

Special Education Teacher for Strasburg Elementary Center Based Program- Current Colorado license as Severe Cognitive or Generalist teacher preferred. We are team oriented and collaboratively support efforts of our staff for our children.  Salary based on education and experience.  Excellent benefits.

 Questions contact Tracy (719) 775-2342, ext. 101. To apply for this position, please complete the Certified Application for Employment available on the East Central BOCES website www.ecboces.org under “Jobs”. EOE

Title:

Middle School 6^th Grade Language Arts Teacher

Qualifications:

1. Colorado Teaching Certificate with an endorsement in elementary education or secondary language arts.
2. Strong content knowledge in language arts.
3. Strong ELA teaching experience.
4. Good communication skills and a strong work ethic.
5. Experience working with middle-level students.
6. Relates well and enjoys working with middle-level students.
7. Strong computer and technology skills.
8. Such alternatives to the above qualifications as the board may find appropriate and acceptable.

PHYSICAL DEMANDS:

The work requires periods of light physical activity and requires long periods of time standing and/or walking.  Most of the work is performed in the classroom setting and requires the ability to lift and carry up to 20 pounds; reach, hold, grasp, and turn objects; and use fingers to operate computer and typewriter keyboards and visual aides for students.

Reports To:

Middle School Principal

Job Goal:

To help each pupil develop an awareness of the role of language arts; to motivate each pupil to acquire knowledge skills in reading and writing; and to discover and develop special talents of pupils in the language arts field.

Performance Responsibilities:

1. Teaches content and skills in English language, literature, composition, reading, and journalism; utilizing course of study adopted by the Board of Education and appropriate curriculum publications as guidelines in teaching individual course content.
2. Adapts English material and methods to develop relevant sequential assignments that guide and challenge pupils.
3. Provides individual or small-group instruction to adapt the curriculum to the needs of pupils and to accommodate circumstances where a variety of projects.
4. Develops standards for critical analysis through group discussions based on a variety of mass media and classical and contemporary literature.
5. Assists pupils in selection and development of individual research projects.
6. Encourages pupils to think independently and to express original ideas.
7. Evaluates each pupil’s progress in English skills (listening, speaking, reading, and writing).
8. Establishes and maintains standards of pupil behavior needed to provide an orderly, productive classroom environment.
9. Works with pupils and other classroom teachers in such activities as preparing material for the school newspaper or coordinating entries in essay contests.
10. Administers or monitors group tests.
11. Identifies pupils’ needs and cooperates with other professional staff members in helping pupils solve health, attitude, and learning problems.
12. Communicates with parents and school counselors on pupil progress.
13. Supervises pupils in out-of-classroom activities during the assigned work day.
14. Maintains professional competence through in-service education activities provided by the district and self-selected professional growth activities.
15. Participates in curriculum and other developmental programs.
16. Selects and requisitions books and instructional aids appropriate to the interest and maturity level of pupils; maintains required inventory records.
17. Participates in faculty committees and sponsorship of student activities.

Terms of Employment:

Salary:                     Based upon the District’s adopted certified salary schedule.  Years of experience given through Step 7.

Work Schedule:        175 days per year or as designated by the annual school calendar. Salary and work-year to be established annually by the board.

Benefits:                  Full benefits – as described on salary schedule

Hours:                      7:45 a.m. until 3:45 p.m. or as set by the building 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 Certified Personnel.

Teacher of the Deaf & Hard of Hearing

Full Time & a Part Time Speech Language Pathologist   CCC’s preferred but open to School Internships and able to provide supervision for CFY positions.  Join our dynamic, multi-disciplinary team of professionals for the 2020-2021 school year. Administer assessments, provide direct, indirect & consultation services for students PreK-12^th grades. Opportunity to work with SLP-A. Competitive salary, Excellent benefits, including full health benefits & mileage reimbursement or use of a car. Questions contact Tracy (719) 775-2342, ext. 101. To apply for this position, please complete the Certified Application for Employment available on the East Central BOCES website www.ecboces.org under “Jobs”. EOE

East Central BOCES is seeking a Full Time or Part Time School Psychologist or Intern to join our dynamic, multi-disciplinary team of professionals for the 2020-21 school year.  Educational Specialist (Ed.S.), Colorado certified, BCBA Licensed preferred. Provide PreK-12 intervention including assessment, development of IEP’s & consultation services. Schools located within an easy drive to the Denver Metro area. May be eligible for loan forgiveness. Salary competitive and excellent benefits including dental, vision and medical insurance. Use of a car or mileage reimbursement.  Questions contact Tracy (719) 775-2342, ext. 101. To apply for this position, please complete the Certified Application for Employment available on the East Central BOCES website www.ecboces.org under “Jobs”. EOE

Our history leading to our future

The Colorado League of Charter Schools (referred herein as “the League”) is one of the oldest and most established charter school organizations (CSO) in the country. Established in 1994, the League was the third CSO to develop after the passage of the federal Charter Schools Act and formed just one year after the passage of the Colorado Charter Schools Act.

Over the years, the League has helped create one of the nation’s strongest charter public school laws—consistently ranked in the top 10 in the U.S.—paving the way for continued growth and evolution of quality education throughout Colorado. The League has played a critical role in molding the climate for new charter public schools and shaping the overall operating environment for established charter public schools, as well as providing insight and support to the state’s public-school landscape.

Today, the League has expanded from its advocacy roots and offers an array of services designed to support Colorado’s charter public schools from the moment they first open their doors throughout every stage of their life cycle. Our team has led efforts involving a number of strong partners to make significant headway in legislative changes to support the growth of the charter sector.  Prior to COVID-19, the League’s work has resulted in:

• Average per pupil funding increasing by $1,827 per student from $6,652 to $8,479.
• All school districts with charter schools equitably sharing their mill levy override revenue with their authorized schools, and schools chartered by the Charter School Institute receiving $7M in equalization funding from the state.
• The Charter Capital Construction Fund increasing from $7M to ~$29M.
• Core charter autonomies maintained, state-mandated testing streamlined, and UIP reporting requirements for high-performing schools reduced.

Even in the new COVID-19 environment, the League is again poised to continue to build upon its strong history of bipartisan relationships and unwavering advocacy for school choice, the charter public school concept and most importantly, quality public education for all. The League has members from 90% of the 261 Colorado charter public schools, which in turn serve 125,000 students.

The League is a seeker and champion of both renown and innovative practices that support equitable student learning. Given the strong level of commitment to and experience within the education sector, many of its peers, including the National Alliance for Public Charter Schools, look to the League to provide guidance and share expertise.

To support that end, the League is currently searching for an experienced, creative and committed leader to become its next President.

Essential Job Duties

The President is responsible for maximizing the effectiveness of the Colorado League of Charter Schools by serving its members through initiatives and service offerings that accelerate the charter school movement in Colorado. The President is the liaison to external stakeholders including funders, policymakers and education advocates in order to ensure Colorado retains its position as a national leader in charter school policy and sector relationships.

Specifically, the President has the following areas of focus:

Organizational Leadership

Lead the redevelopment and execution of the organization’s vision, long-term strategic plan and annual goals.

• This major goal requires the President to:

• • Design a meaningful organization chart and staffing plan
  • Oversee and participate actively with the organization’s leadership team
  • Identify annual organization-wide performance targets and oversee development of annual program goals.
  • Ensure that League’s plans and programs are designed to provide access to high-quality charter public schools for those most at-risk and underserved by the overall system.

Financial Sustainability

Oversee development of budgets that are achievable and lead to proper growth of the League and replenish our operating reserves.

• To accomplish the above requires the President to:

• Ensure that the budget is based on realistic assumptions, that it is aligned with the League’s strategic plan and annual goals, and then that the budget is achieved.
• Lead the development of a sustainable, diversified funding base for the League.
• Demonstrate responsible fiduciary and fiscal decision-making.

External Relations and Advocacy

Strengthen and advance our relationships with key funders, primary legislators and important stakeholders that advance our agenda.

Ensure that legislative funding of charter schools continues to repair the past educational underfunding and the effects of COVID-19.

• In addition to specific and targeted immediate meetings, the President is required to:

• Represent the organization before diverse audiences across the country.
• Direct effective communications, engagement strategies and relations with member schools, other organizations, policymakers, funders, researchers, the media, and the general public.
• Present and represent the League’s vision, values, priorities, strategic choices and points of view to internal and external stakeholders.

Supervision and Management

Re-image future work-space environments that optimize team function and minimize impacts from national or global events such as experienced from the COVID-19 virus.

• The work-space solution must still allow the President to:
  • Oversee, manage, and mentor the organization’s Leadership Team.
  • Supervise, coach and provide overall guidance to all those supervised. Specifically, ensure that those supervised know what is expected of them at work, that they receive on-going feedback about their work, and that their development is encouraged.
  • The President should empower League staff, help them grow professionally, encourage them to find new solutions and offerings, and bring all staff together as a team, all the while helping them keep the League’s mission and vision at the forefront of their work.

Characteristics and Qualifications

As with all League employees, the President should be self-motivated, flexible, and service-oriented. Our ideal President will seamlessly fill the role of being a trusted and tested resource to League members, colleagues and partners.  The League cares deeply about our vision: for all Colorado students to have access to high-quality, publicly-funded school options. The President should share this commitment and be willing to work with other sectors within the public-school community to reach this vision.

Additionally, this position will be best served by a progressive leader who has the following characteristics and qualifications:

Strengths and Talents

• Leader: Confident, respectful, steady and enthusiastic; respects and values multiple views and input; unites stafftoward a common vision; manages organizational growth while continuing commitment to organizational compassion, passion and empathy
• Communicator: An exceptional written and verbal communicator; a good listener; a clear, direct and succinct communicator; well-spoken and comfortable with public speaking
• Team builder: Open, supportive and empathetic; someone who is invested and has a track record of growing others; ability to build a high performing team
• Strategist: Visionary; a long-term strategic thinker; a problem-solver
• Unifier: The ability to synthesize multiple, competing agendas into a unified strategy; the ability to inspire and mobilize others
• Influencer: The ability to influence and persuade others
• Manager: Well organized; disciplined; comfortable with delegating

Experience

• Demonstrated leadership experience with specific experience leading a team to accomplish challenging goals
• Experience in developing and implementing a strategic vision for an organization and building buy-in to that vision with diverse stakeholders
• Experience in working with and cultivating relationships with major funders including foundations andcorporations
• Demonstrated experience in working with a governing board
• Leadership experience in managing financial operations, building revenue streams, and recruiting and leading a high performing staff
• Experience in creating public support of a cause or policy
• Experience in developing education or other public policy

Skills and Knowledge

• Understanding for public education as a whole and education policies since the inception of public charter schools in the early 1990’sand the current charter policy landscape
• Networking and consensus building skills
• A track record of credibility and relationships with diverse constituents across Colorado and nationally
• Understanding of how to deliver effective customer service; knowledge of how to build and support membershippreferred
• Human resources/supervisory skills

Other Attributes

• A self-starter with a strong work ethic who is able and willing to work across the political spectrum, and who has the ability and willingness to make tough decisions
• Undergraduate degree required; advanced degree preferred.
• Knowledge of Colorado, its education and political systems, and leaders preferred.

Compensation and more

• Reports to: The Board of Directors
• Compensation: $130,000-$160,000 (commensurate with experience), accompanied with an excellent benefits package. Highlights of these benefits include:

• • 5 PPO and HDHP health plans with the entire Employee Only Premium covered
  • $75,000 Term Life Insurance paid by CLCS
  • 18 PTO days in first year – earned monthly from the first month
  • 20 paid holidays including 2 weeks off over winter break
  • 50% Employer match up to 5% on 403b retirement plan

• Location: Denver, Colorado. Occasional travel across the state and nation is required.

• EEO Policy: The Colorado League of Charter Schools is an equal opportunity employer and does not discriminate based on race, religion, gender, age or sexual orientation. Diverse candidates are encouraged to apply.

SECONDARY COUNSELOR (6-12)

***To be considered, please submit both a cover letter and a 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.

General Description:

• Comprehensive school counseling as defined by the American School Counselor Association provides developmental, preventive, remedial, and responsive services.
• Promotes and enhances the learning process for all students through an integration of academic, social/emotional, and post­secondary development
• Contributes to and/or manages the School Counseling Program using the American School Counselor Association (ASCA) National Model
• Delivers and evaluates data driven counseling services relevant to student outcomes and achievement through classroom lessons, small groups, and individual counseling
• Effective school counselors in the state of Colorado have the knowledge, skills, and commitments needed to provide excellent and equitable learning opportunities and growth for all students
• School counselors strive to support the whole child’s growth and development, close achievement gaps and to prepare diverse student populations for postsecondary and workforce success
• Effective school counselors utilize root cause analysis to employ and adjust evidence-based strategies and approaches for students who are not achieving mastery of standards and students who need acceleration
• Develop students skills, interests and abilities necessary to be lifelong learners, as well as for democratic and civic participation
• Communicate high expectations to students and their families and utilize diverse strategies to engage them in a mutually supportive teaching and learning environment
• Engage in collaboration, continuous reflection, on-going learning and leadership within the profession
• Provide proactive leadership that engages all stakeholders in the delivery of programs and services to help students achieve school success
• Establish a rapport with families, students and colleagues
• Responsible for using effective counseling techniques
• Professional School Counselors align with the school’s mission to support the academic achievement of all students as they prepare for the changing world of the 21st century

Direct Student Services:

• Support academic achievement, career exploration, and social/emotional developmental needs of all students through individual counseling, small groups, and classroom lessons.
• Assist with transitions
  • Middle School primarily assists grades 5th to 6th and 8th to 9th grade
  • High School primarily assists 8th to 9th grade and 12th to post secondary
• Counsel students to encourage and support student achievement in all ASCA domains (social/emotional, academic, and career-readiness)
• Counsel students regarding educational issues such as course and program selection, school adjustment, study habits, attendance and college and career readiness planning
• Counsel individuals to help them understand and overcome social/emotional or behavioral problems affecting their educational or vocational situations
• Provide crisis intervention to students when difficult situations occur at schools
• Identify root causes affecting students’ development
• Work with families to discuss their children’s progress and to determine priorities for their children and resource needs
• Support students’ future thinking and goal development to prepare students for later educational experiences by encouraging them to explore learning opportunities and to persevere with challenging tasks
• Uphold ethical standards as outlined by ASCA such as maintaining the confidentiality of all students

Indirect Student Services:

• Observe and evaluate students’ performance, behavior, social/emotional development, and physical health in collaboration with other professionals and stakeholders
• Assist families to identify and access community-based services as needed and requested
• Contribute to and/or manage the School Counseling Program using the American School Counselor Association (ASCA) National Model by collaborating with building administration
• Utilize the ASCA National Model to evaluate and interpret data for school counseling program modification to determine programming which support student needs
• Use data to design counseling services which support student achievement, analyze data results and use results to inform stakeholders and continuously improve programs
• Create and update accurate and complete student records as required by laws, district policies, and administrative regulations
• Confer with families, teachers, other counselors, and administrators to resolve students’ behavioral, academic, and other problems
• Advise teachers and other school personnel on methods to enhance school and classroom atmosphere to provide motivating educational environment
• Collaborate with teachers, staff, and families regarding meeting the needs of students.
• Advocate for equitable educational access and opportunity, and collaborate efforts enhancing students’ educational experiences
• Participate in on­going professional development and engage in leadership opportunities

Education and Licensure:

• Master’s or higher degree in School Counseling
• Holds a Colorado Special Services Provider license or is currently eligible for one with the appropriate endorsement for this position

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: Executive Director

Job Type: Full-time

Salary: $48,800.00 to $70,167.67 / year

LINK TO THE CURRENT SALARY SCHEDULE: 

https://tinyurl.com/vb89jrl

ELEMENTARY TEACHER

Job Description

Openings for the 2020-2021 School Year:

1st Grade Teacher (1)

3rd Grade Teacher (1)

4th Grade Teacher (1)

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:

Teacher is responsible for the education 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 Statement.

Performance Responsibilities:

Professional:

• Organizes classroom

• Plans and implements the approved curriculum for specified content area

• Demonstrates exceptional instructional delivery

• Models and fosters independent thinking skills, creative problem solving and abstract reasoning

• Shows empathy and understanding of students

• Consistently and effectively communicates 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

• Facilitates resolution of problems that might arise with students and parents

• Promotes 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 pursue professional development opportunities in 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:

• 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:

• Active Colorado Teaching License (Initial/Alt, Pro, or Nat’l)

• Elementary Endorsement

• ELD Endorsement

• Experience with charter schools

• Experience in teaching upper elementary (grades 3, 4, and 5)

• Familiarity with interim assessment data analysis, MAP data in particular, as well as data-driven instruction

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: Elementary Principal

Please submit a resume and cover letter to be considered.

Job Type: Full-time

Salary: $45,000.00 to $67,000.00 / year

LINK TO THE CURRENT SALARY SCHEDULE:

https://tinyurl.com/vb89jrl

DEAN OF STUDENT CULTURE (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:

The Secondary Dean of Student Culture (DSC) ensures that the students receive all the resources that they are entitled to and facilitates their academic as well as personal growth. DSC deals with promoting the safety of students through positive discipline, school culture and incentives (PBIS) aligning with the vision and mission of the school. This position collaborates with secondary administrators and teachers in discipline, safety and attendance enforcements. 

Essential Functions:

• Collaborates with staff to implement the student culture 
• Develops positive incentive programs to recognize student achievements as well as address student’s negative behaviors 
• Helps secondary administrators with managing substitutes in the 6-12 grades 
• Oversees the secondary PBIS program, collaborating with secondary administrators and teachers in the enforcement and implementation of expectations affecting positive student behavior in school
• Oversees and determines the disciplinary actions to be administered to students, using restorative (rather than punitive) approaches
• Conducts research on discipline and safety in order to make recommendations to administration for revising or creating policy and procedures
• Promotes positive school-parent relationships when discussing specific student opportunities with parents
• Collaborates with the Executive Director and other K-12 admin in coordinating a safety plan for staff and students during emergencies such as fire, lock down, or lock out situations
• Assists and supports the secondary admin regarding the oversight of all student events
• Oversees the attendance committee, and all matters of student attendance, making recommendations for resolution of chronic attendance and tardy problems
• Coordinates and implements the duty schedule of teachers for before school, after school and lunch / recess supervision
• Attends conferences, workshops and meetings to keep informed of current practices and trends in education. Some meetings may occur beyond the work day
• Partners with the Athletic Director to ensure that proper supervision is assigned for athletic events 
• Performs such other duties as may be assigned by the Executive Director or Secondary Principal

Required Knowledge, Skills and Abilities: 

• Strong decision-making, analytical and organizational skills 
• Excellent interpersonal relations and oral and written communication skills 
• Advanced skills in dealing with students with diverse needs at various levels 
• Exhibits ability to establish trusting and respectful relationships with students
• Demonstrates detailed familiarity with student handbook and code of conduct 
• Knowledge of understanding of adolescent physical, emotional, and intellectual development 
• Knowledge and experience in effective behavior management techniques such as Positive Behavior Intervention System (PBIS)
• Ability to promote and follow Administrative policies, by building department procedures 
• Ability to communicate, interact and work effectively with all people, including those from diverse ethnic and educational backgrounds 
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator 
• Ability to effectively present information and respond to questions from parents, administrators, community stakeholders, etc. 
• Ability to define problems, collect data, establish facts, and draw valid conclusions 
• Creativity and innovation to come up with plans for the benefit of the students 
• Ability to use tact, patience, courtesy and remain calm in stressful situations and when dealing with others

Minimum Qualifications: 

• Bachelor’s degree in Education or related field from an accredited college or university; Master’s Degree desirable

• Excellent human relations, speaking and writing skills 
• Successful experience working with middle school and high school students 
• Previous experience working effectively with culturally and linguistically diverse groups
• Training and/or experience in restorative practices and conflict resolution

Reports to: Secondary (6-12) Principal

Supervisory Relationship: Dean of Student Culture may supervise licensed teachers and support staff as assigned 

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

Compensation and Benefits: 

• $60,000.00 to $70,000.00 / 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

Founding STEAM (Science and Math) Teacher Job Description

Status: Full-Time

FLSA Classification: Exempt

Reports To: Head of School

Annual Contract Days: 192

American Indian Academy of Denver (AIAD) is an Indigenized STEAM (science, technology, engineering, arts and math) public school opening at the beginning of the 2020 school year providing rigorous learning opportunities for 6-8^th grade students.

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

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

POSITION SUMMARY

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

ROLES AND RESPONSIBILITIES:

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

REQUIRED PREPARATION AND EXPERIENCE:

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

STRONGLY PREFERRED EXPERIENCE AND DISPOSITIONS:

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

WHY CHOOSE AIAD?

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

The therapist will be responsible for the coordination of services for students in this intimate program to ensure appropriate and quality services are provided.  The therapist will work directly with students and families in individual and small group settings to bolster social/emotional skills to improve students’ learning.  

• Receives student referrals to the program from the staff through the student support team.  
• After the student is enrolled in the program, schedules and facilitates the monthly family meetings and completes and distributes the monthly progress reports.
• Responsible planning and assisting with the regular education teacher in the classroom to ensure student success. 
• Provides academic and behavioral instruction for students as needed.
• During work hours assists the special education and/or regular education teacher with carrying out the daily curriculum.
• Organizes and leads eight days of summer outdoor adventure learning trips with two days for planning (four days in June and four days in July/August).  
• Maintains accurate and up-to-date records for all students in program
• Completes and submits required annual performance report to CDE & DHS including numbers of students serviced, student outcomes, and progress on performance measures.

DENVER PUBLIC SCHOOLS
Traditional 233 work days
FTE: 1.0

Essential Functions and Objectives:

The Founding Principal of a new HBCU-style high school will have a planning year “Year-0” to engage the community, hire staff, design the school’s curriculum, identify facility options, and prepare for opening the school with a founding class of 9th graders. The founding principal will continue in the role of principal upon launching the school.

We seek a Founding Principal who is committed to launching an intentionally designed, culturally responsive high school that leverages the tenets of HBCUs and uses a comprehensive STEAM approach to learning. The principal should have a commitment to implementing the principles of Historically Black Colleges and Universities that embrace the experiences, heritage, and excellence of African Americans.

For more information contact Mario Giardiello, Director of Schools at mgiardiello@aurorak12.org

WHO WE ARE
Founded in 2010, SOAR is a K-5 public charter school serving 435 students in Denver’s Far Northeast. Our school offers a holistic approach to education that combines rigorous academic instruction with social-emotional learning and character-building so that our students develop the skills they need to thrive as learners and leaders.

At SOAR we believe:
● Students learn best when learning is purposeful, relevant, active, and joyful.
● Diversity of culture, thought, experience, and perspective is reflected in our work.
● Community is built through authentic, respectful, collaborative, and meaningful relationships.
● In cultivating and celebrating creative and critical thinking.
● In building upon every child’s strengths, talents, and potential.
● In the integration of academic and social-emotional learning.
● In individual and collective responsibility for the success of all students.

This year, SOAR is celebrating its 10th anniversary and we are seeking an Assistant Principal who can build upon student achievement gains and help lead SOAR’s students, staff, and community to the next level of academic, personal, and community excellence. SOAR’s Assistant Principal reports directly to the Principal and is a member of a strong collaborative leadership team.

WHO YOU ARE
● You hold an unwavering belief that all students can achieve at high-levels if given access to rigorous, culturally relevant content and the right support to access it.
● Through your instructional expertise you build, develop and empower teachers to ensure all students are engaged in joyful, rigorous, and personalized learning and can demonstrate high academic achievement.
● You have a track record of providing clear expectations for staff performance, use multiple methods to evaluate teacher effectiveness and celebrate their successes, and you provide timely, targeted and actionable feedback.
● You deeply value partnerships with families and have experience proactively engaging them to create a school community where students thrive and achieve academic success.
● You have a proven ability to react quickly, calmly, and decisively in high stress situations.
● You are self-reflective, an intent listener, and a strong communicator who is comfortable giving and receiving feedback and taking responsibility for successes as well as challenges.
● You have a demonstrated ability to build trusting and productive relationships with students, staff, and families.
● You have outstanding organizational skills and high attention to detail.
● You are a proactive problem solver who demonstrates initiative, takes ownership of projects and effectively works with your team and cross-functionally.
● You think strategically, value and prioritize the development and implementation of effective action plans, and can also adapt to changing circumstances and priorities.
● You model SOAR’s habits of respect, compassion, perseverance, responsibility, and integrity, and you have a deep commitment to SOAR’s vision and beliefs.

ESSENTIAL RESPONSIBILITIES
As Assistant Principal you will provide leadership and support across SOAR’s instructional and cultural priorities, to teachers and students in designated grade-bands and you will oversee key academic priority areas across all grades.

In this role you will be:
● A member of the school’s instructional leadership team.
● A trusted leader, coach, mentor, thought-partner and deliverer of transformative professional development.
● A champion of student capability and success.
● A partner, resource, and guide for families.
● A model of culturally responsive teaching and the SOAR habits.

The essential responsibilities of this role include:
● Ensure that staff, students and families have the structures and resources to foster the environment required for all students to feel engaged in the school community and learning opportunities and to reach high levels of academic success.
● Ensure staff are held accountable for implementing the curriculum, coordinate assessments, and monitor student’s academic performance.
● Regularly facilitate data meetings and ensure data is used to inform decisions about resource allocation, instruction, professional learning, performance, and student learning.
● Set clearly defined, measurable and ambitious expectations for academic achievement and conduct, in order to create and reinforce a culture of achievement and support.
● Provide professional development, thought-partnership, mentoring and coaching to staff that supports their individual growth, and maintains a unwavering focus on implementation of Colorado Academic Standards and high-quality instruction.
● Regularly visit classrooms to support and monitor instruction and provide consistent feedback to teachers and coaches on progress toward instructional goals.
● Develop team norms and structures for collaboration in the development of metrics, analysis of data, and responsive practice improvement.
● Shape and lead SOAR’s culture building activities including developing structures and processes that are inclusive, embrace diverse perspectives and support students and staff in living SOAR’s core values.
● Manage school-wide positive student culture and assist staff with the development of strategies that increase student engagement.
● Co-create plans to achieve the school’s vision, habits, beliefs and culture and utilize evidence-based systems to regularly assess the success of these initiatives.
● Implement the school’s vision and provide coaching, resources, and best practices to staff to ensure SOAR has a culture of high student achievement, leadership and character
● Perform other duties as required to ensure SOAR is a healthy, happy, and high performing school community.
EXPERIENCE & QUALIFICATIONS
Required
● 3+ years of full-time experience working as a licensed teacher, in an urban school classroom delivering significant student achievement gains.
● Bachelor’s Degree and Master’s Degree.
● An Initial Principal License in place by the time the position starts.
● Success in working with a diverse student population and second language learners.
● Demonstrated experience supervising and developing adults in a school environment.
● Experience in early literacy and math education.
Strongly Preferred
● 3+ years of experience as an Assistant Principal (or equivalent) or a similar leadership position at an elementary school serving a diverse student population.
● Bilingual skills in Spanish.
WHAT WE OFFER
SOAR is an equal opportunity employer (EEO) and offers a competitive salary commensurate with qualifications and experience, performance incentives, and comprehensive medical, dental and welfare benefits.

About Peak to Peak Public Charter School

Located in Boulder Valley School District, Peak to Peak is a K-12 public charter school offering a liberal arts, college preparatory curriculum. High expectations are an important part of our school culture. Peak to Peak students who demonstrate a mastery of knowledge and skills are challenged through appropriate placement in each subject area. Peak to Peak is small enough to ensure that each student is known and valued, but large enough to provide a variety of academic, athletic, and extracurricular activities. Peak to Peak offers competitive pay and a robust offering of employer paid and voluntary benefits.

Job Summary

All employees and volunteers at Peak to Peak work together to fulfill the Peak to Peak Mission Statement. Peak to Peak expects to employ professionals who will work beyond job descriptions, creating both a fulfilling career environment and very successful outcomes for our students. Values we hold high are: trustworthiness, honesty, diligence, open communication, fairness, and politeness, and we expect to see them evidenced in our staff, parents, and students.

The Special Education Teacher will work with students of varying degrees of disabilities ranging from grades 5 through 9. Because Peak to Peak serves a K-12 population, this position will work closely with a K-12 team and will share some K-12 responsibilities. This individual must be able to effectively manage all aspects of case management for the special education population. Additionally, the Special Education Teacher is responsible for effectively differentiating curriculum to support the needs of staff, students, administration and parents. Committed to the process of collaboration, the Special Education Teacher will work with these groups to ensure that accommodations are appropriately implemented in classroom settings. The ability to employ a variety of appropriate teaching strategies to instruct one-on-one or in small groups, and to support both teachers and students in the general education setting is critical.

Qualifications
*

• College degree required
• Current Colorado Teacher License and Special Education Certification required
• Strong organizational and coordination skills
• Ability to assess grade level needs and plan and organize accordingly
• Strong self-starter; able to work with limited direction
• Excellent interpersonal skills, conflict management skills, problem solving skills and demonstrated leadership abilities
• Excellent verbal and written communication skills
• Resourceful in generating creative solutions to problems
• Ability to apply superb judgment

Responsibilities and Daily Tasks

• Understand and support the MTSS process, including observing and supporting children who have long- or short-term learning difficulties, working with colleagues to identify individual students’ special needs, and developing appropriate interventions
• Coordinate team meetings, write and manage Individualized Education Plans (IEP’s), including assessment, observations, progress monitoring, and on-going communication with parents and staff.
• Instruct individual students or small groups of students inside or outside of the classroom
• Collaboration with general education teachers to differentiate curriculum content, identify accommodations, and use assistive technology to meet individual needs to ensure access to the general education curriculum for all students
• Participate in on-going collaboration and communication with the classroom teachers and support staff to define and alter the activities and curriculum while addressing the social, emotional and physical needs of the students
• Work closely with other learning service staff including social workers, speech and language therapists, occupational therapists, interventionists, para-professionals, psychologists/social workers, assistant principals, principals, counselors, and parents/guardians
• Develop positive, trusting, encouraging relationships and effective communication with students, parents/guardians and staff
• Collaborate with all Special Education teachers to effectively case-manage and serve the special education students at each level

Attend staff meetings and in-service trainings

• Develops with parents and students a cooperative partnership based on mutual respect and objectivity:
• Assesses student performance frequently and objectively
• Facilitates resolution of problems that might arise with students and parents
• Holds parent/student/teacher conferences in a manner consistent with Peak to Peak’s Community Handbook
• Encourages parents to contribute to the classroom as volunteers

Compensation and Benefits

• Peak to Peak offers competitive pay. Peak to Peak average teacher salary ranks 5th highest in the state of Colorado! For compensation structure, paste into your browser: https://www.peaktopeak.org/Page/217
• MEDICAL: There are three options for Medical coverage. Peak to Peak pays the full cost of this benefit for you as the employee.
• DENTAL: Dental insurance is provided by Delta Dental of Colorado. Peak to Peak pays the full cost of this benefit for you as the employee.
• LIFE/AD&D: You are provided a $50,000 group term life insurance through CIGNA Life Insurance Company. Peak to Peak pays the full cost of this life insurance policy.
• STD/LTD: Peak to Peak pays the entire cost of both short and long-term disability benefits.
• PERA: Administered by Colorado PERA, this is a tax deferred retirement account to which you contribute 8.75% of your monthly earnings. Additionally, Peak to Peak contributes 20.04% to the PERA pension trust fund on your behalf.
• VOLUNTARY VISION: EyeMed is the voluntary vision program available to Peak to Peak employees.
• RETIREMENT PLAN OPTIONS: You have the following options to participate in deferred income for retirement purposes: PERA Plus 401 (k), AXA Equitable 403(b) and PERA 457.
• MEDICAL and DEPENDENT CARE FLEXIBLE SPENDING ACCOUNT: This account allows you to save money for unreimbursed medical expenses or dependent care expenses to be used within the plan year (July to June) on a tax exempt basis. This reduces your taxable income.
• TIME OFF COMPENSATION: As a 1.0 full-time equivalent (FTE) employee you are provided with 10 days of Paid Annual Leave Time. If your position is less than 1.0 FTE, your leave time will be pro-rated accordingly based on your FTE. Additional Paid Leave from work (Bereavement pay, Jury Duty pay, paid Professional Development Leave)
• PRIORITY ENROLLMENT STATUS:Children of staff members receive priority enrollment of their child/children at Peak to Peak Charter School.
• Ongoing Professional Development Opportunities
• Staff Appreciation Meals

Job Type: Full-time

Salary: $41,541.00 to $53,018.00 /year

Who are we?

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

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

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

What are we looking for?

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

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

Desired Mindsets & Habits

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

Responsibilities and Outcomes

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

SUMMARY Provide leadership in the planning, coordination and management of Special Education services for the district. Assume general administrative responsibility of entire department. Implement Board of Education policies and procedures, and assure compliance with federal and state rules and regulations related to special education programs.

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

Provide leadership for the central department support of successful school autonomy in special educational services, preschool through age 21.

Facilitate the coordination of all support programs and provide support for all program administrators.

Supervise and appraise the Directors of Special Education.

Oversee and direct the implementation of inclusive practices for students with disabilities.

Assist in the development of post-secondary workforce readiness initiatives.

Oversee special education program review, evaluation and development.

Work in partnership with families and provide ongoing support.

Assist with development/interpretation/implementation of compliance and due process policies/procedures.

Provide leadership for program development to meet the needs of diverse learners.

Coordinate and manage legal/due process cases, policy systems change, and the transition of
responsibilities to other administrators.

Assist in budget management in collaboration with department budget analyst.

Manage mediation, informal, and formal due process appeals.

Conduct state and federal counts, complete year-end reports, and monitor federal and state reports.

Approve and monitor contracts with other agencies.

Represent the District on local and state committees, Department of Education, and other education organizations and boards. Serve on several interagency committees to represent the school and to facilitate seamless systems of support for students.

Respond to and propose federal and state legislation and regulations.

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 7-10 years experience in teaching and administration, including 3 -5 years experience in administering Special Education programming.

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

CERTIFICATES, LICENSES, REGISTRATIONS Colorado Principal License or Colorado Type D Administrative License, Special Education Director License, valid Colorado driver’s license.

SUMMARY: Operating under the general direction of the Executive Director this position oversees the daily operations for substitute employees throughout the entire District.  Employee provides an expertise regarding certified substitute’s licensure topics and is a primary resource to assist recruits with the substitute application and on-boarding.  Employee is also the primary contact for substitute training needs, ongoing coaching and in addressing performance issues working closely with building leadership to provide the services needed.  This position is also the primary organizer and coordinator for the District’s Crisis Team substitute relief crew.

As a primary point of contact for the public and staff contacting the Human Resources Department regarding substitute issues there is an expectation of excellent customer service skills and to work cooperatively to facilitate these interactions.

Salary range starts at: $43,198/year

ASSISTANT PRINCIPAL/ATHLETIC DIRECTOR, HIGH SCHOOL – NORTHFIELD HIGH SCHOOL (JOB ID: 40175)

In order to apply to this position, you must first apply and screen into the Highly Qualified Assistant Principal (AP) Pool. To get started, please visit our careers website to submit your application to the most recent AP Pool and learn more about our application process: Click here! If you have not completed the AP Pool process your application will automatically be screened out when you apply.

If you currently hold an Assistant Principal Role in DPS (does not include DPS Charter School), you still need to apply to the most recent Assistant Principal Pool posting. However, you DO NOT have to go through the screening process.

AP/AD

NORTHFIELD HIGH SCHOOL

Central

Traditional 215 work days

FTE: 1.0

Essential Functions and Objectives:The Assistant Principal supports the Principal with the overall direction and leadership of the school. Leads high-quality, data driven instruction by building the capacity of teachers to lead and perfect their craft. Strategically aligns people, time and money to drive student achievement. Applies teacher and staff performance management systems in a way that ensures a culture of continuous improvement, support, and accountability. Actively advocates for members of the school community and effectively engages family and community.

The DPS School Leadership Framework details the expectations required for all of our school leaders. The framework and the behaviors associated with each indicator are available here!

– Leads for equity toward college and career readiness

– Leads for culture of empowerment, continuous improvement and celebration

– Leads for high-quality, data driven instruction by building the capacity of teachers to lead and perfect their craft.

– Leads for the academic and social-emotional success of diverse student populations. Diversity includes race, ethnicity, gender, sexual orientation, socioeconomic status, language, mental/physical abilities (students with disabilities, gifted and talented), religion, age, and political beliefs. DPS places particular emphasis on the needs of students of color and students with disabilities in order to close achievement gaps for these groups of students.

– Leads for effective English Language Acquisition programming (ELA Program School Leaders)

– Applies teacher and staff performance management systems in a way that ensures a culture of continuous improvement, support, and accountability.

– Implements strong systems for identifying, recognizing, and distributing talent

– Leads the school’s vision, mission and strategic goals to support college readiness for all students.

– Distributes leadership to inspire change in support of an empowered school culture.

– Strategically aligns people, time and money to drive student achievement.

– Actively advocates for members of the school community and effectively engages family and community. Successful applicants will demonstrate the key leadership traits embedded within our framework:

– Evidence of the DPS Shared Values in interactions in the school, district, and community

– Strategic problem-solving and project management

– Strong communication and interpersonal skills, including the ability to connect and communicate with parents and the community

– Capability to build solid relationships

– Self-reflection and continuous professional growth

– Solid ethical commitment to this work

Knowledge, Experience, & Other Qualifications:

– Bachelor’s Degree required.

– Master’s Degree and previous leadership experience preferred.

– A current, valid State of Colorado Principal License (professional or provisional) in place by the time the position starts.

– Alternative licensure is an option for candidates with demonstrated school leadership experience who require licensure and additional coursework.

-A minimum of five (5) years of instructional/classroom experience as an educator is required.

About Denver Public Schools:

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

Under the leadership of Superintendent Susana Cordova and guided by the tenets of The Denver Plan, DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org.

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

POSITION DESCRIPTION
Position: Manager of Talent Acquisition
Reports to: Senior Director of Talent
Location: Central Office

THE CHALLENGE

Do you want to unleash your out-of-the-box ideas for hiring diverse top talent who will change the game for K-12 students in traditionally underserved communities in Denver?

THE MUST-HAVES

Do the following must-haves resonate with how you are wired and demonstrable in your unique talents and experiences?

• You find fun in doing the impossible: This context? The external environment? The internal conditions of our organization? No matter how challenging, you are not phased, because the harder the challenge, the more excited you become, and the more your out-of-the-box ideas flow. You make these ideas a reality daily through a disciplined approach to execution that focuses and holds you and your team accountable to a narrow set of the most important goals and initiatives. You generate contagious and high energy amongst your team and throughout the network, because you let everyone know routinely whether or not we’re winning and collaborate to course correct when we’re not.
• You are always recruiting: You have an eye for spotting great diverse talent everywhere, which instantly sets off the matchmaking game in your head connecting them to open and future roles within STRIVE. Your network is vast and diverse, and you proactively find meaningful and authentic ways to keep them engaged that result in a robust candidate pipeline and list of connections. You make yourself known in the community and routinely enlist resources in the education ecosystem to ensure the best talent supports our students every day.
• You are tech-savvy and a systems builder: You have experience building the efficient systems needed to support an ambitious vision. You leverage data/technology/social media, outline processes, document policies, effectively communicate, thoughtfully train, and strategically incorporate learning into revised processes. This cycle of improvement energizes you.

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

Core Beliefs – Achievement 

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

Core Beliefs – Justice 

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

Core Beliefs – Perseverance

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

ESSENTIAL FUNCTIONS

• Proactively build relationships with school leaders; execute a hiring strategy customized to their school and context.
• Manage the hiring process through a DEI lens with strong customer orientation that is responsive and delivers 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.
• Drive our aggressive annual hiring campaigns, which will result in new teachers, leaders, and professional support staff to serve our scholars.
• Demonstrate and articulate a thorough understanding of STRIVE Prep’s mission and model, and communicate enthusiastically to 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 the appropriate campus-based team member with scheduling and conducting on-campus interviews.
• Collaborate with a team of fast-paced, goals-driven recruiters, talent managers, and school leaders to ensure a seamless and swift 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.

ADDITIONAL DUTIES

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

MINIMUM REQUIREMENTS (OR PREFERENCES WHERE NOTED)

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

COMPENSATION AND BENEFITS

• Competitive compensation package and annual performance-based raises
• Participation in the Colorado PERA retirement program, including an employer match and PERA 401(k) option
• Funding of 100% of individual medical benefits and a range of insurance plans
• Approximately three weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually

DIVERSITY, EQUITY & INCLUSION

STRIVE works to make a college-prep education for all students in our community the norm, rather than the exception. We are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment. STRIVE is an equal opportunity employer and actively encourages applications from people of all backgrounds.

Our culture of inclusion is rooted in the belief that when we create the conditions that align…

1. Your unique gifts (Bring your full self, skills/knowledge, & unique lens on the work)
2. Your purpose/desire for impact(What challenges do you most want to tackle?)
3. The organization’s needs(STRIVE’s strategic goals and value we seek from this role)

…then you will have the opportunity every day to unleash your genius–individually and collectively with your colleagues–to ensure our students are Learning to Change the World. We create these conditions with intentional, strengths-based coaching through an equity and inclusion lens, and a culture that leverages the rich diversity of our team to inform the work and achieve breakthrough results for our students.

EAST HIGH SCHOOL

Central Regiou

Traditional 215 work days

FTE: 1.0

School Year: 2019-2020

Essential Functions and Objectives:

The Assistant Principal supports the Principal with the overall direction and leadership of the school. Leads high-quality, data driven instruction by building the capacity of teachers to lead and perfect their craft. Strategically aligns people, time and money to drive student achievement. Applies teacher and staff performance management systems in a way that ensures a culture of continuous improvement, support, and accountability. Actively advocates for members of the school community and effectively engages family and community.

The DPS School Leadership Framework details the expectations required for all of our school leaders. The framework and the behaviors associated with each indicator are available at www.leadindenver.com.

– Leads for equity toward college and career readiness

– Leads for culture of empowerment, continuous improvement and celebration

– Leads for high-quality, data driven instruction by building the capacity of teachers to lead and perfect their craft.

– Leads for the academic and social-emotional success of diverse student populations. Diversity includes race, ethnicity, gender, sexual orientation, socioeconomic status, language, mental/physical abilities (students with disabilities, gifted and talented), religion, age, and political beliefs. DPS places particular emphasis on the needs of students of color and students with disabilities in order to close achievement gaps for these groups of students.

– Leads for effective English Language Acquisition programming (ELA Program School Leaders)

– Applies teacher and staff performance management systems in a way that ensures a culture of continuous improvement, support, and accountability.

– Implements strong systems for identifying, recognizing, and distributing talent

– Leads the school’s vision, mission and strategic goals to support college readiness for all students.

– Distributes leadership to inspire change in support of an empowered school culture.

– Strategically aligns people, time and money to drive student achievement.

– Actively advocates for members of the school community and effectively engages family and community. Successful applicants will demonstrate the key leadership traits embedded within our framework:

– Evidence of the DPS Shared Values in interactions in the school, district, and community

– Strategic problem-solving and project management

– Strong communication and interpersonal skills, including the ability to connect and communicate with parents and the community

– Capability to build solid relationships

– Self-reflection and continuous professional growth

– Solid ethical commitment to this work

Knowledge, Experience, & Other Qualifications:

-Must possess a current Colorado Principal license.

-A minimum of five (5) years of instructional/classroom experience as an educator is required.

-Previous leadership experience preferred.

About Denver Public Schools:

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

Under the leadership of Superintendent Susana Cordova and guided by the tenets of The Denver Plan, DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org.

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

Position Overview

Site Directors are inspiring, visionary, and highly relational leaders. Their expertise combines the capacity to engage and connect across a wide range of internal and external stakeholders, with the instincts, authenticity, and gravitas to gain their trust and confidence. As practiced leaders, Site Directors drive results by holding and articulating an organization-wide vision, and tying it in a meaningful way to the aspirations, realities, and desired outcomes of a local site and community. They have a propensity for planning and managing competing priorities, and proven ability to marshal team members and resources and develop productive partnerships. They are equally adept at vision setting, operations, finance, and coaching. Site Directors are conduits to the national organization, carrying knowledge, tools, messages, mandates, and insights across channels, promoting mutual understanding and cohesion. While the Site Director role differs some by site and situation, its inhabitants are universally tenacious, agile, and adaptable, with unshakeable resolve and relentless commitment to strong student outcomes.

Primary Responsibilities Include:

• Site Vision and Culture: Set a powerful vision for student achievement. Inspire the commitment and collaboration of others towards the shared vision, and ensure the alignment of all decisions with that vision. Build a strong and enduring site culture based on mission, vision, and organizational values. 

• Staff Management: Recruit, lead, manage, and develop a site team of full-time and part-time employees (paid and volunteer) to ensure the overall success of students. Build a collaborative, cross-functional team of individuals committed to achieving excellence and meeting site and organizational goals. Establish role clarity and shared expectations about distribution of responsibilities, prioritizing based on student, site, and organizational needs.
• General Site Management: Identify and support site specific needs related to location or site type (start-up, established, transitioning). Develop and execute site-responsive plans that allow site to achieve desired goals and outcomes for students. 
• Student Recruitment and Enrollment: Build relationships with partner middle schools/high schools to ensure a robust applicant pool representative of College Track’s mission and reflective of organizational goals. Develop strategic plan for recruitment and selection process, and set benchmarks. Lead the application collection, selection, and communication process. Develop a contingency plan to backfill enrollees.
• Family Engagement: Develop strategy and create the conditions for authentic family engagement by team members. Support team to build deep trust and cultivate productive partnerships with families to maximize student achievement.
• Individual Student Planning and Monitoring: Work with site staff to assess student data continuously, manage student dismissal and discipline and ensure that at least 90% of students matriculate to a four-year college and 70% graduate from college within six years despite obstacles.
• School and Community Partnerships: Develop and formalize partnerships with organizations and partner schools on behalf of the site. Manage relationships and collaborate with key stakeholders of partner schools on student recruitment and intervention efforts.  Together with the regional team, steward partnerships with community based organizations, local colleges, corporations, individuals, and districts, that result in additional resources for our students and improvements to our program model. Be abreast and active in emerging trends and practices within the high school, college, and community landscape.
• Fiscal Management, Fundraising and Development: Develop and manage budget. Work in collaboration with the College Track development team, as the external leader of the site, to execute development activities that support long-term sustainability.
  Organization-wide Leadership: Participate as a member of the Regional Leadership and Strategy Teams, and liaise between site, regional, and national teams to support organizational cohesion.
•  Organization-wide Leadership: Participate as a member of the Regional Leadership and Strategy Teams, and liaise between site, regional, and national teams to support organizational cohesion.
• Team Leadership and Management: Manage and coach team on growth & development of key competencies to ensure team and individual success on individual goals & development.

Highest Priority Competencies

• Vision: Co-creates a clear, inspiring vision. Invests others in it by helping them connect the vision to both daily work and long-term impact in a way that creates momentum and shared commitment to action.
• Build Teams: Cultivates talent and assembles strong teams. Assigns work in a way that maximizes an individual’s assets and builds their leadership capabilities over time. Provides the right level of team support, tailored to the needs of individual team members.
• Set Goals, Plan and Achieve Results: Clearly sets high expectations and holds others accountable. Identifies a manageable set of goals and progress indicators; creates monitors, and adjusts plans based on data. Proactively flags and mitigates risk, identifies root causes for challenges, and effectively problem solves. Focuses effort and resources on meeting those goals and takes responsibility for outcomes.
• Resolve: Focuses on delivering outcomes despite obstacles. Takes setbacks in stride. sees challenges as opportunities to grow. Can galvanize oneself and others towards goals and impact.

Additional Skills, Experience and Characteristics Required

• Ideally 7-10 years of experience building or managing a complex, youth-serving project, program, or organization leading students to breakthrough results, including 5 years leading teams
• Track record of creating the conditions for high performance and talent retention by fostering a results-oriented, productive, diverse, equitable and inclusive team and culture of support, mutual-accountability, and impact  
• Ability to oversee effective delivery of College Track’s core work, partnering with the regional and national teams to achieve goals
• Success building relationships and communicating in a way that fosters trust, values differences, and furthers College Track’s mission
• Experience proactively driving healthy change by taking initiative, and applying both an operational and programmatic lens, to improve systems and program delivery
• High degree of flexibility and adaptability; can work within and drive decisions in the face of ambiguity and an ambitious, fast-moving environment; helps team move towards clarity and solutions
• Unwavering belief in the potential of students in setting high expectations 
• Minimum 4-year college degree (Master’s Degree preferred)
• Connection to the local community in which the site is situated is preferred, but not required

• Valid driver’s license and clean driving record required and ability to pass College Track’s drivers clearance process

Reporting Relationships

Site Directors report to Regional Executive Directors. The number of direct reports varies by site maturity and location, and generally includes one or more full time staff and a team of part-time paid staff and volunteers. The Denver Site has a combination of 4 full time staff and 5-10 Part Time Staff.

Compensation & Benefits

College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.

To Apply

Please upload a resume and cover letter with your application. We will only contact candidates chosen for further consideration. No phone inquiries please.

College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression. 

Who are we?

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

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

What are we looking for?

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

Desired Mindsets & Habits

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

The CUBE Teacher: 

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

Chalkbeat the growing nonprofit news organization telling the story of public education across the country, seeks a story editor who will make our stories sing.

Chalkbeat has seven bureaus — Indiana, New York, Chicago, Colorado, Detroit, Newark, and Tennessee — plus a national desk. The story editor will edit two bureaus to be determined. Stories include daily news pieces, step-back analyses, and longer enterprise work. Our story editing process is thorough, collaborative, precise, and fast-paced. Story editors work one-on-one with bureau chiefs and reporters, providing crucial perspective, adding regional or national context, and ensuring that stories read logically, adhere to Chalkbeat style, and are properly sourced. While each piece that comes across the transom is different, all of our stories taken together should add up to a coherent whole, and the story editor is essential to achieving that goal through a mix of line editing, copy editing, and pulled-back critical thinking.

This position will report to the managing editor for style and standards.

Who are you?

You’re a diehard and experienced editor fluent in AP Style who believes that equity in education and incisive education coverage are critical to civic life. Although this position does not manage writers directly, you possess a mentoring spirit that’s able to coax the best story possible from reporters both green and seasoned. You believe it’s better to teach than to tell. You live by your gut instinct for a good story and whack your way through unnecessary words to smooth and tighten. You can write nut grafs in your sleep. You’re used to being busy and you thrive under pressure. You edit quickly and will occasionally work late.

Required background and skills:

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

Note: We know there are great candidates who may not have all the skills we list, or who have other skills we haven’t thought of. If that sounds like you, please still apply and tell us more about yourself!

The ideal candidate is based in New York or another Chalkbeat bureau, but remote candidates will be considered.

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from Dec. 24-Jan. 1.

About Chalkbeat:

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

SOAR Principal

2020-2021 School Year

WHO WE ARE

Founded in 2010, SOAR is a Kindergarten through 5^th grade public charter school serving 435 students in Denver’s Far Northeast. At SOAR we believe:

• Students learn best when learning is purposeful, relevant, active, and joyful.
• Diversity of culture, thought, experience, and perspective is reflected in our work.
• Community is built through authentic, respectful, collaborative, and meaningful relationships.
• In cultivating and celebrating creative and critical thinking.
• In building upon every child’s strengths, talents, and potential.
• In the integration of academic and social-emotional learning.
• In individual and collective responsibility for the success of all students.

Our school offers a holistic approach to education that combines rigorous academic instruction with social-emotional learning and character-building so that our students develop the skills they need to thrive as learners and leaders.

This year, SOAR is celebrating its 10th anniversary and we are seeking a visionary leader who can build upon student achievement gains and lead SOAR’s students, staff, and community to the next level of academic, personal, and community excellence.

SOAR’s Principal reports directly to our six person Board of Directors and leads a talented team of over 40 leaders, teachers and support staff.

WHO YOU ARE

1. You are an open, warm, and results-oriented instructional leader who has a track record of leading others toward excellent academic outcomes.
2. You hold an unwavering belief that all students can achieve at high-levels if given access to rigorous, culturally relevant content and the right support to access it.
3. You deeply value partnerships with families and have experience proactively engaging them to create a school community where students thrive and achieve academic success.
4. You have experience with distributive leadership models and are eager to use that experience to create an organizational structure and culture that empowers staff and supports learning and growth at all levels from students to staff and through school leadership.
5. You are a visible, hands-on leader who values and encourages diversity of culture, thought, experience, and perspective and you have a demonstrated ability to build trusting and productive relationships with students, staff, and families.
6. You are self-reflective, an attentive listener, and a strong communicator who is comfortable giving and receiving feedback and taking responsibility for individual and collective successes and challenges.
7. You use (and supports others in using) data to help guide decisions about school priorities.
8. You have the organizational skills and management savvy to turn abstract ideas into concrete plans.
9. You model SOAR’s habits of respect, compassion, perseverance, responsibility, and integrity, and you have a deep commitment to SOAR’s vision and beliefs.
10. You have experience delivering significant student achievement gains in a Title I, charter or turnaround school setting and have a State of Colorado Principal License (professional or provisional) in place by the time the position starts.

ESSENTIAL RESPONSIBILITIES

In this role you will…

• Design and lead a comprehensive instructional strategy that ensures standards-aligned, rigorous, culturally relevant instruction is delivered to every student, every day.
• Design and cultivate a distributed leadership structure (coaching, professional learning, teacher leader pathways) that ensures staff have the skills and support they need to maintain a relentless focus on mission-critical priorities.
• Regularly visit classrooms to support and monitor instruction and provide consistent feedback to teachers and school administrators on progress toward instructional goals.
• Develop school wide and leadership team norms and structures for collaboration, data analysis, and professional learning.
• Create a safe, welcoming, and collaborative school culture that attends to the diverse needs of SOAR students, staff and families.
• Co-create plans to achieve SOAR’s vision and culture, and regularly assess and report out progress toward goals using evidence.
• Use data to inform decisions about resource allocation, instruction, professional learning, talent management, and student learning.
• Act as standard bearer for the school’s vision, including reinforcing high expectations for SOAR students and staff, and acting professionally and ethically always.
• Cultivate strong relationships with SOAR students, staff, families and board including actively participating in family and community engagement activities both during and outside of regular school hours.
• Oversee special education services to ensure students are receiving high-quality services in compliance with local, state, and federal guidelines.
• Oversee charter renewal process and liaise with Denver Public School staff to ensure all state and district requirements are met.
• Perform other duties as required to ensure SOAR is a healthy, happy, and high performing school community.

EXPERIENCE & QUALIFICATIONS

Required

• 3+ years of experience teaching in an urban school classroom delivering significant student achievement gains.
• Bachelor’s Degree and a current, valid State of Colorado Principal License (professional or provisional) in place by the time the position starts.
• Success in working with a diverse student population and second language learners.
• Demonstrated experience coaching and developing other adults.

Strongly Preferred

• 3+ years of experience as a Principal, Assistant Principal (or equivalent) or a similar leadership position at an elementary school serving a diverse student population.
• Demonstrated experience designing and leading through distributed leadership models.
• Master’s Degree and bilingual skills in Spanish.

WHAT WE OFFER

SOAR is an equal opportunity employer (EEO) and offers a competitive salary commensurate with qualifications and experience, performance incentives, and comprehensive medical, dental and wellness benefits.

Head of School – Girls Athletic Leadership School of Denver, Middle School (GALS)

GALS is a unique model of movement-based learning and positive gender focus combined with a powerful academic experience.  As the first and only single gender public middle school in Colorado, GALS Middle School shares a campus with GALS High School, and is part of the Denver network which includes The Boys School of Denver (also grades 6-8).  In the heart of Denver, GALS Middle School is in its tenth year and holds the strong value of our students being well known and well cared for.  Our inputs include a morning movement module in which all students and faculty participate, a team of therapeutic counselors to support all students and families navigate barriers to success, and a core-course focused on social emotional development called GALS Series/BOYS Series. We have an extremely diverse student body, not only in race, ethnicity and socio-economic status, but also in life experience and learning levels, and we draw from every corner of the city.  Our curriculum incorporates the seamless integration of academics, social, emotional and relational programming, and physical mastery in a healthy, competitive environment through lessons of Power, Flexibility, Focus, and Balance. We are seeking a Head of School who is a strong and compassionate leader with a student centered focus whose collaborative skills can maintain and grow our special culture to meet our mission of empowering all students to succeed academically, live boldly, lead confidently, and thrive physically.

About College Track

College Track is a national college completion program that empowers students from underserved communities to graduate from college. From the summer before 9th grade through college graduation, our 10-year program removes the barriers that prevent students from earning their college degree by providing them with comprehensive academic support, leadership training, financial and college advising, and scholarships. We teach them the skills necessary to succeed in college and beyond. In four years, a College Track student receives support equivalent to one extra year of high school.

College Track started in 1997 with a cohort of 25 students in East Palo Alto. Today, we serve over 2,400 high school and college students in East Palo Alto, Oakland, San Francisco, New Orleans, Colorado, Los Angeles and Sacramento. By 2020, we will double the number of students we serve and produce nearly 1,000 college graduates. Last year, 96% of our high school seniors were accepted to four-year colleges and our college graduation rate is 2.5 times the national average for low-income students.

Our Impact

College Track students graduate from college at a rate that is more than double the national average for low-income and first-generation students. Five years out of college, our graduates are employed full-time, and over 85% report earnings greater than their parents. By helping our students maximize the value of their four-year college degree, which includes minimizing student loan debt, securing internships, and limiting the need to work while in college–we prepare them to succeed in the 21st century economy. 

Our Values

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

·       COMMITMENT: We have an unwavering belief in our students.

·       PASSION: We are dedicated to changing our nation’s college completion story.

·       JOY: We create environments rich with smiles and laughter.

·       AUTHENTICITY: We believe relationships matter.

·       EXCELLENCE: Our students deserve nothing but the best.

Position Overview

Operations Managers are highly disciplined, efficient and organized. They develop and implement systems, structures and plans for site operations in a way that brings order and a sense of stability to the team and program participants. The Operations Manager role is to be nimble, able to remain focused and composed in the face of shifting and competing demands and ambiguity, while balancing student/family support and monitoring, with traditional administrative, operations and facilities management. Working in concert with the Site Director, Operations Managers exercise judgement and confidence to identify and elevate potential barriers to site success, while leveraging influence and organizing capacity in order to mobilize collaborative action, achieve goals, foster cooperation and promote compliance.

Primary Responsibilities Include:

• Lead and Manage Site Operations: Successfully manage the day-to-day site operations, including office management, technology, facilities, event coordination, site safety, and vehicles. Direct and manage part-time and volunteer operations staff. Coordinate with full-time staff, part-time staff and volunteers across program departments. Manage front desk administration and facility projects including oversee the inventory of supplies. Serve as the central point of contact for technology inventory and work with the IT consultant to address technology needs. Also manage the use of College Track vehicles for transporting students home and to field trip destinations.
• Manage the Administration of Finance, Human Resources and Payroll: Support the Site Director with finance and accounting by gathering, analyzing, and reporting necessary data. This includes tracking and processing invoices and reimbursements for staff and vendors. Support site supervisors with employee onboarding, orienting them to sitewide policies and act as an HR and payroll liaison for all employees and volunteer staff.
• Oversee Data Monitoring and Reporting: Manage the tracking and reporting of student recruitment and enrollment. Update student contact and attendance records on an ongoing basis using student databases. Synthesize data to elevate insights and trends.
• Manage Student Scheduling and Attendance: Coordinate across departments to conduct planning meetings and complete workshop and enrollment templates. Implement and maintain schedules within Salesforce by partnering with site leadership and students. Train staff and students on attendance policy and procedures, holding them accountable to org-wide expectations and providing individualized/site-wide interventions, when necessary.
• Support Student Recruitment: Partner with Site Director in the annual student recruitment process through delivering presentations aimed at identifying and recruiting prospective students and overseeing the record keeping process.
• Student and Family Engagement: Foster productive relationships with students and families. Support enrollment and student success by ensuring that attendance policy is enacted sitewide, executing intervention and incentive processes, and analyzing sitewide attendance trends to identify potential need for program change.
• New/Special Projects: Additional projects, including event planning logistics, as assigned by the Site Director. 

Highest Priority Competencies

• Resolve: Focuses on delivering outcomes despite obstacles, takes setbacks in stride, and sees challenges as opportunities to grow.  Can galvanize oneself and others towards goals and impact. 
• Manage Self: Reliably prioritizes the highest impact work amongst competing demands, delegates effectively, holds self accountable for their team’s outcomes and produces quality work consistently.    
• Set Goals, Plan and Achieve Results: Clearly sets high expectations, motivates others to action and holds others accountable across varying levels of positional authority. Identifies a manageable set of goals and progress indicators. Creates, monitors, and adjusts plans based on data. Proactively flags and mitigates risk, identifies root causes for challenges and effectively problem solves. Focuses effort and resources on meeting those goals.
• Emotional Intelligence: Demonstrates self-awareness, understands the perspectives of others and approaches interpersonal relationships with empathy. 
• Collaboration: Builds and maintains positive working relationships with others, fosters cooperation and teamwork across their sphere of to expand organizational impact. 

Skills & Experience Required

• Ideally 5 years of experience managing the operations of an organization, program (ideally youth serving) or school;
• Demonstrated ability to create,  implement and evaluate systems that support efficient operations and program delivery
• Demonstrable success using influence, vertically and across an organization, to manage to outcomes
• Interpersonal and communication skills that engender trust and facilitate relationship building with students, families and other community stakeholders, and the desire to connect and engage
• Basic aptitude and strong appetite to learn data and technology systems. Experience with Microsoft Office Suite, and Excel in particular, required. Experience with Salesforce or other databases, Google Suite, and budget software such as Adaptive preferred
• Four-year college degree (preferred); high school diploma or equivalent required
• Spanish language fluency (preferred)
• Valid driver’s license and clean driving record required and ability to pass College Track’s drivers clearance process

Reporting Relationships

Operations managers report to Site Directors. The number of direct reports varies by site type and location.

Compensation & Benefits

College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.

We will only contact candidates chosen for further consideration. No phone inquiries please.

College Track works to remove barriers for first generation college students on their journey to college completion. Our commitment to removing barriers for first generation college students doesn’t stop when college ends. While we hire great people from a wide variety of backgrounds, we especially encourage applicants who identify as first-generation college graduates to apply for open opportunities on staff.

College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression.

About College Track

College Track is a national college completion program that empowers students from underserved communities to graduate from college. From the summer before 9th grade through college graduation, our 10-year program removes the barriers that prevent students from earning their college degree by providing them with comprehensive academic support, leadership training, financial and college advising, and scholarships. We teach them the skills necessary to succeed in college and beyond. In four years, a College Track student receives support equivalent to one extra year of high school.

College Track started in 1997 with a cohort of 25 students in East Palo Alto. Today, we serve over 2,400 high school and college students in East Palo Alto, Oakland, San Francisco, New Orleans, Colorado, Los Angeles and Sacramento. By 2020, we will double the number of students we serve and produce nearly 1,000 college graduates. Last year, 96% of our high school seniors were accepted to four-year colleges and our college graduation rate is 2.5 times the national average for low-income students.

Our Impact

College Track students graduate from college at a rate that is more than double the national average for low-income and first-generation students. Five years out of college, our graduates are employed full-time, and over 85% report earnings greater than their parents. By helping our students maximize the value of their four-year college degree, which includes minimizing student loan debt, securing internships, and limiting the need to work while in college–we prepare them to succeed in the 21st century economy. 

Our Values

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

·       COMMITMENT: We have an unwavering belief in our students.

·       PASSION: We are dedicated to changing our nation’s college completion story.

·       JOY: We create environments rich with smiles and laughter.

·       AUTHENTICITY: We believe relationships matter.

·       EXCELLENCE: Our students deserve nothing but the best.

Position Overview

Operations Managers are highly disciplined, efficient and organized. They develop and implement systems, structures and plans for site operations in a way that brings order and a sense of stability to the team and program participants. The Operations Manager role is to be nimble, able to remain focused and composed in the face of shifting and competing demands and ambiguity, while balancing student/family support and monitoring, with traditional administrative, operations and facilities management. Working in concert with the Site Director, Operations Managers exercise judgement and confidence to identify and elevate potential barriers to site success, while leveraging influence and organizing capacity in order to mobilize collaborative action, achieve goals, foster cooperation and promote compliance.

Primary Responsibilities Include:

• Lead and Manage Site Operations: Successfully manage the day-to-day site operations, including office management, technology, facilities, event coordination, site safety, and vehicles. Direct and manage part-time and volunteer operations staff. Coordinate with full-time staff, part-time staff and volunteers across program departments. Manage front desk administration and facility projects including oversee the inventory of supplies. Serve as the central point of contact for technology inventory and work with the IT consultant to address technology needs. Also manage the use of College Track vehicles for transporting students home and to field trip destinations.
• Manage the Administration of Finance, Human Resources and Payroll: Support the Site Director with finance and accounting by gathering, analyzing, and reporting necessary data. This includes tracking and processing invoices and reimbursements for staff and vendors. Support site supervisors with employee onboarding, orienting them to sitewide policies and act as an HR and payroll liaison for all employees and volunteer staff.
• Oversee Data Monitoring and Reporting: Manage the tracking and reporting of student recruitment and enrollment. Update student contact and attendance records on an ongoing basis using student databases. Synthesize data to elevate insights and trends.
• Manage Student Scheduling and Attendance: Coordinate across departments to conduct planning meetings and complete workshop and enrollment templates. Implement and maintain schedules within Salesforce by partnering with site leadership and students. Train staff and students on attendance policy and procedures, holding them accountable to org-wide expectations and providing individualized/site-wide interventions, when necessary.
• Support Student Recruitment: Partner with Site Director in the annual student recruitment process through delivering presentations aimed at identifying and recruiting prospective students and overseeing the record keeping process.
• Student and Family Engagement: Foster productive relationships with students and families. Support enrollment and student success by ensuring that attendance policy is enacted sitewide, executing intervention and incentive processes, and analyzing sitewide attendance trends to identify potential need for program change.
• New/Special Projects: Additional projects, including event planning logistics, as assigned by the Site Director. 

Highest Priority Competencies

• Resolve: Focuses on delivering outcomes despite obstacles, takes setbacks in stride, and sees challenges as opportunities to grow.  Can galvanize oneself and others towards goals and impact. 
• Manage Self: Reliably prioritizes the highest impact work amongst competing demands, delegates effectively, holds self accountable for their team’s outcomes and produces quality work consistently.    
• Set Goals, Plan and Achieve Results: Clearly sets high expectations, motivates others to action and holds others accountable across varying levels of positional authority. Identifies a manageable set of goals and progress indicators. Creates, monitors, and adjusts plans based on data. Proactively flags and mitigates risk, identifies root causes for challenges and effectively problem solves. Focuses effort and resources on meeting those goals.
• Emotional Intelligence: Demonstrates self-awareness, understands the perspectives of others and approaches interpersonal relationships with empathy. 
• Collaboration: Builds and maintains positive working relationships with others, fosters cooperation and teamwork across their sphere of to expand organizational impact. 

Skills & Experience Required

• Ideally 5 years of experience managing the operations of an organization, program (ideally youth serving) or school;
• Demonstrated ability to create,  implement and evaluate systems that support efficient operations and program delivery
• Demonstrable success using influence, vertically and across an organization, to manage to outcomes
• Interpersonal and communication skills that engender trust and facilitate relationship building with students, families and other community stakeholders, and the desire to connect and engage
• Basic aptitude and strong appetite to learn data and technology systems. Experience with Microsoft Office Suite, and Excel in particular, required. Experience with Salesforce or other databases, Google Suite, and budget software such as Adaptive preferred
• Four-year college degree (preferred); high school diploma or equivalent required
• Spanish language fluency (preferred)
• Valid driver’s license and clean driving record required and ability to pass College Track’s drivers clearance process

Reporting Relationships

Operations managers report to Site Directors. The number of direct reports varies by site type and location.

Compensation & Benefits

College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.

We will only contact candidates chosen for further consideration. No phone inquiries please.

College Track works to remove barriers for first generation college students on their journey to college completion. Our commitment to removing barriers for first generation college students doesn’t stop when college ends. While we hire great people from a wide variety of backgrounds, we especially encourage applicants who identify as first-generation college graduates to apply for open opportunities on staff.

College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression.

Apply Here: 

https://ltmwebprod01.dpsk12.org/ltmprod/xmlhttp/shorturl.do?key=1EE

ASSESSMENT, REPORTING & DATA SUPPORT (AR&D)

Traditional 235 work days

FTE: 1.0

Salary Range: Commensurate with experience

Essential Functions and Objectives:

Influences district decision-making for department priorities, support structures and resource allocation. Leads the execution, maintenance, projects’ implementation, change management, and cross-functional alignment of workstreams; ensures department and district compliance with relevant industry, state and federal regulations.

Increase impact by driving large-scale, strategic projects on behalf of AR&D in collaboration with multiple divisions, adding structure and processes that ensure key activities are running smoothly and serving and creating cohesion among teams and departments across the district.  This position will own specific projects that are cross-departmental and time sensitive. The Senior Program Initiatives Manager will also support the AR&D Executive Director in managing the department budget.

– Formulates and aligns department goals and objectives to achieve successful outcomes, as defined by the district; ensures governance and long-range strategic direction of the department with a broad understanding of the context, decision making rationale and district implications. Establishes systems, structures, tools, policies and procedures to enhance the efficacy of the department, including those related to communications and training.

– Directs, administers, and evaluates department operations, policies and procedures relevant to the lifecycle of the department; ensures effectiveness and demonstrates outcomes beyond department establishment. Coordinates and tracks department expenditures and adjusts project activities, specifications, proposals, contracts and schedules to meet overall department objectives within budget.

– Sets and monitors new department priorities, including: objectives, benefits, key deliverables and resources. Manages long and short term work plans and schedules to track progress; ensures milestone are attained; identifies, analyzes and mitigates project risks, solving for project ‘road blocks’; assesses outcomes and lessons learned; provides timely and accurate project deliverables.

– Conducts district-wide outreach to strengthen the department through relationships; engages community leaders, practitioners, partners and district stakeholder to encourage meaningful engagement at all levels of department operations and proactively enhances department value across the district. Identifies stakeholder needs, leverages assets and is a catalyst for strengthening the department within the community.

– Lead large scale strategic projects that extend across multiple divisions in support of division strategic initiatives priorities.  Work includes: translating vision into action, engaging with key stakeholders and developing project plans.

– Serve as a strategic thought partner, sounding board and confidante to the Executive Director in order to help inform organizational strategy and decision making.

– Support the Executive Director in establishing and monitoring progress on goals for the division, in alignment with the district goals and priorities, and corresponding mechanisms to support on-going progress monitoring and continuous improvement efforts.

– Manage and triage needs of departments that impact workflow. Prioritize, delegate and complete work on behalf of the Executive Director in order to increase visibility and accessibility.

– Lead and support meetings both within AR&D and in partnership with other departments by preparing content and facilitation protocols.

– Assist with staffing decisions, hiring, and onboarding in alignment with department priorities.  Update department onboarding materials as needed and develop customized onboarding plan and materials for newly hired department leaders.

– Develop and execute communication strategies to ensure effective communication from the division. Strategically manage division public record requests.

Knowledge, Experience & Other Qualifications:

– 5+ years of experience leading large scale change initiatives in K-12 education and/or large complex organizations.

– PMP preferred.

– Knowledge of program management best practices.

– Work style that yields high results when working independently or as part of a team.

– Ability to work in a multi-ethnic and multi-cultural environment with district and school leaders, faculty, staff and students..

– Ability to prioritize multiple projects.

– Ability to develop, plan, and implement short- and long-range goals, establish priorities, and organize resources.

– Ability to multi-task without compromising integrity or fidelity.

– Experience and proficiency with Microsoft Office products and/or Project Management Software (e.g. Excel, Word, Outlook and PowerPoint).

– High degree of integrity in handling confidential information.

– Inspired, visionary who can foster/generate excitement, buy-in and understanding with colleagues and employees outside of the team.

– High degree of integrity in handling confidential information.

– Ability to influence large, cross-functional teams without direct reporting responsibility is preferred.

– Successfully managing several large-scale, complex, and transformative projects from conception through implementation is preferred.

– Ability to effectively collaborate with staff at all levels of an organization – from cabinet level staff to individual contributors is preferred.

Education Requirements:

– Bachelor’s Degree in Business Administration, Information Management, Organizational Effectiveness, Education or a related field is required.

– Master’s Degree is preferred.

About Denver Public Schools:

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

Under the leadership of Superintendent Susana Cordova and guided by the tenets of The Denver Plan, DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org.  

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

The Regional Community

NW BOCES is located in Steamboat Springs and serves seven rural school districts in Grand, Jackson, Routt and Moffat Counties in Northwest Colorado, an area totaling nearly 6,000 square miles with a population estimated at 56,000.  The member districts’ student populations range in size from approx. 180-2,700 students.  The area provides many recreational activities including world-class skiing, hiking, biking, camping, hunting, fishing and golf.

Major Job Duties and Responsibilities

• Serves as the Executive Director of the NW BOCES for the six member districts and one associate member district in its service area
• Hires and supervises all NW BOCES staff
• Responsible for and facilitates the NW BOCES alternative licensure program and induction program for member districts
• Provides supervision of BOCES programs and grants
• Works with the Board of Directors, Superintendents Advisory Council, and the staff to develop and implement programs and services to meet the needs of the member districts
• Provides leadership to the Board of Directors and Superintendents Advisory Council
• Provides leadership for the development and execution of the policies and directions of the Board of Directors
• Manages and supervises the NW BOCES organization in compliance with all policies of the Board of Directors
• Maintains compliance and reporting with the applicable federal, state and local laws and regulations

Compensation

The BOCES Board is offering a full-time annual salary of $90,000-$120,000 (depending on experience and credentials) and competitive benefits including CO PERA Retirement Plan, vehicle, individual health, dental & vision insurance, and paid leave in accordance with BOCES policy.

NW BOCES

NW BOCES is an authorized agency under Colorado statutes, serving seven school districts in northwest Colorado (six member districts and one associate member, Moffat County School District).  NW BOCES provides shared services and programs which supplement and support those districts.

NW BOCES was formed in 1967 as the Child Study Center, when three founding districts recognized a need to provide extra services to children with special needs, by sharing specialists and funding.  The original charter – to provide mandated special education services among geographically distant mountainous districts – remains a primary focus today.

Programs offered through the NW BOCES include:

• Special Education: the largest BOCES program, providing special education services to member districts and overseeing special education teachers and paraprofessionals employed by those districts.
• Alternative Licensure: NW BOCES is a designated agency for alternative teacher preparation, and the Executive Director is responsible for all aspects of this program including content delivery.
• Induction: this program serves newly licensed educators in 5 districts.
• Professional Development: Includes an annual “COLLAB Day” for all educators in the Northwest region.
• Gifted and Talented: support for district’s gifted and talented coordinators including a “Model-UN” event, and fiscal agency for regional GT funds.

NW BOCES currently employs 35 people including a special education director, an assistant special education director, school psychologists, occupational therapists, speech/language pathologists, other special service providers, and a support staff comprising: finance and human resources director, professional learning coordinator, technology and media manager, data & records manager and administrative assistant.

The BOCES Board is comprised of a representative member from each of the six member school districts, and is supported by the six superintendents and the Executive Director.  The Board has regular board meetings every other month and the Superintendents Advisory Council meets monthly.

NW BOCES is responsible for special education in its member school districts, and provides oversight to ensure compliance with state and federal laws and regulations.  Special education teachers and paraprofessionals are employed by the member districts.

Qualifications

The NW BOCES Board has determined the following qualities to be essential to the success of their future NWBOCES Executive Director.  We desire a Director who:

• Holds or is eligible to hold a license for Administrator
• Has extensive understanding of special education laws, regulations, and services. (SPED endorsement preferred; extensive supervision of SPED services required)
• Is knowledgeable in Colorado state and federal school law
• Has a broad PK-12 educational background including classroom and administrative experience
• Has current knowledge of school finance, budgeting, and personnel policy
• Can build and maintain partnerships among member school districts, service providers, and families to benefit students
• Is collaborative, approachable, supportive, highly organized, creative, flexible, and positive
• Has excellent listening and communication skills
• Is a decisive, consistent leader who helps diverse groups unify
• Values integrity and objectivity
• Is willing to drive for non-local meetings frequently

The Roaring Fork School District is seeking applications for a Senior Accountant to serve on the district finance team which supports the effective and efficient delivery of financial services across all district departments including the adiministration of and compliance with all related district policies and state and federal laws, as well as short and long range financial planning. This position will perform mid to advanced level accounting functions specific to the District’s financial operations with an emphasis on general ledger accounting and financial reporting. This position plays a major role in the production of district interim and audited financial statements.  This role includes budget to actual analysis, recording transactions pertaining to day-to-day activities for the District, grant tracking and accounting, analysis and reconciliations of balance sheet and bank accounts for the District, and ensures accurate recording of transactions.

This position requires a bachelor’s degree from an accredited college or university in accounting and a minimum of five years experience in accounting. Certified Public Accountant (CPA) preferred.

Position start date: ASAP

Salary: Starting at $65,000 (with 5 years experience), commensurate with experience

Benefits: employer-paid health coverage for employee with opt-in family benefits including vision and dental care; retirement package under PERA; vacation and sick days; local employee discount programs (e.g., ski pass); access to employee housing options; Employee Assistance Program and other voluntary benefits

Work days: 252 per year (year-round Monday through Friday with time off for holidays and some school breaks including winter break and spring break)

PRIMARY DUTIES

1. Annual audits and financial statements

• Prepare and review Prepared by Client (PBC) schedules, forms, and other requests.
• Review of footnote disclosures for accuracy and completeness.
• Prepare and review Management Discussion & Analysis supporting documentation

2. Financial planning and budgeting

• Manage and participate in the development and implementation of the goals and objectives of the strategic plan ensuring alignment of the annual budget to the priorities of the plan.
• Provide support to the annual budget development process and appropriate stakeholder groups.
• Support schools in the development of their annual budgets
• Provide training and coaching to school and department leaders regarding district financial policies and procedures.

3. Student activity funds

• Develop, implement, and monitor accounting procedures and controls for school activity funds
• Guide school finance secretaries and school administrators in regulatory and procedural responsibilities relative to correct management of activity funds.
• Assist high school athletic directors in budgeting and planning for athletic programs

4. Policies, procedures and internal controls

• Working with the Director of Financial Services, design, develop, and implement a strong system of internal controls including policies, procedures, communication, training for staff, and periodic monitoring to ensure compliance.
• Ensure policies are updated periodically to comply with all requirements for the receipt of federal funds including, but not limited to, the federal free and reduced lunch program and consolidated federal grant.
• Interpret policies and procedures and make recommendations for revisions to existing policies and addition of new policies.
• Ensure compliance with existing policies through training and  periodic monitoring.

5. Other accounting and finance duties

• Collaborate with payroll, benefits and operations management teams and customer service among departmental teams.
• Establish and maintain procedures for accounting for assigned funds and projects.
• Research and document recommendations on governmental accounting standards, new pronouncements and proposed accounting treatments, with an emphasis on GASB and generally accepting accounting principles.
• Maintain fixed asset records in accordance with state rules and regulations and generally accepted accounting principles including annual inventory, entry of additions and disposals in the district’s fixed asset system, and calculation and recording of depreciation.

6. Other duties as assigned.

QUALIFICATIONS

Knowledge of:

• Generally Accepted Accounting Principles
• Governmental accounting practices
• Methods and techniques used in accounting and financial management practices
• Principles and practices of auditing and reporting
• Methods and techniques of coding and balancing accounting records
• English usage, spelling, grammar and punctuation
• Modern office procedures and methods
• Pertinent Federal, State and local codes, laws and regulations
• Principles of business and letter writing and basic report preparation
• Knowledge of Google Docs, spreadsheets, and Excel

Ability to:

• Audit, reconcile and balance accounts.
• Analyze problems, identify alternative solutions, project consequences of proposed actions and implement recommendations in support of goals
• Prepare clear and concise administrative and statistical reports
• Prepare and maintain accurate and confidential records and reports
• Interpret and apply District policies and procedures
• Operate and use modern office equipment including a computer and various software packages
• Communicate clearly and concisely, both orally and in writing
• Establish and maintain effective working relationships with those contacted in the course of work
• Strong organizational and analytic skills and strong attention to detail.
• Ability to multi-task and juggle management of several high-priority projects in parallel.

EXPERIENCE & TRAINING GUIDELINES

Experience:

• Minimum of 5 years of accounting experience
• Experience in a governmental accounting setting preferred.
• Experience in preparation of audited financial statements preferred.

Training & Education

• Bachelor’s degree in accounting, Certified Public Accountant (CPA) preferred

WORKING CONDITIONS

Office environment; exposure to computer screens.

Physical Conditions:

Primary functions may require maintaining physical condition necessary for sitting for prolonged periods of times; use of computer keyboard. Travel from site to site.

ORGANIZATION OVERVIEW

The Colorado Charter School Institute (CSI) is a statewide charter school authorizer whose mission is to foster high-quality public-school choices offered through charter schools, particularly schools that are focused on closing the achievement gap for at-risk students.  Governed by a board of nine members appointed by the Governor and Commissioner of Education, CSI currently serves a diverse portfolio of 40 schools across the state of Colorado serving over 18,000 PK-12 students.  CSI is uniquely positioned to serve and promote charter school innovation in communities throughout Colorado and to be a leader in improvements in authorizer practices. CSI aspires to continue growing the quality and quantity of its portfolio of schools in Colorado in response to the need for high quality, innovative charter school options. Our organization is at an extraordinary point of opportunity and is poised to make additional systemic changes that will yield improvements within the portfolio’s overall student achievement.

The School Nutrition Program Manager will develop and implement CSI’s School Food Authority and oversee all aspects of the organization’s Child Nutrition Program (CNP) operation. The job functions include the planning, administration, implementation, and evaluation of the participating schools’ CNPs in order to meet the nutritional and educational needs of participating children. The School Nutrition Program Manager shall partner with participating schools and their communities to support the development and implementation of a sound nutrition assistance food program while following federal, state, and local guidelines. The School Nutrition Program Manager will work to provide an environment that supports healthy food habits while maintaining program integrity and customer satisfaction.

POSITION REPORTS TO: Director of Finance

ESSENTIAL DUTIES AND ROLE-SPECIFIC RESPONSIBILITIES 

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

School Nutrition Program Oversight and Support

Oversee and support the Child Nutrition Programs of participating charter schools. Ensures participating schools implement the following program elements in accordance with State and Federal regulations and CSI board policy:

• Program Management
  • Development of required bids and Request for Proposals (RFPs), for vended products and services to comply with federal procurement requirements.
  • Implements efficient management techniques to ensure all records and supporting documentation are maintained in accordance with local, state, and federal laws and policies.
  • Monitors child nutrition program KPI’s for effective and efficient management of financial and human resources.
• Sanitation, Food Safety, and Employee Safety
  • Establishes procedures to ensure that food is prepared and served in a sanitary and safe environment.
  • Develops and integrates employee safety regulations into all phases of the school food service operation.
  • Establishes procedures and policies for risk management.
• Food Production
  • Develops procedures to ensure the food production system provides safe nutritious food of high quality.
  • Ensures operational procedures for efficient and effective food production and distribution.
• Nutrition and Menu Planning (for applicable school sites)
  • Develops cost-effective menus that maintain nutrition integrity and meet all local, state, and federal guidelines and regulations.
  • Assesses customer preferences, industry trends, and current research to plan menus that encourage participation in the CNP.
  • Works with school staff, teachers, parents, and physicians to plan menus for children with special nutrition needs.
• Personnel Management
  • Implements personnel policies and procedures for the CNP according to local, state, and federal regulations and laws.
  • Establishes standards for the professional development of the district’s CNP personnel.
• Facility Layout and Design and Equipment Selection
  • Assists with designing and planning facilities that ensure high quality customer service, wholesome food production, and efficient workflow.
  • Determines equipment needs and specifications consistent with program needs and budget.
• Environmental Management
  • Establishes a waste management system for the CNP that is effective, economical, and environmentally safe.
• Marketing and Communication
  • Develops a marketing plan to keep the following stakeholders informed: students, parents, teachers, administrators, support staff, and community.
• Implements a plan for providing foodservice for special functions consistent with school policies.

CSI-Wide CNP Management

• General Management
  • Develops and implements short and long-term goals through strategic planning for the CNP that supports the philosophy and policies of the CSI Board.
  • Implements policies and procedures to ensure the effective operations of the schools’ CNPs.
  • Develops a long-range program for establishing professional status for the CNP’s role in the education community.
  • Reviews current research information to determine health and nutrition-related trends and foodservice management developments; and develops innovative program changes and expansions based on this information.
  • Ensures CNP compliance with all local, state, and federal laws, regulations, and policies.
  • Communicate and monitor implementation of CSI Board of Education Policies and Administrative Procedures pertaining to Child Nutrition programs to ensure compliance. Develop, review, and update policies pertaining to Child Nutrition programs
• Systems administration
  • Implements and administers all systems utilized by the CNP in order to increase and sustain the productivity and efficiency of the school food and nutrition operation.
  • Trains school staff to use the systems and maximize their efficiency and effectiveness.
• Claims for State and Federal Reimbursements
  • Organize, submit, and track monthly claims for schools participating in CNP in order to obtain state and federal reimbursement for schools.
  • Process meal benefits eligibility applications and coordinate the Direct Certification process
  • Manage the Verification process of Free and Reduced priced meal applications.
  • Coordinate USDA commodity entitlements to ensure CSI schools adequately receive and utilize allotted amounts

CNP Professional Development and Training

• Provides technical assistance and training for school foodservice personnel, school administrators, and other school support staff
• Establishes role of the School Food Authority as a resource for expertise in the development and presentation of nutrition education materials and activities
• Participate in professional growth opportunities and attend meetings and seminars to remain current in related school nutrition topics and maintain CDE’s professional standards
• Facilitate start-up of Child Nutrition Programs at CSI schools not participating in Child Nutrition programs including providing information and training

DEPARTMENT RESPONSIBILITIES

• Ensure that all training, technical assistance, and compliance monitoring includes tiered processes and actions based on school performance.
• Provide school performance and operational evaluation for inclusion in the CSI Annual Review of Schools for all managed programs.
• Participate in the review of all charter applications as a member of the CSI Review Team.
• Provide operational support for the Director of Finance.
• In coordination with the Finance Department, provide technical assistance and validate financial data for state and federal reporting.

KNOWLEDGE, SKILLS & ABILITIES

• Excellent interpersonal and communication skills with a demonstrated ability to partner with a diverse portfolio of schools, CSI staff, and external agencies
• Demonstrated ability to provide meaningful and effective training
• Flexible and able to multi-task; can work within an ambiguous, fast-moving environment, while also driving toward clarity and solution
• Demonstrated ability to coordinate and manage multiple projects with many stakeholders adhering to strict deadlines
• Proficiency in Microsoft Office Suite, especially Microsoft Excel
• A proven ability to proactively identify potential internal and external customer issues

EXPERIENCE

• Minimum of 3 years of managerial experience in a Federal Child Nutrition Program
• Experience in administration of a School Food Authority for a Child Nutrition Program (preferred)
• Experience with Charter Schools (preferred)
• Spanish language skills (preferred)

EDUCATION

• Bachelor’s degree, or equivalent education experience, with an academic concentration in specified field* OR Bachelor’s degree in any academic major and at least 5 years of experience in management of school nutrition programs
  • *Specified Fields: food and nutrition, food service management, dietetics, family and consumer sciences, nutrition education, culinary arts.
• Registered Dietitian (preferred)
• SERV Safe Certified (preferred)
• SNA Certification (preferred)
• School Nutrition Specialist (SNS) credentials (preferred)

JOB TYPE

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

SALARY RANGE

• Starting at $5,416-$6,700 per month. Commensurate with experience.

BENEFITS

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

PHYSICAL DEMANDS

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

WORK ENVIRONMENT

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

NOTE

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

About the Position

The Policy Specialist will be a contributing member of CASB’s policy team, including:
•    Assist member boards in developing and adopting board policies and regulations to govern their districts;
•    Prioritize and project manage policy projects and online policy systems;
•    Complete custom policy projects, policy manual audits, online policy updates, and other policy projects for member boards;
•    Respond to member requests for policy information;
•    Work with CASB policy and legal staff on policy projects and updates;
•    Compile data from policy field visits to improve policy services for members;
•    Develop and deliver presentations that provide general policy information/training to school board members and other school district personnel at district locations and CASB events.