SUMMARY: Responsible for providing senior level, district-wide vision, leadership, advocacy, and high-quality education to ensure effective special education programming for students with disabilities (ages 3-21) in Poudre School District. Ensure needs of students with disabilities are met through evidence-based, integrated, specialized instruction and services. Manage implementation of state and federal special education mandates, initiatives, and requirements including the Individual with Disabilities Education Act (IDEA) and Exceptional Children’s Education Act (ECEA) and assure effective collaboration with all district departments, services, and schools. Responsible for oversight and management of staff, budgets, state reporting, and strategic and proactive litigation mitigation.

Description of Job Tasks:

1. Develop, implement and integrate the vision and leadership for year round district programming for students with special education needs in PSD. Ensure service providers partner with PSD staff, families, and schools. Serve as a district resource regarding special education issues, legislative and case law changes, and current relevant pedagogy and best practices for educating students with disabilities.

2. Partner with legal council and district leadership in interpretation and administration of local, state, and federal statutes, rules, policies, and administrative directions related to Special Education programs.

3. Direct department vision, mission, goals and ongoing plan for data-driven continuous improvement.

4. Oversee state and federal reporting and compliance for special education including data collection, preparation, and submission for federal, state, and local monitoring and reporting related to IDEA and ECEA.

5. Collaborate with departments and leaders across the district to coordinate the development, implementation, and review of Special Education services. Assist with long range planning for integrated student support, including UIP development and use of the learning environment in buildings/sites.

6. Coordinate relevant professional development for licensed and classified Integrated Services staff and families.

7. Coordinate data analysis and program evaluation for planning and improvement to ensure fidelity of programming for students with disabilities.

8. Set staffing levels for school special education programs to provide services with fiscal efficiency and program fidelity. Collaborate with Human Resources on staff allocations, assignments, personnel and staffing issues.

9. Plan, submit, and oversee all department budgets, including special education operating budgets, staffing budgets, and state and federal funds.

10. Develop proposals for new programs, budgets, and grants for the purpose of meeting District goals in collaboration with the Learning Services Team and building/district leadership.

11. Recruit, hire, train and ensure effective supervision of integrated services staff including Assistant Directors, Program Coordinators, Coaches, Professional Practice Experts, and central office staff.

12. In conjunction with legal counsel, provide direction on resolution of disputes, complaints, and due process.

13. Model effective collaboration, interpersonal and problem-solving skills, and conflict resolution for staff, students, and families.

14. Represent PSD’s Integrated Services Department at local, regional, and state meetings, task forces and other functions. Ensure Integrated Services staff participation on state committees as appropriate.

15. Attend work and arrive in a timely manner.

16. Perform other duties as assigned.

EDUCATION AND RELATED WORK EXPERIENCE:

• Master’s Degree in special education with successful completion of an administrator license program required.
• Five years of experience in special education required.
• Five years educational administrative experience strongly preferred.
• Equivalent combination of education and experience acceptable.

LICENSES, REGISTRATIONS or CERTIFICATIONS:

• Criminal background check required for hire.
• Colorado Director of Special Education License.
• Valid Colorado driver’s license.

TECHNICAL SKILLS, KNOWLEDGE & ABILITIES: • Thorough knowledge of special education programs. • Thorough knowledge of IDEA and ECEA. • Facilitation and conflict resolution skills. • Knowledge of current PSD vision, mission, Unified Improvement Plan, Board Ends. • A belief that all students are capable of learning. • Human relation skills. • Oral and written communication skills. • Demonstrated ability to effectively manage and supervise a large staff comprised of administrators, classified, and licensed staff • Ability to set high standards and achieve them. • Ability to show respect and sensitivity to individual needs/concerns. • Ability to protect and maintain student confidentially. • Demonstrated concern for student health and safety. • Demonstrated ability to work with a diverse student and employee population • Demonstrated ability to work collegially with building principals and other district leaders • Ability to effectively communicate with leadership, staff, parents, and students. • Ability to frequently travel among district facility locations. • Critical thinking and problem-solving skills. • Ability to maintain confidentiality in all aspects of the job. • Ability to manage multiple priorities. • Ability to maintain honesty and integrity in all aspects of the job • Ability to communicate, interact and work effectively and cooperatively with people from diverse ethnic and educational backgrounds • Ability and willingness to adhere to attendance requirements, including regular and punctual employee presence. • Ability to promote and follow Board of Education policies, Superintendent policies and building and department procedures. • 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.

MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE: • Personal computers and peripherals. • Operating knowledge of and experience with Microsoft Word, Excel, PowerPoint, Outlook, and/or other department software packages.

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Information specific to this position:

Pay Range: $109,687.00 – $151,368.00 , based on qualifications and experience*

Percentage: 100

Work calendar days: 260

Duration of position: Ongoing

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

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

Additional Information: Must have a valid Colorado administrator’s license with appropriate endorsement

Questions regarding this posting can be directed to Human Resources at hr@psdschools.org

EFFECTIVE:  2021-22 school year
New Employee: 191 days/year
7.5 hours per day
Position Type: Exempt
Benefits Eligible: Yes
Benefits Summary

POSITION SUMMARY:
This position works to support the educational needs of students whose behavioral characteristics and/or emotional state seriously interfere with their own learning or the learning of others. Provide a high degree of structure and management in order to support students in maintain control so they may accomplish academic goals. Extensive affective education, curriculum, and instruction required in order to assist students with social skill mastery. Develop and promote good community relations among stakeholders.  The responsibility of this position is to provide a strong foundation of learning in all subject areas while promoting curiosity and passion for learning. Perform effective teaching methods to ensure student success and promote an exemplary educational program which fosters achievement for all students. Teach academic, social and other formative skills. Encourage parent/guardian involvement in student learning through open houses, volunteering, parent/teacher conferences, etc. Develop and promote good community relations among stakeholders.

ESSENTIAL DUTIES AND RESPONSIBILITIES:
Create a positive learning environment and effective management structures to purposefully promote and foster effective teaching, learning, and student achievement. Create an instructional learning environment that establishes routines and provides for student engagement through questioning, speculation, and originality. Collaborate with specialists and provide unique learning opportunities such as inclusion and research based effective practices for students with special needs. Promote a learning environment respecting the dignity of the child that is perceived by students as fair and consistent. Incorporate additional learning opportunities for advanced and non-proficient students. Ensure all classroom processes, procedures and data collection are highly organized and effective with optimal use of instructional time. Motivate, engage, and empower learners to track and monitor his/her learning.

Design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes aligned with 21st Century learning. Collaborate with educators from other grades or subject areas to establish links between disciplines and influence school-wide curriculum and teaching practice. Demonstrate mastery of content and is able to make curriculum rigorous and relevant to all students. Deliver content that is relevant to students and applicable to the real world. Integrate and align Colorado Academic Standards, instructional objectives, instructional strategies, learning activities, materials, resources and assessments and differentiate lesson planning based on individual student needs. Use data management tools to analyze results and draw inferences from data to identify strengths and opportunities for improvement.

Provide quality, accurate, constructive, corrective, specific and timely feedback to students that encourages them to perform at their highest level. Effectively communicate with parents and staff about student’s progress and opportunities. Utilize technology and/or other avenues to communicate to stakeholders (website, podcasts, etc.).

Actively participate in all staff meetings, PLCs, and other required events. Apply and implement knowledge, skills and new understandings to improve instructional programming. Advocate for and lead initiatives that will enhance student success in and out of school. Use professional Code of Ethics and standards of practice to guide ethical decision-making in practice.

Perform other related duties as assigned or requested.

SUPERVISION/TECHNICAL RESPONSIBILITIES:
Possible supervision of support personnel.
Conduct supervisory responsibilities in accordance with the organization’s policies and applicable laws. Responsibilities may include, but are not limited to interview participation, training/development, assign and direct work, performance feedback, address complaints and resolve problems.

BUDGET AND/OR RESOURCE RESPONSIBILITIES:
Prioritize and schedule work tasks independently.
Create and implement effective and efficient process management strategies (e.g., procedures, instructional groups, transition materials and supplies).
Accurately projects need for budget planning.
Maintain accurate records in accordance with professional standards, state guidelines, and school system policy.
Review processes for improvement opportunities and make changes as needed to ensure quality of instruction.

EDUCATION/TRAINING/EXPERIENCE:
Bachelor’s degree.
Master’s degree (preferred).
English fluency will be determined through the interview process and licensure.

LICENSES OR CERTIFICATIONS:
Valid Colorado Driver’s License.
Valid Colorado Teaching License with Special Education endorsement through passing CO PLACE or CO PRAXIS, or CDE approved out of state content exam.

GENERAL EXPECTATIONS:
Is flexible.
Has computer/technology skills.
Has the ability to work with students with diverse backgrounds and abilities.
Has the ability to work cooperatively with supervisors and co-workers.
Has the ability to understand and follow complex oral and written instructions.
Has the ability to perform responsibilities without the necessity of close supervision.
Has the ability to effectively communicate with the School District community.
Has the ability to analyze, instruct, negotiate, coordinate, communicate, problem solve and use interpersonal skills.
Has the ability to compare, compute, synthesize and evaluate.
Has the ability to meet attendance standards and work the hours necessary to perform the essential functions.
Maintain confidentiality.
Maintain a generally positive attitude.
Observe all District policies and procedures.
Adhere to federal and state legislation, regulation, and policies.

ESSENTIAL PHYSICAL REQUIREMENTS:
Frequent lifting 5 (five) to 10 (ten) pounds.
Occasional lifting of up to fifty (50) pounds.
Frequent sitting, bending, walking, and standing.
Occasional stooping, kneeling, squatting, and reaching.

WORK ENVIRONMENT:
Mostly clean and comfortable.
Occasional exposure to adverse weather.

REPORTS TO:
Principal or designee.

LOCATION:
Charles Hay World School

SALARY:
Dependent upon education, experience and Master Agreement.

CLOSING DATE:
Open Until Filled

ADDITIONAL INFORMATION:
All new hires will be probationary status.
New hires or rehires will be responsible for the $49.50 fingerprint processing fee required for background checks through the Colorado Bureau of Investigation.

This job description is not intended to create any express or implied contract of employment or expectancy of continued employment for any definite term.

In compliance with Titles VI & VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act and Colorado law, Englewood Schools does not unlawfully discriminate on the basis of disability, race, creed, color, sex, gender identity, sexual orientation, marital status, religion, national origin, ancestry, age, or need for special education services in admissions, access to, treatment, or employment in educational programs or activities which it operates. Inquiries or complaints may be referred to Mr. Ryan Cowell, Executive Director of HR and Talent Development,4101 S. Bannock Street, Englewood, CO 80110, (303) 806-2029, or to the Office for Civil Rights, U.S. Department of Education, Region VIII, Federal Office Building, 1244 North Speer Blvd., Suite 310, Denver, CO 80204.

Position available starting in late February 2022

Founded in 1972, Stanley British Primary School is an independent day school for 460 students TK-8. The school sits on 12 acres in east Denver, Colorado. The school has always been rooted in a progressive approach to education, embracing student-centered learning, social emotional learning, and a commitment to diversity, equity, and inclusion. 

Stanley is in a strong financial position with no debt, an annual budget of $9.8M and a current endowment value of $8 million.  The school has had incredibly stable leadership in its time having welcomed just its 3rd head in 50 years in 2020. A highly functional Board of Trustees and a talented leadership team lead a faculty and staff of about 95. The school is comprised of three divisions TK-2, 345, and Middle School. 

Following a leader with deep ties to the community who has helped elevate policies and professionalized operations over nearly five years, the new Director of Operations will be critical in continuing to elevate the campus operations and look to the future. The school is presently exploring a campus master planning process and is excited to celebrate its 50th anniversary during the ‘22-23 school year. 

At the highest level, the ideal candidate will be a dedicated leader and manager, a pragmatic visionary, collaborative, self-motivated, and decisive. They will have experience leading growth and change, and will garner trust through open, empathic and direct communications and a strong work ethic. They will be creative and flexible, and will have a high energy level to match the rest of the dynamic leadership team.

The candidate of choice will act with humility and good humor. They will be organized and an excellent, strategic and thoughtful communicator, and will have extremely strong relational skills.

Below is a summary of the different roles and responsibilities for the position:

Facilities Management

>Serve as staff lead for board level committees of both Child Well-Being and Risk Management committee and Buildings and Grounds Committee.

>Supervise Director of Facilities ensuring that day-to-day campus and facilities maintenance issues are addressed in a timely, effective manner, with a spirit of customer service.  Manage school’s facilities related budgets in alignment with strategic and operational goals

Community Well-Being, Safety and Risk Management

>Oversee annual risk assessment practices, and thorough reviews of policies and procedures including handbooks. Design and deliver trainings and communications to faculty, staff and parents.

>Serve as main point of contact for school’s general counsel on matters pertaining to both physical campus safety as well as all-school policies.

>Serve as the Title IX Coordinator.  Maintain adequate levels of training and professional development to ensure compliance at Stanley.  

>Serve as an integral member of the school’s Review Team, provide direct support and counsel to the Head of School and division heads  with documentation and process.

>Support the Head of School, division heads, and faculty and staff with mandatory reporting issues, including making reports as needed, documentation, and communication strategies.

>Serve as staff lead for the Emergency Response Team, coordinating  all safety drills, trainings, and procedures

>Supervise the School Health Coordinator to ensure student well-being is at the forefront of school practices on campus and off campus on field trips 

>Ensure the school has adequate liability insurance, and reasonable deductibles, and that school resources are allocated in alignment with strategic and operational priorities.

Technology Management

>Serve as liaison for school’s managed service provider partner, including supervising on-site engineers, project management, and direct support to faculty, staff and students related to all aspects of technology, network administration and technology security.

>Work with Senior Management Team to create a holistic approach to understanding people’s needs and experiences with technology on campus.

>With division head and/or faculty support, develop a technology philosophy, including acceptable use and device policies

Human Resource Management

>Serve as lead point of contact with the school’s outside human resource legal counsel.  Collaborate with the Head of School and division heads, as necessary, on the resolution of staffing and human resource related challenges.

>Serve as point of contact for all personnel regarding questions or concerns regarding Employee Handbook policies and procedures, particularly related to harassment, discrimination, conflict resolution, or risk management.

>Maintain an effective partnership with the Head of School regarding any staff development, coaching, or conflict management issues

For more information about the school, please visit website:  www.stanleybps.org 

EFFECTIVE:  July 2022
Position Type: Exempt
204 days/year
Benefits Eligible: Yes
Benefits Summary
 
Englewood is a small urban community approximately 6.5 square miles in size located in the geographical center of the Denver, Colorado metropolitan area. Nestled between the city of Denver and its suburbs to the south, Englewood Schools allows students to belong and thrive in a unique learning environment. Our district provides educational opportunities for nearly 3,000 students at our early childhood center, four elementary schools, two middle schools and two high schools.
Charles Hay World School is a public International Baccalaureate school serving approximately 350 students in grades Kindergarten through 6th grade that includes a center based Affective Needs program. Additionally, Charles Hay World School is a school of choice, meaning families from out of district or the traditional enrollment boundaries have the option to register. Charles Hay World School features include:

• One-on-one device distribution for all students kindergarten through 6th grade, with a library of over 3,000 electronic books
• Authorized International Baccalaureate Primary Years Programme School
• Focus on inquiry-based teaching and the development of international-mindedness
• Focus on social/emotional development and problem solving skills
• School-wide Science, Technology, Engineering, Arts and Mathematics(STEAM) program
• Spanish instruction for all students
• Physical education, art and music for all students
• Opportunities for community-based and service learning experiences
• Before and after school care
• Extensive offering of after-school clubs addressing a variety of interests

Charles Hay World School is an innovative and highly collaborative school that values student centered learning, questioning and a place where creativity is encouraged and promoted for students and staff.  At Charles Hay, all staff members advocate for students’ best interests and have a strong commitment to student success. The staff is proud of the culture and climate of the building that supports students’ academic and social emotional well-being and have built a robust system of academic and social emotional support to ensure that the school continues to excel in these areas. Charles Hay World School also has a high level of parent involvement that helps to create and reinforce the strong sense of community at the school. The staff prides themselves on being resilient and creative problem solvers who take pride in the long term vision of success for the school and its students and are eager to do what needs to be done to ensure continued success.
QUALIFICATIONS:

• Ability to identify and promote effective instructional practices
• Experience as an educational administrator is preferred
• Experience at the elementary level is prefered
• Experience with International Baccalaureate Primary Years Program is preferred
• Instructional expertise around scientific and research based early literacy development and practice is preferred
• Experience in supervision/evaluation of staff is preferred
• Experience as an instructional leader is required
• Knowledgeable about whole-child learning
• Effective verbal and written communication skills
• Ability to effectively manage a building budget
• Ability to work collaboratively with students, staff, parents and community
• Ability to create and maintain a safe and effective learning environment for students
• Demonstrated effectiveness as both a team leader and team member
• Understanding of and experience in building-level school improvement processes leading to increased student performance
• Ability to be adaptive yet focused on improvement priorities
• Strong organizational skills
• Ability to work with teachers, and all staff to grow instructionally and professionally
• Possess or the ability to attain a State of Colorado Principal’s license

PROFESSIONAL RESPONSIBILITIES:

• Leads staff members, through professional learning communities, in utilizing the districts’ standards-based curriculum to implement data-driven-instruction that responds to students’ learning needs
• Creates, implements and maintains tiered systems of academic and social emotional/behavioral support
• Utilizes appropriate resources of the staff, student body, school district and the community to develop and maintain highly effective instructional and co-curricular programs
• Plans and implements goals and objectives related to the improvement of instruction in a standard based model and leading to increased student achievement
• Plans and implements professional development activities for teachers and other staff members
• Serves as strong, supportive advocate for the school’s vision, students and staff
• Embraces the elementary community, is spirited, and cares about/enjoys working with kids
• Makes difficult decisions that are best for students, staff and the school
• Motivates, inspires and leads students and staff
• Responsible for performance evaluation and supervision of each staff member assigned to the school
• Develops and maintains effective communications among the students, the community, the faculty and the administration
• Plans and implements effective school improvement processes leading to increased student performance (short cycle action planning, 90 day plans)
• Engages in professional learning that integrates application of learning with Englewood Schools strategic plans and initiatives.
• Support work around securing and maintaining grants that support educational opportunities for students
• Supports the mission and vision of the Superintendent and Board of Education
• Other duties as assigned

SUPERVISION/TECHNICAL RESPONSIBILITIES:

• Supervision of certified and classified employees.
• Carries out supervisory responsibilities in accordance with the district’s policies and applicable laws. Responsibilities include interviewing, hiring and training employees; planning, assigning and directing work; conferences, goal setting, formal and informal observations, feedback and employee evaluations; rewarding, disciplining and recommending termination employees; and addressing complaints and resolving problems.

BUDGET AND/OR RESOURCE RESPONSIBILITIES:

• Prioritize and schedule work tasks independently.
• Create and implement effective and efficient process management strategies (e.g., procedures, equipment, materials and supplies).
• Accurately project budgetary needs and plans for effective use of fiscal resources.
• Maintain accurate records in accordance with professional standards, state guidelines, and school system policy.

EDUCATION/TRAINING/EXPERIENCE:
Master’s degree with emphasis in curriculum, instruction, educational leadership or administration (required).
Five (5) years successful teaching experience (required).
Bilingual (preferred).
LICENSES OR CERTIFICATIONS:
Valid Colorado Driver’s License.
Valid Colorado Principal License upon hire.
REPORTS TO:
Superintendent and Deputy Superintendent
LOCATION:
Charles Hay World School
 SALARY:
$90,000 – 115,000, depending upon experience and qualifications.
CLOSING DATE:
February 7, 2022
New hires or rehires will be responsible for the $49.50 fingerprint processing fee required for background checks through the Colorado Bureau of Investigation.

This job description is not intended to create any express or implied contract of employment or expectancy of continued employment for any definite term.

In compliance with Titles VI & VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act and Colorado law, Englewood Schools does not unlawfully discriminate on the basis of disability, race, creed, color, sex, gender identity, sexual orientation, marital status, religion, national origin, ancestry, age, or need for special education services in admissions, access to, treatment, or employment in educational programs or activities which it operates. Inquiries or complaints may be referred to Mr. Ryan Cowell, Executive Director of HR and Talent Development,4101 S. Bannock Street, Englewood, CO 80110, (303) 806-2029, or to the Office for Civil Rights, U.S. Department of Education, Region VIII, Federal Office Building, 1244 North Speer Blvd., Suite 310, Denver, CO 80204.

• Collaborate with district and community stakeholders to develop a diversity and equity strategic plan.
• Lead programs and activities in conjunction with the District’s strategic initiatives and goals to increase the academic achievement of all students including students of color, second language learners, students who qualify for free and reduced lunch, and students who are under-represented in advanced courses.
• Collaborate with District leadership, including school principals, to enhance the educational success of students of color, second language learners, and students who qualify for free and reduced lunches.
• Design and facilitate professional development that supports the implementation of culturally responsive pedagogical principles that are rooted in brain science and cultural understanding into culturally responsive teaching practices.
• Monitor District data related to the success of all students, particularly students of color, second language learners, and students who qualify for free and reduced lunches.
• Partner and collaborate with Central Administration, Building Administration, teachers, and staff to promote equity.
• Participate in community outreach services connecting with diverse student, parent, and community population groups to create better communication and understanding among and between the District and its constituents.
• Establish and maintain a system for marshaling available district resources to facilitate the work of equity, culture, and community engagement.
• Support the Department of Human Resources in the implementation of the District efforts to hire and retain a diverse licensed and non-licensed staff.
• Provide reports to the Board of Education
• Serve as District subject-matter expert on requirements of and compliance with Title IX, Title VII (as it applies to sex discrimination), and related to federal and state laws..
• Ensure timely investigation and resolution of all reports of sex discrimination, sexual misconduct, sexual harassment, domestic violence, dating violence, and stalking involving members of the District community.
• Coordinate District’s Title IX efforts, including the development, implementation, training, and monitoring of appropriate disclosures, policies, procedures and practices designed to comply with applicable law.
• Monitor compliance with all procedures, requirements, and time frames outlined in board policies applicable to Title IX.
• Participate in self-directed professional reading, develop professional contacts with colleagues, and attend professional development courses and trainings to ensure a full understanding of legal requirements and best practices related to compliance with Title IX.
• Perform other related duties as assigned or requested.

• Master’s degree in Education Administration, Curriculum Leadership, or related field
• Five (5) years of experience in Education Administration or Curriculum Leadership
• Experience leading adult learning conversations about race, racial equity, intersectionality and gender identity
• Experience managing budgets and supervising staff
• Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds
• Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement
• Advanced knowledge of brain science and cultural understanding
• Advanced knowledge of data analysis and curriculum and instruction
• Advanced knowledge of and competence with a conceptual framework of culturally responsive education which incorporates curriculum design, philosophical goals for student success, curriculum content, instructional practices, and assessment methods/instruments that are inclusive of racial, gender, ethnic and cultural diversity
• Advanced knowledge of and competence in developing and implementing programs and instructional practices that substantially improve the academic achievement of students of color, second language learners, students who qualify for free and reduced lunches, and students who are under-represented in advanced courses.
• Advanced skills in human relations and leadership
• Advanced skills in dealing with students, staff and families with diverse needs at various levels.
• Ability to be flexible and adjust to changing priorities
• Ability to navigate tensions that arise when engaging in difficult conversations across various constituent groups
• Ability to promote and follow Board of Education policies, District policies and building and department procedures, protocols, and guidelines.

• Experience as a school principal or district department-level administrator
• Colorado Administrator/Principal License
• Linguistically Diverse Education endorsement
• Ability to communicate in Spanish

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

Legacy Academy seeks candidates who demonstrate:

●      Mission alignment: Legacy Academy’s mission is to guide students in developing their individual character and academic potential by providing opportunities for collaborative learning and hands-on experiences through the continuous surveying of modern technology, science, arts, and extracurricular activities.

●      Entrepreneurial spirit: Willingness & ability to innovate the educational process utilizing the resources of the school environment.

●      Team orientation:  Ability to work collaboratively in a professional learning community characterized by team planning; participating fully in professional development; and engaging in an ongoing exchange of ideas, while also accepting and communicating clearly the decisions of the team.

●      Drive for excellence: Hard-working, self-starter who takes initiative and is committed to learning and self-improvement for the betterment of Legacy students & staff.

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

Responsibilities:

●   Ability to work with and adapt to current technology innovations.

●   Implement instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences. 

●   Identify, select, and modify instructional resources to meet the needs of the students with varying backgrounds, learning styles, and educational needs.

●   Assists in assessing changing curricular needs and offers plans for improvement.

●   Maintains effective and efficient record-keeping procedures.

●   Measure progress and accomplishments of students towards their academic achievements on a regular basis by analyzing student data.

●   Use student data to develop lesson, enrichment, and intervention plans.

●   Provides a positive environment in which students are encouraged to be actively engaged in the learning process.

●   Communicates effectively, both orally and in writing, with students, parents, and other professionals on a regular basis.

●   Collaborates with peers to enhance the instructional environment.

●   Models professional and ethical standards when dealing with students, parents, peers, and the community.

Job Qualifications:           

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

Reports to:  Principal / Assistant Principal

Salary: $30k – $40k based on experience and qualifications. Salary will be prorated for the remainder of the school year.

Riverdale Ridge High School, a 27J School in Thornton, CO, is seeking a high school principal to provide dynamic leadership for a comprehensive high school campus.

Qualifications:

• Master’s Degree minimum; other advanced graduate work preferred.
• Colorado Principal License or Administrator License.
• At least three years of administrative experience as a secondary school principal or assistant principal required.
• At least three years’ teaching experience at the high school level required.
• Experience and knowledge of curriculum for secondary schools, with a knowledge of state standards required.
• Experience and knowledge of CTE programming is required.
• Experience with school construction or remodel is helpful.

Required Qualifications:

1. A valid Colorado Department of Education Principal License.
2. The ability to handle many complex tasks simultaneously.
3. The ability to facilite and coach a high-functioning team.
4. The ability to define roles and share responsibility to move the school vision forward.
5. The ability to seek out and engage the perspective of others.
6. The emotional intelligence to understand others’ needs and provide support.
7. The ability and interest to learn continuously and to adapt to changing circumstances (student characteristics, curriculum, and so on).
8. A belief in empowering all children as owners of their learning.

PRINCIPAL
Fairview High School 

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

Established in 1960, Fairview High School, home of the Knights, is located in beautiful south Boulder, Colorado. Recognized nationally for its excellence, we offer students a variety of rich academic pathways.  With a variety of clubs, sports, technology, and arts programs, Fairview fosters a sense of community, supports diversity, and encourages all students to find their place and thrive.  Website:  Fairview High School

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

RESPONSIBILITIES:

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

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

Preferred:
-Experience in teaching, supervision, and educational leadership
-Principal experience or its equivalent
-Experience with data-driven school improvement processes that result in high academic achievement for all and elimination of achievement gaps
-Knowledge of student assessment and data analysis for continuous improvement
-Current knowledge of effective instructional practices
-Strong planning, organization, motivation, management, supervision and evaluation skills
-Strong written and verbal communication skills with internal and external audiences
-Experience with the MTSS process and the Standards-Based Teaching/Learning Cycle
-Knowledge of school-based budget/planning
-Demonstrated skills in facilitation, problem-solving, and conflict management
-Understanding of English Language Learners and appropriate programming

Employment is contingent upon successful completion of the post-offer screening process, including a background check.

SALARY:  Range 17:  $114,265 – $172,111  (2021-2022 salary schedule – based on experience); excellent benefit package. Website: BVSD Benefits.

EFFECTIVE DATE: Beginning of 2022-2023 school year (July 25, 2022)

Warren Village is actively seeking an energetic, passionate and skilled Early Learning Childhood Teacher

Warren Village is a mission driven “learning organization” that is founded on six core values (collaboration, integrity, inclusion, accountability empowerment, and excellence) driving our culture and work.  Utilizing a Two-Generation (2Gen) approach, Warren Village empowers disadvantaged single parents to regain self-esteem, reconnect to the community, and ultimately reclaim a productive place in society.

We are looking for creative, critical thinking people who believe that you can learn from failure and improve outcomes through reflection; creating opportunities for those most disadvantaged in our community to improve their lives.

The Warren Village Learning Center serves children ages 6 weeks to 10 years old in a comprehensive, high quality early learning environment. Our Learning Center has a 4-star program quality rating by Colorado Shines. Our teaching teams are dedicated to providing a supportive and nurturing learning environment that helps foster the development of the whole child.  Warren Village places a strong emphasis on teacher training and application of Conscious Discipline®, an innovative social-emotional learning and classroom management program designed to give teachers the discipline skills they need to address the emotional and social issues of children.

Essential functions:

• Maintain compliance with regulatory agencies

• Development of professional techniques and skills that promote quality early childhood education
• Develop and maintain cooperative and respectful relationships

• Supervision and management of young children:
• Maintain complete and accurate records
• Maintain classroom and general building appearance.

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

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

The Jeffco Human Resources Department is comprised of Talent Acquisition & Staffing, Total Rewards and Benefits, Employee Records (HRIS/Compensation/Performance Management), Employee Assistance Programming, and Leave Management. The team is responsible for leading all human capital initiatives and supporting Jeffco employees through all phases of their employment lifecycle, and committed to providing flexible solutions to meet the growing needs of our more than 15,000 employees. In support of the District’s guiding strategic plan and Jeffco Generations, the HR Department is focused on driving one aspect within the pivotal District strategy of Conditions for Learning, comprised of the HR tactic “A Professional Model of Teaching” and other District tactics – High Expectations, Commitment to Equity and Educator Learning.

SUMMARY Serve the District as an independent, confidential and neutral intermediary support role; navigating informal complaint resolution and the formal existing complaint procedures/processes, as appropriate, to encourage a positive culture and climate in Jeffco Public Schools. Maintain practices to encourage and allow for engagement with people from a variety of cultures, backgrounds and experiences. Develop and monitor processes for staff comments, questions, concerns and informal complaints as related to appropriate staff interactions and treatment. Assist in the resolution of complaints outside of the existing procedures managed by other district staff. At all times, follow all Board and District policies and regulations; and local, state and federal statutory processes. This position supplements but does not replace the District’s existing resources for conflict resolution.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:

Accept and review employee complaints related to equity, diversity, inclusion and other related concerns in the district. Identify issues for in-depth review and/or intervention and/or resolution. Pass other items to the formal complaint process, when appropriate.

Guide employees with concerns, when appropriate, to required or appropriate existing complaint or action protocols.

Act as an informal mediator when appropriate to resolve complaints and concerns.

Conduct informal fact-finding during issue resolution.

Participate actively in the District Equity Accountability Committee and other assigned committees. Provide summary information and reporting to the committee.

Participate in equity reviews of policies, procedures and practices, as related to employee working conditions and experiences.

Proactively address issues that may result in misunderstanding or conflict. Make recommendations to leadership, school and district, for process and communication improvements in support of employee equity issues, concerns and questions.

Collect and analyze information related to complaints and inquiries to the ombudsperson. Prepare regular confidential summaries of collected information for the Superintendent.

Periodically review the case profiles to summarize suggested changes to policies, regulations, procedures or practices. Present recommendations to the Superintendent.

Assist with the development, implementation and/or gathering of supports and resources for training and learning related to bullying, harassment, discrimination, retaliation, racist actions, etc.

Make all required reports, such as policy violations, child abuse, discrimination and other statutorily required reporting categories.

Maintain confidential data records, files and databases.

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 3-5 years’ minimum experience in Human Resources, Employee Relations, or other job-related areas of business, including staff and process oversight, experience with mediation, alternative dispute resolution, and/or restorative practices. Experience working with employees from marginalized identities.

EDUCATION AND TRAINING Bachelor’s degree in Education, Sociology, Psychology, Conflict/Dispute Resolution, Human Resources, Management, Business or other job-related fields.

CERTIFICATES, LICENSES, REGISTRATIONS Valid Colorado Driver’s License

SKILLS, KNOWLEDGE, & EQUIPMENT Knowledgeable in the subject areas of equity, diversity, inclusion, conflict/dispute resolution, mediation, training, human resources, and employee relations. Excellent communication and writing skills. Ability to problem solve. English and Spanish bilingual language skills preferred.

DECISION MAKING Ability to make decisions regarding possible behavior issues, contract violation, and violation of federal or state law/statues, or Board policy. If violations occur must decide appropriate employer response to violation. Requires analysis of laws, contracts, policies. Errors in decision making could potentially result in substantial cost and/or embarrassment to the District.

COMMUNITY RELATIONS Daily contact with any staff throughout the district in support of conflict/dispute resolution. Daily contact with staff to interpret policy, maintain relationships, recommend policy, negotiate controversial matters, and set critical policy.

SPAN OF CONTROL This position has no supervisory responsibilities.

EDUCATIONAL DELIVERY Provide support to schools and students by providing direction, advice, influence, and training to all District staff regarding concerns or problems. The majority of time is not spent on the school site.

COMPLEXITY OF WORK Work is self-directed. Requires independent judgment; interpretation of facts; analysis; tact; diplomacy; and comprehensive understanding of District rules and regulations to solve complex problems with potential for legal ramifications.

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

PHYSICAL DEMANDS While performing the duties of this job, the employee is regularly required to sit; use hands to finger, handle, or feel; and talk or hear. The employee is occasionally required to stand, walk, and reach with hands and arms. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision and ability to adjust focus.

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

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

The Educational Leadership and Policy Studies (ELPS) Department is strongly committed to building a diverse and inclusive educational environment, which is in full accord with the value that DU places on its commitments to diversity, equity, and inclusion. Candidates must demonstrate ability to integrate content and issues relating to, and working effectively with, racially, culturally, and linguistically diverse populations.

Major areas of study represented in the ELPS Department include educational and organizational leadership and policy studies. We offer Certificate, Masters, and Doctor of Education and Philosophy degrees, and our department emphasizes the highest standards of ethics, professionalism, cultural humility, critical self-reflection, scholarly competence, and transformative leadership. Faculty are active in cutting edge research, pedagogy, and practice; hold leadership positions in professional organizations; regularly contribute scholarly work in their respective fields; and have a strong commitment to teaching, mentoring, and working in partnership with graduate students. We are looking for an anti-racist colleague who is interested in liberatory pedagogy and scholarship and is committed to support our mission of serving the public good and promoting diversity, equity, and inclusion.

Position Summary

The Morgridge College of Education (MCE) at the University of Denver (DU) invites applications for a Clinical Assistant Professor in the Educational Leadership and Policy Studies Department (ELPS) beginning June 1, 2022. This is a benefited, non-tenure track, full-time, 12-month clinical faculty position. As a full-time ELPS faculty member, the Clinical Assistant Professor will participate in all faculty activities, including teaching courses, advising students, participating in the recruitment and admissions process, and attending department meetings.

The successful applicant will have primary responsibilities in the principal certification program. The ELPS Principal Certificate Program is approved by the Colorado Department of Education. It was ranked 25th in the US News and World Report in 2021.

Essential Functions

The roles and responsibilities include, but are not limited to:

• Teach graduate level courses, with an emphasis on principal preparation.
• Advise ELPS graduate students and supervise principal internships.
• Work collaboratively with ELPS faculty and staff to accomplish program goals.
• Collaborate with partner schools, community partners, and state agencies.
• Participate in recruitment, admissions events, retention, and orientation of ELPS graduate students. with the ELPS Department Chair and other colleagues.
• Perform teaching, research, and service activities as described in the Clinical Faculty Appointment and Promotion Guidelines.
• Maintain and grow the departments commitment to diversity, equity, and inclusion.

Knowledge, Skills, and Abilities

The ideal candidate demonstrates experience and versatility in inclusive pedagogy. We are especially interested in qualified candidates who can contribute to diversity, equity, and inclusion through their teaching, service, and research.

Required Qualifications

• Doctoral degree in education (PhD or EdD) with an emphasis in Educational Leadership or Policy Studies.
• Background and teaching experience in educational leadership and policy studies
• Prior teaching and leadership experience in preK-12 schools/districts with diverse student populations.
• Leadership experience in K-12, academic, community, non-profit, or professional organizations.

Preferred Qualifications

• Prior teaching experience in higher education.
• Demonstrated commitment to promoting diversity and inclusion and a track record of demonstrable outcomes leading to a more inclusive environment; supports internships/clinical experiences
• Expertise in equity and social justice leadership.
• Active research agenda commensurate with a clinical line.
• Expertise in scholarly areas such as the principal pipeline, equity leadership, principal preparation, professional development, or school improvement.

Application Deadline
For best consideration, please submit your application materials by 4:00 p.m. (MST) on January 7, 2022.

Special Instructions
Candidates must apply online through jobs.du.edu to be considered. Only applications submitted online will be accepted.

Salary Grade Number:
The salary grade for the position is UC.

Salary Range:
The salary range for this position is $72,000 – $76,000.

The University of Denver has provided a compensation range that represents its good faith estimate of what the University may pay for the position at the time of posting. The University may ultimately pay more or less than the posted compensation range. The salary offered to the selected candidate will be determined based on factors such as the qualifications of the selected candidate, departmental budget availability, internal salary equity considerations, and available market information, but not based on a candidate’s sex or any other protected status.

Benefits:
The University of Denver offers excellent benefits, including medical, dental, retirement, paid time off, tuition benefit and ECO pass. The University of Denver is a private institution that empowers students who want to make a difference. Learn more about the University of Denver.

Please include the following documents with your application:

1. CV
2. Cover letter
3. One page philosophy of teaching statement
4. One page diversity statement describing how your teaching and scholarly work activities contribute to our DEI mission; include your existing activities that contribute to DEI.
5. Names and contact information for three professional references, at least two of which are written by previous supervisors.

The University of Denver is an equal opportunity employer. The University of Denver prohibits discrimination on the basis of race, color, national origin, age (40 years and over in the employment context), religion, disability, sexual orientation, gender identity, gender expression, genetic information, marital status, veterans status, and any other class of individuals protected from discrimination under federal, state, or local law, regulation, or ordinance in any of the university’s educational programs and activities, and in the employment (including application for employment) and admissions (including application for admission) context, as required by Title IX of the Education Amendments of 1972; Title III of the Americans with Disabilities Act of 1990, as amended in 2008; Section 504 of the Rehabilitation Act of 1973; Title VI and VII of the Civil Rights Act of 1964; the Age Discrimination Act of 1975; the Age Discrimination in Employment Act of 1967; and any other federal, state, and local laws, regulations, or ordinances that prohibit discrimination, harassment, and/or retaliation. For the university’s complete Non-Discrimination Statement, please see non‑discrimination‑statement.

All offers of employment are contingent upon satisfactory completion of a criminal history background check.

Substitute Teaching Opportunities at Stanley British Primary School

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

Responsibilities Include:

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

Desired Qualifications and Background Experience

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

About Stanley BPS

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

We Value

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

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

A Note About Our School During Covid

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

Pay

$75/half-day and $150/full day.  A long-term sub assignment is defined as requiring 60+ days and then the pay rates increases to $170/day.

Equal Opportunity Employer

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

School:  Craig Middle School
Position Available: ASAP

Job Title:  Middle School Counselor

Summary:  The goal of the Middle School Counselor is to help students succeed in school and in life.  The job of the Middle School counselor is to help provide an environment for each student that is conducive to success, and to help students deal with whatever might be getting in the way of their success.

*SALARY:  Salary is commensurate to education and experience.

Education and/or Experience:  Master of Arts degree in Counseling preferred.  Preferred two years of successful full-time teaching experience. Minimum requirement – Bachelor’s degree(B.A.) from four year college or university.  Flexible, works well with team, dependable, loves kids, good classroom management, good people skills and communication.
Certificates, Licenses, Registrations:  Eligible or already in possession of a Colorado Special Service Provider License for School Counselor issued by the Colorado Department of Education.

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

Essential Duties and Responsibilities:  Other duties may be assigned.
-Counsels groups or individual students who are referred by teachers, parents, administrators or community agencies.
-Talks to students who express academic or personal concerns.
-Serves as a member of the District Crisis Team and helps students in crisis situations.
-Provides conflict resolution.
-Consults with teachers, staff, and parents, and various community agencies regarding meeting the needs of students.
-Helps to identify students who are having difficulties or are at-risk students.
-Monitors student academic progress and attendance.
-Maintains students records.
-Works to prevent at-risk behaviors by coordinating various activities as well as providing appropriate guidance materials.
-Provides a positive learning environment through various reward programs.
-Represents school as a member of appropriate community organizations.

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

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

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

Mathematical Skills:  Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plan and solid geometry and trigonometry.  Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

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

Other Skills and Abilities:  Ability to apply knowledge of current research and theory to instructional program; ability to plan and implements lessons based on division and school objectives and the needs and abilities of students to whom assigned.  Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written or oral communication.

Physical Demands:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to sit, stand, walk and talk or hear.  The employee is occasionally required to run; stoop and kneel.  The employee must occasionally lift and/or move up to 50lbs.  The employee must occasionally push items of 75lbs. or more, such as pushing children on a bike or moving/rearranging furniture.  Specific vision abilities required by this position include close vision, distance vision, and depth perception.

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

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

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

SECONDARY (6-12) ASSISTANT PRINCIPAL

Role Mission 

Rocky Mountain Prep’s Chief People Officer leads the organization’s strategic efforts in recruitment, staffing, professional development, talent management, compensation, and benefits, along with overall organizational health and retention of staff.  The CPO will be charged with modernizing RMP’s professional development, talent management practices, leadership development pipeline, and general compensation philosophy to help RMP achieve its mission at scale and continue to grow in its effectiveness. The ideal candidate will possess the vision to help us re-strategize our entire people management philosophy and systems with the practical leadership skills to communicate and inspire around a clear vision, build the management systems and structures to teach it to everyone in the organization, and respond to real-time data and make adjustments. Additionally, the ideal candidate will have sound judgment and coaching skills as they will often be building all the managers’ capacity to make good human capital decisions. 

During the 2021-2022 school year, RMP is driving after five big goals:

1. Kindergarten through second-grade students will grow, on average, 1.5 years in math and reading.
2. Students receiving interventions will, on average, grow 2 years in reading.
3. Third- through fifth-grade students taking CMAS will score an average of 45% on track for the next grade level with 10% scoring exceeds expectations.
4. Average Daily Attendance at each RMP school will be at least 96%. 
5. At least 90% of students who start at RMP, stay at RMP. (We call this the Persistence Goal.)

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

Accountabilities  

• 100% of staff members are hired by the first day of work calendar/professional development (e.g. leader PD, NTT), inclusive of all instructional, operations, and Network Support Team roles
• 85% staff retention with no gaps along the lines of race 
• 90% of leadership positions are filled with a high-quality internal candidate 
• 45/10% average on Colorado Measures of Academic Success across all schools
• K-2nd graders achieve 1.5 years of growth averages across all schools 
• 90% of principals, principals in residence, and assistant principals of instruction are highly effective in the prioritized Rocky Mountain Prep school leadership levers 

Supervisory Responsibilities:  Directly manages the Director of Staffing. The Talent Recruiter, who the Director of Staffing manages, is also on the people team. The Chief People Officer will have dotted-line relationships with almost everyone in the organization. 

Qualifications: 

Required

• Bachelor’s Degree 
• Minimum of 10 years of supervisory experience with significant experience in coaching and developing systems, structures, and pipelines to support leadership development and succession planning.
• Must be willing to work over 40 hours per week with some nights and weekends. 

Preferred:

• Principal experience is highly preferred. 
• Master’s Degree preferred
• Specialist in Human Resources (SHRM) certification preferred 

Salary

Rocky Mountain Prep offers a competitive compensation and benefits package. The salary range for this position is $120-$130,000 annually. 

Benefits

• Health Insurance (medical, dental, vision)
• Disability Insurance (RMP covers short term disability coverage at no cost to the employee. Staff members can also select optional long-term coverage.)
• Life Insurance (optional up to $100k – additional options through PERA)
• Retirement (PERA 401k – RMP does not match contributions at this time)
• Paid-Time-Off (Personal/Sick leave)
• $500 wellness benefit 

Want more information

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

Report To: Executive Director

Job Type: Full Time, Exempt

Salary range: Starting at $8,333.33 – $9,583.33 (monthly) plus competitive performance bonus potential

LOCATION & TRAVEL

• The CSI Office is located in Downtown Denver.
• This position offers telecommute flexibility.
• Periodic statewide travel is required.

ORGANIZATION OVERVIEW

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

Visit our website to learn more

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

PLEASE FOLLOW THE INSTRUCTIONS IN THE OFFICIAL POSITION ANNOUNCEMENT TO APPLY FOR THIS JOB: Please email your resume and cover letter to CSIEmployment@csi.state.co.us. The cover letter should detail how your experience meets the minimum experience requirements listed in the above position announcement.

POSITION SUMMARY

CSI is seeking energetic, client-oriented Director of Finance candidates to assist CSI in the next phase of its organizational growth and quality improvements. The Director of Finance will provide critical financial guidance, leadership, and strategic vision to CSI as the state’s model authorizer. In addition, this position will lead the provision of the financial oversight, guidance, and support that CSI provides its portfolio schools. Strong candidates will possess robust credentials in public school finance, a strong commitment to the principles of charter authorizing, excellent communication skills, and a desire to be part of a collaborate leadership team.

Please see below for a complete position description:

ESSENTIAL DUTIES: DIRECTOR-LEVEL RESPONSIBILITIES (65%)

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

• Represent CSI with a variety of audiences, including schools, school leaders, school boards, the Colorado Department of Education, other charter authorizers, charter school support organizations and decision makers in public and high-stakes settings.
• Engage in CSI-wide strategic planning that sets the vision and direction of the organization.
• Oversee the professional development and coaching, technical assistance with, and compliance monitoring of state and federal statutory requirements and regulations.
• Use effective written and oral communication to present information accurately while adapting to various stakeholders and other audiences.
• Provide operational support for the Executive Director.
• Regularly engage with and report to the CSI Board and Board committees.
• In coordination with the Department of Legal and Policy, monitor schools’ compliance with regulations and required submissions while utilizing and implementing the CSI School Compliance Policy.
• Collaborate with other Directors to ensure coordination and alignment of work across departments, effective allocation of resources, opportunities to learn from the in-depth work of the team and inform broader organizational initiatives.
• Set the vision and direction for the department that aligns with, and advances, broader strategic objectives.
• Oversee the development and monitoring of annual goals, annual performance evaluations, and professional development of team members.
• Contribute to the development, update, and access to resources related to the CSI Performance Framework.
• Provide school performance and operational evaluation for inclusion in the CSI Annual Review of Schools.
• Participate in the review of all charter applications as a member of the CSI Review Team, including regularly update charter application materials and rubrics.
• Contribute to the development of contract conditions and milestones, risk assessments, and staff reports for recommendation to the Executive Director.
• Ensure work and decisions align with national best practices to maintain high standards for charter schools, uphold school autonomy, and protect student and public interests.

ESSENTIAL DUTIES: ROLE-SPECIFIC RESPONSIBILITIES (35%)

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

• Develop and oversee internal CSI financial controls, ensure that all internal financial operations, accounting, financial activity, and procurement functions are complete, timely, and in accordance with GAAP, state statute, state fiscal and procurement rule, and federal regulations.
• Direct and complete the submission of required financial reports to the Colorado Department of Education, the Office of the State Controller, the Governor’s Office of State Planning and Budgeting, and the Joint Budget Committee.
• Act as the agency’s budget officer, overseeing the agency’s participation in the Governor’s Budget Development process, and acting as the agency liaison in interactions with the Office of State Planning and Budgeting (OSPB).
• In coordination with the Executive Director, lead the CSI internal budget process to engage all stakeholders in developing the CSI annual budget to best meet the needs of the organization and the organization’s schools.
• Obtain and maintain State Controller Delegation and serve as one of the agency’s controller delegates in contract execution, fulfilling all state controller obligations included in the delegation.
• Oversee CSI and CSI schools’ compliance with the Financial Transparency
• Oversee and support the collection, review, and feedback for required school submissions of financial reports including school level budgets, annual financial audits, quarterly and monthly reports, annual assurances for financial accreditation, and the financial data pipeline.
• In coordination with Human Resources, oversee the agency’s payroll processing to ensure all regulations are met, and employees are paid accurately and on time.
• Direct the organization’s response to CDE annual financial corrective action notices for CSI and CSI school
• Evaluates Assistance Fund applications, makes recommendations to the CSI finance committee and Board for use of the Emergency Assistance Fund.
• Oversee the annual reconciliation of amounts collected from and due to schools pursuant to statutory, grant, and federal requirements Oversee the fiscal note process for bills impacting the Institute or Institute schools. Lead CSI’s efforts on funding equity through CSI’s legislative priorities and advocacy with key stakeholders such as legislators, legislative and JBC staff, schools, and members of the Governor’s Office.
• Annually review and update financial reporting metrics and facilitate regular conversations with key stakeholders about financial frameworks and monitoring.
• In collaboration with the Director of Policy and Legal Initiatives, monitor and oversee compliance with financial and food services regulations, including revising CSI policies as necessary.
• Implement a system of differentiated support and monitoring for CSI schools according to financial outcomes and indicators of financial risk.
• Oversee and develop resources for CSI portfolio schools and non- CSI charter schools in Colorado, including online training modules, a database of funding opportunities, recommended vendor pools, and more.

BENEFITS

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

INCLUSION STATEMENT

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

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

WHAT WE ARE LOOKING FOR:

At a minimum, we are looking for the following:

• BS or BA in Accounting, Finance, or related field
• Strong operational and finance experience in a senior leadership role for 3+ years
• Ability to monitor and maintain compliance in accordance with state and federal regulations
• Proven ability to work in a team environment that values collaboration, deliberation, healthy conflict, flexibility, high expectations, accountability, and a high level of trust among the entire leadership team.
• Excellent verbal and written communication and customer service skills
• All final candidates must successfully pass a thorough criminal background check.

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

• MBA and/or CPA
• Demonstrated experience with, and commitment to, the application of the principles of charter school autonomy and accountability in an authorization environment
• Experience in government auditing, accounting, or budgeting
• Experience directing multiple team members
• Experience in Colorado state financial processes and procedures

WORK ENVIRONMENT

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

SUMMARY: The Chief Equity and Academic Officer is a member of the superintendent’s cabinet and provides administrative and strategic oversight in developing, achieving, and maintaining the best educational programs and services for all students.

This position provides leadership in the design, planning, and implementation of all learning services, promoting high student achievement through quality, equitable instruction for both students and employees of the district. This position is responsible for providing leadership and facilitating collaboration with schools and departments to foster an environment that: is student-focused and results-oriented; has a clear shared vision of great teaching and learning; builds educator capacity and investment; and is data-driven and focused on accountability to ensure that all students thrive. This position directs the operation, development, implementation, and coordination of programs and staff in the departments responsible for: curriculum and instruction; professional development; student services; research and evaluation; language, culture, and equity; career and innovation; and integrated services, all of which are part of the district’s Learning Services Team. A critical component of this role is also the development and implementation of an equity plan that supports the district’s strategic plan (currently in development), mission, and vision while specifically promoting inclusion for all and narrowing the gaps between the highest and lowest performing students. This position, in partnership with the Learning Services Team, develops institutional policies, practices, and programs that create a climate of equity and acceptance that respects, values, and responds to the diversity of students, staff, parents, and the community.

Description of Job Tasks:

1. Provide leadership and facilitate collaboration with schools and departments to foster an environment that is: student-focused and results-oriented; has a clear shared vision of great teaching and learning; builds educator capacity and investment; and is data-driven and focused on accountability to ensure that all students thrive.
2. Provide leadership in the design, planning, and implementation of all learning services, promoting high student achievement through quality instruction for both students and employees of the district.
3. Direct the operation, activities, development, implementation, coordination, and supervision, including evaluation and hiring of programs and staff in the departments responsible for: curriculum and instruction; professional development; student services; research and evaluation; language, culture, and equity; career and innovation; and integrated services, all of which are part of the district’s Learning Services Team.
4. Engage stakeholders in the achievement of the district’s shared vision for teaching and learning.
5. Identify key instructional strategies to support the school system and oversee instructional programs and recommend changes/additions based on research and established goals.
6. Lead the interpretation of curriculum and/or instructional changes and/or outcomes to the Board, administration, staff, and the community by demonstrating a deep knowledge of high-quality curriculum and instructional materials.
7. Provide leadership to the administrative staff of the Learning Services Team in the development of the district’s strategic plan and the coordination of activities, functions, and responsibilities of their departments that strengthen our instructional core and align with school system goals.
8. Collect, analyze, and use assessment, personnel, student, and other forms of data. Use data and research, including assessment data, to continuously improve instructional programs, staff training, and services to schools.
9. Collaborate with school and community leaders in the development, identification, and implementation of best practices for continuous improvement of instructional delivery and success of all schools.
10. Oversee the coordination of professional development efforts throughout the district, including but not limited to curriculum implementation, high performing teams, DEI, and data-informed instruction.
11. Develop and oversee implementation of a strategic plan for diversity, equity, and inclusion (DEI) rooted in our mission, theory of action, and vision for DEI as it relates to equitable instructional practices.
12. Provide leadership for the implementation of the equity plan including regular reports on progress toward goals. With the Learning Services Team, develop organization-wide scorecard and systems to collect input, analyze data (both qualitative and quantitative) and monitor and report on progress. Manage relationships with external partners as needed to deliver training and support to achieve our plan.
13. Lead equity-related district committees and other family/community components of the district equity plan.
14. Serve as a trusted advisor and thought partner to colleagues; support and advocate for teammates who are being impacted by issues of equity and inclusion. Champion a positive culture including feedback and training for those who need to develop their skills and/or awareness of the impact they are having on others. Provide coordination, consultation, and assistance to the superintendent and the Cabinet on equity and diversity matters related to students, staff, and families.
15. Share knowledge of contemporary diversity, equity, inclusion, and multiculturalism concepts and issues, especially in public education. Share knowledge of culturally responsive teaching and education-related practices, social justice, and diversity as fundamental aspects of academic excellence.
16. Support and influence colleagues to operationalize DEI vision. Provide leadership, collaboration, and support to teammates to differentiate our organizational vision for DEI into role-specific actions and performance management and accountability systems; and to ensure that our DEI vision is infused into the organization through its systems, tools, policies, structures, and practices. Develop, organize, and implement professional development opportunities for all staff with an emphasis on diversity, equity, and inclusion.
17. Develop consistent communication and feedback mechanisms to ensure we can identify, discuss, and address equity issues impacting our students, schools, and staff. Stay abreast of research and best practice in equity and inclusion. Develop communication systems to share best practices, highlight bright spots, and keep staff apprised of key initiatives and activities.
18. Collaborate with district administrators to develop, lead, and implement a systematic process that identifies and addresses inequalities and other experience that create barriers to student engagement and achievement. Develop and implement systems and procedures to address the needs of culturally and linguistically diverse students, parents, and families. Promote and implement district and site-based approaches to community access and engagement.
19. Utilize relevant data resources to track and analyze diversity, equity, and outreach strategies within the district and community.
20. Model the characteristics of effective leadership including energy, integrity, high-level communication skills, and strategic thinking processes.
21. Ensure all work is performed in accordance with standards, federal and state regulations, accreditation standards to meet the district’s mission, vision, and goals.
22. Provide leadership in all functions of assigned departments, including budgets, program priorities, and performance standards.
23. Participate in budget development and long-range financial planning at the executive level.
24. Serve as a member of the superintendent’s Cabinet.
25. Perform additional duties as assigned by the superintendent.

EDUCATION AND RELATED WORK EXPERIENCE:

• Master’s degree in Educational Leadership or Administration, or a related field; Ph.D. or Ed.D. preferred.
• Minimum of 5 years of educational administrative experience; experience in school and district level settings preferred.
• Experience in curriculum design with an emphasis in learning services, student services, professional development, DEI, or related area.
• Experience in classroom teaching.
• Progressive experience in leading and managing diverse work teams and building teacher efficacy through comprehensive professional learning opportunities also required.
• Equivalent combination of education and experience acceptable.

LICENSES, REGISTRATIONS or CERTIFICATIONS:

• Criminal background check required for hire
• Colorado Administrator or Principal license required.
• Valid Colorado driver’s license.

For additional information and to apply: https://psdschools.tedk12.com/hire/ViewJob.aspx?JobID=4084

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Information specific to this position: Compensation will also include family health benefits, monthly mileage, and the employee portion of PERA contributions.

Pay Range: $128,325 – $177,089/year

Percentage: 100%

Work calendar days: 260 days

Duration of position: Ongoing

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

*Pay range listed above is for employees newly hired to PSD (existing employees please refer to the pay range on the appropriate salary schedule). PSD engages in a salary placement process vs. a salary negotiation process. All salaries are set by Human Resources based on a review of qualifications compared to the requirements on the job description; therefore listing all related education and experience on your application is recommended.

Questions regarding this posting can be directed to Human Resources at hr@psdschools.org

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

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

Aurora Public Schools Compensation and Benefits

Complete Job Description Link

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

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

The Finance Manager is responsible for:

Financial Management

In partnership with the Finance and Business Director:

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

Payroll
Oversee and process payroll including:

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

System Data Integrity

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

Other Duties as assigned 

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

Requirements

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

Hiring Range

$55,968 – $62,964 per year

Benefits

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

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

Job Responsibilities

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

Required Qualifications

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

Preferred Qualifications

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

Industry: Education

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

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

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

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

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

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

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

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

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

CITY YEAR

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

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

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

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

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

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

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

Core Values

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

City Year’s core values are:

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

Job Description

THE ROLE OF THE CITY YEAR DENVER EXECUTIVE DIRECTOR

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

EXPERIENCE AND QUALIFICATIONS 

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

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

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

COMPENSATION

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

BENEFITS

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

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

Overview:

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

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

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

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

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

Summary of Responsibilities

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

Qualifications:

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

Education, Experience, and Certifications:

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

Compensation Package:

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

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

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

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

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

Aurora Public Schools Compensation and Benefits

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

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

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

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

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

PROGRAM:             Education

LOCATION:             Denver, CO

SALARY:                   $6,012 p/month

STATUS:                    Full-time

ABOUT NCSL:

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

ABOUT THE ROLE:

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

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

WHAT YOU’LL DO:

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

SHARE YOUR KNOWLEDGE:

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

THE WORK ENVIRONMENT:

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

QUALIFICATIONS FOR SUCCESS:

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

YOUR BENEFITS AT A GLANCE:

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

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

HOW TO JOIN OUR TEAM:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Input information into ezEDMed system for reimbursement purposes.

Other duties as assigned.

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

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

Overview:

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

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

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

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

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

Summary of Responsibilities

Health and Safety:

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

Office Management: 

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

Qualifications:

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

Education, Experience, and Certifications:

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

Compensation Package:

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

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

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

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

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

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

Essential Performance Responsibilities

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

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

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

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

Knowledge, Skills and Abilities

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

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

Qualifications Profile

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

Education

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

About Third Future Schools:

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

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

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

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

Third Future Schools website: www.thirdfuture.org 

Our Team:

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

Available Position:

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

Compensation – $65,000 – $72,000

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

Job Description and Responsibilities:

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

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

Responsibilities:

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

Requirements:

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

Education:

Minimum – Bachelor’s degree

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

Knowledge and Skills:

Proven track record of data management and analysis

Clear and articulate communicator orally and written

Excellent timeline management skills

Spreadsheet and database expertise

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

Exceptional customer service and interpersonal relationship skills

Salary:

$65,000 – $72,000

LICENSED TEACHER VACANCY
INR SCIENCE TEACHER – FALCON HIGH SCHOOL

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

1. BA/BS from accredited college or university
2. Valid Colorado teaching license endorsed in area of assignment: Secondary Science OR
   1. a valid CO licensed endorsed in another area AND passing exam scores on the PRAXIS II – exam #5435 (or #0435) only OR
   2. a valid CO license endorsed in another area and 24 or more semester hours in Science – HR to review transcripts and make determination OR
   3. a valid CO license endorsed in another area and a BA/BS or higher major in Science – HR to review transcripts and make determination

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

EOE M/F/D/V

ORGANIZATION OVERVIEW

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

POSITION SUMMARY

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

DEPARTMENT: Student Services

REPORTS TO: Director of Special Education

POSITION START DATE: July 2020

ESSENTIAL DUTIES AND ROLE-SPECIFIC RESPONSIBILITIES

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

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

KNOWLEDGE, SKILLS & ABILITIES

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

EXPERIENCE

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

EDUCATION & LICENSURE

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

JOB TYPE

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

LOCATION & TRAVEL

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

SALARY RANGE

• Competitive and commensurate with experience

BENEFITS

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

PHYSICAL DEMANDS

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

WORK ENVIRONMENT

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

NOTE

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

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

Legacy Academy seeks candidates who demonstrate:

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

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

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

Responsibilities:

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

Job Qualifications:           

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

Reports to:  Principal / Assistant Principal

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

Please Apply Here: 

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

ACADEMICS

Traditional 235 work days

FTE: 1.0

Salary Range: $59,355 – $71,923

Essential Functions and Objectives:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Knowledge, Experience & Other Qualifications:

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

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

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

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

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

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

– Effective time management and organizational skills.

– Ability to understand and interpret assessment data.

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

– Effectively handles multiple demands and competing deadlines.

– Works collaboratively with others on a team.

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

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

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

Education Requirements:

– Bachelor’s Degree in education, required. 

– Master’s Degree in education, preferred. 

Additional Information:

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

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

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

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

About Denver Public Schools:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Input information into ezEDMed system for reimbursement purposes.

Other duties as assigned.

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

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

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

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

ELEMENTARY (K-5) SCHOOL PRINCIPAL

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