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.

About College Track
College Track is a college completion program that empowers students from underserved communities to graduate from college. We serve over 2,400 high school and college students in East Palo Alto, Oakland, San Francisco, New Orleans, Colorado, Los Angeles, and Sacramento. Ninety-four percent of our high school seniors have been accepted to four-year colleges and our college students are graduating at a rate that 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 Student Life and Wellness Director is responsible for the design and implementation of the Student Life and Wellness Department. The Student Life and Wellness program is responsible for student growth and development in the areas of identity formation, social-emotional learning and student wellness. These program elements are delivered through experiential education opportunities, service learning, workshops and 1:1 meetings. 

This position has two essential categories of responsibility: 

1. Support students’ identity formation, social-emotional learning, and development of an intrinsic motivation to become a college graduate through workshops, internship placements, and service opportunities; 
2. Provide or ensure provision of appropriate acute wellness services to students in need of counseling while supervising a cohort of wellness interns from local graduate counseling programs who work 1:1 and lead workshops with students from a wellness perspective. 

Primary Responsibilities Include:

• Supervision and Management of Student Life Program: promote student leadership by ensuring that 100% of students are engaged in meaningful summer activities, complete 100 hours of service work and cultivate a sense of purpose by declaring and working toward his/her dreams.
• Creation, Supervision and Management of Wellness Program: promote student social/emotional learning, wellness and non-cognitive skill acquisition through the creation, management, supervision and evaluation of  student Wellness Program.  Supervise graduate interns and ensure that they are appropriately coaching students, individually and through workshops, in developing skills and resources in wellness areas. Work with acute students 1:1 as necessary. Refer students to community resources and conduct family meetings as necessary.
• Program Design, Curriculum Development and Implementation: Work with the Site Director and National Staff to successfully create and deliver high quality Student Life and Wellness program.  Ensure that site goals are attained and quality programming is delivered in the following program components: experiential learning workshops, 1:1 and group student support, summer engagement, community service and social/emotional learning.
• Staff Development and Recruitment: Recruit, hire, develop, manage, supervise and evaluate graduate mental health interns and Student Life and Wellness part-time staff and volunteers. Support site team in creating purpose-driven programming.
• Graduate Intern Training Program Development and Management: Develop university partnerships with graduate mental health programs. Recruit, hire, train, supervise and manage a team of graduate psychology and social work interns and their work with students to ensure the overall health, wellbeing and success of students. Build a collaborative team of individuals committed to supporting students’ social/emotional health and train them to be excellent clinicians.
• Assessment and Measurement: Actively work to measure and demonstrate the efficacy of Student Life and Wellness programming to assist with student performance and college completion.  
• Staff Support: Train colleagues and facilitate discussions from whole student perspective. Serve as a consultant to all staff regarding student wellness, social-emotional learning and non-cognitive skill development. Be a resource to staff on how to manage and assist struggling high school and college students. 
• Financial and Resource Management: Monitor and meet the expense budgets for Student Life and Wellness Program. Identify and develop external sources of funding for program. Supervise fundraising efforts for student enrichment opportunities.
• New Projects: Projects as assigned by the Site Director and the Quality and Learning Director.
• Maintain Continuing Education and Licensure: Learn about new developments in the health and wellness field by reading professional literature, attending continuing education classes and seminars and through maintaining contact with community resources. Keep license active and current.

Skills & Experience Required:
First and foremost, the Student Life and Wellness Director must embrace College Track’s vision and mission for transforming low-income communities into places where college readiness and college graduation are the norms. Must also have:

• Strong leadership skills and ability to motivate and inspires others under a shared vision of excellence
• Demonstrated success in counseling, motivating and managing high school students to meet high expectations in youth development, wellness, social/emotional learning, experiential learning, and/or service learning
• Demonstrated success in training, supervising and managing graduate mental health interns
• Strong experience in program design and curricular development
• Excellent relationship building skills and communicates in ways that foster trust, value differences and further College Track’s mission
• Focus 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
• Results-driven; commitment to utilizing data and evidence-based practices to meet student needs (particularly Strengths-Focused, CBT, DBT and Motivational Interviewing)
• A minimum of a master of arts degree in a mental health profession with professional license (LPCC, LMFT, LCSW, etc.)
• Knowledge of applicable legislation, standards, policies and procedures in mental and behavioral health fields

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.

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

Our inclusive and transformative community has openings at all school levels for a Special Education Department Chair for the 2019-20 school year.

Elementary School

Middle School

High School

Objective: STRIVE Prep Special Education Department Chairs will create exceptional outcomes and opportunities for students via a hybrid role that includes Special Educator instructional and case management responsibilities, as well as Campus Special Education leadership and Special Education Instructional Coaching

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

• Con Ganas: The work we do is challenging, but every challenge is seen as an opportunity and we rarely give up.

• The High Road: We do the right thing and we treat one another with respect and dignity.

• Joy Factor: We work to create a joyful and optimistic work environment that values levity and laughter.

• Accountable Action: We hold clear, high expectations for our work, and we are appropriately held accountable to those expectations by ourselves and others.

• Growth Mindset: We continue to develop professionally and operate with a growth mindset in order to create the best school possible for our students and families.

• Lean In: We communicate with one another professionally, appropriately, honestly, and transparently, both in person and in writing.

• We Serve:  Every day is an opportunity to partner with and learn from our students and families, whom we serve with grace and humility.

Essential Duties and Responsibilities

Case Management:

• Create, review and implement Individualized Education Plans (IEPs) for a partial caseload, including scholars with emotional or behavioral needs.

• Effectively progress monitor student achievement and gather evidence in order to deliver individualized instruction and supports that are aligned to students’ goals.

• Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment.

• Analyze student assessment data and use it to determine next steps.

• Communicate regularly and often with families to both solicit their input and share student social and academic progress.

Culture:

• Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in an advisory of approximately 15 students.
• Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning..
• Communicate regularly and often with families to both solicit their input and share student social and academic progress.
• Provide supervision of students during before and after school activities (arrival, dismissal, breakfast, lunch, and break).
• Participate in family and community events, including twice annual parent conferences and at least one student enrollment event or activity.
• Own the success and achievement of all scholars in the school.

Leadership and Coaching:

• Build and manage a campus team of Special Educators that work together, collaborate, and problem-solve challenges.
• Create and implement systems and structures that increase the efficiency, effectiveness and cohesion of your team.
• Coach and evaluate Special Education teachers on their instructional and case management processes.
• Ensure compliance with IDEA by attending IEP meetings quarterly, consulting on cases as needed, reviewing completed IEPs, monitoring discipline data, and consulting with STRIVE’s Central Special Education Support and DPS Support Partner as needed.
• Provide more intensive guidance and support to new Special Education teachers and onboard any mid-year hires.
• Collaborate and communicate consistently with Central Support, school  administrators, teachers, and district providers to ensure students with IEPs receive meaningful and legally required programming.
• Participate in the Campus Instructional Leadership Team to act as  thevoice of the Special Education department and  continuously drive the Special Education vision at the campus level.
• Work with Special Education team and Central Support to assess gaps and needs and then deliver whole-school and Special Education-specific professional development needs to address those gaps.
• Take on case management of any mid-year transfers and any Initial IEPs that are required throughout the year.
• Participate in STRIVE Prep’s Special Education Department Chair Boot Camp and Summer Training Institute as well as professional development throughout the school year.

Requirements:

• Bachelor of Arts or Sciences degree
• At least 3 years of Special Education teaching experience
• Write exceptional Individualized Education Plans (required) and has efficiently and effectively utilized the Enrich IEP writing platform for case management purposes (preferred)
• Achieve Qualified Teacher status within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:

• • • • A valid Colorado Teacher License with Special Education endorsement OR
      • Transfer a Special Education license from another state OR
      • Enroll in an alternative licensure program to obtain a Special Education license.
        • • Read more about the available pathways to becoming a Qualified Special Education Teacher.

In addition, we strongly prefer the following:

• At least 1 year of instructional coaching experience
• Understand, appreciate and can pull from experience teaching in an urban setting
• Speaks Spanish and/or has experience working with English Learners
• Demonstrated success working with middle school students of color

What We Offer Our Network Staff:

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

Join This Movement:

STRIVE Prep educators inspire and encourage our students to think critically, communicate clearly, and collaborate openly, both in and outside of the classroom. By bringing together challenging academics with celebration and joy, we fuel a sense of curiosity, creativity and lifelong possibility in our students and our teachers. No matter where you join us in your career, we welcome our teachers to help make STRIVE Prep a place where everyone in our community can STRIVE and THRIVE.

Equity and Inclusion

STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception.  We must challenge ourselves as educators on what it means to serve all students, families and each other through a lens of Dignity for All, all the time. To us, Dignity for All means honoring and respecting the rich diversity of who we are and the unique gifts and talents that each of us bring. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment.

STRIVE Prep has multiple openings for paraprofessionals and Special Education teachers. Please visit our job board for more options.

STRIVE Prep refers to our paraprofessionals as Educational Assistants to reflect the dignity of the role in our network and the significant contribution our EAs make to the education of our students on a daily basis.

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

Our inclusive and transformative community seeks an Multi-Intensive Educational Assistant for the 2019-20 school year.

Objective: STRIVE Secondary Multi-Intensive Educational Assistants will create exceptional outcomes and opportunities for students within the Multi-Intensive Center by providing high-quality instructional support in academics and life-skills.

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

• Con Ganas: The work we do is challenging, but every challenge is seen as an opportunity and we rarely give up.

• The High Road: We do the right thing and we treat one another with respect and dignity.

• Joy Factor: We work to create a joyful and optimistic work environment that values levity and laughter.

• Accountable Action: We hold clear, high expectations for our work, and we are appropriately held accountable to those expectations by ourselves and others.

• Growth Mindset: We continue to develop professionally and operate with a growth mindset in order to create the best school possible for our students and families.

• Lean In: We communicate with one another professionally, appropriately, honestly, and transparently, both in person and in writing.

• We Serve:  Every day is an opportunity to partner with and learn from our students and families, whom we serve with grace and humility.

Essential Duties and Responsibilities

     Instruction:

• Support students in all academic settings as directed by Special Education and GenEd teachers.
• Assist GenEd classroom teachers in providing accommodations and modifications for students.
• Provide instruction at centers or small groups as directed by the MI-S Center Director.
• Be actively involved in the lesson/activity and support the GenEd or Special Education teacher as needed.
• Actively identify students that are struggling and provide assistance.
• Ensure students are given time to be independent. This includes:
  • Giving students the opportunity to attempt and/or complete the task on their own.
  • Giving students processing time and not providing answers if they do not immediately respond to questions.
  • Not attempting to put words in students’ mouths or guess what they are saying/thinking.
  • Being realistic with the amount of processing time and not allowing students to purposely waste time.
• Help students read questions and passages in math, science and life skills when necessary.

• Monitor student progress on assignments in all classes using proximity (i.e. walking around the classroom) and not sitting with one student the entire class period (unless specifically assigned as a one-on-one).

• Communicate regularly with teachers about students who are struggling.

• Attend meetings with teachers share concerns/suggestions and stay informed.

• Be prepared to teach lessons independently, without assistance or presence from other teachers.
• Attend weekly MI Center team meetings and discuss lesson plans, behavioral concerns and upcoming events.
• Assist in grading and entering grades, making copies and other assorted organizational tasks.

      Culture:

• Refer to students using first-person language (i.e. “Josue is a student with autism” not “Josue is an autistic student).

• Actively listen to all directions given in the classroom and be ready to repeat these instructions to students multiple times, if necessary.
• Attend students’ lunch time when possible in order to build relationships with outside of the learning environment.
• Provide supervision of students during both lunch and recess activities.
• Communicate regularly and often with families to both solicit their input and share student social and academic progress.

      Development:

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

Requirements:

• Proudly hold a Bachelor of Arts or Science degreeorare able to submit proof of Qualified status withinsix weeks of startingthrough one of the following channels outlined by the Colorado Department of Education:
  • Hold a bachelor level degree
  • Have earned 48 or more college-level credit hours
  • Have or are able to pass the WorkKeys exams
  • Read more about the available pathways to becoming a QualifiedEducational Assistant.

In addition, we strongly prefer the following:

• Speaks Spanish and/or has experience working with English Learners

• Demonstrated success working with students of color

What We Offer Our Network Staff:

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

Join This Movement:

STRIVE Prep educators inspire and encourage our students to think critically, communicate clearly, and collaborate openly, both in and outside of the classroom. By bringing together challenging academics with celebration and joy, we fuel a sense of curiosity, creativity and lifelong possibility in our students and our teachers. No matter where you join us in your career, we welcome our teachers to help make STRIVE Prep a place where everyone in our community can STRIVE and THRIVE.

Equity and Inclusion

STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception.  We must challenge ourselves as educators on what it means to serve all students, families and each other through a lens of Dignity for All, all the time. To us, Dignity for All means honoring and respecting the rich diversity of who we are and the unique gifts and talents that each of us bring. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment.

SUMMARY Provide leadership to support mental health and academic guidance professionals, with an emphasis on school counselors, in an effort to implement academic and behavioral supports to ensure student success. Implement a Comprehensive Guidance and Counseling Program focused on graduation assurance and post secondary readiness through a six year planning process with students. Serve as a District Leader in supporting the implementation of Response to Intervention (RtI). Serve as the District liaison for Child Protection Services, Mental Health Crisis Response Teams and Student Threat Assessment. Actively involve students, parents and community agencies in the healthy, holistic development of youth in Jeffco schools.

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

Supervise the implementation of a Comprehensive Guidance and Counseling Program in the Domains of Academics, Career Development and Personal Social Skills.

Oversee the Counselor Leadership Team, New Counselor Induction Program, Counseling Internship and Supervision Programs as well as Counselor focused staff development.

Oversee District social emotional learning programming ensuring alignment with Jeffco Generations Strategic Plan and the Collaborative for Academic, Social and Emotional Learning (CASEL) core competencies.

Hire, manage, and evaluate members of the Student Services staff.

Manage the processes to determine and respond to the prevention/intervention needs of students regarding wellness, suicide prevention, substance abuse and violence in the District.

Oversee the development, management, and training of the District 504 program. .

Collaborate with Security and Emergency Management Division regarding crisis response, crisis recovery, safe school practices and threat assessment process.

Coordinate the utilization of community resources to help children succeed in school. Facilitate District and County committees as appropriate. Represent the District in interagency partnerships related to youth and school success. Serve as the District liaison for Child Protection Services and for Mental Health Crisis Response.

Identify and evaluate materials and resources appropriate for the development of mentally and physically healthy students. Monitor student academic and behavioral trends and make recommendations for school improvement strategies through MTSS Problem Solving Process.

Develop budget and accountability plans to utilize District and Grant funds in an integrated way.

Collaborate with all Departments within the Student Success Division including working closely with school social workers, psychologists, wellness personnel and school nurses, to ensure holistic, seamless integration of support services.

Other duties as assigned.

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

EXPERIENCE 3-5 years’ experience in School Related Mental Health Field and Administrative License. Administrative experience preferred.

EDUCATION AND TRAINING Master’s degree in counseling, administration, or related area

CERTIFICATES, LICENSES, REGISTRATIONS Valid Colorado driver’s license

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!

As the Talent Acquisition Director of one of the largest school district’s in Colorado, the successful candidate will possess a deep understanding to the full recruitment lifecycle, best practices for selection, employment law, collective bargaining agreements and pre-employment protocols.   In addition to leading a large team, you will be responsible for designing and implementing organization wide strategy and programs; as well as driving departmental training and culture initiatives.    Key to your success is the ability to be highly collaborative and implement creative solutions regarding recruitment  by leading with emotional intelligence, a technological aptitude and a service support mindset to deliver high quality customer service in our evolving district needs.

SUMMARY Responsible for all aspects of District employment including classified, licensed, administrative and substitute recruitment and hiring.  These responsibilities include planning, developing and implementing recruiting strategies; providing quality candidates for administrative, teacher, classified, and substitute employment; managing the District hiring process; supporting applicants, employees, and managers with their employment and human resources needs; collaborating with Employment Records on the job classification process; developing and updating job descriptions;  managing the background check processes; managing the on boarding process for new employees; and directing the review of credentials for new and existing licensed employees as defined by the Colorado Department of Education.

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

Direct administrative, teacher, classified, and substitute recruitment and employment processes.

Develop recruitment strategies and evaluate processes to establish diverse, quality applicant pools. Establish relationships with colleges and their educational preparatory programs to establish a talent pipeline for Jeffco and to impact teacher prep programs. Direct student teaching processes including selection, placement, and support to provide a pipeline of qualified teacher candidates.

Partner with Employee Records and Budget Department on position management activities including Human Resource planning, advertising, and position descriptions throughout the District.

Implement Board policy; negotiated agreements; and local, state, and federal legislation in all employment matters.

Partner with Employee Records to determine contract types and compensation for licensed administrators, teachers, classified employees and substitutes.

Oversee licensure compliance, background checks, and highly qualified review for licensed administrators, teachers, and substitutes.

Manage Human Resources Welcome Center to provide one-call resolution for applicants and employees.

Supervise Jeffco’s physical and drug testing programs including strategic direction of program in coordination with risk management; vendor selection and management; all billing and payment activities; and development of metrics and results measures.

Supervise the fingerprint process for non-licensed hires in the District.

Represent the District leadership on association boards and committees. Serve as Jeffco’s representative to CASPA, Colorado Association of School Personnel Administrators.

Develop, update and monitor Human Resources employment website.

Direct District leadership on hiring procedures and requirements. Support principals with their employment questions and personnel issues.  Partner with Achievement Directors on hiring of school principals.

Partner with Employee Records and Employee Benefits to on-board all new employees.

Implement Equal Employment Opportunity Programs.

Develop and allocate Employment Services budget.

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  5-7 years’ experience in Human Resources, preferably in a school setting. School-based experience as a principal will be considered in lieu of direct HR experience.

EDUCATION AND TRAINING Bachelor’s degree required; relevant Master’s degree preferred. Prefer coursework and/or certification Human Resources Management (PHR or SPHR certification).

CERTIFICATES, LICENSES, REGISTRATIONS  Colorado Principal or Administrator License desired but not required. Will consider candidates holding teacher license if education and training qualifications are met.

SKILLS, KNOWLEDGE, & EQUIPMENT  Requires experience in human resource management. Prefer experience with PeopleSoft Human Resources Management System. Knowledge and use of policies, procedures, employee contracts and understanding of employment laws and regulations and collective bargaining.  Knowledge of school leadership, supervision, teacher employment, and performance evaluation.  Demonstrated conflict management, problem-solving, resource allocation, prioritization, data analyses, collaborative decision making, relationship building, group facilitation, writing and speaking skills.

The Director of Elementary Education will work collaboratively with the Director of Secondary Education to oversee all decisions, planning, and coordination of resources, professional development, and instructional practices in the district.

QUALIFICATIONS:

• MA degree in pertinent academic area
• Hold or be Eligible to Hold a Colorado Teaching Certificate
• Colorado Type D certificate or Administrator License Preferred
• Five (5) years of successful administrative or equivalent leadership experience
• Demonstrated effective problem solving skills
• Effective communication and interpersonal skills
• Knowledge Second Language Acquisition regulations and strategies for services
• Collaborative problem solver
• Extensive experience with curriculum development, assessment and models of instruction

Colorado Youth for a Change is recruiting for two (2) AmeriCorps programs to help us serve our mission to solve the dropout crisis. Positions are available in Denver & surrounding counties, as well as northern Colorado (Larimer and Weld county). Read below for more information on our specific programs and their benefits:

Colorado Reading Corps

Position Title: Elementary Literacy Tutor

Reports to: Program Coordinator/Manager and Internal Coach

Service Locations: Positions available in Denver Metro area and northern Colorado (Larimer County and Weld County)

Program Overview

Colorado Reading Corps is an AmeriCorps program with the mission of ensuring that all students in Colorado are reading proficiently by the end of third grade. Colorado Reading Corps is replicated from the successful Minnesota Reading Corps.

Nationally, the Reading Corps program is a breakthrough AmeriCorps program that is changing academic outcomes for thousands of students. With more than 1,900 tutors serving in 12 states and Washington D.C., Reading Corps is helping more than 40,000 students each year become successful readers. It combines the power of national service with literacy science to deliver proven approaches that help struggling learners transform into confident students – something that translates into all areas of their lives.

Because Reading Corps tutors are in the schools full-time, they are providing consistent, daily tutoring, which is the reason why this model has a greater impact on student success. Tutors commit to a term of service, and receive rigorous training plus ongoing expert literacy coaching throughout the year. With the use of rich data assessments, they ensure their efforts produce the desired results – helping children achieve grade-level reading proficiency.

Position Summary

The Elementary Literacy Tutor is placed at an elementary school to provide supplemental practice to children in kindergarten through third grade to develop their reading skills. The elementary literacy tutor will use scripted, evidence-based literacy interventions as guided by his or her coaches and will conduct weekly 1-minute assessments to ensure each student is on track to read at grade level. This is an AmeriCorps service member position with the AmeriCorps program, Colorado Reading Corps.

Essential Functions

Early Literacy Intervention and Assessment

Conduct one-on-one tutoring sessions with students using scripted, evidence-based literacy interventions provided by Reading Corps; achieve a high degree of fidelity to the scripted interventions.
Assist children in improving their reading skills and abilities to reach grade level expectations.
Provide opportunities for family literacy involvement for Reading Corps students, including implementing the Reading Corps family engagement literacy intervention – Read at Home! (RAH!).
Develop and maintain a weekly tutoring schedule for students which maximizes the number of students served (approximately 15-18 tutoring sessions daily) and maximizes the weekly dosage of 20-minute reading sessions for each child
Identify students who qualify for Reading Corps tutoring services based on a Reading Corps designed assessment with direction from the Internal Coach and Master Coach.
Assess, with a high level of accuracy, students’ continual progress using tri-annual benchmark assessments and ongoing progress monitoring assessments.
Provide complete, accurate, and timely documentation of students’ weekly progress scores and interventions using an online database; maintain confidentiality of all student data.
Regularly review student data with Internal Coach and Master Coach to gauge the effectiveness of the literacy intervention being used and determine if a change in strategy is necessary.
Participate in coaching sessions (includes observation of tutor); act on constructive feedback from coaching sessions.
Communication

Communicate and interact with students in an age and developmentally appropriate way.
Build professional relationships and communicate regularly with classroom teachers, Internal Coach, and the Master Coach regarding student schedules, interventions, student progress, etc.
Communicate effectively with Reading Corps staff and school site personnel.
Attendance

Regular, timely attendance during school hours Monday-Friday, along with before/after school hours as scheduled.
Commit to service for the full service term, serving the total commitment of hours (1,220 for tutors starting in the fall, reduced terms with proportionate benefits may be offered to tutors starting later in the school year) within the term.
Attend all required Reading Corps-sponsored training sessions, meetings, and coaching sessions, including peer professional development/cluster meetings, and member meet-ups; travel as necessary.

Secondary Functions

Attend site-sponsored activities (e.g., family night) and participate in site-sponsored meetings or other activities.
Attend service projects, as applicable, commemorating September 11, 2001, Martin Luther King, Jr. Day, and Cesar Chavez Day. These may include occasional evening and/or weekend hours.
Collaborate with other program participants to complete group service projects.
Complete and maintain hours plan to ensure completion of service hours in collaboration with the Internal Coach and Program Staff.
Complete additional tasks as part of an action or professional development plan as assigned by the Internal Coach, Master Coach, or Program Staff.
Complete Service Reflections, success highlights, and other outreach activities.
Service Conditions

The service is performed primarily in a school setting, however, there are a few service days that may be performed under other conditions, such as outside in a park, at a donations sorting center, or in a conference center for training and professional development.

Corps for a Change 

Colorado Youth for a Change is hosting 25 AmeriCorps members for 2019-2020 who will engage with in and out of school youth to assist in combating the dropout crisis. AmeriCorps members will focus on interventions such as home visits, phone calls, tutoring, and addressing individual student barriers to improve attendance, reduce truancy rates, and re-enroll youth that are dropped out. The goal of the Corpsmember term of service is to engage students, improve attendance, and help support a path toward academic success. Members serve within our Attendance program.

Position Duties

Attendance Program:

• Quickly build relationships with youth identified with low attendance
• Monitor student attendance and conduct one on one meetings to support students in being successful in school
• Engage parents/guardians through phone calls, meetings, and home visits
• Tutor students in the classroom
• Address barriers to student learning by connecting them with local community service providers so they may focus on school
• Track all students’ progress within CYC’s database, school databases, and other spreadsheets

Service Location:

CYC AmeriCorps members will be placed at one main site during their term of service. This site may be a school or community organization. There will be monthly opportunities to connect as a larger team with your fellow Corpsmembers in addition to bi-weekly supervision with your CYC supervisor. Service locations sites are located in, though not limited to, Denver, Englewood, Commerce City, Aurora, Fort Collins, Greeley, Jefferson County, and Thornton.

CYC is committed to inclusion and prohibits unlawful discrimination on the basis of genetic information, sex, sexual orientation, gender identity, gender expression, race, color, national origin, age 40 and over, religion, disability, or any other applicable status protected by federal, state or local law.

CYC, Colorado Reading Corps and Corps for a Change will make reasonable accommodation for otherwise qualified individuals with known disabilities or whose service requirements interfere with a religious belief unless doing so would result in an undue hardship or a direct threat to CYC/Reading Corps/Corps for a Change. Please contact Human Resources at 303.292.2779 to request accommodation or for questions/concerns regarding this policy.

Information for both CYC AmeriCorps programs

Hours and Term of Service

Members are required to serve during a typical school schedule, with some mandatory night and weekend hours. 1200 hours of service are to be completed between late  August (August 19th, 2019 for Corps for a Change) and May 31st, 2020. Members are required to participate in monthly team meetings.

Requirements

• 18 years of age or older
• Be a U.S. citizen or lawful permanent resident
• Have a high school diploma or G.E.D; College degree or some college experience preferred.
• Not have served more than the allowed number of AmeriCorps terms previous to this term.
• Submit to a full background check, including a sex offender registry check, state criminal history registry check, and FBI fingerprint-based check. This position has recurring access to vulnerable populations and selection is contingent upon satisfactory results of these checks.

Preferred Qualifications

• Excellent oral and written communication skills
• Independent, self-motivated work style
• Excellent follow-through and strong organization skills
• Experience working with middle and high school age youth, especially disadvantaged youth
• Volunteer experience and interest in service learning
• Access to a reliable vehicle and valid driver’s license
• A passionate and committed belief that youth can rise above seemingly insurmountable obstacles and return to school, graduate, and enter into post-secondary education.
• Bilingual – Spanish/English a plus (Corps for a Change)

Benefits for AmeriCorps members at CYC

• Living allowance distributed semi-monthly up to $10,000 for the service term
• Eli Segal Education Award of up to $4,266.50 for the 1220 hour term (for tutors starting Aug-Early October), $3,047.50 for the 920 hour term(starts later in the fall), and $2,321 for the 700 hour term (starts January)
• Transit assistance for service related travel outside of normal commute (in the form of mileage reimbursement or public transit assistance)
• Federal Loan Forbearance
• Ongoing professional development

Minimum Qualifications

Must be 18 years of age or older by start date.
Must have at least a high school diploma or recognized equivalent by start date.
Must be either a citizen, national, or lawful permanent resident alien of the United States.
Must pass mandatory pre-service background check.
Must not have served 4 or more prior terms of service with AmeriCorps.
Speak, read, and write English fluently.
Interest in education, specifically helping young children develop early language and literacy skills.
Dedication to community service.
Basic computer skills, including the ability to navigate online systems and email.
Energetic, results-oriented, student-focused style.
Strong planning and time-management skills.
Strong capacity to be flexible and adaptable to varied circumstances, paired with a conscientious commitment to adhere to the Reading Corps tutoring model with fidelity.
Consistent follow-through.
Ability to accept and incorporate constructive feedback from coaches and program staff.
Ability to work with diverse personalities.
Ability to adapt to a sometimes challenging and high-pressure environment.
Strong personal standards of excellence, ethics, and integrity.
Preferred: College degree or equivalent work experience.

Job Type: Full-time

Organization Overview

Colorado Youth for a Change (CYC) is an educational nonprofit organization with a statewide scope. CYC’s mission is to solve Colorado’s dropout crisis. CYC provides a continuum of services from Kindergarten through High School to help students find success through tutoring, case management, and outreach to help in-school youth remain in school or out-of-school youth return to school. Reading Corps is the first step along that continuum to support students.

504 Team Member and  Student Assessment Leader (SAL)

As the 504 Team Member, this employee will;

• Work with a team including School Psychologist, Nurse, MTSS Coordinator, Assistant Principal and General Education Teachers to evaluate and assess student reports and data, determine 504 eligibility and develop 504 plans
• Experience in the assessment systems related to special education and 504 development
• Coordinate data collection from teachers
• Complete academic assessment and written summaries
• Attend all MTSS and 504 meetings
• Facilitate 504 meetings with parents, teachers, and other school partners
• Serve as case manager for students
• Provide 504 related guidance for parents

As Student Assessment Leader (SAL)

• Partner with Assistant Principal on development and implementation of assessment program
• Prioritize communication with school district and testing organizations to assure solid implementation of assessment program
• Provide communications and training to school staff related to all assessment programs and protocols
• Primary focus on accountability level assessments and surveys (ACCESS, SAT, PSAT, CMAS, APPL, Parent Surveys, Student Perception Survey, etc), with development and support provided for formative assessment systems

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.

Do you think like we do?

Are you a trailblazer, observer, visionary, and innovator ready to discover learning with purpose alongside a team of students? We are. And we are looking for creative, curious, student-centered educators to join our team. We believe in place-based education that shifts learning out of the traditional classroom setting and puts kids into the community ready to share their unique genius to be positive change-makers in the world.

We opened in August 2018, serving a diverse population of 150 students in grades 6-10 from around Fort Collins. We will grow to include 200 students in grades 6-12 over the next two years. Employing a transdisciplinary, venture project-based curriculum with support from our national educational partners, Big Picture Learning and No Barriers Youth, we inspire thoughtful and creative problem-solvers who aspire to live with integrity and compassion. We explicitly teach and help them practice the skills that will help them thrive in a rapidly changing world. Our entrepreneurial teaching methods prepare students to think deeply, design creatively, and iterate mindfully while achieving at the highest academic levels. Compass Community Collaborative is dedicated to personalized, competency-based learning to help all students discover learning with purpose, to author the best story of their lives and our collective future.

What does it mean to be a Spanish teacher at Compass?  

Compass is looking for a Spanish teacher who is ready to collaborate across disciplines to show students that being able to speak, understand, and read and write in Spanish opens doors to cultural understanding and professional opportunities.  We are looking for a teacher who is not afraid to ask students to grapple with the complexity of our world through an empathetic lens that the study of a second language inspires. This teacher understands their responsibility to help students demonstrate their thinking and questions with skills of reading, speaking, and writing in Spanish. In terms of logistics, the right person for this job will be thrilled to teach daily an Advisory, and three levels of Spanish (I, II, and III) throughout the year in three, one-hour long classes that meet each weekday except Wednesdays.

• Your day will be done by 1:20p on Monday, Tuesday, Thursday, and Friday.
• All teachers at Compass are advisors and are responsible for an advisory class in which social-emotional learning, school culture development, and career exploration are explicitly taught and practiced.
• On Wednesday mornings, you will join us for our weekly staff meeting at 7:30a, and then after Advisory, you will be available for working with students during Academic Support period and then offering a fun, hands-on application of Spanish during a signup seminar. Your day will be done by noon on Wednesdays.

  Compass Teachers:

• Demonstrate a strong belief in the Compass core values (Love, Community, Equity & Integration, Entrepreneurship, Cultural Diversity).
• Encourage a culture of mutual respect and equitable practice.
• Exhibit knowledge of student cognitive development, social-emotional learning, and various learning style preferences.
• Demonstrate a growth-mindset in their professional responsibilities and encourages the same growth-mindset in their work with students.
• Communicate regularly with students, families and community members collaborating on projects.
• Collaborate effectively with team members to teach and learn with students and community partners.
• Love learning and demonstrates this with courage and commitment to continual growth and development as a teacher, a human, and a team member.

Professional Qualifications & Responsibilities

• Licensed to teach Spanish in the state of Colorado
• Committed to continual research and learning.
• Facilitates student learning utilizing community-engaged, project-based learning strategies and methodology
• Manages and differentiates learning with multi-age student groups
• Actively engages students in learning opportunities while emphasizing “voice and choice”
• Models and maintains high academic and social-emotional/behavior expectations
• Utilizes backward design model to create and align lessons, activities, and assessments
• Designs formal and informal assessments that measure student progress and growth
• Scaffolds instructional activities that facilitate engaging and appropriate learning opportunities
• Engages in professional development opportunities related to ongoing responsibilities
• Provides regular and timely feedback to students on their learning and growth
• Seeks growth and development in areas of social-emotional skills and effective communication skills. This includes seeking out and incorporating constructive feedback for improvement and providing this same level of reflective feedback to peers.
• Collaborates with team to regularly showcase student work in the Compass building as well as the surrounding community

Compass Community Collaborative is dedicated to the principles of equal employment opportunity. CCC does not discriminate against workers or job applicants and prohibits unlawful discrimination on the basis of race, color, religion, sex, national origin, disability, age, marital status, ancestry, actual or perceived sexual orientation, or veteran status, including disabled veterans.

What do we provide?

• A shared value that social-emotional learning alongside critical thinking and problem-solving cultivates an environment where all people thrive.
• A chance to positively impact students, their families, our city, and the world by being part of our mission to positively impact education and equity.
• Collaborative, not competitive working relationships. Being a CCCS teacher will help you achieve your individual professional goals while meaningfully contributing to the overall profession.
• A competitive salary and PERA retirement contribution. The salary range for this position is $20,000- $23,000 depending on experience and qualifications. In addition, we will contribute 20.15% of your salary toward PERA, the state issued retirement plan.

Reports to: Managing Director of Schools

Location: STRIVE Prep – Westwood – SW Denver, CO

THE CHALLENGE

Do you want to inspire a shared vision that rallies STRIVE Prep – Westwood’s school community to co-create a high performance, inclusive culture that leads to breakthrough results for each student, and moves the school from a yellow to a blue rating in 3 years?

OVERVIEW OF THE 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. STRIVE Prep – Westwood serves 340 brilliant students in the Southwest Denver community, including 64% emerging bilinguals, and 12% students with varying special needs. The Principal of STRIVE Prep – Westwood will be the cultural and instructional leader of the school and will lead the team effectively to create exceptional outcomes for each student by inspiring a clear vision and accountability for success. The Principal will build deep relationships with and leverage the strengths of students, families, staff, and community to co-create and implement: 1.) A school climate that fosters safety and learning, respects and supports the cultural identity of students and families, and builds strong restorative practices school-wide for both student and adult culture that reflects the pride of a Westwood Panther; and 2.) An aligned academic plan that makes it possible to lead the school from a yellow to a blue rating in three years, and enables the lifelong success of each of our students and 43 team members 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: You have an unyielding belief and trust in the brilliance of each student and team member which enables you to collaboratively set high standards of excellence with clear expectations for achieving them. You make these standards a reality daily through a disciplined approach to execution that focuses and holds students and staff accountable to a narrow set of the most important goals and initiatives. You generate high and contagious energy throughout the school because everyone knows routinely whether or not we’re winning and collaborates to course correct when we’re not.
• This is not your first rodeo: You have deep experience as a school principal and have a history of moving students and staff to transformational gains in challenging contexts (ie. turnaround, students with significant opportunity gaps, etc.). You’ve also had disappointing failures and draw upon all your lessons learned routinely to craft impactful strategies to fit the unique context of your school challenges. Your proven mastery of the change management process critical in any school improvement effort has earned you the reputation for being the calm in the eye of the storm.
• You are a people whisperer: Your experience has shown you that an investment in people and culture can lead to transformative change in a school. You value diverse perspectives, seek feedback to inform the work, and innately keep those on the margins top of mind, which enables you to truly maintain an inclusive school environment. You proactively build meaningful and authentic relationships with your Managing Director, teachers, support staff, parents, students, & community members. You intentionally build context, and authentically listen to others without judgment or offense–which enables you to individualize your approach and manage effectively across lines of difference.

ESSENTIAL FUNCTIONS

With the must haves driving your daily approach to the work, the successful Principal will manage a school leadership team of five that supports a staff of 43 overseeing instruction, operations, culture, and student services.  The Principal will collaborate with their supervisor, the Managing Director of Schools, to identify strategic priorities for year one and beyond.

Academic Program::

• Lead an effective, student achievement focused administration team of 5-6 people.
• Implement the network’s common curriculum, ensuring teachers have internalized and are prepared each day to deliver the rigorous, comprehensive, standards-based curriculum in alignment with the Common Core State Standards
• Model and ensure high quality observation/feedback cycles, student work analysis protocols, and real-time coaching.
• Lead and oversee a rigorous system for student assessment, data tracking, and appropriate student interventions.
• Design and deliver comprehensive professional development during summer training and throughout the school year.
• Oversee all supporting logistics for the academic program, including staffing structure and schedule.
• Partner with the network team to recruit and select high quality teachers and staff.

  Student Culture:

• Set, model, maintain, and monitor a vision for strong student culture.
• Build and sustain rituals, systems, and structures that prioritize and promote student safety and college access and preparation.
• Implement network-wide systems to support student conduct and discipline.
• Lead community gatherings that set the tone for the academic program.
• Oversee extracurricular activities, including after-school sports, partnerships with outside providers, and other areas of interest.

 Staff Culture:

• Model and hold adults accountable for excellence.
• Care for and empower staff members.
• Model professionalism.

Talent Management

• Own and prioritize staff retention
• Oversee the evaluation of all staff members twice annually
• Regularly collaborate with Talent Team on hiring strategies and cultivation of quality candidates
• Collaborate with Talent Team to determine hiring competencies for each role upon posting
• Prioritize recruitment within your school and leveraging the staff for referrals
• Designate time in weekly schedule for in person interviews, candidate follow up and recruitment

  Community:

• Ensure excellent family engagement and satisfaction based on intentionally building meaningful relationships with families and students that respects and values their social and cultural identities..
• Ensure high levels of student attendance.
• Engage external partners to add value to the students’ experience.

  Network Leadership:

• Regularly collaborate with other principals and Central staff.
• Be a network leader, always considering the needs of the network and the needs of the campus.
• Effectively implement network programming.

MINIMUM REQUIREMENTS (OR PREFERENCES WHERE NOTED)

• Understand, appreciate and can pull from at least 3 years of teaching experience. Have demonstrated proven school leadership skills in urban settings with an emphasis on data-driven instruction and demonstrable gains in student achievement (required).
• Can pull from at least 5 years of demonstrated experience in a school leadership role, including at least 2 years in challenging contexts (strongly preferred).
• Demonstrated success developing and retaining staff (strongly preferred).
• Speaks Spanish fluently (required)
• Bachelor of Arts or Sciences degree (required)

COMPENSATION AND BENEFITS

• Competitive compensation package.
• Annual performance-based raises.
• Participation in the Colorado PERA retirement program, including a PERA 401k contribution option.
• Funding of 100 percent of individual medical benefits and a wide range of insurance plans.
• Approximately 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 leverage your individual and collective team strengths 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.

Principal – Roaring Fork High School  

Carbondale, Colorado

The Roaring Fork School District is seeking applications for an experienced, self-directed, innovative leader to to serve as the Principal for Roaring Fork High School.  RFHS, located in Carbondale Colorado, serves a diverse student population of ~350 students.  The Principal will lead and support a dynamic team to improve academic achievement, growth and character education.

Ideal candidates will demonstrate significant skill and experience in:

• Implementing the vision, mission, values, expectations and goals of RFHS
• Creating trust and working collaboratively in a complex, multi-stakeholder environment
• Developing and applying strategic plans, and employing data-driven analyses and decision-making
• Identifying and promoting effective instructional practices
• Applying top-notch interpersonal skills, including public speaking, bilingual preferred
• Recruiting, hiring, coaching, and evaluating a wide range of personnel

• Leading a diverse school in the successful attainment of ambitious student achievement goals
• Understanding and successfully closing student achievement gaps
• Creating an atmosphere that reflects student ownership of academic and character development
• Participating as a team member while also leading
• Understanding and leading the student success process (RtI, MTSS)

Candidates should have experience as an educator in a secondary setting as well as leadership experience.   Requires the ability to obtain and maintain an appropriate license through CDE for the position of High School Principal.

Start Date:  July 1, 2019

Salary:  Commensurate with experience and education

RFSD is located in the Roaring Fork Valley on the western slope of Colorado amidst the majestic Elk Mountain Range, the waters of the Roaring Fork, Crystal and Colorado rivers, and the commanding presence of Mount Sopris. We are 13 schools with over 5,500 students in the communities of Glenwood Springs, Basalt and Carbondale.

Summit School District has an elementary school principal opening for the 2019-20 school year.  Our District’s goal is to “Develop Caring Learners for the 21^st Century” and we are seeking applications from outstanding educators to lead this diverse and dynamic elementary school.  Our District serves a diverse socioeconomic and ethnic community and is located in the central Rocky Mountains.

Silverthorne Elementary School (SVE) is located in Silverthorne, Colorado, surrounded by the stunning views of the Rocky Mountains. Our District covers approximately 516 square miles in Summit County, Colorado where students, families and staff alike find great opportunities for outdoor adventures.

Summit School District students, staff and community members work together in an atmosphere of care and respect to offer each student an array of educational programs designed to foster each student’s unique academic, career, technical and personal strengths.  As an International Baccalaureate (IB) authorized district, we strive to deliver a world class education and to develop internationally minded people who help to create a better world.  Our Vision 2020 Strategic Plan prioritizes engaging all families in their students’ learning, raising the academic bar for all students, STEM and Blended learning, career and technical experience, Technology One2World classroom instruction and Early Childhood Education.

Summit School District has a high school principal opening for the 2019-20 school year.  Our District’s goal is to “Develop Caring Learners for the 21^st Century” and we are seeking applications from outstanding educators to lead this dynamic high school.  Our District serves a diverse socioeconomic and ethnic community and is located in the central Rocky Mountains.

Summit High School (SHS) is located in Breckenridge, Colorado, surrounded by the stunning views of the Rocky Mountains. Our District covers approximately 516 square miles in Summit County, Colorado where students, families and staff alike find great opportunities for outdoor adventures.

Summit School District students, staff and community members work together in an atmosphere of care and respect to offer each student an array of educational programs designed to foster each student’s unique academic, career, technical and personal strengths.  As an International Baccalaureate (IB) authorized district, we strive to deliver a world class education and to develop internationally minded people who help to create a better world.  Our Vision 2020 Strategic Plan prioritizes engaging all families in their students’ learning, raising the academic bar for all students, STEM and Blended learning, career and technical experience, Technology One2World classroom instruction and Early Childhood Education.

POSITION ANNOUNCEMENT
ASSOCIATE TEACHER GRADES K-8
2019-20 School Year

About The Logan School: The Logan School for Creative Learning was founded in 1989 with the mission of providing an experience-based educational opportunity for gifted children of all backgrounds that allows each child to develop individually to her/his full potential. The school enrolls approximately 245 students from four through fourteen years of age. The core of our program features individual student units. Unit topics are chosen by each student and the teacher then helps design an individual unit of study. 

Please take the time to learn about Logan through our website: www.theloganschool.org. We ask that you address your interest in our educational approach in your cover letter.

About the Position: Each Associate Teacher works with a Lead Teacher in a mixed-age classroom. Depending on level, overnight trips are a part of the position, ranging from a single night to ten or more nights per year.

Status: Associate Teacher is a salaried, exempt 1.0 FTE position.

Direct Supervisor: Lead teacher 

Overall Responsibilities May Include:

Teaching (dependent on age level):

• Collaborating with Lead teacher to execute individual and small group lesson plans
• Facilitating student learning with regards to social and emotional lessons
• Assessing student’s social, emotional and academic needs and collaborate with Lead teacher to leverage student strengths and support areas of need
• Collaborating with students to create individual units of study
• Creating and leading math lessons, assign and grade homework and create and grade tests without direct supervision of the lead teacher. May be responsible for their own math groups.
• Supervising students as they are working on individual work
• Leading or assisting with reading/book groups
• Leading or assisting with writing workshops and other language arts workshops and lessons
• Integrating math, reading, writing, etc. into student lessons

Planning and Assessing:

• Agenda conferences: support students on-on-one with their weekly work schedule
• Units: prepare, brainstorm, develop, monitor and assess student work throughout the year
• Conduct research, organize papers, collect resources, shop for materials for individual and class unit work
• Observe and take notes on student progress, behavior and/or difficulties to report back to lead teacher so they can use this information to provide feedback to students and parents as well as to help best support the student in their work
• Brainstorm with lead teacher on unit ideas and how best to work with individual students
• Work with lead teacher on student feedback forms
• Gather resources for unit work
• Respond to student journals and reflections
• Edit and give comments on student writing/papers

Supervising and Supporting:

• Assist lead teacher with classroom management or in some cases, be in charge of classroom management so lead teacher can focus on other teaching responsibilities
• Take over class as needed when lead teacher is unavailable
• Support lead teacher and EE teachers with class management on field trips
• Supervise students at lunch and recess
• Problem solve with teacher and students to support individualized learning
• Provide social and emotional support to students. Act as a mentor.
• Classroom management

Other:

• Attend parent/student/teacher conferences and other parent meetings
• Attend all required staff meetings and school-wide events
• Collaborate with lead teacher on student feedback forms and idea generation for unit support
• Go on overnight trips as required by the age group
• Other duties as assigned by lead teacher or dean

 Qualifications:

• Bachelor’s degree
  • Excellent written communication skills and attention to detail
  • Experience in teaching
  • Computer literate 
  • Ability to pass a background check and drug screening
  • Valid driver’s license 

Compensation:
Salary is $30,000 to be paid over a full year (August-July). Benefits offered include employer-paid health insurance, paid time off, retirement plan matching contributions and a flexible benefits program. Contact the Business Office for a full benefits description and eligibility requirements.

Equal Opportunity Employer
The Logan School is an equal opportunity employer and does not discriminate against otherwise qualified applicants on the basis of race, color, creed, religion, ancestry, age, sex, marital status, sexual orientation, gender expression, national origin, disability or handicap, or veteran status

We are currently hiring Teachers, Special Service Providers, and Leaders for the
2019-20 school year. Join us for an evening to celebrate and learn more about Jeffco Public Schools and the district’s focus on both student and employee diversity, inclusion, and equity initiatives.

Tuesday, April 2
4:30 – 6:30 pm
Lakewood High School, West Atrium
9700 W. 8th Ave.
Lakewood, 80215

Learn more about the following initiatives …..
• Jeffco Generations, the Strategic Plan
• The district’s commitment to diversify our workforce
• Employee professional development opportunities with a focus on student equity,
inclusion, social justice, & cultural competency
• Employee resources groups (ERG’s) to recognize contributions of our Educators of
Color and LBGTQ colleagues
• Programs and schools focus on dual language, SPED, option schools, teacher
pathways, and scholarships

School Turnaround Project Manager

Education Solutions Group

(Colorado location)

JOB SUMMARY

Our national, public sector consulting firm is seeking a School Turnaround Project Manager for our Education Solutions Group.  The Project Manager will have a demonstrated understanding of school systems and in particular building level management of all aspects of education.  Responsibilities will include working onsite with schools and clients in the state of Colorado.

MAJOR DUTIES

• Lead and coach school principal and leadership team for identified client (school) in a multi-year project
• Manage onsite MGT and consultant team
• Recommend personnel and staffing needs to Client Portfolio Manager
• Lead development and execution of school achievement plan
• Facilitate monthly data monitoring
• Facilitate leadership team and PLC in collaboration with MGT team
• Ensure all aspects of contract are delivered at the school level

MINIMUM QUALIFICATIONS

• Master degree or Doctorate in Education Leadership, Curriculum or Supervision or related field within education
• Five (5) or more years of experience in school turnaround, leadership, and coaching
• Extensive understanding of public school systems and in particular, building level management of all aspects of education
• Ability to lead large diverse teams and facilitate consensus and support for major change

SUPERVISORY CONTROLS

• Position will report to the MGT Colorado Client Portfolio Manager.

PREFERRED QUALIFICATIONS

• Bilingual: Spanish
• Experience with any of the following: project-based learning, instructional coaching, portfolio assessment, a competency-based education model, collaborative learning, integration of technology and cross-disciplinary learning

• Extensive experience in coaching and professional development

• Communicates and builds relationships with internal and external constituencies
• Identifies and implements strategies to improve individual and group productivity and content mastery
• Uses excellent listening, observation, reading, verbal, nonverbal and writing skills

• Ability to be flexible to and adapt to the dynamic nature of consulting engagement
• Ability to travel between 25-50% of the time, depending on the sales cycle and client needs
• Experience with a Project Management Software, such as Mavenlink

Description

The Horizons at Colorado Academy program seeks lead teachers for the summer 2019 program for our Kindergarten, 3rd grade, 5th grade, and 6th grade classrooms.

Horizons offers an enrichment program designed for Denver Public School students from low-income families. The program runs for six weeks beginning June 17 through July 26, 2019  and emphasizes academic enrichment, social and emotional learning, cultural experiences and the arts, and health and wellness – including swimming.

Lead teachers guide daily classroom activities, go on field trips, oversee swimming and outdoor activities and other duties as required.

Successful candidates must have prior classroom experience.

Candidates are encouraged to visit Horizons at Colorado Academy for more information about the Horizons program.

• Located in the Denver metro area; close to Boulder, Denver & DIA
• 27J Schools is growing and has multiple openings
• Home of the 4 day week
• Check us out at Workat27J.com

The Roaring Fork School District is seeking applications for an experienced, self-directed, innovative leader to serve as the Director of Financial Services (CFO). The district serves a diverse student population of over 5,650 PreK-12th grade students. This position is responsible for providing leadership in aligning district financial priorities to the district’s strategic plan and mission to ensure that every student develops the enduring knowledge, skills and character to thrive in a changing world.

This position oversees:

• The effective and efficient delivery of financial services across the district, including the administration of and compliance with all related policies and state and federal laws
• Short and long range financial planning
• Management of food service, payroll, and finance teams
• Annual budget development process

Ideal candidates will demonstrate significant skill and experience needed to:

• Develop and implement the vision, mission, values, expectations and goals of a high functioning finance department to ensure alignment of the budget to the priorities of the district’s strategic plan
• Provide financial reports to and respond to inquiries from Board of Education, community, Colorado Department of Education, and others; and coordinate annual audits
• Prepare and update enrollment projections by school
• Implement a strong system of internal controls including policies, procedures, communication, training for staff, and periodic monitoring to ensure compliance
• Engage in capital planning, including working with the Director of Facilities on the five-year capital improvement plan and working with the Chief Operating Officer on the ten-year facilities master plan
• Create trust and work collaboratively in a complex, multi-stakeholder environment
• Understand Generally Accepted Accounting Principles, governmental accounting practices, auditing and reporting, accounting and financial management practices, pertinent codes, laws and regulations
• Manage and organize complex, multiphase processes and projects
• Select, train, coach and evaluate personnel on payroll and finance teams
• Develop and apply strategic plans, and employ data-driven analyses and decision-making
• Participate as a team member while also exhibiting strong leadership skills
• Analyze problems, identify alternative solutions, project consequences of proposed actions and implement recommendations in support of strategic plan
• Apply top-notch interpersonal and communication skills, including public speaking

Candidates should have a bachelors degree from an accredited college or university (Certified Public Accountant preferred); a minimum of five years experience in developing and implementing large budgets; at least three years of administrative and supervisory responsibilities. Successful experience directing financial activities of a school system and previous experience in governmental accounting are preferred. Spanish bilingual preferred.

Position timeline:

• Application review begins: April 8, 2019
• First round interviews tentatively scheduled: April 26, 2019
• In-person auditions tentatively scheduled: May 9th and 10th, 2019
• Position start date: August 1, 2019

Salary: $100,000+ depending on 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)

School Leader at KIPP Northeast Denver Leadership Academy

At KIPP Colorado Schools, all students will learn and achieve.
KIPP Colorado Schools is part of the national KIPP network of tuition-free, open enrollment college-preparatory public charter schools dedicated to preparing students from underserved communities for success in college and life.
Who we are:  KIPP Colorado Schools is a network of six high-performing, college-preparatory public charter schools. We educate students in grades 9-12 at KIPP Denver Collegiate High School and KIPP Northeast Denver Leadership Academy, grades 5-8 at KIPP Sunshine Peak Academy and KIPP Northeast Denver Middle School, grades ECE-fourth at KIPP Northeast Elementary and students in ECE-3, ECE-4, and kindergarten at KIPP Sunshine Peak Elementary.
What we do: We set clearly defined and measurable high expectations for academic achievement and conduct in order to create and reinforce a culture of achievement and support. We know that every student is different and we personalize learning based on a student’s needs, skills, and interests.
How we do it: Great schools require great teachers and school leaders. We empower our educators to lead school teams, and we invest in training to help them grow as professionals. Our schools provide a safe, structured, and nurturing environment with minimal distractions and more time for both academics and extra-curriculars, so our students love school and maximize their learning.
Why it matters: Great education transforms lives. At KIPP Colorado Schools, teachers, students, and families are all united around the same goal: college and a choice-filled life. We believe that an excellent college-preparatory education will set students up for success in whatever life path they choose. Through collective hard work and commitment, KIPP students complete college at a rate that is above the national average for all students and four times higher than that of students from similar economic backgrounds.

About KIPP Northeast Denver Leadership Academy:

• Founded in 2015
• Educating 513 students in 9^th through 12^th grade
• Consistently ranked one of Denver’s highest performing high schools, having received a distinguished “blue” rating on Denver Public Schools’ School Performance Framework for three consecutive years
• Strong commitment to providing both rigorous academics and building character strengths to prepare students for success in college and the competitive world beyond
• Teachers team up with parents and students to help students discover their passions and define their own future
• Prepares students for the postsecondary option that’s right for them with our nationally recognized KIPP Through College program.
• Offers competitive sports teams, extracurricular clubs and activities, and service-learning opportunities

About the School Leader Position at KIPP Northeast Denver Leadership Academy:
The School Leader’s primary job is to drive academic and character outcomes with students. We expect our School Leaders to focus 75% of their time on instructional leadership and leading school culture, specifically all of the activities involved in leading and developing leaders and teachers to improve instruction and drive student achievement and growth in academics and character. At KIPP, we also expect our School Leaders to build lasting and sustainable organizations by developing a pipeline of future School Leaders and creating systems for the ongoing development of school staff. The School Leader is responsible for developing a successor leader and the leadership capacity of the school staff.

Key responsibilities include, but are not limited to:
Instructional and Culture Leadership (75%)

• Set ambitious school-wide vision and goals aligned with the KIPP Colorado early childhood through 12^th grade vision and goals that lead students on a path to and through college and choice-filled lives
• Plan and prioritize time and resources to achieve annual goals
• Cultivate a diverse, high-potential school leadership pipeline (from teacher leader to AP to successor) and develop leadership team members by teaching and insisting that they are true owners of the work and coaching and assigning stretch activities
• Define and model expectations for leaders, teachers, and students on school-wide practices to ensure a positive learning environment
  • Set explicit school-wide expectations
  • Design systems, structures, and routines to ensure consistent school-wide implementation of expectations
  • Lead school-level initiatives to develop restorative practices into the culture of the school
  • Develop staff with the knowledge, skills, and leadership to effectively implement classroom and school-level cultural expectations
• Actively promote the representation of students and families’ cultures, backgrounds, and experiences into the culture and learning experiences of the school
• Implement systems and structures to hire and retain diverse, highly-effective staff
• Develop staff to be a positive, high-functioning team
• Build own and school staff’s knowledge and expertise in effective instructional design and academic standards
  • Develop teachers’ conceptual understanding of what students must know and be able to do and what instructional methods drive student mastery
  • Develop knowledge of how standards map to curriculum and assessment
• Develop teachers to provide rigorous and high quality instruction
  • Lead analysis of, and develop teachers’ ability to analyze, student data to identify strategies that will move students toward mastery
  • Regularly observe and coach instructional leaders to ensure they are providing high-impact, actionable and bite-sized feedback to teachers on a weekly basis
  • Ensure teachers can collaborate, analyze their practice and their student data, and adjust instruction in content teams
  • Lead whole-school professional development workshops that drive highest-impact improvements in teacher practice
• Cultivate School Leader’s own success and sustainability by engaging lifelines and renewing to get stronger

Other Duties (25%)

• Ensure that all school functions (operations, electives, instruction, leadership, etc.) have systems to coordinate and communicate with one another
• Comply with district and KIPP policies and state and federal laws and regulations affecting the schools
• Develop annual budget based on documented program needs, estimated enrollment, personnel, and other fiscal needs; keep programs within budget limits, maintain fiscal control; accurately report fiscal information
• Compile, maintain, all reports, records, and other documents required including accurate and timely reports
• Articulate the school’s mission to the community and work with the Advocacy and Community Engagement Team to solicit support in accomplishing the mission
• Use appropriate techniques to encourage community and parent involvement

Skills & Qualifications

• Master’s degree in education or related field from an accredited college or university
• Five years of administrative/supervisory experience, teacher classroom experience preferred
• Demonstrated leadership with the ability to lead people and get results through others
• Ability to prioritize and manage multiple tasks with a willingness to be flexible when needed
• Ability to work in a fast-paced environment, demonstrating strong organizational and follow up skills
• Excellent interpersonal skills
• Positive attitude, enthusiasm and energy
• Proficient in MS Office products, internet and industry specific software programs
• Experience using data analysis to facilitate and support decision making
• Experience in an urban education environment preferred
• Demonstration of effective teaching and learning practices
• Excellent oral and written communication and presentation skills
• Excellent interpersonal, human relations, and stress and conflict management skills
• Excellent planning, goal setting, coordinating, problem analysis and decision-making skills
• Ability to facilitate and lead change initiatives and embrace innovation
• Ability to effectively manage time and multiple priorities
• Ability to effective engage parents and community

Competencies:
The exceptional candidate will excel in the following competencies:

• Student Focus: Belief that all students, regardless of background, have the ability to go to and through college; demonstrated commitment to the school’s unique community
• Direction Setting: Ability to set direction across an entire school and motivate others to action
• Performance Management: Demonstrated student achievement results from teachers and leaders that he/she manages and coaches
• Talent Development: Demonstrated success in developing leadership capacity in others
• Cultural Competence: Demonstrated ability to create inclusive environments that honor and support a diversity of backgrounds and perspectives
• Instructional Leadership: Adept at data analysis; ability to extract meaningful insights across school-wide data
• Instructional Leadership: Expertise in what the  school-wide academic standards and state assessments require of students’ knowledge and skills to demonstrate mastery; able to translate student mastery requirements into instructional plans and strategies
• Instructional Leadership: Deep understanding of appropriate application and differentiation of high-leverage instructional strategies (e.g., pacing, stretch it, etc.) based on comprehension of child development and pedagogy
• Instructional Leadership: Command of instructional design and the benefits and tradeoffs of school design decisions in driving student achievement
• Achievement Orientation: Demonstrated resilience and focus on student outcomes

This position is open for a July 1, 2019 start date. Salary will be commensurate with experience.  Employee benefits include medical, dental, participation in PERA, and a paid time-off package.

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

Job Announcement

Senior Director of Primary Programs & Academics

The mission of the “I Have A Dream” program is to empower children from low-income communities (Dreamer Scholars) to succeed in school, college, and career by providing academic, social, and emotional support from elementary school through college, along with post-secondary tuition assistance.

“I Have A Dream” is currently seeking a Senior Director of Primary Programs & Academics to lead a team of Program Directors in successful implementation of a comprehensive program (academic, social emotional, parent partnership) to ensure the achievement of educational and personal goals of individual youth (Dreamer Scholars).  S/he will evaluate and provide oversight for all programs and services delivered to Dreamer Scholars during their primary years (K-5) with a specific focus on closing the opportunity gap. This position will serve as a leader in academic programming, with a specialization in elementary-level academics. The new role for the organization will provide supervision to primary level Program Directors; guidance and best practice for all academic programming; and guidance to whole-child programming. The role reports directly to the Vice President of Programs.

Responsibilities

• Develop and manage academic strategies by supporting the best implementation of group and individual instruction for literacy, math, and homework at grade levels K-5.
• Ensure program activities at elementary sites are successfully prioritized and supportive of the schools and communities where Dreamer Scholars are served.
• Establish and standardize program activities that aim at closing the opportunity gap.
• Ensure successful parent partnership.

• Work 1-on-1 with all primary Program Directors to create their individual program structure, calendar, and schedule for after-school and summer programming.
• Provide on-site modeling and coaching for Program Directors on behavior management, curriculum implementation, program management, etc., by attending programming sites daily (visit two sites per month for two weeks per site in accordance with revised Site Visit Protocol).
• Establish annual goals with Program Directors and evaluate performance on an annual basis.
• Review Program Directors’ Fall, Spring, and Summer Work Plans to ensure adherence to program standards across sites.
• Provide academic training, on-site coaching, and feedback for academic lesson planning and delivery.
• Collaborate with Vice President of Programs and school and district staff to schedule additional trainings related to behavior management, academics, social-emotional wellness, child development, or other related programs as needed.

• Work with Evaluations Coordinator, school staff, and/or district personnel to collect, record, and analyze data relevant to Dreamer Scholar academic performance.
• Collaborate with school administrators, staff and Program Directors to make informed program decisions.
• Meet once per trimester with each Program Director & Evaluations Director to analyze Dreamer Scholar performance data.

• Collaborate with Vice President of Programs on overall program objectives and determining priorities, ensuring academics and social emotional programs are implemented and supported for the whole-child.
• Lead professional learning communities (PLC’s), that emphasize academics, behavior management, and curriculum design.
• Co-create and present board reports. Participation in program committee meetings (internal and external.)

Requirements:

• Extensive elementary in-classroom experience (curriculum design, behavior management, etc). ELA instruction and strategy preferred. 
• Belief in the whole-child approach, and associated system supports for student success.
• Bachelor’s degree required; Master’s degree in education field preferred.
• Fluent or comfortable conversing and leading groups in Spanish.
• Experience working with multicultural and low-income populations.
• Strong organizational, oral and written communication and computer skills.
• Prior management experience of teachers, counselors, or equivalent.
• Reliable transportation, good driving record and insurance.
• Some evenings, weekends and conference travel.
• Comfortable with data and managing grant reports.
• Ability to lift and carry 50 pounds.
• Good sense of humor.

Compensation:

• Competitive salary, commensurate with experience ($60,000-$70,000)
• Employer pays 75% of employee premium for medical and dental insurance.
• Employer paid life and short-term disability insurance.
• 403b retirement plan (employer contributes 3% of annual salary after first year.)
• 15 days of vacation, 10 days of sick and 11 paid holidays.

Using “Senior Director of Primary Programs & Academics” in the subject line, e-mail cover letter, resume, and salary requirements to hr@ihaveadreamboulder.org

Fax: 303-444-3638 or 5390 Manhattan Circle, Suite 200, Boulder, CO 80303

Position: College and Career Counselor

Start Date: August 1, 2019

Salary range: $45,000- $100,000 for 195 days with competitive benefits package.

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 staff to be agile learners who design thoughtful learning experiences for students.

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.

The position: The College and Career Counselor is responsible for the post-secondary curriculum in grades 9-12. This position is a full-time position.

Essential Duties and Responsibilities:

• Responsible for all student & parent programming related to the post-secondary planning process
• Oversee implementation of ICAP requirements
• Counsel students regarding special circumstances (e.g. : fee waivers, 1st generation status, military background,NCAA, etc.
• Update School Profile annually
• Nominate/assist students to apply for organization scholarships including but not limited to the Boettcher & Daniels Fund Scholarships, ROTC, NCAA
• Assist students identified as National Merit Semi-finalists
• Communicate important announcements and opportunities to students via Naviance
• Meet with students and parents throughout the post-secondary planning process
• Train/assist faculty with writing college/scholarship recommendations; implement faculty workshops as needed
• Review students’ college/scholarship essays as requested
• Write senior recommendations and/or collaborate with faculty on recommendations
• Serve as liaison with college representatives and schedule college visits
• Assist students with the process of applying to all post-secondary institutions/programs/opportunities including but not limited to colleges/universities, military academies, gap year programs, apprenticeships, etc.
• Meet with individual juniors/parents for post-secondary planning in spring
• Assist in administering the state required standardized testing
• Publicize scholarships/oversee maintenance of database
• Maintain historical senior class matriculation/scholarships earned records
• Maintain Professional Association memberships and attend meetings/conferences as appropriate.
• Update and maintain current college related information on the STEM  website
• Explore/Consider new and innovative programs/systems related to post-secondary planning (e.g. SCOIR)
• Assist and work with High School Counselors as needed.

Qualifications Required:

• Masters of Counseling or Related Field
• Certificate in School Counseling
• Minimum 2-3 years College Counseling experience preferred.

Middle School and High School Math Teacher

DSST Public Schools (DSST) seeks a Math Teacher to join one of the leading charter school organizations in the nation.  We serve 6-12^th grade students across Denver and Aurora.  Our mission is to transform urban public education by eliminating educational inequity and preparing all students for success in college and the 21^st century.

Job Requirements:  

DSST Public Schools seeks candidates with strong character, passion for excellence and a relentless commitment to student achievement.

• You will need a Bachelor’s degree from an accredited university and AT LEAST one of the following:
  • 36 credits hours (DPS approved) in the subject you are teaching.
  • Passing of the #5161 Math Praxis exam 152
  • CDE license endorsement within subject area

Overview of Position:

DSST Public Schools seeks teachers with a track-record of raising student achievement to join a team of educators dedicated to providing a rigorous college preparatory program to a diverse population.  Our teachers are leaders who play an integral role in ensuring student success through supporting our school culture, developing and instructing a rigorous core curriculum, and using data to drive their daily practice. Our math teachers teach students to see and use math in real life- while upholding the understanding that math is something we understand, not just something we do. We believe all students can be mathematicians and inspire them to see themselves as such.

Our curriculum map is as follows:

Middle School

• 6th Grade Common Core Math
• 7th Grade Common Core Math
• Integrated Algebra I and Geometry I
• Integrated Algebra I and Geometry II

High School

• Integrated Algebra I and Geometry I
• Integrated Algebra I and Geometry II
• Algebra II
• Pre-Calculus
• AP Calculus AB
• AP Calculus BC

There is flexibility in terms of where students are placed along the math curriculum according to performance and preparedness. All students complete Pre-Calculus by the time of graduation. We will inquire about your grade level and campus specific preference at the time of interview.

Essential Functions: 

Overview

• Demonstrate relentless drive to improve the minds and lives of students
• Take holistic accountability for student success- taking ownership of each student’s academic success or failure.
• Reinforce the school’s core values, guiding philosophy, rules and school spirit.

Classroom Teaching

• Exhibit mastery and enthusiasm for the assigned academic subjects and classes
• Work closely and collaborate with other teachers within the school and throughout the DSST network
• Teach 3-5 classes a day of various lengths depending on the DSST campus and subject area
• Plan lessons and implement targeted curriculum and assessments for each student which adheres to the school’s curriculum and standards.
• Keep an up-to-date gradebook for each class
• Work to implement and master DSST Public Schools’ core instructional practices

• Are you entrepreneurial, flexible, organized and want to make a difference? If so, we want to talk to you.
  American Indian Academy of Denver (AIAD) is a STEAM (science, technology, engineering, arts and math) school opening at the beginning of the 2019 school year providing rigorous learning opportunities for 6-8th grade students.
  We are looking for: We’re a community-based, mission-driven charter school looking to bring on a dynamic and motivated Office Manager to organize and coordinate a broad range of office duties in a fast paced, startup environment.
  The Office Manager will develop, implement and manage the efficient operations of the front office and assist the Head of School. This role will support in ensuring we have an effective and friendly atmosphere for students, parents, staff and visitors. The Office Manager serves as a support to the Head of School and operations with the following: financial record keeping, accounts receivables and payables, human resources, facilities and technology.
  The Role and Responsibilities:
  • AIAD Mission Ambassador: Greet and provide support to all visitors, always ensuring a great first impression for our school.
• Familiarize students and families with the AIAD program both individually and building-wide.
  o Create a comfortable office environment where employees’ day-to-day needs are met.
  • The Go to Person: Serve as a source of information on administrative, academic and procedural matters to students, prospective students, faculty and staff.
  • HR Administrative Support: Ensure and maintain all required HR file management and compliance and supporting HR processes.
  • Vendor Management: Partner with and manage internal and external vendors.
  • Procurement: Manage and control the inventory of schools’ supplies.
  • Accounting/Business Services: Process and support all Accounts Payable and Receivables and all Accounting and Business Office functions.
  • Student Enrollment: Assist with student recruitment and admission.
  • Data Management and Reporting: Compile and maintain statistical data and information to ensure accurate reporting.
  • Communications: Prepare and maintain all correspondence/reports/calendars/meetings

What We Are Looking For:
Experience and Education Requirements:
*Required:
• Bachelor’s degree
• You have 2-3 years in an office manager role, ideally in a public school or charter school environment or relevant experience or equivalent.
• You have excellent customer service skills.
• You possess good judgement with ability to make timely decisions.
• You have a high-level attention to detail, accuracy.
• You have strong abilities to multitask, organize, and problem solve.
• You have a get-it-done attitude and high level of ownership.
• You want to take on responsibility and solve tough, ambiguous challenges.
• You have processes, templates and strategies for managing and organizing a busy office.
• You love creating order out of chaos and you are self-starter.
• You have experience creating and implementing office policies and being the go-to person for our team.
• You have a desire to join a thriving in a fast-paced startup environment.
*Nice to Have:
• You have a passion for the continual development and establishment of a positive, diverse, and inclusive school culture.
• You have proficiency with Infinite Campus, or other School Information System.
• You have experience working with underserved, underrepresented and diverse populations.

• You are bilingual in Spanish.
Benefits of the Role:
• Day 1 responsibility and ownership.
• Salary range = $40-50K base + medical/dental/vision insurance stipend.

• Work in a mission-driven, collaborative, casual learning/work environment with a team that likes to solve problems and loves making a difference in the lives of kids.

The Horizons at Colorado Academy program seeks lead teachers for the summer 2019 program for our Kindergarten, 3rd grade, 4th grade, 5th grade, and 6th grade classrooms.

Horizons offers an enrichment program designed for Denver Public School students from low-income families. The program runs for six weeks beginning June 17 through July 26, 2019  and emphasizes academic enrichment, social and emotional learning, cultural experiences and the arts, and health and wellness – including swimming.

Lead teachers guide daily classroom activities, go on field trips, oversee swimming and outdoor activities and other duties as required.

Successful candidates must have prior classroom experience.

Candidates are encouraged to visit Horizons at Colorado Academy for more information about the Horizons program.

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 39 schools across the state of Colorado serving over 17,000 students. CSI is uniquely positioned to serve and promote charter school innovation in communities throughout Colorado and to be a leader in improvements in authorizer practices. CSI aspires to continue growing the quality and quantity of its portfolio of schools in Colorado in response to the need for high quality, innovative charter school options. Our organization is at an extraordinary point of opportunity and is poised to make additional systemic changes that will yield improvements within the portfolio’s overall student achievement.

POSITION SUMMARY

CSI is seeking a data-loving, customer-service oriented team player to join its growing Data Submission Team. This team is responsible for working with CSI’s 39 portfolio of schools to provide training and technical assistance related to the collection and validation of student, staff, and school level data for the 12+ annual state and federal data collections. Qualified candidates are those with a strong understanding of intermediate Excel, have a positive attitude, are proactive and extremely organized, and are open to reflecting and continually improving upon our team’s practices. If this sounds like you, we encourage you to apply!

DEPARTMENT: Data and Accountability Systems

REPORTS TO: Data Manager and Director of Data and Communications

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.

• Coordinate with Charter School Institute schools to complete state and federal data collections, including all interchanges, snapshots, year‐round, and periodic collections
• Provide training and tiered support on each data collection, including purpose of report, understanding and clearing errors, data validation, and adherence to audit requirements
• Track school compliance with submission requirements, including file submission, error clearance, and certification deadlines
• Document CSI and school processes for completing all state and federal data collections, including best practices in data entry, validation and security
• Develop tools and resources to streamline the data collection process for CSI and schools, including development of error checking tools
• Manage CSI district and school user accounts in CSI’s secure file transfer software and also in the Colorado Department of Education data submissions portal
• Coordinate access to resources for utilizing SIS and plan management systems for the purpose of state and federal reporting
• Support CSI’s District Assessment Coordinator in the troubleshoot and error-resolution for assessment-related data collections, including SBDs, READ and School Readiness collections

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 Data and Accountability Systems
• In coordination with the Student Services unit, provide technical assistance and validate programmatic data for state and federal reporting
• In coordination with the Assessment and Evaluation unit, validate assessment data for state reporting

KNOWLEDGE, SKILLS & ABILITIES

• Excellent written and verbal communication skills
• Excellent analytical and organizational skills

• A proven ability to design and facilitate effective trainings to a variety of stakeholders
• A proven ability to proactively improve systems and identify potential internal and external customer issues
• Detail-oriented with demonstrated ability to follow-through on projects

EXPERIENCE

• Demonstrated experience with advanced Excel features
• Demonstrated experience with project management

• Experience managing multiple ongoing programs or projects with internal and external stakeholders

EDUCATION

• Bachelor’s degree preferred

PHYSICAL DEMANDS

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

WORK ENVIRONMENT

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

NOTE

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

SALARY RANGE

• $3,750-$4,750 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, paid vacation and sick time, no-cost life and disability insurance (with additional paid options), Flex Spending and Health Savings Account options, and membership in Colorado Public Employees’ Retirement Association (PERA).

PHYSICAL DEMANDS

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

WORK ENVIRONMENT

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

NOTE

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

Are you…

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

Do you want to…

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

Do you have…

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

Compositive Primary, a new school serving three year olds through 5th grade, located on the Fitzsimons Innovation Campus in Aurora, Colorado, is now seeking exceptional educators to be part of the founding faculty team. Compositive Primary’s mission is to educate students to live lives of personal excellence. The school is organized around the integration of four domains: cognition, character, health and well-being, and community engagement; and seeks to cultivate every child’s capacity to reflect and learn, recognize and act, care and connect, and engage and serve. This integrated and personalized education places the child at the center of the learning process. Educators facilitate student growth and development and work in collaboration with each other, with families, and with the community. Curriculum is inquiry-based and thematic. The student to teacher ratio is nine to one, and classrooms will be organized in multi-age groups. Compositive Primary will be housed in a new facility currently under construction.

Teacher Responsibilities:

• Contribute to a positive school culture through connections with students, faculty, and families
• Collaborate with fellow teachers and administrators to develop inquiry-based curricula that develop in students the capacity to reflect and learn, recognize and act, care and connect, and engage and serve
• Foster a positive learning environment in all areas, demonstrating dedication to instilling joy in learning for all students
• Ensure that every child feels seen and heard and has a sense of belonging
• Collaborate and communicate effectively with parents, colleagues, and all members of the school community
• Serve as a steward for school support, managing classroom budgets and respecting resources
• Mentor and coach resident teacher
• Participate in all aspects of school programming and activities
• Work to uphold the mission, vision, and goals of the school
• Other duties as assigned

Lead Teacher Responsibilities:

• Actively monitor, record, and communicate individual progress made by every child
• Guide and mentor a resident teacher in a collaborative teaching model

Resident Teacher Responsibilities: