Position:  Wend Community Connector

Location: Denver Metro area (Aurora)

Job Classification: Full-time

The Organization

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

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

The Area of Our Work

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

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

The Role

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

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

Ways of Working

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

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

Examples of Duties and Actions

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

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

Qualifications

Strong candidates for the Community Connector Role at Wend:

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

the world.

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

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

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

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

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

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

Required Qualifications:

• Currently hold a valid Colorado Principal License or be eligible to obtain a valid Colorado Principal License prior to beginning of employment contract
• MCSD Application and Materials:  Your application will be considered when all required materials have been received.  MCSD application requirements include, copy of current licenses/certifications, current resume, three current (within one year) letters of recommendation.

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

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

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

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

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

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

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

OVERVIEW 

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

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

WHO WE ARE

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

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

For more details about our program, see here. 

WHO YOU ARE

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

YOUR KEY RESPONSIBILITIES

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

COMPENSATION AND BENEFITS

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

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

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

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

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

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

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

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

Training Expertise to Create Healthy Schools

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

Capacity Building

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

Convening & Collaboration

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

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

General Position Description

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

What Does it Take?

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

Strengths and Talents

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

Experience, Knowledge, and Skills

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

Dispositions

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

Other Qualifications

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

Compensation

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

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

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

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

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

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

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

Essential Responsibilities

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

Vision and Strategy

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

Finance and Business Operations

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

Staff Management

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

Curriculum Management

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

Community

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

Governance

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

Legal/Compliance

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

Facilities

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

Qualifications

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

Salary and Benefits

• Competitive salary based upon experience. Salary range $100,000 to $110,000. Benefits include medical, dental, vision, life insurance, retirement (PERA) and paid time off.

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

Location: Carbondale Community School, Carbondale, Colorado

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

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

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

At CCS, our highly qualified staff work in tandem with students, families, and our community to maintain strong traditions, a healthy social, emotional, and physical learning environment with high educational standards, and a focus on the four guiding points of our school’s compass:

• Social Justice: Teaching and modeling social responsibility, respect, tolerance, diversity, service, caring, compassion, integrity, equity and peace.
• Community: Building a strong sense of community through our traditions and parental, student, teacher and community involvement and volunteerism.
• Responsibility: Embracing individuality, personal responsibility and accountability.
• Lifelong Learning: Pursuing a progressive, child-centered approach to creative, self-directed, meaningful learning.

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

Required Qualifications:

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

 Job Description:

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

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

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

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

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

High School Humanities Teacher

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

Colorado High School Charter Overview

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

What makes teaching at CHSC exciting?

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

What do we look for in candidates?

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

• Candidates from diverse backgrounds and/or bilingual in English/Spanish are strongly encouraged to apply for this position.

Job Description

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

Humanities Teacher Responsibilities:

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

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

Qualifications

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

Required:

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

Desired:

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

Compensation

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

To Apply

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

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

CHSC Mission

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

PRINCIPAL
NEDERLAND MIDDLE/SENIOR HIGH SCHOOL

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

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

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

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

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

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

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

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

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

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

About Denver Public Schools

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

About the Superintendent Role

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

Core Leadership Responsibilities

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

Ensuring Access to Deep and Rich Learning:

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

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

Recovering from the Pandemic:

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

Engaging our Communities as Partners:

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

Supporting a Diverse System of Schools:

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

Support a Thriving Workforce:

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

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

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

Checking Progress and Holding Ourselves Accountable:

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

Partnering Effectively with the Board:

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

Leading an Effective District Team:

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

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

Racial-Equity Lens

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

Community-Centered Leadership

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

Effective Relationship Builder and Communicator

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

Visionary Capacity Builder

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

Team Leadership

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

Education & Experience

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

Knowledge & Other Qualifications

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

Benefits & Compensation

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

Colorado High School Charter Overview

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

Vision: Schools that Empower People

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

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

www.coloradohighschoolcharter.com

What makes teaching at CHSC unique?

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

What do we look for in candidates?

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

Job Description

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

Responsibilities:

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

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

Qualifications:

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

Compensation:

Commission based on recruitment and retention of students through October.

Essential Job Functions:

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

Qualifications and Experience:

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

• For Meeker School Districts Salary Schedules, please click HERE.

Who are we?

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

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

What are we looking for?

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

Desired Mindsets & Habits

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

The CUBE Teacher:

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

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

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

Is this you?

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

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

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

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

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

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

Our Teachers’ Responsibilities:

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

Qualifications:

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

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

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

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

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

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

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

Core Beliefs – Achievement

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

Core Beliefs – Justice

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

Core Beliefs – Perseverance

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

POSITION SUMMARY

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

ESSENTIAL FUNCTIONS

ACADEMIC VISION SETTING

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

MANAGER OF MANAGERS

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

LEAD ON COMPLIANCE

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

BUILD CAPACITY

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

REQUIREMENTS

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

PREFERRED REQUIREMENTS

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

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

• *Competitive base compensation based on years of relevant experience and other relevant factors allowable by Colorado law and STRIVE Prep policy.
• Health benefits (eligibility for full-time employees only)

1. • 100% employer-paid premium for employee-only medical coverage
   • Dental
   • Vision
   • Company Paid Employee Life Insurance
   • Voluntary Life (Employee, Spouse, Child)
   • Voluntary Critical Illness & Accidental Coverage
   • Voluntary Short-Term Disability
   • Employee Assistance Program

• Participation in the Colorado Public Employee Retirement Association (PERA) pension program (in lieu of Social Security tax) with an option to elect into a competitive 401(k) plan.
• Applicable Pay for Performance increase upon successful completion of a full school year
• Time off benefits (eligibility for full-time employees only)

1. • Paid Time Off (PTO)
   • Paid Vacation Time for Central-based employees
   • Paid Designated Breaks
   • Up to 6 weeks of paid Family Leave (upon eligibility)
   • Paid Sabbatical (upon eligibility)

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

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

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

Essential Duties and Responsibilities

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

Qualification Requirements

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

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

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

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

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

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

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

About RootED

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

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

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

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

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

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

About the Role

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

Strategy Development & Oversight

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

Stakeholder Engagement

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

Storytelling

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

Key Qualifications

Strong candidates will have the following skills and experiences:

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

Team Orientation

Strong candidates will have the following qualities:

• Collaborative: Oriented toward flat team hierarchies and highly collaborative decision making that frequently requires working through varying points of view to reach consensus
• Adaptable: Skilled at pivoting approaches based on changing needs and contexts
• Scrappy: Action-oriented, and able and willing to jump into a wide variety of tasks that advance the team’s mission, including tasks beyond their official job duties and tasks they haven’t done before
• Responsive: Able to make themselves available and accountable to stakeholders and to the RootED team (including on evenings and weekends as needed)

• No Ego: Oriented toward supporting and empowering grantees and communities to lead rather than centering RootED 
• Growth Mindset: Comfortable regularly giving and receiving feedback and making changes based on feedback to support the collective growth of the team

Compensation and Benefits 

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

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

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

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

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

Benefits of participating through “The Gateway”:

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

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

SALARY
Jeffco Salary Schedules

BENEFITS
Jeffco Benefits

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

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

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

Enrollment: 98 pk-12

Location: 120 miles east of Denver

The Qualifications

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

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

Search Timeline:

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

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

ESSENTIAL JOB FUNCTIONS

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

OTHER DUTIES

• Performs related work as required.

KNOWLEDGE, ABILITIES, AND COMPETENCIES

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

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

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

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

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

The Ideal Candidate Will Have The Following Attributes:

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

 Pre-Employment Requirements

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

Job Requirements:

• Three to five years of successful school leadership required
• Colorado Department of Education Principal License required and Special Education Director’s License preferred

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

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

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

EDUCATION AND TRAINING  Master’s degree.

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

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

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

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

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

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

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

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

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

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

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

Equal Employment Opportunity

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

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

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

Enrollment: 340 pk-12

Location: 170 miles north east of Denver

The Qualifications

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

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

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

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

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

Search Timeline:

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

EXECUTIVE DIRECTOR

2021-22 Academic Year

Job Title: Executive Director

Classification: FT/Salary Exempt

Reports To: AXL Academy Board of Directors

Salary Range:  $100-$110K

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About AXL Academy

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

Position Overview:

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

Position Responsibilities:

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Leadership:

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

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

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

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

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

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

• Pursue fundraising opportunities including but not limited to grants.

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

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

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

Governance:

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

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

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

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

Instructional/Academic Achievement:

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

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

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

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

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

Operations Management:

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

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

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

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

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

Required Qualifications:

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

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

• Have a principal’s license

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

• Have excellent written and verbal communication skills

• Demonstrated record of Talent Development

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

• Demonstrated experience and competence in working with operations, finance, budgets, and financial planning

• Ability to thrive in a diverse, intellectually challenging, fast-paced and collaborative environment

• Maintain an unyielding commitment to all students’ learning:  No limits; no excuses

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Salary Range: $100,000 – $110,000

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Benefits:

• Medical benefits

• Vision insurance

• Dental Insurance

• PERA retirement benefits

• Paid time off

• Paid sick leave

• Bonus eligible

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APPLICATION PROCESS

Please complete online application at www.axlacademy.org or send a resume and cover letter identifying your interest in and alignment with AXL Academy to executivedirector@axlacademy.org.

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The Colorado Sunshine Law, 24-6-402 (3.5) requires that the school post a list of all finalists under consideration for the position of executive director, for fourteen days prior to appointing or employing one of the finalists.

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EQUAL OPPORTUNITY EMPLOYER

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

Teaching Opportunity at Stanley British Primary School

Opening:  Middle School Science

• Full time position for the 2021-2022 school year

About Stanley BPS: For more than 40 years, Stanley classrooms have been filled with engaged learners guided by inspired teachers. We carefully blend an academic program grounded in a whole-child approach with an attention to each child’s social/emotional development. Our British Primary philosophy promotes the simple notion that when students enjoy what they’re doing and take an active role in their education, learning truly becomes a joy and a lifelong endeavor. SBPS is committed to maintaining a diverse and inclusive school community. Candidates from diverse backgrounds are encouraged to apply.

Responsibilities Include:

• Teach middle school science classes.
• Work within a team-based, collaborative environment to support students of varied levels and abilities.
• Develop curriculum that builds out the scope and sequence of the middle school science curriculum.
• Collaborate with colleagues to provide interdisciplinary learning opportunities for students across class.
• Assist with duties as needed, such as carpool, recess, and lunch duty.
• Other duties as assigned.

Desired Qualifications and Background Experience:

• Experience teaching science or a relevant field.
• A bachelor’s degree in a relevant field to the discipline taught.
• A commitment to improving one’s craft and growing professionally, modeling the joyful, lifelong learning we seek to impart to our students.
• Experience working in a diverse environment
• Commitment to engendering inclusiveness as a core value in the classroom and within the school community

Desired Qualifications and Background Experience:

• An appreciation for and understanding of Stanley British Primary’s philosophy of education, including the 7 goals for learners of self-awareness, collaboration, respect, curiosity, perseverance, academic resourcefulness, and joyful, lifelong learning
• A deep enjoyment of working with kids and getting to know them as individual people, honoring and valuing each individual child.
• A commitment to, enjoyment of, and appreciation of the development needs of middle school students.
• A commitment to improving one’s craft and growing professionally, modeling the joyful, lifelong learning we seek to impart to our students.
• A bachelor’s degree.
• Experience working in a diverse environment.
• Highly organized and attentive to detail, able to keep track of a wide variety of dates, deadlines and logistics.
• A willingness to pitch in and help out wherever needed.
• A self-starter who is attentive to the needs of individual faculty and of the overall middle school team.
• Strong oral and written communication skills.
• Familiarity and comfort with a range of technology, including the Google platform, and the Microsoft suite of software.
• A desire to learn as much as possible about the world of independent schools.
• A desire to work with middle school age children.
• A positive presence and enthusiasm for life-long learning.

We Value:

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

Equal Opportunity Employer

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

Pueblo County School District 70 has 3 Elementary School Principal and 2 Middle School Principal positions open for the 2021-2022 school year. To view job descriptions and complete an employment application, please visit the Pueblo County School District 70 website http://www.district70.org.

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

Join Jeffco Public Schools for our annual Educator Fair! This event is open to all Teachers and Special Service Providers.

Choose a 30-minute time slot on Tuesday, February 16, 2021 between 4:00PM – 8:00PM MST.

Similar to an in-person career fair, you will have the opportunity to connect individually with our talent acquisition team and learn more about the opportunities we have to offer!

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

If you have any questions, please contact the HR Welcome Center at 303-982-6515 Option 7.

Executive Director

Prospect Academy is a new school designed for students with learning differences. The school will be located in Arvada, Colorado, and will open Fall 2021. The primary focus of the school is serving students who have diagnoses of autism, dyslexia, dyscalculia, dysgraphia, Attention-Hyperactivity Deficit Disorder (ADHD), and other learning differences.

The Executive Director of Prospect Academy of Colorado will utilize his or her knowledge of learning and behavior to create an optimal environment for the growth of all people at the school.  The Director will have a sense of urgency to accomplish and enact the mission and vision of Prospect Academy using executive level organizational management skills.  Further, the ED will use and encourage a data-based decision-making framework applied across school processes and relationships. 

The Executive Director is accountable to the Board of Directors and is responsible for the critical operations of the school.  Because Prospect Academy of Colorado is a new school, systems and policies will need to be developed and approved by the Board of Directors.  Growth of the school will happen quickly requiring significant attention to financials, the facility, and fundraising.    As Executive Director, he or she will be responsible for staffing, hiring, and all administrative functions within the school. As the leader for the school’s positive behavior support plan, he or she  will need to lead all people positively and proactively.   The ED will also have a supervisory role for a caseload of IEPs but will work collaboratively with the Academic Director to accomplish this goal.  

Qualities needed for success: 

• Have an understanding and excitement about the population of students attending Prospect Academy
• Demonstrate a deep understanding of learning and behavior 
• Create and foster an environment where people only speak positively regarding students and student performance 
• Have a growth mindset and cultivate it among others      
• Ability to create a problem-solving process for student and staff achievement 
• Desire to communicate effectively with parents, partners and the community
• Ability to create cross sector partnerships       

Executive Director Duties and Responsibilities:

• Collaborate with teachers, parents and students to provide the best education for each student and assist them in their academic and professional goals
• Execute the goals and policies approved by the Board of Directors
• Support the Board and its Committees; ensure regular reporting of activities

• Hire and participate in other employment activities for department directors, instructors and secondary staff members to create a dynamic team

• Supervise the Academic and Counseling Programs and oversee the management of the IEP caseload
• Ensure the school remains in compliance with CSI, state, and federal special education law, including reporting on performance indicators

• Establish curriculum guidelines in collaboration with academic director and school district, and ensure that guidelines are met 
• Leadership and oversight of school’s disciplinary processes
• Develop and monitor a 5-year budgeting plan, ensuring regular reporting to the board of directors so they can effectively oversee the fiscal health of the school
• Manage the school facilities, ensuring systems are operating efficiently
• Be a leader in fundraising activities
• Ensure compliance with all Charter School and School District regulations
• Be the face of the school in the community and ensure a respected reputation
• Build cross sector partnerships with key stakeholders to support the growth of the school

Executive Director Qualifications:

Required:

• Master’s degree in education, nonprofit management or field relevant to the work described, doctorate preferred
• 3-7 years’ successful experience as a principal, vice principal or equivalent executive position leading an organization with a proven track record of positive evaluations, organizational financial health, and organizational  growth under leadership
• Excellent written and verbal communication skills
• Proven problem-solving skills

Preferred:

• Special Education administrator license or equivalent experience
• Proven track record of working with children with challenging behaviors and crafting positive, proactive solutions 
• Experience in working with legislative and authorizing policy makers
• Familiarity with Precision Teaching
• Coursework or training in conflict management

The Executive Director reports to the Board of Directors

Salary Range: $90,000-$105,000, depending on experience. 
Benefit package includes Medical, Dental, Vision and Retirement, as well as paid time off.  Opportunity for professional development reimbursement.  

REPORTS TO: Executive Director

OVERSEES: Legal & Policy Associate

ESSENTIAL DUTIES: DIRECTOR-LEVEL RESPONSIBILITIES (65%)

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

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

ESSENTIAL DUTIES AND ROLE-SPECIFIC RESPONSIBILITIES (35%)

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

• Draft, negotiate, and oversee the implementation of charter school contracts and amendments, including monitoring of contract conditions, milestones, and waiver replacement plans.
• Develop and manage new and updated CSI Board policies and CSI staff procedures at the direction of the Executive Director, including drafting of relevant resolutions and documentation for Board action.
• Develop and implement school revocation and closure procedures and policies.
• Provide intervention support and monitoring in response to situations of extreme non-compliance or emergencies, in coordination with legal counsel and CSI staff.
• In collaboration with each CSI department, develop and maintain school board governance resources and training.
• Develop and maintain legal and policy guidance, tools, and templates for use by CSI schools.
• Develop and expand CSI’s legal and policy initiatives in alignment with CSI’s mission, vision, and strategic plan, including the identification, reduction, or elimination of requirements that are unnecessary, duplicative, or obsolete.
• Monitor and report legal and policy developments of state and national significance and draft policy documents to articulate the impact to CSI and to CSI-authorized schools.
• Coordinate all CSI State Board appeals and Colorado Open Records Act requests on behalf of the Institute.
• Collaborate with the Attorney General’s Office on all relevant legal analysis.
• In collaboration with the Director of Finance, monitor and oversee compliance with transportation, food services, and facilities laws, rules and policies, including revising CSI policies as necessary.
• Monitor and oversee compliance with safety laws, rules, and policies, including revising CSI policies as necessary.

EXPERIENCE

• Minimum of 3 years work experience in education or related field required
• Experience and familiarity with Colorado statutes, State Board of Education rules, and relevant policies associated with charter schools
• Experience developing and implementing training resources and procedures

EDUCATION

• Master’s Degree in public policy, law, or related field required
• Juris Doctorate strongly preferred

JOB TYPE

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

LOCATION & TRAVEL

• The typical work location for this position is the CSI office in Downtown Denver. During the COVID-19 pandemic, this position is able to work remotely.

PHYSICAL DEMANDS

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

WORK ENVIRONMENT

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

NOTE

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

Position: Logan Learning Lab Director at The Logan School

Reporting to: Markus Hunt, Head of School

Location: Denver, CO

Status: Full-time, competitive salary; full benefits

Start Date: January/February 2021

The Learning Lab Director will be an employee of The Logan School and will therefore be required to comply with all applicable requirements and expectations of an employee, including confidentiality and appropriate school-required training.

About the position and the person

This bold, forward-looking leader will work with the Head of School and administrative staff at The Logan School, as well as with various community partners, to share Logan’s philosophy and pedagogy through external programming and leadership. Key responsibilities include: planning and executing the student summer enrichment program, year-round teacher professional development through the teacher Fellowship program, fundraising for the Lab, and thought-leadership and advocacy for expandeding support of underrepresented gifted students and learner-centered education. This leader will need a sophisticated skill set to navigate the various populations that support and serve the Lab: the Logan administration, faculty and Board of Trustees; the Lab students and parents; the teaching Fellows and their respective school communities, funders; and the broader community of education innovators.

Skilled Educator. This leader has expertise in learner-centered education, and education that cultivates curiosity and celebrates diversity, equity, and inclusion. They have a demonstrated ability to support individual and group learning, with both students and adult educators, in ways that promote agility, creativity, productivity, and growth along with social-emotional, academic, and executive function skills. They lead with engagement, inspiration, humility, and a mindset of continuous learning. This leader will help Lab students and their parents navigate resources and build relationships and networks of support. This leader will also help the Fellows navigate their own school and systems to explore how to utilize  Logan’s educational approach to assist in their students’ learning

Network Architect. This leader will successfully build and sustain diverse networks of participants and constituents. This leader will utilize multimedia to make meaning of the Lab and Fellowship program for internal and external audiences by determining metrics, assessing impact, analyzing data, synthesizing insights, and iterating quickly on redesigns.  

Engaging Storyteller. Key to this role is an ability to inspire and influence others, cultivate strong relationships, and build coalitions that move people (and organizations) to action. This will help to share Logan with the broader community and raise funds to support the Lab. 

Key elements of the role

• Directing the Summer Lab, and providing ongoing family support
• Designing and leading the Teacher Fellowship program
• External outreach

Responsibilities:

The Summer Lab

• Set, manage and adhere to the calendar, budget, and programming (both curriculum and logistics) of the Lab each year
• Recruit students for the Lab 
• Cultivate relationships with teachers and leaders throughout DPS and other community organizations to build active partnerships, communication, and joint programming
• Understand and support student developmental needs
• Hire Lab staff
• Observe, supervise, support and evaluate Lab staff and Fellows, in collaboration with the Instructional Coach
• Recruit, train, and manage Logan student Buddies for the Lab 
• Maintain, create, and assess curricula and program through observation, collaboration and/or direction from the Head of School
• Foster a learning environment for students and faculty that encourages high morale and creative learning processes
• Be aware of the educational, physical, social and psychological needs of the students and work with other staff and faculty to develop plans for meeting those needs 
• Work with Lab teachers to develop student portfolios that can be used as part of the students’ long-term academic plan 
• Assist in the admission and retention process for Lab students and student applicants by reviewing files and leading information sessions for prospective Lab families 

Ongoing Family Support

• Work with Lab families to provide support in their understanding of our program and their student’s academic and social-emotional growth 
• Engage parents/guardians in learning and advocacy training
• Reach out to families every six to eight weeks to see how family and child are doing, if any additional supports would be helpful, etc. 
• Plan and host 2-3 social gatherings/learning extensions for Lab students and parents over the school year.

Logan Learning Lab Teacher Fellowship

• Create a Fellowship that enables public school teachers to explore how to bring a student-centered approach to learning into their own classrooms in meaningful, authentic ways 
• Design Fellowship structure: Mission/Vision, budget, calendar, and scope of programming (including monthly sessions and any work Fellows will be completing)
• Plan and attend all Lab-related meetings 
• Establish positive relationships with leaders of partner organizations
• Observe, supervise, support and evaluate Fellows in collaboration with their supervisor within their home school
• Foster a learning environment for Fellows with Logan community that encourages high morale and creative learning processes 
• Establish relationships with potential partner universities for Fellows to attain formal credit for Fellowship

External Outreach

• Build relationships and support storytelling and reporting for current and future funders
• Ensure positive relationships between the Logan community (students, parents, faculty, Board) and the Lab community (students, parents, Fellows, community partners, etc.)
• Create multiple means of communicating the work of the Lab
• Identify and develop partnerships with local schools, universities, foundations, and national organizations to build positive, mutually-beneficial coalitions 
• Identify a future research agenda for the Lab

Characteristics needed

• Self-starter (ie, takes initiative, enjoys turning ideas into tangible programming)
• Systems-thinker (for designing Fellowship, continuing the Lab, and exploring the collaboration between the Lab and Logan)
• Highly detail-oriented and exceptional at follow-through
• Creative, collaborative, and agile
• Inspires belief and action in others
• Team player 
• Ability and willingness to keep information confidential 
• Good listener 
• Flexible in multi-tasking 

ABOUT THE LOGAN SCHOOL FOR CREATIVE LEARNING

The Logan School for Creative Learning is an independent school founded in 1989 to serve students identified as gifted with a learner-centered approach to education. The school’s mission is to cultivate the curiosities of gifted children. We currently serve 250 students, K-8, during the school year. 

At Logan, students develop their own individualized units of study, allowing personal passion and interest to drive the development of academic skills and deep critical thinking. Students engage in the wide world around them through hands-on and experiential learning which ensures that their learning experience mirrors the infinite nature of their curiosity.

The independence and self-direction of the Logan model creates a strong environment for children to learn the skills of time management, organization, and personal responsibility. The exceptional faculty guide students in their learning journey and provide individualized instruction and support.

Students have myriad opportunities to collaborate with one another and learn directly from experts outside the walls of the school, which demonstrates the commitment to primary sources.

The Logan approach is as unique and individual as the children in our community. We do not believe that one size can possibly fit all when it comes to education. Instead, children are encouraged to embrace their passions and interests. We believe this is the best way to ensure their success as lifelong learners.

ABOUT THE LOGAN LEARNING LAB

The Lab launched student programming in the summer of 2018 to make Logan’s unique model accessible to a greater number of underrepresented gifted students – students of color and low-income students, who are both formally and informally identified – from neighboring public schools. While participating in the lab, students learn on- and off-campus about units in an area of interest, and share their learning with others. Students take home portfolios of their work, get personal resources to help navigate their schools/districts, and are offered additional optional cognitive testing at no cost.  Additionally, the cohort (students and their parents) gathers multiple times over the school year to extend learning and build community. We are intentional about how we help develop parent knowledge around their children’s learning styles, giftedness, and systems and processes of accessing gifted programs and supports. This, in addition to experiencing a learner-centered model, can help parents reimagine what learning – and school! – can be, and help them build their own advocacy through this “two-generation” approach. Participation, food, and transportation are offered at no cost.

During the summer of 2020, we piloted a Teacher Fellowship Program with Denver Public Schools (DPS) and Clayton Early Learning. The long-term goal of the Fellowship will be to offer authentic, professional development to public school teachers so they can learn the practices of co-designing learning with students. An instructional coach will support Fellows over 13 months with an equity-focused design process to practice this work in the Lab, prototype it with their own community, and ultimately design new pilots at Clayton Early Learning and Cole Arts and Sciences Academy. This Fellowship is an investment in the groundwork for systems change through research and professional development that has the potential to shift the approach to both identifying and serving underrepresented gifted students in particular, and demonstrating concrete learner-centered practices and outcomes that can reshape our education system more broadly. 

Responsibilities

• Ensure all operations are carried on in an appropriate, cost-effective way
• Improve operational management systems, processes and best practices
• Purchase materials, plan inventory and oversee technology checkout processes
• Manage department budgets
• Perform quality controls
• Perform duties required of the School Assessment Coordinator
• Emergency drills and safety procedures
• Managing facility maintenance (calling in repairs) and cleaning/janitorial staff
• Master scheduling & all things Infinite Campus 
• Tech Configuration & Distribution
• Receipt reconciliation with monthly bank statements
• Manage systems for HR Paperwork & Recordkeeping

Ideal Profile

• Humility
• Growth mindset
• Ability to own and learn from mistakes
• Someone who is excited to build new systems

The Juniper School

Head of School Job Description

Job Title:  Head of School           Pay Grade: Admin. Pay Scale

Job Family:  Administration         FLSA Status:  Exempt

Department:  Administration       Prepared Date:  December 2020

Typical Work Year:  11 months   Employee Status: At-will

Salary Range: $75,000-$95,000

Summary: The Head of School, with the support and supervision of The Juniper School Board of Directors, will uphold a quality education program, which follows the schools philosophy and pedagogy by fulfilling the following responsibilities:

Duties and Responsibilities

Leadership 

• Serve as educational leader for The Juniper School
• Articulate and share the mission of The Juniper School and alternative public education for students, families, staff, & community
• Be inspirational, visible, and accessible to the community
• Possess knowledge of Colorado Academic Standards 
• Attend all Board meetings as a non voting member and prepare and present reports as requested by the Board 
• Manage relationships with students, faculty, and parents 
• Maintain professionalism, particularly during challenging situations  
• Provide staff training to implement the school’s methodology 
• Write and monitor all improvement planning
• Support and exemplify a positive school culture

Management 

• Implement strategic school goals, objectives, and action steps that have been mutually established with the Board
• Hire, supervise, mentor, and evaluate teaching and support staff as needed
• Oversee admission of students, including lottery procedures 
• Make decisions regarding disciplinary action or dismissal of staff in consultation with the Board of Directors and aligned with school policy
• Ensure a healthy work environment for all staff
• Ensure that all state reporting requirements are met
• Ensure proper delivery of Special Education services in collaboration with Durango 9-R School District 
• Facilitate staff meetings 

Communication 

• Communicate with care and professionalism
• Maintain regular, ongoing, and open dialogue with the Board of Directors
• Promote communication between the Board, the staff, and families
• Foster a positive relationship with the Durango 9-R School District and all other districts, as well as the Colorado Department of Education 

Finance and Fund Development 

• Prepare annual budget recommendations including personnel, committees, facilities and programs in partnership with the Business Manager
• Participate in creating reports for annual audits – financial and academic 
• Identify grants that support the economic viability of the school 
• Be familiar with and understand best practices in fund development 
• Assist in identifying and building relationships with prospective donors 
• Assist in fundraising efforts of the school or the BOD

Compliance and Accountability for School Operations 

• Conduct written evaluations of staff
• Oversee ongoing program evaluation, including curriculum standards and development
• Ensure that the school is in compliance with all applicable government laws and regulations 
• Oversee daily school operations
• Participate in creation and monitoring of authorization documents and negotiations with BOD and authorizer as needed

Education, Training and Experience

• Master’s degree from an accredited university required
• Minimum three years of classroom teaching required

Certificates, Licenses and Registrations

• Colorado Teaching License with endorsements for the levels and subject areas teaching
• Certification and/or experience in Project and Inquiry-Based Learning and Montessori Methods preferred
• Administrator/Principal certification and/or experience preferred. 

Technical Skills, Knowledge and Abilities

• Excellent interpersonal relations, oral and written communication skills
• Strong decision making, analytical and organizational skills
• Strong leadership skills
• Experience with staff supervision 
• Self-motivated
• Appreciation for students with learning differences as well as for students from diverse family and socio-economic situations
• Ability to maintain confidentiality in all aspects of the job
• Value cooperation and collaboration
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate department
• Must be able to stand, sit, and walk for long periods of time. Must be able to use hands, reach with hands and arms, and stoop or kneel for average periods of time. Must be able to talk and hear.  Must be able to push, pull or carry up to 50 pounds at any given time. Must be able to work in a moderate to loud environment. ADA accommodations can be met for successful candidates.

Reporting Relationship

Position reports to The Juniper School Board of Directors.

To apply for this position please submit the following:

• Cover letter
• Resume/Vitae
• Unofficial transcripts

Submit all information at one time to be considered to boardpresident@tjsdurango.com

Position:                     Communications Specialist

Reports to:                 Director of Admission and Summer Camp

Direct reports:          None

Contract Terms:       Full-time exempt, 12-month position, starting February 1, 2021

Purpose of the Position and Overview: The Communications Specialist is responsible for maintaining the day-to-day communications tools and platforms for the school, and helps foster a critical sense of belonging for all constituents in the school community by closely collaborating with the Office of Admission and Summer Camp, Office of Community Engagement, the Business Office, and the heads of our three grade level divisions – K12, 345 and middle school.

An important goal of this position is to ensure accuracy and integration of all of the school’s communications tools, platforms and relevant databases, and to drive consistency throughout both internal and outfacing messaging, brand identity, and user experiences among all school constituents – parents, alumni, summer camp families, faculty and staff.  The purpose of this position is to provide communications support across administrative functions at the school in a collaborative and responsive way that aligns with our British Primary philosophy, mission, vision and values and that embodies our 7 Goals for Learners:

1. Self-Awareness – self-advocacy and confidence in one’s beliefs and abilities.
2. Collaboration – working with and striving to understand others, including cooperation, communication and empathy.
3. Respect – as well as appreciation, for one’s role as a responsible community member.
4. Curiosity – including creativity, risk-taking and ability to think anew.
5. Perseverance – finding success through hard work and internal motivation.
6. Academic Resourcefulness – problem-solving, critical thinking, applying skills and concepts.
7. Joyful, Lifelong Learning – finding fulfillment in pursuing one’s passions.

Essential Duties and Responsibilities

• Full responsibility for the Stanley BPS website (stanleybps.org) and Stanley BPS mobile app – content, functionality, and necessary linkages to other back-end school databases and systems.
• Collaborate with department leaders and ensure oversight of branding, style guide implementation, and creative direction. Maintain and defend the school’s voice and character so that all materials and communications coming from the school look and feel like Stanley.
• Collaborate with the Head of School’s Executive Assistant to support with external email and SMS message communications to staff, parents, prospective families, as needed.
• Support the Office of Admissions and Summer Camp and the Office of Community Engagement with digital campaigns, video production, mailings, marketing collateral, event related communication, signage and other promotional channels.
• Manage the school’s editorial calendar, including the production and distribution of the school’s weekly e-newsletter, and serve as a responsive hub for day-to-day communications to ensure communications from various divisions and departments are coordinated for impact.
• Supports social media calendar and cadence for facebook.com/stanley.british and instagram.com/stanleybritishprimaryschool and YouTube/Vimeo. Helps manage school photo
• On-site support of student-related activities as needed, carpool-line check-in, lunchroom duties, parent events, full-staff events, etc., and as needed.
• User training, documentation and support with communications platforms for teachers, staff and parents.

Qualifications

• Degree in communications, journalism, English, marketing or a communications-related area of focus or equivalent.
• Detail oriented in all aspects of work with a commitment to quality, ownership of work, and culturally competent interpersonal relationships.
• Stellar and insightful writer with insight into different styles and messages that are appropriate for different platforms and constituents.
• Experience and competence with communications platforms such as Adobe Creative suite, Microsoft Office, G-suite (including Google Analytics); content management systems such as Blackbaud, Blackboard, Finalsite, WordPress; and email marketing tools like ConstantContact, Smore, etc.
• High level of comfort learning, engaging, evaluating, and adopting new technologies and tools and training and sharing them with peers and other employees.
• Creative and pragmatic – able to help identify the right channels and media for promotions, strategic communications and marketing-communications approaches.
• Comfortable taking the initiative and self-starting and able to take direction from multiple people, juggle competing priorities, meet deadlines, and work collaboratively across a large and diverse team of school leaders.
• A passion for school-aged children and for supporting teachers, and prior experience in independent schools is an asset.

Equal Opportunity Employer

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

Humanities (English Language Arts/Social Studies) Teacher Job Description
Status: Full-Time
FLSA Classification: Exempt
Reports To: Head of School
Annual Contract Days: 192

American Indian Academy of Denver (AIAD) is an Indigenized STEAM (science, technology, engineering, arts and math) public school opening at the beginning of the 2020 school year providing rigorous learning opportunities for 6-8th grade students.
We are committed to creating a sustainable environment where students, staff, and parents are safe, feel they belong, and are actively engaged. All variations within the identities of race, sex, gender identity, sexual orientation, ethnicity, religion, language, ability, nationality, tribal affiliation, immigration status, age, and class are honored; each member of the school community is deeply valued and provided with what they need to be healthy physically, socially, emotionally, mentally, and spiritually.
Employment at AIAD means becoming part of a community of caring and driven adults dedicated to the strengthening of indigenous peoples’ self-determination, mobility and academic excellence attained through the implementation of Indigenized education. Collaboratively, teachers are afforded the autonomy to develop and implement lesson plans within AIAD’s integrated STEAM and ELA/SS curriculum and learning experiences for students and will be provided technical support in doing so. Teachers are also expected to transcend western educational expectations of what curriculum should be by ever-increasingly leaning into models of fun, meaningful learning and identity development that caters to the unique needs that indigenous students have. This can include decolonized/Indigenized frameworks and pedagogies, land-based learning models, arts-based learning, social-emotional and trauma-informed teaching, mindfulness and post-trauma healing, restorative practices and classroom management, physical activity, traditional language learning, traditional ecological and ethnobotanical knowledge, oral tradition and storytelling as a means to ground content in indigenous worldview, etc. Collaboration across disciplines, different class subject matters, teachers and grades are welcome and encouraged in the interest of strengthening community and cooperation. Teachers are encouraged to also reach out and build solidarities with community members who are willing to come into class and share content, teachings, wisdom, skills and build relationships.

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

ROLES AND RESPONSIBILITIES:
● Deliver culturally competent, rigorous Tier 1 instruction in middle school Humanities via AIAD’s integrated English Language Arts/Social Studies curriculum in a block schedule format;
● Conduct Tier 2 reading and writing interventions;
● Teach at least one elective course;
●Use strength-based restorative classroom practices that foster resiliency and success for students;
●Collaborate with colleagues to develop middle school Humanities lesson plans and learning activities that fit within AIAD’s integrated curriculum;
● Participate in weekly professional development through a student-centered professional learning community format;
● Develop strong relationships with parents and students, creating investment in school culture and academics;
● Work collaboratively with partner teachers and staff (fellow Humanities teacher, STEAM teacher, Lakota/Dineh Culture & Language teachers and school staff) to create consistent structures and systems;
● Maintain required administrative records, for example: student attendance, evaluation, report cards, and student data;
● Implement Individualized Education Plan (IEP), monitor and report on students’ progress toward their academic and career readiness goals, as noted in their IEP as aligned with the instructor’s content area. MINIMUM REQUIREMENTS:
● Possess Colorado Teaching Licensure and/or endorsements in the subject areas that s/he will teach and/or hold at least a BA or higher in a relevant subject area;
● Possess at least Year-One English Language Acquisition (ELA) qualification or is willing to acquire this qualification within one year of hire;
● Has minimum of 2 years classroom experience;
● Has strong content knowledge in literacy and History/Social Studies, especially as it pertains to reading, writing, speaking, and listening across the subject areas of History, Social Studies, and other Humanities subjects;
● Has experience developing and implementing differentiated curriculum and learning objectives for a wide range of learners;
● Has experience and/or strong understanding of how to design culturally competent learning experiences;
● Has experience integrating technology and artistic expression into instruction and student learning experiences;
● Possess deep understanding of what it means to live as part of a marginalized group of people;
● Possess great relationship skills and high emotional intelligence.
STRONGLY PREFERRED EXPERIENCE AND DISPOSITIONS:
● Loves teaching middle schoolers;
● Demonstrate a deep commitment to decolonized mindsets and practices;
● Has experience in project-based, problem-based learning experiences using integrated approaches;
● Has experience with cooperative learning techniques to enhance collaboration skills among students;
● Possess collaborative skills and a willingness to work with colleagues in a Professional Learning Community;
● Possess desire to learn and grow, and is open to feedback from instructional leaders and colleagues;
● Demonstrate willingness to be involved in community activities and events outside of typical school hours.
WHY CHOOSE AIAD?
● Empowering work environment in a community-based school dedicated to community transformation;
● Opportunity to be a founding staff member as we build a high achieving school nested in Indigenous belief systems and values;
● Participate in a shared leadership model where all voices are heard;
● School committed to supporting professional growth for all employees;
● Health/dental/vision insurance and PERA (retirement);
● Staff wellness opportunities;
● Moving stipend for new employees moving to Denver from outside Colorado;
● $41,000 to $51,000 annual salary range dependent upon education and experience.

Humanities (English Language Arts/Social Studies) Teacher Job Description
Status: Full-Time
FLSA Classification: Exempt
Reports To: Head of School
Annual Contract Days: 192

American Indian Academy of Denver (AIAD) is an Indigenized STEAM (science, technology, engineering, arts and math) public school opening at the beginning of the 2020 school year providing rigorous learning opportunities for 6-8th grade students.
We are committed to creating a sustainable environment where students, staff, and parents are safe, feel they belong, and are actively engaged. All variations within the identities of race, sex, gender identity, sexual orientation, ethnicity, religion, language, ability, nationality, tribal affiliation, immigration status, age, and class are honored; each member of the school community is deeply valued and provided with what they need to be healthy physically, socially, emotionally, mentally, and spiritually.
Employment at AIAD means becoming part of a community of caring and driven adults dedicated to the strengthening of indigenous peoples’ self-determination, mobility and academic excellence attained through the implementation of Indigenized education. Collaboratively, teachers are afforded the autonomy to develop and implement lesson plans within AIAD’s integrated STEAM and ELA/SS curriculum and learning experiences for students and will be provided technical support in doing so. Teachers are also expected to transcend western educational expectations of what curriculum should be by ever-increasingly leaning into models of fun, meaningful learning and identity development that caters to the unique needs that indigenous students have. This can include decolonized/Indigenized frameworks and pedagogies, land-based learning models, arts-based learning, social-emotional and trauma-informed teaching, mindfulness and post-trauma healing, restorative practices and classroom management, physical activity, traditional language learning, traditional ecological and ethnobotanical knowledge, oral tradition and storytelling as a means to ground content in indigenous worldview, etc. Collaboration across disciplines, different class subject matters, teachers and grades are welcome and encouraged in the interest of strengthening community and cooperation. Teachers are encouraged to also reach out and build solidarities with community members who are willing to come into class and share content, teachings, wisdom, skills and build relationships.

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

ROLES AND RESPONSIBILITIES:
● Deliver culturally competent, rigorous Tier 1 instruction in middle school Humanities via AIAD’s integrated English Language Arts/Social Studies curriculum in a block schedule format;
● Conduct Tier 2 reading and writing interventions;
● Teach at least one elective course;
●Use strength-based restorative classroom practices that foster resiliency and success for students;
●Collaborate with colleagues to develop middle school Humanities lesson plans and learning activities that fit within AIAD’s integrated curriculum;
● Participate in weekly professional development through a student-centered professional learning community format;
● Develop strong relationships with parents and students, creating investment in school culture and academics;
● Work collaboratively with partner teachers and staff (fellow Humanities teacher, STEAM teacher, Lakota/Dineh Culture & Language teachers and school staff) to create consistent structures and systems;
● Maintain required administrative records, for example: student attendance, evaluation, report cards, and student data;
● Implement Individualized Education Plan (IEP), monitor and report on students’ progress toward their academic and career readiness goals, as noted in their IEP as aligned with the instructor’s content area. MINIMUM REQUIREMENTS:
● Possess Colorado Teaching Licensure and/or endorsements in the subject areas that s/he will teach and/or hold at least a BA or higher in a relevant subject area;
● Possess at least Year-One English Language Acquisition (ELA) qualification or is willing to acquire this qualification within one year of hire;
● Has minimum of 2 years classroom experience;
● Has strong content knowledge in literacy and History/Social Studies, especially as it pertains to reading, writing, speaking, and listening across the subject areas of History, Social Studies, and other Humanities subjects;
● Has experience developing and implementing differentiated curriculum and learning objectives for a wide range of learners;
● Has experience and/or strong understanding of how to design culturally competent learning experiences;
● Has experience integrating technology and artistic expression into instruction and student learning experiences;
● Possess deep understanding of what it means to live as part of a marginalized group of people;
● Possess great relationship skills and high emotional intelligence.
STRONGLY PREFERRED EXPERIENCE AND DISPOSITIONS:
● Loves teaching middle schoolers;
● Demonstrate a deep commitment to decolonized mindsets and practices;
● Has experience in project-based, problem-based learning experiences using integrated approaches;
● Has experience with cooperative learning techniques to enhance collaboration skills among students;
● Possess collaborative skills and a willingness to work with colleagues in a Professional Learning Community;
● Possess desire to learn and grow, and is open to feedback from instructional leaders and colleagues;
● Demonstrate willingness to be involved in community activities and events outside of typical school hours.
WHY CHOOSE AIAD?
● Empowering work environment in a community-based school dedicated to community transformation;
● Opportunity to be a founding staff member as we build a high achieving school nested in Indigenous belief systems and values;
● Participate in a shared leadership model where all voices are heard;
● School committed to supporting professional growth for all employees;
● Health/dental/vision insurance and PERA (retirement);
● Staff wellness opportunities;
● Moving stipend for new employees moving to Denver from outside Colorado;
● $41,000 to $51,000 annual salary range dependent upon education and experience.

About the Role: 

This leadership position works directly with the Chief Executive Officer, leadership team and school leaders across the entire KIPP Colorado Schools network. This individual will establish strategy and drive creative solutions in service to the broader KIPP Colorado goals, fulfilling an imperative role to the strategic planning process. The ideal candidate will be dedicated to racial and educational equity and will lead on embedding these values in all regional priorities. The Chief of Staff will report directly to the CEO. 

About KIPP Colorado:

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

Our Vision:

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

Our Mission:

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

Position Overview:

KIPP Colorado Schools is seeking a Chief of Staff to serve as a key member for the Executive Team. This role is directly responsible for ensuring strong execution and coordination of the KIPP Colorado strategic plan through facilitating effective coordination and communication amongst schools, regional departments, the regional leadership team and the Board of Directors. The Chief of Staff designs and hosts key staff meetings/retreats, and ensures a coordinated approach to the effective learning and development of network support team members. The Chief of Staff also coordinates the leadership teams for the organization, manages critical decision-making processes, and ensures effective internal communication so that the key activities of the organization are well coordinated, especially between our schools and regional support teams. Finally, the Chief of Staff leads strategic initiatives and special projects determined by the CEO that are critical to KIPP Colorado’s long-term success.  The Chief of Staff reports directly to, and serves as a critical thought-partner to the CEO.

Job Responsibilities 

Management and Leadership (50%)→ 

Serve as a critical thought partner, collaborator, and organizer to the CEO, Senior Leadership Team, and Board of Directors

• Serve as a key member of the Senior Leadership team. Support the CEO to coordinate weekly team meetings, develop meeting agendas, ensure pre-work is completed and distributed, and manage follow-up to key actions and decisions.
• Work with senior leadership team to set team purpose and define roles and responsibilities
• Collaborate with CEO and other members of the regional leadership team to coordinate leadership team meetings and develop critical regional communications
• Work closely with the Executive Team to support leadership development and building bench depth for all key leadership positions and lead the annual long-term talent strategy process
• As relevant, may attend internal or external meetings with (or on behalf of) CEO

Facilitate coordination among functional teams to enable the most high impact work 

• Manage norms and rituals around adult culture on the network team by facilitating key network team meetings, and support senior leaders in establishing norms across all teams to align to the organization’s core values.
• Set up, monitor, and execute communication structures and mechanisms for internal communications
• Serve as critical point of contact for the regional board to share updates on regional progress

Strategy and Growth (50%) → 

Set vision for, plan, and manage communication to stakeholders, and execute annual and strategic planning processes for the region

• Provide coordination and oversight in the development of strategic initiatives and special projects for the CEO, regional team, and broader organization

• Execute regional team engagement events (including two annual retreats) to facilitate relationship-building, and clear communication about strategy/priorities 
• Establish alignment for progress monitoring our strategic priorities leading the effort to have disciplined processes to create and track progress against organizational priorities
• Perform integrated analysis and strategic consultation on major priorities impacting the organization and prepare briefings, memos, or presentations to communicate findings as appropriate
• Convert new ideas to action; promote efficiency by assessing processes, determining gaps, and offering solutions; generate new ideas; serve as a thought partner to leadership and strategic plan initiative owners
• Oversee the execution of coordination tools, such as org charts, expansion plans, decision rights, and the regional calendar 

• Advise the CEO on region-wide matters of strategic importance; identify and mitigate impending risks and barriers to successful strategic plan implementation; ensure that the strategic plan and growth plan are integrated throughout all regional functional areas of work; educate others both internally and externally on the strategic plan
• Clearly define and communicate the outcomes and timelines of the organization’s planning process; ensure alignment across the organization during these planning processes

• Assist in screening and selection of consultants on special projects; manage overall relationship to ensure alignment and successful execution 

• Manage implementation of the organization’s next five-year strategic plan and priorities 
• Facilitate implementation of KIPP Colorado’s’ five year strategic plan 

Help bridge the gaps between teams by providing coordination and oversight among functional teams to enable the highest impact work

• Manage cross-functional team meetings and facilitating cross-team collaboration 
• Lead cross-functional project teams to achieve specific outcomes on behalf of the organization 
• Supports and monitors communication structures and mechanisms for internal and external communications
• Develop and execute a plan for supporting learning and development for Regional Team members, focused largely on effective management training but also including other development opportunities 
• Establish and manage clear divisions of responsibilities and decision rights within and across teams.

Job Qualifications:

• Strong commitment to the belief that all students can learn and to the mission of anti-racist, educational equity –  required
• Bachelor’s degree required & master’s degree strongly preferred (MBA or related field)
• Demonstrated leadership in organizational culture planning and execution 
• Minimum 7 years of work experience with 3 or more years of project management experience, preferably at an organizational level
• Excellent relationship builder with demonstrated experience managing diverse stakeholders, leading change, and promoting strong collaboration across teams in service of the relentless pursuit of improvement and driving results through collective achievement
• Exceptional strategic thinking and analytical skills, with the ability to solve complex problems and implement solutions; ability to manage both the big picture and the details; a strong sense of judgment; ability to navigate complex legal, political, and community issues 
• Ability to be flexible and adapt to changing priorities; ability to multi-task and work in a fast-paced, demanding environment; thrives in an entrepreneurial environment; willing to learn and take on new responsibilities; comfortable with ambiguity
• Exceptional organizational skills; effective and efficient in developing systems, managing projects and processes
• High self-awareness, humility and integrity; personally driven to learn and grow; values enabling others to succeed; builds relationships marked by respect, trust, and integrity; objectivity when making resource allocation decisions
• Strong team player with excellent customer service orientation; articulate, professional demeanor with strong self-confidence and initiative; ability to communicate, teach and present to all levels of the organization and Board members; capacity to influence and build consensus

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

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

Manger of Family Advocacy

In this role, you will:

• Lead on data-driven and inclusive family engagement vision
• Support school teams to have all teams average 85% or higher family satisfaction on the every other week family survey, possip, and 60% completion rates and be in the top 10 of family satisfaction of all elementary schools in the district.
• Identify strengths and gaps in our current program and create a clear playbook, listserv, and set of campaigns for family advocacy that can be used year-over-year to drive how our network can be best-in-class in family engagement and advocacy.
• Support teams to meet enrollment targets and build/deepen community connections
• Build relationships through 1:1 conversations and follow-up with families through enrollment support at the school site, phone calls, door-to-door canvassing, event attendance, and event planning
• Build deeper relationships with community partners to coordinate events and communication to maximize school choice opportunities and partners viewing RMP as a positive option to send the students in their community and to connect families with advocacy and development opportunities.
• Demonstrate leadership equity lens and strong service orientation within network and school teams
• Create the capacity for sustainable advocacy work at each school and assist that school capacity in developing a group of 20-30 minimum families who are deep advocates for their students’ education, communities’ liberation, and helping further the mission of RMP by partnering with school operations teams and school leadership at all campuses
• Support with and/or lead on annual projects that will strengthen equity work with families at the core (i.e. SY21 revisiting our culture and discipline systems with an anti-racist, student, and family-centered lens) and foster strong relationships with a small group of families

Key Competencies

• Influencing Others – Understands the motivations of key stakeholders to develop plans for change management
• Culture Add and Alignment to Peak ValuesC– Brings a diverse perspective, a strong desire to learn, and a spirit of curiosity
• Organizational Understanding – Thinks strategically to influence individuals, organizations, and social groups
• Strategic Outlook and Alignment – Thinks strategically about issues over the long-term
• Drive for Results and Efficiency – Establishes challenging yet achievable performance goals, aligning systems and processes to deliver on our priorities
• Action Management – Manages and coordinates tasks, develops project plans, monitors performance, and achieves
• Service Orientation – Builds relationships with others by acting with the needs of stakeholders in mind

SUMMARY: Demonstrate effective instruction leadership skills that provide focus on student achievement. Guide the development of a caring collaborative community that includes all stakeholders in the school. Provide purpose and vision for the school. Manage the human resources to ensure an orderly work and learning environment.

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

EDUCATION AND RELATED WORK EXPERIENCE:

• Master’s degree in Education Administration plus additional course work required for certification or licensure.
• Minimum of five years of experience in teaching/administration, including a minimum of three years of teaching.

LICENSES, REGISTRATIONS or CERTIFICATIONS:

• Criminal background check required for hire.
• Colorado principal license.

TECHNICAL SKILLS, KNOWLEDGE & ABILITIES:

• Advanced oral and written communication skills.
• Classroom experience necessary.
• Interpersonal relations skills.
• Advanced leadership skills
• Customer service and public relations skills.
• Critical thinking and problem solving skills.
• Knowledge of data analysis, curriculum and instruction, budgeting and accounting, special education laws and master agreement/labor relations.
• Ability to diffuse and manage volatile and stressful situations.
• Ability to maintain confidentiality in all aspects of the job.
• Ability to manage multiple priorities and multiple tasks with frequent interruptions.
• Ability to promote and follow Board of Education policies, Superintendent policies and building and department procedures
• Ability to communicate, interact and work effectively and cooperatively with people from diverse ethnic and
  educational backgrounds.
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator.
• Ability and willingness to adhere to attendance requirements and to follow district procedures for absence reporting. Regular attendance is an essential function of the position and necessary for the efficient operation of the business. Employees are expected to be on time and punctual for work, conforming to established work hours. It is recognized that there are times when a person must be absent due to illness or other reasons.

MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE:

• Operating knowledge of and experience with personal computers and peripherals.
• Operating knowledge of and experience with Microsoft Word, Excel, PowerPoint, Access, Publisher, Google Apps.
• Operating knowledge of and experience with typical office equipment, such as telephones, copier, fax machine, E-mail, etc.

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

Legacy Academy seeks candidates who demonstrate:

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

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

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

Responsibilities:

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

Job Qualifications:           

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

Reports to:  Principal / Assistant Principal

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

Facilities Project Planner is responsible for managing and
coordinating all aspects of assigned construction and renovation
projects. They will oversee the district’s facilities archives and
records, convert documents to electronic means, and update
master facilities documents on CAD, PDF’s or other BIM/GIS
programs.

Required Qualifications:
Bachelor’s degree in related field
Colorado Driver’s License – Department of Revenue –
Division of Motor Vehicles
Up to 3 Years Designing and creating project
specifications and documentation for projects of
various sizes
Preferred Qualifications:
3-5 Years of Project Management Experience with
Facilities and/or Construction Related Projects
LEED experience
Minimum Compensation:
$53,750.00
Scheduled Weekly Hours:
40
Hours per Day:
8.0 hour(s) per day
Number of Days per Year:
230 days M-F
Benefits Eligibility:
Full-time – Regular

SUMMARY: Provide District-wide, general in-house legal support including, but not limited to, providing leadership for compliance with federal, state, and local laws relating to education law with an emphasis in student and special education. Provide legal service to District staff on a variety of matters, including special education regulations, IDEA, 504, and other laws supporting students with disabilities. Strong, demonstrated commitment to diversity, equity and inclusion to include a strong work ethic, integrity, sound judgment, initiative, and strategic thinking skills. Problem solve to expeditiously assess issues and provide sound legal advice. Collaborate with other in-house legal representatives to maintain consistency and quality in service to District partners. Acquire and coordinate external legal services, as directed and required.

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

Represent, counsel, advise, instruct, and defend administrators, and Superintendent regarding a variety of complex legal matters, especially related to:
*Colorado education law
*General school law, OCR issues, Title IX issues, and other related matters
*Students’ rights, responsibilities and discipline
*IDEA, Special Education, 504 and related matters

Represent Jeffco Public Schools in special education due process hearings by investigating the merit of a case, submitting the legally required complaint response, participating in legally required resolution sessions, preparing documentary and witness based evidence for hearings, participating in pre-hearing and related conferences and mediations, and submitting oral and/or written arguments.

Represent Jeffco Public Schools in administrative due process, mediations, informally mediate disputes, and formally respond to State Complaints filed by parents and staff.

Provide expert and well-managed legal services related to Special Education, attend IEP conferences, and coordinate the implementation of hearing orders, mediation and settlement agreements with Special Education and local District and school staff.

Conduct and support training regarding Due Process Complaints, Mediation Requests, 504 matters, and general special education legal concerns.

Direct and manage the legal work of the Student Success Division generally, including the assignment of work to external legal counsel.

Support school administrators with IEP and 504 meetings in cases in which the meetings include parent attorneys/advocates.

Ensure that staff timely implements orders, mediation and settlement agreements with central office and school staff.

In partnership with other District leadership, ensure that all managers and supervisors comply with applicable laws and policies.

Other duties as assigned.

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

EXPERIENCE Minimum of five (5) years of legal practice required. Knowledge of Colorado special education regulations, IDEA, 504, and other laws supporting students with disabilities is required. Prior experience in special education, student and/or education law is required.

EDUCATION AND TRAINING Juris Doctorate degree from an accredited law school required.

CERTIFICATES, LICENSES, REGISTRATIONS Must be licensed to practice law and in good standing in the State of Colorado.

SKILLS, KNOWLEDGE, & EQUIPMENT Demonstrated skills in conflict management; problem-solving strategies; budgeting; resource allocation and prioritization; data analysis; and collaborative decision making and group facilitation. Excellent writing and speaking skills and training skills. Knowledge of education laws and student rights laws. Knowledge of and experience with basic computer operation and word processing.

DECISION MAKING Decision making requires independent judgment; legal interpretation; analysis; and application of District, federal, state, and local policies, regulations, and laws to implement policies, laws, and legislation affecting employees,
students, and the public; and to represent the District in IDEA, 504, and special education matters. The quality of these decisions has a profound impact on the climate and culture of the organization. Errors in decision making could impact the quality of the workforce, quality of student education, staffing, budget, integrity of the department and/or District, and/or public’s confidence. Errors could lead to substantial embarrassment to the District, BOE, and Superintendent and/or serious legal ramifications.

COMMUNITY RELATIONS Frequent contact with classified staff, professional staff, outside legal counsel, parents, CDE, and OCR to set critical policy and to respond to issues, complaints, mediations, and charges.

SPAN OF CONTROL Directly supervise one to five employees in the Student Success Division. Carry out supervisory responsibilities in accordance with the organization’s policies and applicable laws. Responsibilities include interviewing, hiring, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; and addressing complaints and resolving problems.

EDUCATIONAL DELIVERY Provide support to schools and students by providing direction, advice, influence, and training to District leadership regarding policy development, interpretation, and implementation; and by ensuring District compliance with laws established to protect employees and students. Provide direct services to District leadership and departments by resolving legal issues and by providing legal training, analysis, and support. The majority of time is not spent on the school site.

COMPLEXITY OF WORK Work is self-directed and assigned via applicable policies and laws. Requires independent judgment and global thinking within applicable rules and the ability to develop solutions where policies and procedures are not clearly defined. Must have a comprehensive understanding of all rules, regulations, and contracts affecting the District, its employees, and students. Must analyze all facts and circumstances involved, utilize objective and rational reasoning, and understand the impact the decision will have from a global perspective.

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

PHYSICAL DEMANDS While performing the duties of this job, the employee is regularly required to talk or hear. The employee frequently is required to stand; walk; sit; and use hands to finger, handle, or feel. The employee is occasionally required to reach with hands and arms and stoop, kneel, or crouch. The employee must frequently lift and/or move up to 25 pounds.

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

MENTAL FUNCTIONS While performing the duties of this job, the employee is regularly required to compare, analyze, communicate, coordinate, instruct, synthesize, evaluate, use interpersonal skills, and negotiate. The employee is frequently required to reflect on systemic processes to identify areas that could fail and identify appropriate corrective mechanisms to prevent such events, as well as compute and compile.

Our Mission & History

Mackintosh Academy was established as a nonprofit independent school in 1977 by Eve Mackintosh, an influential leader in gifted education in Colorado. The Academy now has two campuses, one in Littleton and our campus in Boulder that opened its doors in 2011. Mackintosh Academy – Boulder (Mack Boulder) has two divisions, Lower School (K-5), and Middle School (6-8), that serve 155 total students with 37 faculty and staff. Mack Boulder operates with a highly supportive, independent Board of Trustees.

Mackintosh Academy’s mission is to nurture the keen minds and compassionate hearts of the gifted child in a responsive and caring community of learners. Our students mature into confident, healthy human beings inspired to contribute to a world that needs them. In addition to being Colorado’s first independent school for gifted learners, it is Colorado’s only independent school that’s an authorized International Baccalaureate (IB) school with both a Primary Years Programme (PYP) for K-5, and Middle Years Programme (MYP) for 6-8.  As an authorized IB World School, Mackintosh Academy’s mission also aligns with the IB program’s mission, “to create a better world through education.”

Business Operations Specifics

While the story of Mackintosh Academy comes to life through our students and our staff, numbers fill in some important details about our operation:

• $3.8 million annual operating budget, 71% from tuition, 26% from donations, and 3% from other sources
• $650,000 provided annually in tuition assistance to students + $180,000 provided annually to cover tuition for Mack Scholars
• $580,000 achieved of cash reserve goal of $800,000
• Two clean audits achieved in past two fiscal years since establishing financial independence from Littleton (prior to that partnered in eight previous clean audits)

Additionally, we have developed strong supports for our highly talented and committed educators and staff members that set Mackintosh Academy apart:

• Faculty/staff wages place them among the highest paid independent schools educators in our local area.
• Faculty/staff have a 401K featuring a “double down match” benefit (i.e., 3% employee matched by 6% employer)

We now seek an experienced Business Manager to add to our leadership team.

Position Overview

The Business Manager is a critical member on the School’s Leadership Team. The Business Manager is responsible for supervising and/or leading these functions: Accounting, Finance, Treasury, Human Resources, Facilities, IT and Risk Management. In addition, the Business Manager attends Board meetings and serves on various finance, fundraising, and strategic planning board committees.

Opportunities for Impact

The incoming Business Manager will have the opportunity to make a significant impact on our operations and our ability to deliver on our core mission. Some of these opportunities include:

• Work and partner with an entrepreneurial, future thinking Head of School to further grow and strengthen Mack. Be part of a nimble, action-oriented leadership team that is curious, committed to excellence, and innovative.
• Establish Mack Boulder as a fully independent (new) 501c3. The school is currently an LLC under the umbrella of a parent company (Mackintosh Academy) that holds the 501c3 status. Both our Littleton and Boulder campuses have independent  programming, finance, liability, and governance.
• A $6 million capital campaign (“Quantum”) has been established and drafted. While temporarily on hold during COVID19, we have been working for 3+ years on a campus expansion project (adding +9000 sq. ft. building) that also includes building endowed funding to support people and programming.  The Business Manager will provide critical financial and administrative support to this campaign.
• Enhance financial reporting processes and tools to support decision-making and strategic use of resources.
• Participate in all aspects of school life, building relationships with staff, faculty, parents, students, and partners.

Mack Boulder has several broader plans for the next few years in which the Business Manager will play a significant role:

• Expand and brand our remote learning programming (Mack Without Walls) to serve more families.
• Create a “school within a school” to support gifted learners with dyslexia in school year 2021/22.
• Establish endowed, or cash-term donations to support professional development and tuition assistance/scholarship funding.

The Mack Boulder Culture

People who thrive at Mack Boulder find their values and personal attributes align with these key features of our culture:

• Mack Boulder has a family-like atmosphere comprised of experienced, creative, and supportive faculty and staff who work hard every day to serve our school community.
• Mack Boulder is a school for and about children.  All our decisions have a child at the center, and we each value regular opportunities to be with and learn from the students at the school.
• We are infinitely patient and curious.  Students, teachers, staff members, board members, parents regularly ask, “Why” and expect others to do the same. Education is all about asking questions and understanding the world in new ways, and we practice that thinking every day in all our efforts.
• Having a keen sense of humor and an openness to interacting regularly with people who are interesting, quirky, compelling, and service-minded are essential to success at Mack Boulder.
• We take a lot of pride in our work, we demand excellence from ourselves and each other, we exhibit consistently strong ethics, and we are committed to our efforts to educate children who can make the world a better place.
• We are not a school for people who like traditional or stagnant practices.  As an IB World School, we work under a vigorous pedagogical framework that requires constant rationale for everything we do programmatically.  We design and implement curriculum that will benefit our learners by preparing them for their future – not ours.
• Employees keep their learning spaces and office doors open. When you work at Mack, we encourage you to build on peers’ ideas and share your successes and failures with others  We are committed to supporting the growth of our entire team though mentoring, peer observations, and teaching each other.

What Does It Take

Qualified candidates for the Business Manager position will exhibit these leadership skills and characteristics:

• Demonstrates clear commitment to the mission of Mackintosh Academy and its approach to education.
•  Shows independence, enthusiasm, high self-esteem and a sense of humor.
• Demonstrates honesty, reliability, and strong integrity – takes pride in quality work consistently.
• Demonstrates strong attention to detail with a proven ability to keep focused on big picture and long-term goals.
• Is a strategic, pragmatic and creative thinker.
• Demonstrates empathy and compassion.
• Employs an open and collaborative management style.
• Models perseverance.
• Demonstrates exceptional time management skills.

Additionally, candidates will have professional experience in these areas:

• 5+ years of experience in a CFO, Controller, or Assistant CFO/Controller/ Business Manager role (Director of Finance and Operations).
• Strong background in finance, budgeting, investing, and cash management.
• Proven skills in effective presentation of financial data to support executive decision-making.
• Experience in managing payroll, employee benefit plans, and effective HR strategies.
• Experience with non-profits or independent schools, a plus.
• Some knowledge of effective fundraising processes and supporting administration preferred.
• Experience and skill with advanced technology including: modern data management systems, Office suite, accounting (QuickBooks), visual representation of financial data, and fundraising software, etc.
• Bachelor’s degree is required, preferably in business, accounting or finance and administration with a strong grasp of accounting. CPA, a plus.
• MBA or related advanced degree preferred.

Compensation

In accordance with independent school guidelines and local market conditions, the salary range for this position is $95,000-$110,000 depending on skills and experience.  Full time employees of Mackintosh Academy also have access to a comprehensive benefits package that includes healthcare, dental, vision,  retirement, and ample paid time off.

About Rocky Mountain Prep

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

In order to teach at RMP, you must:

• • Be able to provide an official transcript demonstrating graduation from an undergraduate institution
  • Provide evidence of passing the Praxis 5001 exam in or other Colorado Department of Education approved test scores
  • Provide evidence of Colorado Certification (required only for Special Education and Culturally and Linguistically Diverse positions)
  • Pass a background check
  • Demonstrate eligibility to work in the United States

This position could be virtual or in-person depending on school needs.  If you have a preference, please note that in your application and we will discuss it during the interview process.

Apply Here: 

https://ltmwebprod01.dpsk12.org/ltmprod/xmlhttp/shorturl.do?key=487 

PORTFOLIO MANAGEMENT

Traditional 235 work days

FTE: 1.0

Salary Range: $63,852 – $77,316

Essential Functions and Objectives:

Responsible for advising, facilitating and providing direct support to leaders of more autonomous schools regarding all operational aspects. Responsible for improving support services to more autonomous schools — innovation zone and charter schools (70+ schools) – by focusing on integrating these schools into district systems, processes, and communications and facilitating the continuous improvement of services provided to these schools. Partners with specific central teams to problem solve and improve ownership and integration of the full family of schools into their work. Leads specific initiatives to improve service, including associated stakeholder engagement, process improvement, and change management.

– Manage through influence across multiple teams to achieve desired supports for schools. Liaise with leaders in several specific departments each year (e.g., finance, submissions, assessment); facilitate relationship development to streamline support services and reduce the burden on school staff. Set expectations for service (including the development of SLAs) – leading to the continuous improvement of services delivered to more autonomous schools.

– Consult with departments on how to appropriately integrate the family of schools into their work, including educating and problem solving to include innovation zones and charters in work while maintaining their autonomy.

– Lead cross-functional initiatives per year to ensure autonomous schools can actualize their flexibility and/or autonomy. Identify the most pervasive issues that divert the attention of school staff away from instructional practices. Identify and implement innovative solutions to improve support to schools and/or solve persistent problems.

– Through role as a Portfolio Partner for specific schools, collaborate with schools and central teams to help them navigate each other’s structures and systems and facilitate the resolution of escalated issues. Serve as an escalation point for schools and central teams — responding to needs, assigning ownership, and escalating as appropriate; solve complex problems, prevent or resolve conflict, convene parties, and provide feedback as appropriate.

– Foster a culture of partnership and collaboration with autonomous school leadership and operational teams to develop understanding and better meet the needs of students and schools. Contribute to a culture of positive, proactive communication, prioritizing listening and transparency. Build capacity within school staff to address operational needs.

Knowledge, Experience & Other Qualifications:

– Five (5) or more years of experience in program management and/or school operations.

– School leadership experience a plus.

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

– Preferred experience with data analytics.

– Strong attention to detail.

– Excellent interpersonal, analytical, critical thinking, problem-solving, and organizational skills.

– Ability to communicate effectively in a credible and confident manner at all levels in the organization, both orally and in writing.

– Ability to assess appropriate priorities and organize workload on multiple assignments.

– Ability to collaborate with others on challenging, time sensitive projects as a team player.

– Ability to work independently with minimal direction.

– Knowledge of program management best practices.

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

– Ability to foster effective relationships with district staff, schools, and external partners.

– Ability to prioritize multiple projects.

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

– High degree of integrity in handling confidential information.

– Ability to navigate complex problems among multiple constituencies and drive towards solutions.

– Ability to effectively facilitate meetings to achieve desired results.

Education Requirements:

– Bachelor’s Degree is required.

– Master’s Degree a plus.

Other Information:

The Portfolio Management Team (PMT) supports school empowerment and shared accountability across the DPS family of schools and serves as the school authorizing office for DPS. Our Mission is to authorize, cultivate and advocate for high quality schools (i.e., district-run, innovation, iZone and charter) in DPS. We embrace school empowerment, high performance standards, clear accountability, family choice and community engagement. We envision a nation where every public education system effectively serves the diverse needs of all children and where every student graduates prepared for success in life. We strive for DPS to be a national model for transformational change in public education by: 1) Improving outcomes for all Denver students through recruiting and supporting a diverse portfolio of high-performing schools that are accountable for results; and 2) Producing transformational changes district-wide by identifying, sharing and facilitating the implementation of innovative, best-in-class policies and practices in all schools and central office departments. Within DPS, we support the entire family of schools and partner with other District Teams to provide the best service to each school.

About Denver Public Schools:

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

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

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

Job Title: K-8 Special Education Teacher, 2020-2021 school year

Location: Carbondale Community School, Carbondale, Colorado

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

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

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

At CCS, our highly qualified staff work in tandem with students, families, and our community to maintain strong traditions, a healthy social, emotional, and physical learning environment with high educational standards, and a focus on the four guiding points of our school’s compass:

• Social Justice: Teaching and modeling social responsibility, respect, tolerance, diversity, service, caring, compassion, integrity, equity and peace.
• Community: Building a strong sense of community through our traditions and parental, student, teacher and community involvement and volunteerism.
• Responsibility: Embracing individuality, personal responsibility and accountability.
• Lifelong Learning: Pursuing a progressive, child-centered approach to creative, self-directed, meaningful learning.

Required Qualifications:

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

Job Description:

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

**CCS staff are employed by Compass for Lifelong Discovery. Compensation is based on experience.

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

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

Karate Instructor, Independent Contractor 

Third Future Schools – Charter School Network 

Academy of Advanced Learning

Aurora, CO 80011

Days/Hours: 

• Monday – Friday

3 Classes per Day:

• 9:15 AM-10:15 AM – AAL Main Campus – 431 N. Sable Blvd, Aurora CO 80011
• 10:30-11:30 AM – AAL West Campus – 350 Blackhawk Street, Aurora CO 80012
• 3:00-4:00 PM  – AAL West – 15550 E. 6th Street, Aurora CO 80011 

Contractor agrees to fulfill the following responsibilities: 

• Plan, prepare, and deliver specialized martial arts instruction for students each scheduled school day
• Model behavior quality and habits of success  
• Collaborate with teachers to assess student progress, and provide grades (pass/fail) in accordance with school procedures and regulations 
• Manage student behavior in the classroom by invoking approved disciplinary procedures
• Provide availability to engage parents and families to support student learning 
• Exhibit professionalism and leadership skills
• Be thorough and pay attention to detail

Compensation: 

• $20-25/hr 

Physical Education Coordinator, Independent Contractor 

Third Future Schools – Charter School Network 

Academy of Advanced Learning 

Aurora, CO 80011

Days/Hours: 

• Monday – Friday

3 Classes per Day

• 9:15 AM-10:15 AM – AAL Main Campus – 431 N. Sable Blvd, Aurora CO 80011
• 10:30-11:30 AM – AAL West Campus – 350 Blackhawk Street, Aurora CO 80012 
• 3:00-4:00 PM  – AAL West – 15550 E. 6th Street, Aurora CO 80011 

Contractor agrees to fulfill the following responsibilities: 

• Plan, prepare, and deliver specialized physical education instruction for students each scheduled school day
• Model behavior quality and habits of success  
• Collaborate with teachers to assess student progress, and provide grades (pass/fail) in accordance with school procedures and regulations 
• Manage student behavior in the classroom by invoking approved disciplinary procedures
• Provide availability to engage parents and families to support student learning 
• Exhibit professionalism and leadership skills
• Be thorough and pay attention to detail

Compensation: 

• $20-25/hr