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

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

DENVER PUBLIC SCHOOLS
Traditional 233 work days
FTE: 1.0

Essential Functions and Objectives:

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

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

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

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

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

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

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

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

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

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

About Peak to Peak Public Charter School

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

Job Summary

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

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

Qualifications
*

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

Responsibilities and Daily Tasks

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

Attend staff meetings and in-service trainings

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

Compensation and Benefits

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

Job Type: Full-time

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

Who are we?

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

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

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

What are we looking for?

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

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

Desired Mindsets & Habits

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

Responsibilities and Outcomes

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

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

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

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

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

Supervise and appraise the Directors of Special Education.

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

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

Oversee special education program review, evaluation and development.

Work in partnership with families and provide ongoing support.

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

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

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

Assist in budget management in collaboration with department budget analyst.

Manage mediation, informal, and formal due process appeals.

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

Approve and monitor contracts with other agencies.

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

Respond to and propose federal and state legislation and regulations.

Other duties as assigned.

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

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

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

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

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

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

Salary range starts at: $43,198/year

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

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

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

AP/AD

NORTHFIELD HIGH SCHOOL

Central

Traditional 215 work days

FTE: 1.0

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

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

– Leads for equity toward college and career readiness

– Leads for culture of empowerment, continuous improvement and celebration

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

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

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

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

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

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

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

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

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

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

– Strategic problem-solving and project management

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

– Capability to build solid relationships

– Self-reflection and continuous professional growth

– Solid ethical commitment to this work

Knowledge, Experience, & Other Qualifications:

– Bachelor’s Degree required.

– Master’s Degree and previous leadership experience preferred.

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

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

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

About Denver Public Schools:

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

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

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

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

THE CHALLENGE

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

THE MUST-HAVES

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

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

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

Core Beliefs – Achievement 

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

Core Beliefs – Justice 

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

Core Beliefs – Perseverance

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

ESSENTIAL FUNCTIONS

• Proactively build relationships with school leaders; execute a hiring strategy customized to their school and context.
• Manage the hiring process through a DEI lens with strong customer orientation that is responsive and delivers a world-class experience for candidates and hiring managers.
• Support and manage a well-coordinated and effective strategic plan and approach to recruiting teachers and network Leaders.
• Drive our aggressive annual hiring campaigns, which will result in new teachers, leaders, and professional support staff to serve our scholars.
• Demonstrate and articulate a thorough understanding of STRIVE Prep’s mission and model, and communicate enthusiastically to prospective applicants and candidates about the expectations, benefits, and merits of working at STRIVE Prep.
• Manage candidate relationships throughout the application process and conduct phone interviews.
• Support the appropriate campus-based team member with scheduling and conducting on-campus interviews.
• Collaborate with a team of fast-paced, goals-driven recruiters, talent managers, and school leaders to ensure a seamless and swift experience for all candidates, as well as the alignment and presentation of the best candidates for every position within the organization.
• Faithfully utilize STRIVE’s systems and processes as laid out in training in order to drive accurate data and an outstanding candidate experience.

ADDITIONAL DUTIES

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

MINIMUM REQUIREMENTS (OR PREFERENCES WHERE NOTED)

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

COMPENSATION AND BENEFITS

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

DIVERSITY, EQUITY & INCLUSION

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

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

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

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

EAST HIGH SCHOOL

Central Regiou

Traditional 215 work days

FTE: 1.0

School Year: 2019-2020

Essential Functions and Objectives:

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

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

– Leads for equity toward college and career readiness

– Leads for culture of empowerment, continuous improvement and celebration

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

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

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

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

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

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

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

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

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

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

– Strategic problem-solving and project management

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

– Capability to build solid relationships

– Self-reflection and continuous professional growth

– Solid ethical commitment to this work

Knowledge, Experience, & Other Qualifications:

-Must possess a current Colorado Principal license.

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

-Previous leadership experience preferred.

About Denver Public Schools:

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

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

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

Position Overview

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

Primary Responsibilities Include:

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

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

Highest Priority Competencies

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

Additional Skills, Experience and Characteristics Required

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

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

Reporting Relationships

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

Compensation & Benefits

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

To Apply

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

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

Who are we?

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

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

What are we looking for?

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

Desired Mindsets & Habits

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

The CUBE Teacher: 

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

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

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

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

Who are you?

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

Required background and skills:

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

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

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

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

About Chalkbeat:

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

SOAR Principal

2020-2021 School Year

WHO WE ARE

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

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

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

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

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

WHO YOU ARE

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

ESSENTIAL RESPONSIBILITIES

In this role you will…

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

EXPERIENCE & QUALIFICATIONS

Required

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

Strongly Preferred

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

WHAT WE OFFER

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

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

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

About College Track

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

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

Our Impact

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

Our Values

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

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

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

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

·       AUTHENTICITY: We believe relationships matter.

·       EXCELLENCE: Our students deserve nothing but the best.

Position Overview

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

Primary Responsibilities Include:

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

Highest Priority Competencies

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

Skills & Experience Required

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

Reporting Relationships

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

Compensation & Benefits

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

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

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

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

About College Track

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

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

Our Impact

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

Our Values

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

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

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

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

·       AUTHENTICITY: We believe relationships matter.

·       EXCELLENCE: Our students deserve nothing but the best.

Position Overview

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

Primary Responsibilities Include:

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

Highest Priority Competencies

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

Skills & Experience Required

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

Reporting Relationships

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

Compensation & Benefits

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

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

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

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

Apply Here: 

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

ASSESSMENT, REPORTING & DATA SUPPORT (AR&D)

Traditional 235 work days

FTE: 1.0

Salary Range: Commensurate with experience

Essential Functions and Objectives:

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

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

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

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

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

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

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

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

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

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

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

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

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

Knowledge, Experience & Other Qualifications:

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

– PMP preferred.

– Knowledge of program management best practices.

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

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

– Ability to prioritize multiple projects.

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

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

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

– High degree of integrity in handling confidential information.

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

– High degree of integrity in handling confidential information.

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

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

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

Education Requirements:

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

– Master’s Degree is preferred.

About Denver Public Schools:

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

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

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

The Regional Community

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

Major Job Duties and Responsibilities

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

Compensation

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

NW BOCES

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

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

Programs offered through the NW BOCES include:

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

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

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

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

Qualifications

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

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

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

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

Position start date: ASAP

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

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

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

PRIMARY DUTIES

1. Annual audits and financial statements

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

2. Financial planning and budgeting

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

3. Student activity funds

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

4. Policies, procedures and internal controls

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

5. Other accounting and finance duties

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

6. Other duties as assigned.

QUALIFICATIONS

Knowledge of:

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

Ability to:

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

EXPERIENCE & TRAINING GUIDELINES

Experience:

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

Training & Education

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

WORKING CONDITIONS

Office environment; exposure to computer screens.

Physical Conditions:

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

ORGANIZATION OVERVIEW

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

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

POSITION REPORTS TO: Director of Finance

ESSENTIAL DUTIES AND ROLE-SPECIFIC RESPONSIBILITIES 

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

School Nutrition Program Oversight and Support

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

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

CSI-Wide CNP Management

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

CNP Professional Development and Training

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

DEPARTMENT RESPONSIBILITIES

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

KNOWLEDGE, SKILLS & ABILITIES

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

EXPERIENCE

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

EDUCATION

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

JOB TYPE

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

SALARY RANGE

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

BENEFITS

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

PHYSICAL DEMANDS

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

WORK ENVIRONMENT

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

NOTE

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

About the Position

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

A qualified candidate will have:
•    Bachelor’s degree required;
•    A minimum of 3 to 5 years of experience in public education;
•    Experience with public school board policy development and/or policy governance;
•    Knowledge of Colorado school law;
•    Detail-oriented with demonstrated excellence in written and oral skills, including editing and public speaking;
•    A genuine desire to work with people to improve public education in Colorado.

• Are you passionate about Equity in Education? 
• Are you passionate about Culturally and Linguistically Diverse Education?
• Are you seeking a bridge to leadership and/or professional development positions in your field?

If so, APPLY NOW for Secondary ELD Instructional Coach with Roaring Fork Schools, located in the BEAUTIFUL Roaring Fork Valley of Colorado (Glenwood Springs, Carbondale, Basalt). 

Roaring Fork Schools is currently seeking applications for TWO full-time ELD Coaches (one for Basalt and one for Carbondale)

DEFINITION: Under supervision of the Director of Culturally and Linguistically Diverse Education, the ELD Coach ensures alignment, consistency, and continuous improvement in all aspects of Culturally and Linguistically Diverse Education Programming for emerging bilingual students throughout the school day.

Primary Locations: Middle & High School 

Salary Range: Commensurate with experience/ Annual per salary schedule

Shift type: Full Time

Job Contact:

Amy Fairbanks

Director of Culturally and Linguistically Diverse Education

afairbanks@rfschools.com

Outcomes and Expectations

• The ELD Coach makes an enduring impact on instruction with regular classroom teachers and positively impact emerging bilingual student learning.

• The ELD Coach ensures alignment, consistency, and continuous improvement in all aspects of Culturally and Linguistically Diverse Education (CLDE) programming for emerging bilingual students

• The ELD ensures emerging bilingual students are making adequate growth in all academic areas.

Primary Duties and Responsibilities

• The ELD Coach works with regular classroom teachers to impact instruction for emerging bilingual students by incorporating the WIDA Framework for content area instruction in math, science and social studies.

• The ELD Coach ensures the school adheres to policies and procedures for determining ELD program eligibility, re-designation, monitoring and exiting.

• The ELD Coach addresses required programming criteria:  All emerging bilingual students have English, math, science, social studies, specials/electives, and Literacy-Based ELD instructional settings are implemented.

• The ELD Coach works with problem solving teams to help determine the root cause and make appropriate placements into ELD Instructional settings and/or Literacy Interventions for emerging bilingual students.

• The ELD Coach attends regularly scheduled professional development sessions to enhance coaching skills, ensure alignment with the District ELD Team’s goals, and continuously improve practices.

• The ELD Coach takes on several roles:  resource provider, data coach, ELD specialist, mentor, facilitator, leader and catalyst for change.

Qualifications

Knowledge and Skills

• Experience and knowledge of English Language Development and theories of Bilingual Education is required.

• Understanding of the WIDA Standards Framework, WAPT and ACCESS is required.

• Demonstrated skills and success in providing the necessary supports in teaching content standards and incorporating appropriate language functions into product and process of instruction is necessary.

• Prior experience working with adults regarding instruction and assessment is recommended and understands adult development.

• The ELD Coach is able to diagnose and support the needs of teachers.

• Bilingual in English and Spanish is preferred, but not required.

• Positively and effectively advocates for the needs of emerging bilingual students and their families

• Maintains high expectations for students and teachers.

• Committed to continuous learning and improvement.  The ELD Coach understands knowledge about change, uses data to drive decisions, and maintains a positive and productive culture.

Experience

Minimum of five years experience teaching ELD and/or content area instruction to emerging bilingual students

Experience consulting and providing professional development to adults.

Training & Education

Equivalent to a Bachelor’s degree from an accredited college or university with major course work in Culturally and Linguistically Diverse Education: Bilingual or ESL.  A Master’s degree or higher in bilingual education is preferred. 

License:

Colorado Department of Education License with CLDE Bilingual endorsement is preferred.

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

POSITION DESCRIPTION

Position: School Social Worker
Reports to: School Principal and Director of Mental Health
Location: STRIVE Prep Federal, Southwest Denver

THE CHALLENGE

Are you up for the work as a school social worker that is both difficult and worthwhile? Do you want to make a positive, lasting difference in children’s lives?

OVERVIEW OF ROLE

STRIVE Preparatory Schools (STRIVE) is a Denver-based community of K-12 public charter schools that challenges every student to strive for college and thrive throughout life by helping them develop the knowledge, skills, and confidence necessary to succeed in college and beyond. The school social worker will help students as they face an assortment of challenges at our middle school, STRIVE Prep Federal. STRIVE Prep Federal serves 360 brilliant 6th through 8th-grade students in the Southwest Denver community, including 46% emerging bilinguals, and 15% of students with disabilities. The school social worker will work directly with children and adolescents; support students with mental health needs by providing counseling, skill instruction, and learning and support plans; assess and evaluate individual differences to identify intervention strategies; and work collaboratively with parents, teachers, and community supports to support children’s success to ultimately help students thrive at home, in school, and in life.

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.

THE MUST-HAVES

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

• You are a critical thinker: Part of what makes the work so challenging—and rewarding—is the fact that you will be constantly encountered with unique situations that will require you to be flexible while solutions-oriented.  That’s why critical thinking skills are very important in social work. After identifying the nature of the problems experienced by their students, social workers use critical and creative thinking to develop practical solutions. Social workers use logic, analysis, kindness, and creativity to identify the strengths and weaknesses of different approaches and find a solution for each case. Social workers must make important decisions based on a thorough understanding of the student’s needs and situation, the available resources, and applicable law and policies. Without this important skill, a social worker might miss clues, overlook opportunities, or act on personal bias.
• You have a developed sense of empathy: Understanding others intellectually, culturally, and emotionally is important. Empathy is the ability to imagine yourself in someone else’s situation, and then be able to understand what that person may be experiencing. Empathizing is both an intellectual and emotional process that makes it far easier to understand and help others work through their problems and develop their deficits. Having empathy helps social workers develop strong relationships with the students and families and determine the best possible solution based on their unique experiences and circumstances.
• You are an effective communicator: Social workers must be able to communicate in many different ways and with many different people every day. You will need to be able to express yourself with clarity to a wide variety of people in a diversity of contexts and have strong written and verbal communication skills are an absolute must. Good communication skills help social workers have difficult conversations with people in the midst of challenging life circumstances and emotional stress. Important communication skills that show you are engaged in the conversation and genuinely care about hearing what the other person has to say are validation, affirmation, and active listening. In addition, as the voice of their students, social workers routinely advocate on behalf of the individuals, groups, and families they serve. Advocacy involves speaking out and acting in the best interest of others.
• You are organized: Social workers are often required to deal with busy schedules, heavy caseloads and large amounts of paperwork. Successfully managing and prioritizing the logistical aspects of the job can help you maximize the amount of time you’ll have on your schedule to provide meaningful services to your students. The ability to prioritize which work is required to be done in which order is extremely important. Related to organizational skills, social workers must also have strong time-management practices.

ESSENTIAL FUNCTIONS

Responsible Assessment and Intervention Practices in Special Education

• Conducts valid, fair, and legally defensible evaluations for Special Education eligibility; Performs social-emotional-behavioral and adaptive assessments for students, including students in an Affective Needs Center
• Interprets findings to identify student needs and develop subsequent appropriate interventions and services through IEP programming
• Attends and contributes to IEP meetings as appropriate; present results in clear, understandable terms to a variety of audiences (e.g., parents, students, staff, community) so that the recipient can make informed choices

Tiered Model of School Mental Health Interventions, Services and Supports:

• Uses skill-building strategies through direct and indirect service methods in a small group or individual settings to teach students effective, positive behaviors, such as self-regulation and self-monitoring planning/organization, impulse control, empathy, and healthy decision-making
• Collaborates with families and community providers to develop student intervention/action and intervention plans
• Work collaboratively with other school personnel to create and maintain a variety of services to support all students’ attainment of academic, social, emotional, and behavioral goals
• Takes lead on filing for truancy/contempt and implementing court order; support campus team to develop attendance supports and delegate responsibilities

Preventative and Responsive Crisis Services  

• Collaborates ​with ​school ​personnel, ​parents, ​students, ​and ​community ​resources ​to ​provide ​competent ​mental ​health support ​during ​and ​after ​crisis ​situations ​and support ​network ​crisis ​responses ​as ​needed ​and ​follow ​ERCM ​network response ​team ​procedures
• Conducts suicide risk reviews and self-injury inventory process according to training and best practices (e.g., follow protocol, inform parents, provide recommendations and referrals to community services, and often provide follow up counseling and support at school)
• Conducts threat response system process according to training and best practices (e.g., follow protocol, evaluation, and classification of the threat, appropriate response, and intervention, including notification and involvement of parents and a written action and intervention plan)
• As appropriate, offers families resources and referrals for services in the community and support families in navigating those services

Social Work Professionalism   

• Demonstrates personal integrity and maintains high professional and ethical standards practice in ways that are consistent with ethical, professional, and legal standards and regulations; engage in lifelong learning and formulate personal plans for ongoing professional growth
• Fulfills departmental/administrative responsibilities and expectations; uses supervision and mentoring for effective practice; access, evaluate, and utilize information sources and technology in ways that safeguard and enhance the quality of services and responsible record keeping; participates in STRIVE Prep Summer Training as well as professional development and training throughout the school year; and assists administrators, teachers, and other school personnel, and parents in understanding and adhering to legislation and regulations relevant to regular education and special education

Our Aspiring School Social Workers:

• Consciously choose to serve and transform the lives of school-age scholars by joining a team of educators who will do whatever it takes in a turnaround environment to support scholars in gaining access to college.
• Highly invest themselves in constant growth and reflection as educators and professionals.
• Be a tireless advocate for your students
• Approach every day with unapologetic high expectations, persistence and a sense of humor.
• (Preferred) Speak Spanish or have experience working with bilingual students.
• Dedicate themselves to the educational success of all students, not some students.
• Bring enthusiasm, professionalism, and positivity to their interactions with students and our adult community.
• Assume the best in others and are willing to have courageous conversations in order to do what is best for students.
• Work hard and approach challenges as opportunities for improvement.
• Set high expectations for themselves and others and a willingness to hold themselves and others to those expectations.
• Strive for cultural competence practice, are willing to learn more about the culture of the child through the child and family, and always work from a strength-based perspective.
• Protect time for self-care, fortify your strengths and capacities, and seek support through one’s family, friends, and broader professional community

MINIMUM REQUIREMENTS

Standard Requirements for all Colorado Initial Special Services Licenses:

An Initial Special Services License from CDE may be issued in the endorsement areas listed below to an applicant who:

• Holds a bachelor’s or higher degree from an accepted, regionally accredited institution of higher education. http://www.cde.state.co.us/cdeprof/Licensure_institutions.asp
• Has completed an approved special services preparation program at an accepted, regionally accredited institution of higher education, including required supervised internship, practicum, and/or field experience.
• Has provided an approved program verification form.
• Has submitted a complete application for licensure, including official transcripts, associated fees, and other supporting documentation.

https://www.cde.state.co.us/cdeprof/checklist-initialspecialserviceprovider

Additional requirements per special services license: School Social Worker (0-21 years):

• • Master’s degree or higher in social work from an accepted institution of higher education
  • Documented evidence of completion of coursework in the areas of school and special education law, including content covering Functional Behavior Assessment (FBA) and the development of behavior intervention plans

• Out-of-state applicants: Please review this addendum to find out how you complete this coursework if you haven’t already done so. https://www.cde.state.co.us/cdeprof/sspsswaddendum

• Successful completion of Colorado-approved content exam: Colorado Assessment for Licensed Clinical Social Workers (ASWB) OR PLACE 47: Passing Score: 220. https://www.aswb.org/exam-candidates/
• Successful completion of a supervised 900 clock-hour practicum in the field of social work which shall have been completed in a school, social service agency, mental health clinic or facility and/or hospital setting
• Successful completion of at least one field experience with school-age children/students
• To find out more about becoming a special service provider in a Colorado public school, please see the standard requirements for all Colorado Initial Special Services Licenses https://www.cde.state.co.us/cdeprof/licensure_ssp

COMPENSATION AND BENEFITS

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

DIVERSITY, EQUITY & INCLUSION

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

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

1. Your unique gifts
2. Your purpose/desire for impact
3. The organization’s needs

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

QUESTIONS?

Contact Amanda Jackson at amanda.jackson@striveprep.org

This position will directly supervise a set of schools, with a focus on coaching and supporting principals in their work to deliver on the individual school’s mission and vision. This position will also support principals as they implement school improvement plans, effectively use data to monitor and improve student achievement, build and sustain shared leadership structures, provide direction and assistance with safety and security, develop and monitor budgets, align resources, engage families, and problem solve community and staff issues.  Strong instructional knowledge is required to successfully do this job.

Community Superintendents are responsible for the hiring and evaluation of principals, and will provide growth producing feedback as well as professional learning for principals in their schools with a focus on ensuring strong leadership skills in every principal.

Community Superintendents will also be responsible for effective implementation of the district strategic plan. An understanding of necessary conditions for instructional transformation in classrooms is preferred.

Qualified applicants will have already read and aligned their thinking with the Jeffco Generations Vision – Strategic Plan. A highly skilled Community Superintendent will engage with district departments in support of their efforts with schools and their communities.

Qualified Applicants Require:

• 5 years of experience as a principal
• Demonstration of strong coaching, supervision, and strategic planning experience
• Bachelor’s degree; Master’s degree in a related field preferred
• Must hold a current administrator/principal license

About the District:   Jeffco Public Schools has been providing educational excellence for more than 60 years. As Colorado’s second largest public school district, we serve over 85,000 students at 157 schools on 168 campuses. We work to keep the main thing, the main thing – Learning. We focus on strategies which have a direct impact on changing the student learning experience. Along with families and the community, we ensure that all students have the supports they need to engage successfully in the learning process. This work happens under the direction of, and in concert with, skilled and professional educators who serve and deliver an environment of high expectations for all students.

About the Job:   Join our diverse, inspired and committed team!  Jeffco is currently accepting applications for Elementary Principal roles for the 2020-21 School Year.

The Principal is responsible for academic excellence and personal growth of every student, through leadership of an elementary facility. Organizes school operations around improvement of instruction by maintaining a safe and orderly environment, upholding state laws, contracts and District Policies. Manages personnel, maintains facility to provide a quality learning environment, efficiently manages financial and facility resources, establishes effective public relationships, and coordinates effective instructional programs with a master schedule.
Traditional work days: 215
FTE: 1.0
School year: 2020-21

Compensation:   Commensurate with Experience

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 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

Job Requirements:

• Must possess a valid Colorado Principal/Administrator license.
• A minimum of five (5) years of actual instructional/classroom experience as an educator.
• Citizenship, residency or work visa required

Paper screening will begin in January; we strongly recommend submitting application by early January for consideration.

The CUBE is seeking a progressive and experienced instructional leader to actualize our innovative academic vision and instructional practices. The Director of Curriculum & Instruction (DCI) at the CUBE will be charged with curriculum and programmatic oversight and alignment across all core content areas. The DCI will help to bring our CUBE instructional practices to life in our classrooms through designing and facilitating data-informed and equity-focused professional development for teachers and leaders. This person will be an expert in designing adult learning experiences, culturally responsive teaching practices, and purposeful and vertically aligned curriculum design that supports students to become independent learners. The DCI will work in close collaboration with a team of equity-minded and progressive instructional leaders committed to ensuring every child can achieve college and career readiness and become leaders in their own lives and communities.

Responsibilities and Outcomes

• Lead and support systems and processes for the selection, development and curation of curricular resources in core content areas across 9-12 so that all students have access to high quality curriculum, with particular attention to needs of our most vulnerable student populations.
• Provide direct support to teachers and leaders in understanding and designing from core instructional resources, lead teams in process of revision and refinement of core resources.
• Lead and facilitate learning walks with Principal and organizational leaders to assess the quality of teaching & learning
• Serve as observer and supervisor and/or coach of teachers in the CUBE teacher evaluation, growth, and development
• Support Culturally Responsive pedagogy across all courses
• Conduct curriculum audits and gather and utilize other sources of quantitative and qualitative data to monitor progress towards improved student and staff outcomes and assess the impact of shifts to curriculum and curricular resources, professional development, and instructional practices on student and staff outcomes.
• Work with Principal to develop and effectively operationalize instructional vision.
• Design, facilitate, and deliver professional development for leaders and teachers

Job Description

Thrive Preschool is a new private and locally owned large preschool opening, August 2020, in the Englewood/Harvard Gulch area! This is not our first preschool, we are expanding and opening our sister location! We are looking to build upon our already nurturing and supportive community of early childhood professionals who share a passion for play and discovery. We are looking for a highly qualified Program Director to lead our new team at our new preschool, starting December 2019. Very competitive base pay with solid bonus structure. We are a Reggio Emilia and Waldorf inspired preschool. 

Program Director experience is required and experience working with and/or helping develop a new school and/or business is strongly preferred but not required. Knowledge of Reggio Emilia and/or Waldorf educational practices and philosophies is also strongly preferred. Email résumés to contact@thrivepreschool.com

Entry Requirements:

– Strong background in the ECE marketing & enrollment processes 

– A positive attitude, warm personality and passion for working with young children, families, and teachers

– Strong organization, leadership, and communication skills

– Looking to grow and evolve with a new and forward thinking organization for many years to come

– High Levels of Self-Awareness e.g Emotional IQ, emotional- self awareness, strengths & weaknesses, passionate about growth. 

– Intentional, Mindful and Reflective in Professional Practices e.g:  Ability to receive and utilize feedback and constructive criticism, ability to create and maintain professional and positive energies throughout the building and amongst staff. 

– A love of or appreciation for nature and spending time outdoors

– Dedicated to play-based learning

– Creative and “go-getter” mindset

– Ability to work occasional weekends and evenings (open houses, family-teacher conferences, seasonal holiday celebrations etc.)

– Must meet minimum qualifications for employment as a director of a large child care center in the state of Colorado, including training, experience, and background check requirements

Additional Qualifications:

– Experience as a director of a large child care center in the state of Colorado, 2 years minimum preferred. 

– A Bachelor’s degree in early childhood education from a regionally accredited college or university and/or a master’s degree with a major emphasis in child development, early childhood education, or early childhood special education

– Experience, training, and/or knowledge surrounding Reggio Emilia and/or Waldorf educational practices and philosophies

-Experience, training, and/or knowledge surrounding Conscious Discipline 

Schedule:

Full Time

Responsibilities:

– As a program director, you will work closely with ownership, program director at other location, classroom teachers, and support staff on the following,Including but not limited to:

– Oversee further development and implementation of inquiry based/mindful based curriculum, documentation, and work projects of children in accordance with our guiding educational philosophy

– Assist teachers in monitoring student progress

– Assist teachers in developing everyday classroom behavioral management solutions

– Confer with parents and staff to develop educational programming and school policies that will support all students

– Set educational standards and goals. Establish and uphold policies, procedures, and programs to carry them out

– Conduct classroom observations to assess teacher-student interactions and instructional methods.

– Support teachers and staff in goal-setting and overall quality program improvement

– Culture building that is in alignment with school missions and philosophies.

– Support teachers in data-gathering and assessment

– Direct and coordinate activities with teachers and staff, including monthly staff meetings, professional development, staff scheduling, and special events (i.e., open house events, back-to-school nights, parent-teacher conferences, holiday celebrations, etc.)

– Maintain all documentation as mandated by the State of Colorado (i.e. attendance logs, vaccination records, student and employee files)

– Oversee CRM Enrollment Systems 

– Oversee and assist in lead generation and enrollment processes 

– Oversee and assist in recruiting, hiring, training, and evaluating primary and supplemental staff

– Teach classes or courses or provide direct care to children when needed

– Stick to budgets and determine allocations of funds for classroom supplies, materials, and equipment. Authorize staff purchases. 

– Review and evaluate new and current programs to determine their efficiency, effectiveness, and compliance with state, local, and federal regulations. Recommend any necessary modifications

– Oversee facility safety, security, and maintenance operations and procedures

– Collect and analyze survey data, regulatory information, demographic/employment trends to forecast enrollment patterns and the need for program/curriculum changes

– Create and disseminate informational materials for program marketing, family/community engagement, and parent education

Compensation/Benefits:

-Competitive salary

-100% health, vision, dental insurance coverage

– 80 hours PTO/Year in addition to regular school holidays (see school calendar)

*Englewood /Harvard Gulch Area*

The Colorado Education Initiative (CEI) is seeking a Program Associate to provide event support and project management across multiple projects. The ideal candidate for this role brings strong organizational skills and incredible attention to detail while balancing the need to be flexible and nimble in the execution of projects. This candidate sees our learning and project events as ways to create welcoming and meaningful experiences for educators; builds relationships and works effectively with a range of stakeholders with a high degree of customer service; is excited about helping CEI’s project teams effectively translate big ideas into reality; and seeks growth opportunities in project design and management, facilitation, and educator development.

About Colorado Education Initiative

Colorado Education Initiative (CEI) envisions a near-future in which every student in Colorado is prepared and unafraid to succeed in school, work, and life. We believe that all students, without exception, deserve an education that serves their academic, personal, professional, entrepreneurial, and civic needs. This requires accelerating educational improvement and innovation across Colorado to reimagine the K-12 education system for the 21st century in a way that promotes and prioritizes equitable outcomes for students.

CEI is a statewide nonprofit that has worked with educators as an inspired and supportive partner on the ground in more than 150 urban, suburban, and rural school districts over the past decade. CEI has a multi-faceted role serving as implementation expert, innovation thought leader, and state-wide convener and trusted partner.

Of note, we are also on an organizational journey to more deeply prioritize diversity, equity, and inclusion in the work we support across Colorado.  We are beginning to identify and embed promising practices in our culture and talent systems and are making a focused set of investments in the professional development of our team.  We believe our work demands this because of the historic and current experiences in the school systems in which we operate and because we believe the outcomes we seek for students requires the prioritization of equity.  In all roles, we welcome candidates who are eager to participate in and contribute to this work and whose lived experiences deepen our perspectives on the education system.

Responsibilities

Event Support:

• Lead event planning and on-site support for project events
• Ensure that events are planned and implemented successfully, embody CEI standards, and are of high quality
• Represent our organization and serve as the primary point of contact for participants throughout an event
• Manage and coordinate all event logistics; anticipate and solve problems that emerge
• Coordinate and support event team members, external partners, and contractors to fulfill their roles in all events
• Carry out event and project participant data collection activities

Project Management:

• Create detailed project plans with support from project team members
• Manage daily project activities against project plans
• Provide budget management support to project leads as needed
• Document project team notes and manage follow-up activities
• Manage and route incoming communications with school and district partners
• Identify, elevate, and solve for project needs

Knowledge Management and Continuous Improvement:

• Schedule and participate in project debrief and reflection activities
• Support teams in using tools, templates, and resources to document our process and work throughout a project
• Coordinate with Project Leads to ensure that CEI integrates organizational learnings into projects

Qualifications

A successful candidate will have at least two years of experience assisting with project management and event logistics, including the preparation of materials and participant communications. They will have experience with event registration software or similar software tools. In addition, they will be highly organized, detail oriented, an outstanding verbal and written communicator, and able to manage multiple projects simultaneously. A demonstrated interest in and commitment to public education is preferred. The person in this role must be available and willing to travel for multiple days at a time for an estimated 25% of their time each month, primarily within Colorado.

Competencies

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

Compensation

• Full-time position
• Salary commensurate with experience in a range of $40,000-$55,000
• Competitive benefits package and some flexible scheduling available

Who are we?

The CUBE High School opened in August 2019 serving an intentionally diverse student body.  We opened with a 9th grade and will add one grade per year, to a full 9-12 high school.  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?”

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

What are we looking for?

The CUBE is looking for a Business and Operations Manager to skillfully manage all non-academic facets of the CUBE, including accounting, finance, operations, systems development, audit preparation, strategic management and grant reporting (lots more too).  This position is for the person who loves detail, and also loves creating, maintaining and improving systems that empower the mission and vision.  You have the opportunity to drive non-academic systems, creating smooth operations amidst a complex reporting environment.  We’re looking for that person who can make sense of complex problems, find beauty in the details, and creatively solve logistical problems — all with an intense desire to transform educational outcomes for our students.

Desired Mindsets & Habits

• • Driven by a burning desire to see all students succeed.
  • Works with a sense of urgency.
  • Demonstrates a relentless focus on achieving equity.
  • Self-reflective and exemplifies a growth mindset.
  • Self-directed agent of his/her own learning.
  • Embraces risk, fails forward, and pivots to capitalize on opportunities.
  • Encourages and embraces productive conflict.

Responsibilities and Outcomes

• • Nimble project manager, with demonstrated ability to proactively manage multiple deadlines — excellent planning and logistics skills
  • Demonstrates ability to connect and communicate with multiple stakeholders.
  • Detail oriented — sweats the small stuff and super organized.
  • Ability to define problems, collect data, establish facts and draw conclusions
  • Manage payroll system and payroll files, as well as point person on all HR systems
  • Ensure proper recording of all transactions in QuickBooks and prepare all financial reports for the Executive Director
  • Assist with preparing and monitoring the annual budget
  • Coordinate tax filings and 990 filing with auditor
  • Issue tax notices (1099s) to vendors and contractors
  • Work closely with Development Director to coordinate grant reporting as needed
  • Ensure proper documentation and implementation of government-funded grant programs
  • Prepare reports for Colorado Department of Education, Denver Public Schools and any other entity as needed.

About College Track

College Track is a national nonprofit that empowers students from underserved communities to graduate from college. From ninth grade through college graduation, students access academic, financial, and social-emotional support along with one-on-one coaching, career exposure, and other holistic growth opportunities. Our uniquely seamless, 10-year commitment to students and individualized approach are the keys to our ongoing transformative impact: College Track students graduate from four-year colleges at double the rate of their low-income and first-generation peers; and, five years after graduation, 87% of alumni earn more than their parents.

Over more than 20 years, College Track has grown from a cohort of 25 students in a single East Palo Alto center to a network of 10 College Track centers across California, Colorado, New Orleans, and the D.C. Metro Area that now serve more than 3,200 students. With a disciplined approach to growth, we have increased the number of students we serve and continuously improved the quality and impact of the services we provide. By 2020, College Track will empower more than 3,650 students as they pursue four-year college degrees and celebrate 750 alumni rising in the workforce as models to their families, friends, and communities.

To learn more, please visit www.collegetrack.org

Our Impact

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

Our Values

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

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

Position Overview

The mission of the Academic Affairs Director role is to ensure the high academic achievement of all College Track students so they matriculate to and graduate with a bachelor’s degree within six years. Additionally, this position is responsible for implementing a high quality Academic Affairs program, managing the Academic Affairs budget, partnering with school staff to best serve students, and effectively managing full time and part-time staff members to achieve site goals.

Primary Responsibilities Include:

• Program Development and Implementation: Lead, design and implement high quality academic programs that result in significant gains in GPA, ACT and math readiness. Successfully implement programs and services including tutoring, summer programming, case management and ACT preparation. 
• Individual Student Planning and Monitoring: Assess student data continuously and provide meaningful interventions to ensure that students are on track to graduate from high school and thrive in a four-year college.
• Staff Management: Hire, manage and develop a team of full-time and part-time employees who are highly effective in achieving site goals. 
• High School and Community Outreach and Engagement: Develop strong and formalized partnerships with schools, district, families and community partners that result in additional resources for our students and improvements to our program model. Keep abreast of emerging trends and practices within the education landscape and community, and understand impact on our students. 
• Financial and Resource Management: Manage the Academic Affairs program budget. Develop and oversee academic resources, including tutoring support, ACT preparation, workshop instruction, academic advising, student case management, and support for the college admission process.
• Projects as assigned by the Site Director.

Skills & Experience Required 

• Minimum 3-5 years of teaching and/or assisting students to excel academically; history of driving significant gains in student achievement
• Holds the highest expectations for students. Demonstrated success in motivating, influencing and managing students. Strong interpersonal skills and has an empathetic approach to challenging conversations
• Experience in hiring, developing and supporting talent. Creates the conditions for staff to learn, grow and do their work with ever increasing excellence
• Skilled at relationship building with students, families and schools. Builds relationships and communicates in ways that foster trust, value differences and further College Track’s mission
• Focuses on delivering outcomes despite obstacles, seeks out challenges as opportunities to grow, takes unexpected
  setbacks in stride, and is able to galvanize self towards goals and impact.
• Manages people, project and oneself to achieve excellent results and expand organizational impact.
• Skilled at analyzing student data and developing targeted interventions
• Minimum 4-year college degree (Master’s Degree preferred) 

Compensation & Benefits

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

To Apply

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

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

Position:  Social Studies Teacher High School  

Start Date: September,  2019

Salary range: $35,000 to $55,000/annual

At STEM School Highlands Ranch we put innovation in the center of learning to unleash the potential of all students and prepare them for an exponentially changing world. Don’t just read about our school; See what we do every day!  

We believe:

1. We equip students to succeed in an exponentially changing world. 
2. We leverage the power of collaboration. 
3. We relentlessly reinvent and adapt. 
4. We forge pathways of discovery through continuous inquiry and experimentation. 
5. We nurture the unlimited human potential. 
6. We ethically and positively impact the world.

What we expect:

At STEM School Highlands Ranch, we expect teachers to be agile learners who design thoughtful curriculum that ensures unlimited student engagement. 

What you can expect:

A community of committed professionals who engage in constant collaboration and innovation in order to nurture unlimited teacher and student potential.

Position: 

• STEM School is a K through 12th grade Charter School in the Douglas County School District located in Highlands Ranch, Colorado.
• As a teacher, you will be expected to plan, organize, and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential.  You are challenged with new teaching methods and educational tools in an ever changing and strategic environment.
• You will plan, prepare and deliver instructional activities that facilitate active learning experiences and establish and communicate clear objectives for all learning activities.  You will utilize technology and integrate the use of technology to provide a variety of learning materials and resources for use in educational activities, instruct and monitor students in the use of learning materials and equipment, observe, evaluate, encourage and provide feedback on students’ progress and development preparing required reports on students and activities.
• Teachers are responsible for managing student behavior in the classroom by establishing and enforcing rules and procedures, maintain discipline in accordance with the rules and disciplinary system of the school, and applying appropriate disciplinary measures where necessary.  Our teachers are an integral part of the school and the school community, performing certain duties including, but not limited to, student support, counseling students with academic problems and supporting certain extracurricular activities such as social activities, sporting activities, clubs and student organizations, participating in department and school meetings, and parent meetings.

Qualifications Required:

• Bachelor’s degree or higher from an accredited institution with a valid state teaching license and highly qualified content knowledge.

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a social media strategist to grow our audience, help develop and maintain online communities on- and off-platform, and advise our local and national bureaus on daily social best practices.

Chalkbeat’s social media strategist will join a growing engagement team to help our network of local bureaus and national desk take full advantage of opportunities to promote our work and embrace new readers. The social media strategist will dive deep into our readership on Facebook, Twitter, Instagram, Reddit, and emerging platforms to cultivate relationships with niche audiences, and expand our reach to bring vital education reporting to the people that need it most.

Who are you?

You are committed to local journalism and put the audience first. You have a capacity for creating safe, inclusive spaces online and stoking productive conversation among readers. You’re sharp, thorough, and organized, with a deep affection for spreadsheets and systems. You’re a self-starter who can keep up with the daily flow of stories publishing while also developing strategy for long-term projects. You like collaborative work, and can adapt social media plans for the newsroom’s various levels of familiarity and capacity. You’re known for your follow-through, and enjoy running experiments, collecting results, and making recommendations based on solid data. 

What background and skills do you have?

• 2+ years of work experience in digital media and/or journalism
• Strong overall writing and editing skills
• Excellent news judgment
• Detail-oriented and able to work autonomously
• Experience with growing a brand’s audience and boosting loyalty through social media
• Experience using data to inform your work
• Knowledge of SEO best practices

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

What will you be responsible for?

• Fine-tune social media strategy for the entire Chalkbeat network (seven local bureaus + national desk), according to best practices
• Manage scheduling for Chalkbeat’s main Facebook and Twitter profiles
• Support local bureaus with strategies to boost reach and make major features, projects, and investigations get the readership they deserve
• Collaborate with reporters, editors, and your engagement colleagues to identify and execute on growth opportunities, including new platforms 
• Develop and maintain online forums (e.g., Facebook Groups) for new and existing Chalkbeat readers

Ideally, you’d be based in one of seven cities where Chalkbeat bureaus already exist: Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, or New York City. However, working remotely is a possibility for the right candidate. 

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 25 – January 1.

About Chalkbeat:

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

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a graphic designer with strong project management skills to join the product team. Chalkbeat’s mission is to provide deep, local coverage of education policy and practice to inform the decisions and actions that lead to better outcomes for children and families, especially those in low-income communities. We believe that every child deserves an excellent education and that a strong press is vital to making that happen. In our seven bureaus (and growing), we’re working with communities to reimagine and recreate the press public education deserves. Learn more about how our unique model — a nonprofit newsroom covering a single topic in multiple locations — represents a promising path forward for local news.

Chalkbeat’s product team is responsible for our digital products and visual storytelling. We also provide support for editorial and revenue initiatives that require product thinking, such as newsletters, investigative projects, and membership. That support comes in many forms and degrees, from envisioning strategy to tactical execution. 

Your impact as the graphic designer/project manager will be:

• Designing and building new products to reach parents, teachers and other members of our communities to increase Chalkbeat’s sustainability and audience engagement.
• Elevating our brand while designing daily. From event flyers and social media assets to branding for new products to internal reports and pitch templates, you’ll work with teams across Chalkbeat and ensure brand consistency across our external and internal materials. 
• Enhance the visual presentation of Chalkbeat’s journalism by developing an illustration strategy, maintaining our photo archives and managing freelance photography.

What background and skills do you have?

• You’ve designed and delivered a wide range of visual materials, from printed flyers and banners to digital media assets.
• You are comfortable working remotely or with remote team members.
• You enjoy working in fast-paced environments, such as a newsroom.
• You are a solid communicator who knows how to ask for help, empathize with teammates and take ownership of your work.
• You are highly organized and adept at managing projects. 
• You use modern design tools, such as Adobe Illustrator, InDesign and Photoshop and web design software, such as Figma, Sketch or InDesign. 
• Bonus points for: Fluency in HTML and modern CSS (including SCSS/SASS). An understanding of web accessibility requirements and best practices.

We recognize that every candidate brings interesting skills and experiences that we haven’t thought of. Don’t hesitate to apply and tell us about yourself.

This position is remote and reports to a manager in Austin, Texas. If you prefer to work in an office, you’re welcome to join us in one of Chalkbeat’s bureaus in Chicago, Denver, Detroit, Indianapolis, Memphis, Washington D.C. or New York City.

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 26-31.

About Chalkbeat:

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

THE CHALLENGE

Do you want to build and lead best-in-class school operations that positions and supports students and instructional staff to deliver on the promise of excellent instructional results?

OVERVIEW OF ROLE

STRIVE Prep is a Denver-based community of K-12 public charter schools, that challenges every student to discover and develop the skills, knowledge, and confidence necessary to succeed in college and beyond.  The Assistant Principal of Operations (APO) will co-create a shared vision and lead the implementation and maintenance of clear operational systems that allow the instructional team to focus on teaching and learning. This individual will also serve as the key liaison between the operations, finance, human resources, data, and external affairs team at the Central Office.

THE MUST HAVES

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

• You have a strategic mind: You are exceptional at digesting large amounts of disparate and contradictory information and getting to the point quickly. You can rapidly identify the root cause of problems, and are tenacious in seeking out information that informs these decisions. You have a sixth sense for creating the right next steps in managing emergent situations.  Your communication skills are exceptional and you pride yourself on translating unfamiliar information to your colleagues in an easily understandable fashion.
• You are a people whisperer: Your experience has shown you that an investment in people and culture can lead to transformative change in an organization. You proactively build meaningful and authentic relationships with your school staff, central office colleagues and external partners, which positions you to influence these stakeholders to live out your vision for operational excellence.
• You know and love Ops: You are good at “making things work.” The idea of coordinating a volunteer day for clean-up of a school gym gets you just as excited as management of complex scheduling processes. You understand that as operations we do back-of-the-house work and you advocate for operations in intentional ways among academic leadership. You do what it takes to get the job done and motivate others to do the same.
• You never panic: You are cool as a cucumber. When things feel out of control, you keep a level head and inspire the others around you to do the same. You have an intuitive ability to talk people off the ledge and put them in a position to manage the situation. You take challenges and master them with the right action steps, and clear communication to/accountability for the other staff impacted.

ESSENTIAL FUNCTIONS

Project Management:

• Utilize effective project management skills which includes, but is not limited to: identifying key milestones, designing backwards plans, getting investment from all necessary stakeholders, driving project completion through effective execution.
• Collaborate and manage with leadership team to implement standardized test administration and serve as the Site Assessment Leader.
• Create and manage school-wide master schedule. This includes development of the schedule in anticipation of the following school year and management of all alternative schedules (in the event of half days, teacher absences, etc.).
• Support with student recruitment and enrollment.

Systems and Processes:

• Develop, implement and manage systems and procedures for arrival, lunch, and dismissal that are safe and efficient and ensure adequate staff supervision.
• Create, implement, and manage school’s emergency response processes, including evacuations, shelter in place scenarios, and lockdown/active shooter situations.
• Manage campus budget ensuring resources are appropriately allocated to meet instructional needs, minimize waste and protect excess funds.
• Manage and oversee the school’s physical condition in relationship with DPS Facilities.
• Coordinate with the Principal and other administrators to ensure campus vision is being executed and operations systems are being adhered to.
• Ensure school-wide compliance with Emergency Response Crisis Management, health and safety laws, charter contracts, and state education mandates
• Schedule and provide logistical support for family/teacher conferences and Parent Council. Assist with logistics and preparations for other school events and activities as needed.
• Provide tier 1 support for student computers, staff laptops, classroom AV systems and escalate incidents to the Central IT team for resolution.
• Manage tracking systems for staff PTO and leave requests.

School Leadership:

• Ensure students are safe and maximize learning time by upholding school-wide behavioral expectations and supporting larger student discipline issues, as needed.
• Develop, implement and manage systems and routines in order to create a safe, purposeful and welcoming school environment.
• Lead campus administrative team to set campus vision and identify areas of operational project ownership and campus priorities as well as oversee the ongoing operations of the school.
• Collaborate with Principal to design and implement excellent professional development.
• Supervise the Office Manager and other campus based operations staff.
• Manage external relationships with shared campus partners(nursing services, food services, transportation, etc.)

MINIMUM REQUIREMENTS (OR PREFERENCES WHERE NOTED)

• Bachelor’s degree (strongly preferred)
• 2-3 years of previous operational leadership experience (preferred)
• 2-3 years of previous experience in education (preferred)

COMPENSATION AND BENEFITS

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

DIVERSITY, EQUITY & INCLUSION

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

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

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

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

About College Track

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

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

Our Commitment
From the summer before ninth grade through college graduation, our 10-year program removes barriers that prevent students from earning their college degree by providing them with comprehensive academic support, leadership training, financial and college advising, and scholarships. We teach them the skills necessary to succeed in college and beyond.

Our Values

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

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

Position Overview

The Site Director is the inspiring leader who sets a powerful vision for student achievement and is responsible for ensuring that at least 90% of students matriculate to a four-year college and 70% graduate from college within six years. S/he leads a team of full time and part time employees and builds and maintains the positive presence of College Track in the local community.

Primary Responsibilities Include:

• Site Vision and Culture: Set a powerful vision for student achievement; inspire the commitment of others towards the shared vision, and ensure all decisions are aligned to and support the vision. Build a strong and enduring site culture based on mission, vision and organization’s values.
• Individual Student Planning and Monitoring: Work with program directors to assess student data continuously and ensure that students are on track to graduate from high school and thrive in four-year universities. Focus relentlessly on delivering outcomes despite obstacles, ensuring students graduate from high school and receive a college degree.
• Staff Management: Recruit, lead, manage and develop a high-performing site team of full-time and part-time employees (paid and volunteer) to ensure the overall success of students. Build a collaborative team of individuals committed to achieving excellence and meeting site goals.
• School and Community Partnerships: Develop strong and formalized partnerships with community based organizations, schools and districts that result in additional resources for our students and improvements to our program model. Keep abreast of emerging trends and practices within the education landscape and community, and be active in the educational and community landscape.
• Fundraising and Development: Work in collaboration with the College Track development team, as the external leader of the site, to execute development activities that support long-term sustainability.

Skills & Experience Required

• Minimum 5-7 years of teaching and/or supporting students to excel academically; strong history of driving significant gains in student achievement
• Demonstrated success in leading and inspiring others under a shared vision of excellence
• Builds strong relationships and communicates with internal and external audiences in ways that foster trust, value differences and furthers College Track’s mission
• Minimum 5-7 years of management experience; proven track record in successfully recruiting, hiring, leading and developing people and teams. Creates the conditions for staff to learn, grow and do their work with ever increasing excellence
• Demonstrated success in managing people, projects and oneself to achieve excellent results and expand organizational impact in highly complex environments
• High degree of flexibility and adaptability; can work within and thrive in an ambitious, fast-moving environment, while also driving toward clarity and solution
• Unwavering belief in economic, racial and social justice; makes all decisions through the lens of what is best for the students and families we serve
• Minimum 4-year college degree (Masters Degree preferred)

Compensation & Benefits

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

To Apply

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

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

SUMMARY

Stone Creek Charter School (SCCS) is a K-8 independent charter school that creates a collaborative learning environment that challenges and supports students. We cultivate relationships with students as look to “develop the mind, excite the spirit, and change the world.”  The thoughts reflected in this description provide the structure to the responsibilities and accountabilities for this position. Stone Creek Charter School expects to employ professionals who will work beyond job descriptions, creating both fulfilling career environment and very successful outcomes for our students. Values we hold high are: trustworthiness, honesty diligence, open communication, fairness, and politeness, and we expect to see them evidenced in our staff, parents, and students.

The Upper School Teacher is responsible for the education of each pupil in his or her charge and for working with students, parents, other teachers and staff toward achieving the goals set forth in the Stone Creek Mission Statement. The Teacher reports to the leadership team at SCCS 

DUTIES AND RESPONSIBILITIES

1. Responsible for conducting an organized and professional classroom:
   • Develops and implements curriculum, communicates the curriculum in a syllabus, and completes it it in the given timeframe according to curriculum guidelines specified by Stone Creek Charter School.
   • Implements curriculum and instruction in a manner consistent with Stone Creek Charter School’s Mission Statement, including understanding, modeling and fostering independent thinking skills, creative problem-solving and abstract reasoning. Shows empathy and understanding of students. Shares ideas and observations with students and parents. 
2. Develops with parents and students a cooperative partnership based on mutual respect and objectivity: 
   • Assesses student performance frequently and objectively
   • Facilitates resolution of problems that might arise with students and parents
   • Holds parent/student/teacher conferences in a manner consistent with Stone Creek Charter School’s Handbook.
3. Continues intellectual and professional development and pursues further education in primary academic discipline. 

1. May provide leadership to select extracurricular school activities, act as teacher liaison to select committees.

1. Follows policies established by the Stone Creek Charter School Board of Directors, Charter School Institute, and Colorado State mandated guidelines, except where Stone Creek Charter School has received waivers.
2. Other duties assigned.

SUPERVISORY RESPONSIBILITIES

This position does have supervisory responsibilities.

REPORTING STRUCTURE

The Upper School teacher reports directly to the Executive Principal and/or Assistant Principal

QUALIFICATIONS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed above and below are representative of the knowledge, skill, and/or abilities required. 

EDUCATION and/or EXPERIENCE

• Teaching experience in a public or private setting; although a teacher’s license is not required, Stone Creek Charter School expects that teachers without a license will work toward completing their licensure over time
• B.A. or B. S. required
• Demonstrated experience working with challenge groups in a student-centered environment within the classroom, including using assessments to place students, curriculum compacting, flexible pacing, flexible instruction, grouping and regrouping, acceleration, enrichment, and independent study to meet student needs
• Demonstrated experience in the instruction of students with varied learning styles and levels of mastery
• Demonstrated experience in effectively solving challenging problems through a positive, collaboration approach
• Expert-level written and oral communication
• Commitment to SCCS’s curriculum and programming (Singapore Math/Math in Focus)
• Knowledge of and commitment to Character Education
• Demonstrated initiative and skills in the following areas; relationship and community building, educational leadership, communication, conflict resolution, creativity, problem solving, decision making, and time management
• Entrepreneurial outlook and charter school commitment 
• Ability to assess grade level needs and plan and organize accordingly
• Strong self-starter; able to work with limited direction
• Ability to apply superb judgement

LANGUAGE SKILLS  

Ability to read and interpret documents such safety rules, policy and expectation documents, staff agreements, evaluation rubrics, curriculum maps and materials, and student assessment documents. Ability to effectively document classroom observations, analyze data to improve instructional practices and correspond with staff from all levels. Ability to speak effectively before groups of staff, students, Board of Directors, Administrators and parents.

REASONING ABILITY 

Ability to apply common sense understanding to carry instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.

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 the individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to talk and hear. The employee frequently is required to sit and reach with hands and arms.  The employee is occasionally required to stand and walk. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. 

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. The hours may be long when specific needs arise,  thus some extended schedules will be necessary. This position that must attend the needs of staff, Administrators, Stone Creek Charter School Board of Directors and parents. Work may consist of ten (10) plus hour days. Stone Creek Charter School is a dynamic school subject to changing work environments, adaptation of new educational principles and values, and shifting culture. Adaptability to change is essential. 

SALARY RANGE: $38,000 – $47,471 per year

SENIOR PROGRAM MANAGER – TEACH COLORADO

TEACH Colorado is seeking a full-time Senior Program Manager to lead a statewide initiative aimed at improving the quality and diversity of Colorado’s teacher pipeline, primarily by building and maintaining relationships with Education Preparation Programs (EPPs), Local Education Agencies (LEAs), state education agencies and partner organizations.   

The ideal candidate is a results-oriented person, who excels at building relationships with multiple stakeholders, possesses strong project management skills, and has knowledge of Colorado’s education landscape. He or she will be committed to supporting LEA and EPP partners in meeting their goals, getting results in a fast-paced environment and leading the statewide effort.

ABOUT TEACH COLORADO 

TEACH Colorado is a statewide, cross-sector effort to improve the perception of teaching and attract more talent into the profession. This will be accomplished through a statewide PSA ad campaign, a direct outreach campaign on college and high school campuses, digital media, online experiences, a Talk-to-a-Teacher program, and events that expose prospects to teaching. These resources will inspire prospective teachers to join the profession, dispel misperceptions, and support the steps they need to take to enter the profession.

The success of TEACH Colorado is predicated on the roles and responsibilities of the following stakeholders, all of which the Senior Program Manager will be responsible for communicating and coordinating various activities with:

– Education Preparation Programs (EPPs) and Local Education Agencies (LEAs) partners: In June, all Colorado school districts, charters, and educator preparation programs were invited to join TEACH Colorado. As of July 1st, a diverse group of 25 EPPs and 31 LEAs from across the state have signed on. The Senior Program Manager will be responsible for maintaining these existing relationships and supporting EPPs and LEAs in carrying out TEACH Colorado deliverables throughout the school year.

– State-level partners: TEACH Colorado’s statewide partners include the Colorado Department of Education (CDE), Colorado Department of Higher Education (CDHE), Colorado Education Association (CEA), Colorado Association of School Executives (CASE), Colorado Education Initiative (CEI), Colorado Workforce Development Council (CWDC), Landed, Public Education Business Coalition (PEBC), Rose Community Foundation. The state-level partners are responsible for enabling communications with EPPs and LEAs and lending time, funding, support, and advice to drive the results of TEACH Colorado.

– National partner: TEACH is a national partner that has implemented similar initiatives in other regions across the country. TEACH will oversee the PSA campaign and digital components to power a tech-forward teacher recruitment infrastructure that leverages Colorado’s existing efforts.

JOB RESPONSIBILITIES

– Lead the TEACH Colorado initiative and collaborate with multiple stakeholders to articulate the value of current and future plans for TEACH Colorado

– Build and manage relationships with Education Preparation Program Partners (EPPs) and Local Education Agency partners (LEAs). Support all partner EPPs and LEAs on successfully meeting their action items and commitments to build the teacher pipeline

– Work closely with the Colorado Department of Education (CDE) and Department of Higher Education (CDHE) to coordinate efforts and stay informed about policy updates and conversations related to teacher recruitment, preparation, and retention

– Maintain a close working relationship with TEACH and act as an effective bridge between TEACH and the state-level partners

– Regularly convene TEACH Colorado partners to report on progress and collaborate on ways they can contribute to the success of the initiative

– Manage partner communications (e.g., monthly newsletters, campaign tools, etc.)

– Source Colorado-specific content for general webpages and campaigns

– Represent TEACH Colorado at local events / conferences

QUALIFICATIONS

– Relationship-building & partner management: demonstrated track record of developing and maintaining strong relationships with diverse stakeholders. Previous experience effectively gaining buy-in and motivating others to follow-through on commitments

– Facilitation skills: Outstanding meeting planning and facilitation skills, with a keen eye towards clear and actionable follow through

– Data driven and results-oriented: has a track record of producing results and using data to inform actions that drive impact

– Project management skills: stays on top of multiple projects without dropping balls, plans backwards and anticipates obstacles, identifies and involves stakeholders appropriately, uses resources wisely

– Growth mindset: as this will be TEACH Colorado’s launch year, this person needs to be able to strive in a flexible, start-up environment, and be committed to continuous improvement

– Communication skills: Strong presentation and communication skills with both internal and external stakeholders

– Background: Candidate must possess knowledge of Colorado’s educational ecosystem and prior experience in education (PK-12 and/or higher education). Ideal candidates will also possess one or more of the following skill sets: experience in early-stage organizations, education policy, digital marketing, communications, talent recruitment, sales/account management, cross-sector partnerships, and/or online products and services

– Education level: Bachelor’s degree required, Master’s preferred

– Travel: Willingness to travel throughout Colorado 2-4 times per month to meet with EPP and LEA partners and other stakeholders

TIME FRAME & COMPENSATION

Ideal start date for the Senior Program Manager is September 1st. Candidate selected for this role will be given a full time salary and a comprehensive benefits package. Salary will depend on experience and is highly competitive. We are an equal opportunity employer, and we make a particular effort to recruit people of color to apply for open positions.

THE CHALLENGE

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

OVERVIEW OF ROLE

STRIVE Prep is a Denver-based community of K-12 public charter schools, that challenges every student to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond. The Director of Talent Acquisition (DTA) joins the Talent Team at an exciting yet challenging time of transformation, where we are: 1. Evolving our internal and network-wide culture to be more diverse, equitable, and inclusive (DEI); and 2.) Transforming the employee experience by creating best-in-class talent acquisition, Human Resources (HR), and organizational development functions within STRIVE amidst an increasingly complex national and local landscape for K-12 education. The DTA plays a critical role in this transformation by:

• Executing a vision that breaks the mold for attracting and hiring diverse top talent (ie. principals, teachers, support professionals) for 11 schools and the central office;
• Revamping the hiring process to create a world class candidate and hiring manager experience;
• Strategically revising a recruitment strategy to reach diverse top talent.

In so doing, we will build a 500-strong dream team who will ensure the academic and lifelong success of our 3,800 brilliant students across 11 schools, who are Learning to Change the World.

THE MUST HAVES

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

• You find fun in the doing the impossible: This context? The external environment? The internal conditions of our organization? They don’t phase you, because the harder the challenge, the more excited you become, and the more out-of-the-box ideas flow. You make these ideas a reality daily through a disciplined approach to execution that focuses and holds your team accountable to a narrow set of the most important goals and initiatives. You generate high and contagious energy amongst your team and throughout the network because you let everyone know routinely whether or not we’re winning and collaborate to course correct when we’re not.
• You always be recruitin’: You have an eye for spotting great diverse talent everywhere, which instantly sets off the matchmaking game in your head connecting them to open and future roles within STRIVE. Your network is vast and diverse, and you proactively find meaningful and authentic ways to keep them engaged that results in a robust candidate pipeline and list of connectors. You make yourself known in the community and routinely enlist the resources in the ecosystem to ensure the best talent supports our students everyday.
• You are tech savvy and a systems builder: You have experience building the efficient systems needed to support an ambitious vision.You leverage data/technology/social media, outline processes, document policies, effectively communicate, thoughtfully train, and strategically incorporate learning into revised processes. This cycle of improvement energizes you.

ESSENTIAL FUNCTIONS

Recruiting & Hiring

• Proactively build relationships with each school leader; execute a sourcing, recruiting, and hiring strategy customized to their school and context.
• Develop and execute on network-wide cultivation strategies that result in robust and diverse candidate pools, short and long-term pipelines, and lists of connectors.
• Identify and execute on the highest leverage recruiting/sourcing opportunities and partnerships locally and nationally to attract the very best diverse educators, school leadership, and support professionals to STRIVE.
• Leverage our 500-strong team members across STRIVE as active recruiters.
• Revamp the recruiting and hiring process through a DEI lens with strong customer orientation that is responsive and delivers a world class experience for candidates and hiring managers.

Additional Duties

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

MINIMUM REQUIREMENTS (OR PREFERENCES WHERE NOTED)

• Bachelor’s degree or 10 year equivalent work experience (required)
• 1-3 year teaching and/or school-based experience (strongly preferred)
• Minimum of 2 years talent acquisition/recruiting/hiring experience (at least 100 positions annually strongly preferred)

• Independent travel in the Denver metro area and nationally (required)

COMPENSATION AND BENEFITS

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

DIVERSITY, EQUITY & INCLUSION

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

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

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

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

Jeffco Public Schools is currently hiring for great teachers and special service providers!

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!

Teachers:

• Elementary
• Math
• Science
• Social Studies
• Spanish- World Language
• Special Education- ASD
• Special Education- Learning Specialist
• Special Education- Significant Support Needs

Special Service Providers:

• Nurse
• Social Emotional Learning Specialist
• School Social Worker
• School Psychologist

About Landed

We’re on a mission to uphold all the people who uphold all of us, which is why we help essential professionals, starting with educators, build financial security in or near the communities they serve. We achieve this by showing up with humility, prioritizing the human in every interaction, owning our growth (and helping others do the same), and finding what’s fair for all parties involved, even when it’s the hardest thing to do.

Today, we primarily focus on helping educators buy homes. We do this by investing alongside them when they are ready to buy a home. We call this model shared equity down payment support. Here’s how it works. The company, founded in 2015 and based in San Francisco, has the backing of: Initialized Capital, Y Combinator, top banking executives, former directors of federal housing authorities, affordable housing policy experts, union organizers, philanthropists, and Stanford economists. Helping great educators become homeowners keeps them in the classroom and improves student outcomes. That’s why Landed is financially supported by great organizations like the DRK Foundation and the Chan Zuckerberg Initiative. Recent news coverage about Landed can be found here.

Hear what our customers have to say.

About the Relationship Manager role 

Our team at Landed is growing! We’re excited to be hiring a fantastic Relationship Managers to support our homebuyers in Denver, and regions on the East and West Coast. You will join an energetic, driven group of humans on the Customer Experience team working together to ensure we provide a fantastic experience to every educator who’s interested in learning more about Landed. This role reports to the Head of Customer Experience and is based in our Denver office.

As a Relationship Manager, you will consistently work to build and strengthen authentic, long-term relationships with all customers in the regions you support.  You’ll provide an easy, personalized and education-oriented experience to Landed’s customers as they work with you to determine the right next steps in their homebuying journey. In particular, you’ll deliver stellar and clear communication and an unprecedented level of support that surprises and delights. Above all, you’ll prioritize and advocate for homebuyers in everything you do.

As a Relationship Manager, you will:

• Qualify, convert, and nurture relationships with educators through leading 40+ calls (or texts, or emails, or video chats, etc), and converting 25+ customers per week. Prioritize genuinely understanding who our customers are, what their goals are, and how our products/services may be able to help them achieve their goals. At Landed, we focus on what’s best for each individual buyer — even when the best option may not result in revenue for Landed. We believe that the best way to build a sustainable and customer-focused organization is by doing the right thing for customers, every time.
• Deliver a consistent, high quality customer experience to all current and potential Landed customers. Bring genuine curiosity, positivity, and a resourceful, problem-solving orientation to everybody’s unique situations. Focus on providing clear and helpful information to empower customers to what’s right for them. Do the hard work to be transparent and explain the rationale behind decisions.
• Manage and engage a pipeline of hundreds of customers in your region. Organize, analyze and prioritize who to engage when. You’re constantly thinking about the individual customers you’re working with, and what information or resource can best help them. Collaborate closely with Homebuying Programs Leads to ensure customers are having a stellar experience through every stage of their homebuying process. Once homebuyers become homeowners, you proactively find ways to support them further, which may include letting them know about other opportunities and products at Landed.
• Reach new potential homebuyers in your regions by leveraging customer referrals, partner relationships, community events, and more. You’ll build champions of Landed and you know how to message the mission, purpose, and value of Landed effectively.
• Collaborate with the entire Customer Experience team, Regional Organizers, and the rest of the Landed team to test new ideas to drive better outcomes for customers in your region. When a pilot goes well, support expanding the idea to the whole team; when a pilot doesn’t go well, share your learnings with the team so we can focus on getting better together.

You will bring the following strengths to the role:

• Relationship Management. Success in this role hinges upon the ability to build and manage authentic, trusting working relationships. You’re a fantastic and empathetic listener, who brings an orientation toward partnership and finding ways to add value to all your relationships. Most importantly, you’ll establish and grow meaningful connections with our homebuyers. You’ll build trust and manage sometimes tricky situations that inevitably come up with calm, positivity and deep care for the other humans in the interaction.
• Problem Solving Orientation.  You love to solve problems, and are strategic in your approach. You’re skilled at getting to the bottom of an issue, and resourceful in resolving it efficiently — especially when a customer is depending on you. You’re comfortable in ambiguity and in situations that don’t necessarily have a clear answer. You excel at finding the simplest solution that not only gets the job done, but surprises and delights. You’re always looking for ways for Landed to be doing things better.
• Communication. Working with a diverse group of stakeholders, you’re a natural connector. You thrive at explaining difficult concepts simply.  You hear what people say, seek understanding, and listen to what they really mean. You adjust your communication style to meet the unique needs of people, and translate messages among different stakeholders internally and externally.
• Motivated. You are a motivator and encourager. You bring commitment and positivity to support customers through what can be a challenging process. Your positive energy compels people to gravitate towards Landed.

We think you’ll be great for this role if you’re…

• A people’s person who’s energized by talking to a large, diverse group of homebuyers every day.
• Bringing previous sales or account management experience.
• A professional with at least 3 years of work experience.
• Your natural mode is to be positive.
• You’re willing and excited to learn from failure, and get right back at it.
• Someone who loves to learn and grow every day.Good-natured and enjoy spending time with a diverse group of people both inside and outside of work.
• Motivated to enroll others in something you believe in.
• Wanting to advocate for and think like a Landed homebuyer.
• Willing and able to support homebuyers across multiple time zones and have some flexibility during evenings for homebuyer communication.
• Excited to work in Landed’s Denver office

We’d be even more excited if you’re…

• A fluent Spanish speaker.
• Bringing previous experience in real estate or education.

This role may not be the best for candidates who are looking for…

• An established position with precedent to follow and a set blueprint to carry out; we need self-starters.
• Easy hours, low risk, slow paced.
• A strategy role without execution.

Here are some more specifics…

• This is a full-time, exempt role based in Denver, CO.
• This total expected compensation for this role is $55,000-$65,000 including base salary and commission; with equity at a high-profile, Series A start-up.
• We offer full health & wellness benefits, including a wealth of other benefits to support your professional growth (example: an annual $10,000 personal/professional development budget). We also encourage and accommodate schedules that take into consideration the diversity of responsibilities and goals our teammates have outside of the office.
• You may travel occasionally (1-2 days every 4-6 weeks) to regions you support as well as Landed HQ for training and retreats.

JOB TITLE:                     Business Manager

REPORTS TO:                Chief Financial Officer/Executive Director

POSITION HOURS:      12 Month Position/ 215 Days Per Year

Flexible Summer schedule with Reduced Hours

STARTING SALARY:    $25.00 – $27.00 Per Hour ($43,000 to $46,440 per Year)

 Summary:

Perform a wide variety of tasks pertaining to the School’s business office management, accounting functions, and facility and security operations for both the East and West campuses.  Promote the vision and mission of Vanguard Classical School. Personally model and actively support the school-wide goals, mission and intent of the charter applications and charter contracts.  This position will work with a wide variety of school personnel in addition to parents, volunteers, and vendors. Candidate must have strong written and verbal communication skills paired with the ability to organize and prioritize.

 Qualifications

• Minimum 5 years of accounting/bookkeeping experience or equivalent combination of education and experience preferred.
• Minimum 5 years experience in the use of a computer accounting system (e.g. QuickBooks).
• Experience in facility management preferred.
• Minimum 2 years of payroll experience or equivalent combination of education and experience preferred.
• Understanding of general principles and procedures of accounting, auditing, budgeting, bookkeeping, and fiscal record keeping.
• Current knowledge of Workers Compensation claim processing and FMLA compliance is beneficial to support HR functions.
• Basic understanding of safety and security procedures preferred.
• Prior supervision experience preferred.
• High School Degree or equivalent required. College Degree preferred.

Skills

• Working knowledge of computer: keyboarding, database, spreadsheet and word processing.
• Effective communication and interpersonal skills utilizing positive conflict management strategies.
• Problem solving capabilities and ability to work with minimal supervision and direction.
• Self-motivated, self-directed and flexible, with good organizational and planning skills.
• Ability to organize and prioritize work to meet deadlines.
• Ability to work as a team member to manage the total office workload, develop and streamline procedures and take such training as is appropriate and available.
• A working knowledge of word processing and spreadsheet programs. (e.g. Microsoft Office).
• Ability to communicate and problem solve effectively using courtesy, tact and discretion in contacts of a difficult, sensitive or specialized nature.
• Physical ability to perform the required duties.

Responsibilities and Duties:

Accounting

• Maintain all accounting records for VCS.
• Billing and collection of student fees, athletic fees, etc.
• Assist parents with questions relating to student fees and other student related fees.
• Maintain records for accounts receivables and collect on unpaid accounts, in accordance with School procedures.
• Receive all payments for the School and make deposits as required, in accordance with School policies.
• Manage and pay all bills according to set schedule and in accordance with School policies. Ensure proper supporting documentation and approvals and present and in accordance with spending authority.
• Monitor copier lease and maintenance contracts.
• Provide periodic budget updates to department heads upon their request.
• Assist in the development of annual budget.
• Assist with the annual audit, including preparation of working papers.
• Set up, file and sort a variety of documents, which include sensitive and confidential information.
• Monitor petty cash accounts, if applicable.
• Maintain financial transparency on school website in accordance with CDE requirements.
• Prepare annual 1099 forms for vendors and State and Federal filing agencies.

Payroll

• Assist in the collection of time sheet information.
• Distribute and collect new hire documents.
• Assist in the on boarding process for new hires.
• Distribute checks to employees and process payroll liability payments (e.g. 401K contributions).

Grants

• Monitor all revenue and expenditures grants awarded to the School.
• Assist management in preparing financial reports for submission with grant proposals and reporting requirements.
• Prepare quarterly invoices and provide necessary documentation to bill district for grant reimbursement.

Purchasing

• Coordinate purchase orders and purchase requisitions in order to order materials, goods and supplies.
• Participate in the selection of suppliers in accordance with the School’s purchasing policy.
• Investigate purchasing options for better pricing, quality, or other factors.
• Place orders with suppliers.
• Deal with non supplied, under orders, over orders and damaged goods.

Facilities Operations and Maintenance

• Monitor and supervise grounds maintenance, building cleaning, photography, technology, phone/intercom, and equipment vendors and contracts/leases.
• Obtain certificates of insurance from grounds maintenance, building cleaning, photography, technology, phone/intercom, and equipment vendors.
• Act as the liaison for the School with outside contractors for grounds maintenance, building cleaning, photography, technology, phone/intercom, and equipment vendors as needed.
• Coordinate equipment maintenance and provide emergency troubleshooting and maintenance with support of outside contractors as needed.
• Order supplies for equipment (copiers, laminators, etc.).
• Check all equipment in/out to faculty and staff as needed.
• Dispose of unneeded school property in accordance with policies and procedures, as needed.
• Create and maintain system for student lockers.
• Manage lockers, checking in/out students as needed throughout the year.
• Coordinate the maintenance of cameras, FOBS, keys, and employee IDs.
• Assign keys and FOBS to staff members and manage check in/out.
• Monitor and create systems as needed and approved, if needed, by administration.

Safety and Security

• Coordinate 24/7 on-call operational and facility support to School.
• Support Principals and Assistant Principals in conducting and scheduling emergency drills and revise emergency systems as needed.
• Maintain up to date contact lists for emergency responders and district security personnel.
• Contact district security personnel and authorities with security alerts.
• Understand and maintain adherence to all fire and health codes for public schools.
• Train all staff on fire and health code requirements during in-service and provide timely reminders throughout the school year.
• Train staff on proper usage of emergency radios and maintain radios.
• Update Material Safety Data Sheet and Chemical Hygiene Plan and keep in compliance.
• Work with Science Department on maintaining up to date chemical inventory and safety plan, as well as training new science teachers on proper storage and disposal of chemicals.
• Work with staff to check doors and passageways throughout the day, report safety violations to administration.

FF&E

• Work with Principal and staff to assess needs and best use all building and exterior spaces.
• Provide building information to the Executive Director, Principals and VCS Board as requested.
• Work with staff to assess furniture and equipment needs.
• Make recommendations to administration for room measurements and space layouts as needed.
• Order furniture and equipment as needed.
• Schedule times and organize tasks during in-service with administration for staff-wide effort in moving furniture and equipment as needed.

General Office

• Maintain the confidentiality of sensitive information seen or heard.
• Assist in ensuring a calm and professional office environment is maintained at all times.
• Perform other assigned comparable duties which are within the scope of knowledge, skills and abilities required by this position.

EMPLOYMENT INFORMATION

• This position is year-round, and will not follow the school calendar, or hours. Hours may fluctuate during the year.
• This is an AT-WILL employment position. This means that the employee may be discharged for any reason or no reason at any time at the will of the school.
• While this position description describes the primary function of the position, it is not a complete description of all responsibilities. As a school, we require flexibility and cooperation.

About College Track

College Track is a comprehensive college completion program that empowers students from underserved communities to graduate from college. From ninth grade through college graduation, our 10-year program removes the academic, financial, and social-emotional barriers that prevent low-income and first-generation students from earning their college degree. In 1997, we started with 25 students in East Palo Alto, and today, we have ten centers located in underserved communities across California, Colorado, Louisiana, and the D.C. Metro Area with more than 3,000 students on the path to upward social mobility.

To learn more, please visit www.collegetrack.org

Our Impact

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

Our Values

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

• COMMITMENT: We have an unwavering belief in our students.​

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

• JOY: We create environments rich with smiles and laughter.​

• AUTHENTICITY: We believe relationships matter.​

• EXCELLENCE: Our students deserve nothing but the best.

Position Overview

The mission of the Academic Affairs Director role is to ensure the high academic achievement of all College Track students so they matriculate to and graduate with a bachelor’s degree within six years. Additionally, this position is responsible for implementing a high quality Academic Affairs program, managing the Academic Affairs budget, partnering with school staff to best serve students, and effectively managing full time and part-time staff members to achieve site goals.

Primary Responsibilities Include:

• Program Development and Implementation: Lead, design and implement high quality academic programs that result in significant gains in GPA, ACT and math readiness. Successfully implement programs and services including tutoring, summer programming, case management and ACT preparation.
• Individual Student Planning and Monitoring: Assess student data continuously and provide meaningful interventions to ensure that students are on track to graduate from high school and thrive in a four-year college.
• Staff Management: Hire, manage and develop a team of full-time and part-time employees who are highly effective in achieving site goals.
• High School and Community Outreach and Engagement: Develop strong and formalized partnerships with schools, district, families and community partners that result in additional resources for our students and improvements to our program model. Keep abreast of emerging trends and practices within the education landscape and community, and understand impact on our students.
• Financial and Resource Management: Manage the Academic Affairs program budget. Develop and oversee academic resources, including tutoring support, ACT preparation, workshop instruction, academic advising, student case management, and support for the college admission process.
• Projects as assigned by the Site Director.

Skills & Experience Required

• Minimum 3-5 years of teaching and/or assisting students to excel academically; history of driving significant gains in student achievement
• Holds the highest expectations for students. Demonstrated success in motivating, influencing and managing students. Strong interpersonal skills and has an empathetic approach to challenging conversations
• Experience in hiring, developing and supporting talent. Creates the conditions for staff to learn, grow and do their work with ever increasing excellence
• Skilled at relationship building with students, families and schools. Builds relationships and communicates in ways that foster trust, value differences and further College Track’s mission
• Focuses on delivering outcomes despite obstacles, seeks out challenges as opportunities to grow, takes unexpected
  setbacks in stride, and is able to galvanize self towards goals and impact.
• Manages people, project and oneself to achieve excellent results and expand organizational impact.
• Skilled at analyzing student data and developing targeted interventions
• Minimum 4-year college degree (Master’s Degree preferred)

Compensation & Benefits

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

To Apply

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

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

Now Hiring Part Time Instructors for Fall 2019 After School Enrichment Classes

 Do you have experience working with kids? Do you want to share your passion for technology with the next generation of kids? Or are you interested in learning about technology and shaping the future of education? Silicon STEM Academy is an award winning program in providing after school technology enrichment for students of all ages. 

As an instructor at Silicon STEM Academy, you will lead after school coding, robotics, and game design classes for kids in grades K – 8, inspiring hundreds of students and equipping them with valuable skills. Our instructors teach hour-long classes at various schools throughout Denver and Douglas County. Compensation for teaching begins at $20 per hour, and instructors can teach up to 5 classes per week. Guaranteed at least two hours of pay per class. Training time is $12 an hour. Programming or coding experience is helpful, but not necessary; we will provide training!

 Desired qualifications:

• Impeccable communication skills –  applicants who are comfortable working with and communicating with students, their parents and school staff
• Experience with and enthusiastic about leading groups of children (8-10 children at a time)
• Experience or willingness to learn kid-friendly programming languages like Scratch
• Access to a car
• Available for at least one afternoon a weekday afternoon between the hours of 2:00-5:00 for 6-12 week long sessions

Jobs and training will begin in August but hiring process is going on now.

JOB TITLE:                     Business Manager

REPORTS TO:                Chief Financial Officer/Executive Director

POSITION HOURS:      12 Month Position/ 215 Days Per Year

Flexible Summer schedule with Reduced Hours

STARTING SALARY:    $25.00 – $27.00 Per Hour ($43,000 to $46,440 per Year)

 Summary:

Perform a wide variety of tasks pertaining to the School’s business office management, accounting functions, and facility and security operations for both the East and West campuses.  Promote the vision and mission of Vanguard Classical School. Personally model and actively support the school-wide goals, mission and intent of the charter applications and charter contracts.  This position will work with a wide variety of school personnel in addition to parents, volunteers, and vendors. Candidate must have strong written and verbal communication skills paired with the ability to organize and prioritize.

 Qualifications

• Minimum 5 years of accounting/bookkeeping experience or equivalent combination of education and experience preferred.
• Minimum 5 years experience in the use of a computer accounting system (e.g. QuickBooks).
• Experience in facility management preferred.
• Minimum 2 years of payroll experience or equivalent combination of education and experience preferred.
• Understanding of general principles and procedures of accounting, auditing, budgeting, bookkeeping, and fiscal record keeping.
• Current knowledge of Workers Compensation claim processing and FMLA compliance is beneficial to support HR functions.
• Basic understanding of safety and security procedures preferred.
• Prior supervision experience preferred.
• High School Degree or equivalent required. College Degree preferred.

Skills

• Working knowledge of computer: keyboarding, database, spreadsheet and word processing.
• Effective communication and interpersonal skills utilizing positive conflict management strategies.
• Problem solving capabilities and ability to work with minimal supervision and direction.
• Self-motivated, self-directed and flexible, with good organizational and planning skills.
• Ability to organize and prioritize work to meet deadlines.
• Ability to work as a team member to manage the total office workload, develop and streamline procedures and take such training as is appropriate and available.
• A working knowledge of word processing and spreadsheet programs. (e.g. Microsoft Office).
• Ability to communicate and problem solve effectively using courtesy, tact and discretion in contacts of a difficult, sensitive or specialized nature.
• Physical ability to perform the required duties.

Responsibilities and Duties:

Accounting

• Maintain all accounting records for VCS.
• Billing and collection of student fees, athletic fees, etc.
• Assist parents with questions relating to student fees and other student related fees.
• Maintain records for accounts receivables and collect on unpaid accounts, in accordance with School procedures.
• Receive all payments for the School and make deposits as required, in accordance with School policies.
• Manage and pay all bills according to set schedule and in accordance with School policies. Ensure proper supporting documentation and approvals and present and in accordance with spending authority.
• Monitor copier lease and maintenance contracts.
• Provide periodic budget updates to department heads upon their request.
• Assist in the development of annual budget.
• Assist with the annual audit, including preparation of working papers.
• Set up, file and sort a variety of documents, which include sensitive and confidential information.
• Monitor petty cash accounts, if applicable.
• Maintain financial transparency on school website in accordance with CDE requirements.
• Prepare annual 1099 forms for vendors and State and Federal filing agencies.

Payroll

• Assist in the collection of time sheet information.
• Distribute and collect new hire documents.
• Assist in the on boarding process for new hires.
• Distribute checks to employees and process payroll liability payments (e.g. 401K contributions).

Grants

• Monitor all revenue and expenditures grants awarded to the School.
• Assist management in preparing financial reports for submission with grant proposals and reporting requirements.
• Prepare quarterly invoices and provide necessary documentation to bill district for grant reimbursement.

Purchasing

• Coordinate purchase orders and purchase requisitions in order to order materials, goods and supplies.
• Participate in the selection of suppliers in accordance with the School’s purchasing policy.
• Investigate purchasing options for better pricing, quality, or other factors.
• Place orders with suppliers.
• Deal with non supplied, under orders, over orders and damaged goods.

Facilities Operations and Maintenance

• Monitor and supervise grounds maintenance, building cleaning, photography, technology, phone/intercom, and equipment vendors and contracts/leases.
• Obtain certificates of insurance from grounds maintenance, building cleaning, photography, technology, phone/intercom, and equipment vendors.
• Act as the liaison for the School with outside contractors for grounds maintenance, building cleaning, photography, technology, phone/intercom, and equipment vendors as needed.
• Coordinate equipment maintenance and provide emergency troubleshooting and maintenance with support of outside contractors as needed.
• Order supplies for equipment (copiers, laminators, etc.).
• Check all equipment in/out to faculty and staff as needed.
• Dispose of unneeded school property in accordance with policies and procedures, as needed.
• Create and maintain system for student lockers.
• Manage lockers, checking in/out students as needed throughout the year.
• Coordinate the maintenance of cameras, FOBS, keys, and employee IDs.
• Assign keys and FOBS to staff members and manage check in/out.
• Monitor and create systems as needed and approved, if needed, by administration.

Safety and Security

• Coordinate 24/7 on-call operational and facility support to School.
• Support Principals and Assistant Principals in conducting and scheduling emergency drills and revise emergency systems as needed.
• Maintain up to date contact lists for emergency responders and district security personnel.
• Contact district security personnel and authorities with security alerts.
• Understand and maintain adherence to all fire and health codes for public schools.
• Train all staff on fire and health code requirements during in-service and provide timely reminders throughout the school year.
• Train staff on proper usage of emergency radios and maintain radios.
• Update Material Safety Data Sheet and Chemical Hygiene Plan and keep in compliance.
• Work with Science Department on maintaining up to date chemical inventory and safety plan, as well as training new science teachers on proper storage and disposal of chemicals.
• Work with staff to check doors and passageways throughout the day, report safety violations to administration.

FF&E

• Work with Principal and staff to assess needs and best use all building and exterior spaces.
• Provide building information to the Executive Director, Principals and VCS Board as requested.
• Work with staff to assess furniture and equipment needs.
• Make recommendations to administration for room measurements and space layouts as needed.
• Order furniture and equipment as needed.
• Schedule times and organize tasks during in-service with administration for staff-wide effort in moving furniture and equipment as needed.

General Office

• Maintain the confidentiality of sensitive information seen or heard.
• Assist in ensuring a calm and professional office environment is maintained at all times.
• Perform other assigned comparable duties which are within the scope of knowledge, skills and abilities required by this position.

EMPLOYMENT INFORMATION

• This position is year-round, and will not follow the school calendar, or hours. Hours may fluctuate during the year.
• This is an AT-WILL employment position. This means that the employee may be discharged for any reason or no reason at any time at the will of the school.
• While this position description describes the primary function of the position, it is not a complete description of all responsibilities. As a school, we require flexibility and cooperation.

Status: Full-Time
FLSA Classification: Exempt
Reports To: Principal or Head of School
Annual Work Days:

American Indian Academy of Denver (AIAD) is a STEAM (science, technology, engineering, arts and math) school opening at the beginning of the 2020 school year providing rigorous learning opportunities for 6-8th grade students.
POSITION SUMMARY
AIAD is a mission-driven, community-based school looking for an Assistant Principal who, under the supervision of the Principal or Head of School, assists the Principal or Head of School as the educational leader and chief administrator of the AIAD; plan and directs the instructional programs and school plant operations; participates in and helps plan staff, student and community activities; organizes, directs, evaluates and supervises assigned certificated and classified staff. Responsibilities also include school safety, student attendance, and student discipline and community relations.

Join us if the following questions inspire you!

● How do we spend 1 (PAID) year to refine our school model grounded in Indigenous belief systems and values with our community design team (students, parents, educators, and community partners)?
● How do we create a sense of belonging for students, educators, families, and community partners?
● How do we inspire, retain, and empower students, staff, and families to invest in school vision and to iterate our systems until we reach our vision?
● How do we enforce school practices and student policies that honor individual differences and protect the dignity of every student?
● How do we create a “no-blame highly productive culture of data where teams own data and are grounded in searching for root causes and testing hypotheses”?
● How do we courageously engage in difficult conversations with students, families educators and community partners to deepen quality of learning and instruction?
● How do we create a culture of culturally-sensitive communication that leverages the strengths of linguistic, cultural, and socio-economic diversity?
● How do we support and coach educators to scaffold strategies and techniques so students can internalize different techniques for self-advocacy?

REQUIRED EDUCATION, SKILLS AND MINDSET
● A master’s degree from an accredited college or university in educational administration, instructional technology, or a closely related field.
● Valid Colorado teaching, pupil personnel service or administrative services credential.
● At least four years of successful elementary, middle or junior high school teaching experience, including the completion of an administrative training program.
● At least one year of verifiable experience in a non-classroom leadership position such as coordinator, instructional coach, etc.
● English Language Acquisition (ELA) endorsement, advanced degree, or other qualifications that demonstrate ELA expertise
● Commitment to decolonized mindsets and practices
● Deep internalization of shared leadership model and co-creation processes
● Deep understanding of what it means to live as part of a marginalized group of people
● Great relationship skills and high emotional intelligence
● Fostering positive adult and youth culture that welcomes failure and growth mindsets

The Role

Your role stands at the center of the fight to change the odds for underserved students. As a key member of Stand’s leadership at a moment of tremendous need and opportunity, you build on the significant progress to date to create the capacity to help hundreds of high schools across multiple states to lift their on-time graduation rates by effectively implementing the University of Chicago Network for College Success’ proven Freshman Success Approach.  As someone motivated by results and impact, you get the opportunity to work with colleagues who not only care deeply about justice and equity, but who are bold and strategic and take responsibility for achieving substantial progress toward greater justice and equity every year, everywhere we work. Through your strategic leadership of Stand’s Center for High School Success (CHSS) in Colorado, you’ll take Stand’s impact to new heights while empowering and developing the capability of thousands of educators working in under tapped communities in the process.

The Organization

Stand is a non-profit education advocacy organization focused on ensuring all students receive a high quality, relevant education, especially those whose boundless potential is overlooked and under-tapped because of their skin color, zip code, first language, or disability.

Responsibilities

• Lead the expansion in Colorado of Stand’s efforts to embed the Freshman Success Approach and related student supports in high schools across the state;
• Create a Freshman Success Network of districts that are committed to implementing the Freshman Success Approach with fidelity and deliver Freshman Success Institutes;
• Provide on-going coaching and technical assistance to educators in our growing network of partner high schools;
• Hire, manage, and develop a Coach/Coaches and ensure we provide outstanding training, coaching, convening, tools, and data to educators in our partner high schools;
• Participate in ongoing dialogues with appropriate colleagues in other Stand affiliate states and with Stand National on how to continuously improve CHSS’ training and technical assistance provision and model through analysis of data, qualitative feedback, periodic site visits;
• Develop and manage key partnerships to facilitate high quality support of CHSS partner schools;
• Ensure effective CHSS marketing and communications and dissemination of CHSS-developed tools and resources;
• Serve as a spokesperson for the CHSS work in Colorado as needed and appropriate before policymakers and the media in partnership with the Government Affairs Director and Marketing & Communications Director;
• Assist the Colorado Executive Director with fundraising as needed.

Qualifications

• Passionate and unwavering belief in that all children can and must graduate from high school prepared for and with access to college or career training;
• Demonstrated success as a school or school system leader in implementing the Freshman Success Approach specifically and/or early warning and intervention systems generally;
• Demonstrated success in leading, managing, growing, and continually improving a large-scale, multi-site, data-driven education program that achieved significant results;
• Demonstrated track record of recruiting, developing, and retaining a diverse staff;
• Exceptional oral, interpersonal, presentation, and written skills;
• Superb, proven management skills, ideally within a matrix management organization;
• Ability to be stationary for extended periods of time and to travel to meetings outside of the office; Ability to lift more than 10 pounds, on occasion; May require the ability to climb stairs.

SUMMARY 

Conduct, coordinate, and document investigations implicating Title IX of the Education Amendments Act of 1972, including, but not limited to, investigating and resolving complaints of sex based discrimination including sexual harassment and sexual violence involving students and employees of Jeffco Public Schools.   Work collaboratively with department attorneys and directors, other district agencies, outside counsel and local law enforcement departments to resolve complaints and produce a detailed, unbiased report regarding the findings of the investigation.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Compliance Coordinator: 

• Ensure district compliance with Title IX of the Education Amendments Act of 1972.
• Build a database to track and monitor complaints and identify patterns.
• Conduct audits to ensure the district staff’s compliance with Title IX’s administrative requirements.
• Coordinate the administration of the district’s procedures for investigating and resolving Title IX complaints.
• Build proactive programs to combat negative patterns/trends.
• Research and analyze federal, state, and local rules and regulations, and make suggested revisions to process, procedure and policy.
• Build and maintain good partnerships with law enforcement agencies.

Trainer:

• Educate school communities on Title IX complaint process.
• Provide training and technical assistance on school policies related to sex discrimination for student, and staff including, but not limited to:
• Basic knowledge related to Title IX.
• How and when to initiate a Title IX investigation.
• How to utilize templates and reporting tools.
• Confer what support is available.

Investigator: 

• Evaluate, investigate and resolve complaints alleging sexual harassment
• Gather, organize, and analyze complaint information. Perform initial analysis of all complaints. Partner with other team members to determine investigative strategy.
• Examine and analyze documentary evidence to include, but not be limited to, employee records and law enforcement reports.
• Assemble pertinent data, records and other evidence to support written investigative reports.
• Use effective interview techniques to gather information from complainant, witnesses and accused wrongdoers.
• Prepare legally and administratively sound and comprehensive investigative reports.
• Exercise judgment regarding the resolution of complaints including informal resolution and formal investigation.
• Professionally communicate with complainant, parents/guardians, district administrators, Department of Human Services, and law enforcement agencies.
• Consult regularly with partnered team members regarding appropriate actions from investigative report results.
• Report out and collaborate the decision making at resolution conferences with team partners and staff.
• Assist in-house and outside counsel in administrative and legal case preparation.
• Manage and maintain case database to generate reports and audits.
• Utilize collected data to predict trends to effectively implement district policies and procedures.
• Multi-task with ease while prioritizing the most urgent matters.
• Convey appropriate empathy, patience and listening skills.

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

Five (5) years or more combined years or more of experience in the following areas:  Title IX compliance work; developing and presenting Title IX trainings to diverse audiences; conducting Title IX or other workplace investigations.

EDUCATION AND TRAINING

Bachelor’s degree from an accredited college in a related field or equivalent education and/or experience equivalent.

CERTIFICATES, LICENSES, REGISTRATIONS

Valid Colorado driver’s license. Title IX training and certification from ATIXA or other recognized organization preferred.