Position: College and Career Counselor

Start Date: August 1, 2018

Salary range: $45,000- $76,000 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 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.

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 + 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 maintainance 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.

Performing Arts Teacher (Drama, Theatre, Music & Dance)
2018-2019 School Year, Starts August 8, 2018

SOAR is committed to providing excellent educational opportunities to students in Far Northeast Denver. SOAR offers a holistic approach to education that implements rigorous academic instruction in conjunction with an active classroom. Our model challenges students to think critically and take active roles in their classrooms and communities. This results in higher achievement and greater engagement in school. Our school gives students the academic and character-building skills they need as learners and leaders.

SOAR Vision:  SOAR students create full and meaningful lives, enrich our democracy, and create a more just society.

The Musical Theatre/Performing Arts Teacher is a fulltime teaching position, teaching Kindergarten through 5^th Grade students.

• Key responsibilities include:
  • Provide an inviting, exciting, inclusive, and joyful learning environment;
  • Develop curriculum and lesson plans that are rigorous, clear, measurable, and aligned with Colorado Standards and SOAR’s instructional approaches;
  • Helps students develop interpersonal skills and problem-solving capabilities through group interaction and artistic collaboration.
  • Organize and produces student performances throughout the school year.
  • Teaches students to create, communicate, and problem solve through performance art.
  • Develops the student’s understanding and connection between performance art and culture
  • Participate wholeheartedly in professional development and enrich their expertise in the subject area they will teach;
  • Embrace planning for and teaching a diverse classroom of students with a wide variety of learning styles, needs and behaviors;
  • Follow the school’s policies and procedures for student conduct, discipline, and social-emotional development;
  • Form meaningful relationships with families and involve parents in their children’s education.

• Skills and Qualifications
  • English Language Acquisition (ELA) Endorsement preferred
  • Must have prior successful teaching experience in an urban setting
  • Must have a Colorado State license or a BA and a passing score on the Praxis or PLACE exam in relevant subject area(s), including an art endorsement.
  • 24 college credit hours in art
• Salary and benefits
  • Salary is based on experience
  • $50 health & wellness incentive each month

SOAR is an equal opportunity employer committed to a diverse workforce. Individuals from all backgrounds are encouraged to apply. This position will begin August 8, 2018.

The District is actively seeking a Special Education Teacher who has a background teaching collaboratively in a co-taught setting.  The Educator must be licensed in Special Education with an endorsement in Secondary or Elementary Education and must be trained (or willing to be trained) in Enrich IEP software.

This position is temporary for the 2017-2018 school year.  Per Master Agreement, when a position is filled after the opening of school by an individual who was not employed by the District in the previous school year, that employee will receive a one-year temporary contract.

SALARY:
Placement on Licensed Teacher salary schedule based upon previous teaching experience and highest degree and college credits earned after student teaching was completed. Current Board approved Licensed Teacher Salary Schedule, Salary Placement Policy, and Master Agreement are available for review on our district website at www.ssd2.org.  Highest initial step placement on the Licensed Salary Schedule is Step 9.

BENEFITS:
All full time positions include PERA retirement.  Employees who are scheduled to work 30 or more hours per week are eligible to obtain district benefits which include medical, dental, vision, life and disability insurance and supplemental benefits.  Positions that qualify for benefits also qualify for leave which could include vacation and daily leave to be determined by the position and number of days assigned.

POSITION SUMMARY:
Sheridan High School is actively seeking a CTE Business Teacher who has experience working with second language learners and at-risk populations.

This position is temporary for the 2017/2018 school year and is expected to continue into the 2018/2019 school year.  Per our master agreement, when a vacancy is filled after the opening of school by an individual who was not employed by the District in the previous school year, that employee will receive a one-year temporary contract.

SALARY:

Placement on Licensed Teacher salary schedule based upon previous teaching experience and highest degree and college credits earned after student teaching was completed. Current Board approved Licensed Teacher Salary Schedule, Salary Placement Policy, and Master Agreement are available for review on our district website at www.ssd2.org.  Highest initial step placement on the Licensed Salary Schedule is Step 9.

BENEFITS:
Employees who are scheduled to work 20 or more hours per week are eligible to obtain district benefits which include medical, dental, vision, life and disability insurance and supplemental benefits.  Positions that qualify for benefits also qualify for leave which could include vacation and daily leave to be determined by the position and number of days assigned.  Sheridan School District No. 2 is a public employer and participates in the Colorado Public Employees’ Retirement Association (PERA). Eligible employees are required by statute to contribute 8% of salary on a pre-tax basis to PERA.

ELD/CLDE PROS: WE WANT YOU! Roaring Fork Schools seeks both a Secondary ELD Instructional Coach (for Basalt Middle School and High School) and an Elementary Bilingual Education Coach (Basalt Elementary and Riverview School) for the 2018-19 school year. These positions require a background in both ELD instruction and instructional coaching. Comprehensive benefits and competitive pay. District housing available!

The Roaring Fork School District is seeking applications for a strong instructional leader to serve as the full-time Assistant Principal for Roaring Fork High School (RFHS).  RFHS serves a diverse student population of 380 9th-12 grade students.  This Assistant Principal will work in collaboration with the Principal to guide and support a dynamic team of teachers and staff to build and sustain the school’s vision.  Along with the Principal, he or she will serve as an instructional leader and building manager.

The ideal candidate must demonstrate ability in the following areas:

• Create trust and work collaboratively with a wide range of stakeholders
• Leading a school that will result in achieving ambitious student achievement goals
• Strong communication skills, including public speaking skills; bilingual (Spanish-English) preferred
• Strategically plan for success using data
• Strong understanding of and experience in closing the achievement gap
• Foster student ownership of academic learning and character development
• Identify and promote effective instructional practices
• Effectiveness as both a team leader and team member
• Understanding and belief in Restorative Practices
• Strong understanding of and experience in the student success process (RtI, MTSS)
• Master’s Degree in Education or related field from an accredited college or university; Secondary teaching experience is preferred
• Ability to obtain a principal’s license through the Colorado Department of Education

Please apply by April 25, 2018.

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 41 schools across the state of Colorado serving over 17,500 PK-12 students.  CSI is uniquely positioned to serve and promote charter school innovation in communities throughout Colorado and to be a leader in improvements in authorizer practices. CSI aspires to continue growing the quality and quantity of its portfolio of schools in Colorado in response to the need for high quality, innovative charter school options. Our organization is at an extraordinary point of opportunity and is poised to make additional systemic changes that will yield improvements within the portfolio’s overall student achievement.

POSITION REPORTS TO: Human Resources and Accounts Payable Manager

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.

• Execute all clerical and office management functions for CSI staff
• Serve as front line for all school calls, general requests, and interfaces with CSI departmental staff to respond to CSI school questions, requests for information, and problem resolution
• Maintain CSI School and internal staff contact information via shared drive system and CSI website.
• Maintain CSI internal shared drive system including continual monitoring and direction to staff to ensure office wide standardization in use, as well as the tracking of critical CSI and school resources and information
• Coordinate with Building Management as needed and serve as the office Floor Warden in the event of an emergency
• Coordinate all travel and meeting accommodations for CSI staff as requested, in compliance with CSI’s travel and financial policies and procedures
• Coordinate CSI social events in conjunction with the social committee
• Assist Human Resources with recruiting and employee onboarding/offboarding logistics
• Maintain common areas and shared spaces
• Manage inventory of all office supplies, and technology equipment including purchase of materials, in compliance with CSI financial policies and procedures
• Process payments of state and federal grants, categorical funding, state equalization to CSI schools, external vendors and employee reimbursements
• Complete monthly purchasing card account allocations and ensure proper supporting documentation is on file. Track and report spending violations
• Collaborate with CSI’s Communications Department to support the development and implementation of communications initiatives

KNOWLEDGE, SKILLS & ABILITIES

• Excellent written and verbal communication skills
• Excellent organizational and time management skills
• Well-honed interpersonal skills
• Ability to multitask and work in a fast paced environment meeting deadlines during peak periods
• Flexible and able to work autonomously as well as take direction as
• Detail-oriented with demonstrated ability to follow-through on projects
• Ability to work collaboratively as part of a team
• Familiarity with and willingness to learn about and utilize workplace technology
• Proficiency in Microsoft Office Suite

EXPERIENCE

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

EDUCATION

• Bachelor’s Degree Preferred

JOB TYPE

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

SALARY RANGE

• $3,750-$4,583 per month. Commensurate with experience.

BENEFITS

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

PHYSICAL DEMANDS

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

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.

Overview of Organization: The mission of The New America Schools is to empower new immigrants, English language learners, and academically underserved students with the educational tools and support they need to maximize their potential, succeed and live the American dream. The New America School, Colorado is a system of three public charter high schools in Lakewood, Lowry, and Thornton (http://colorado.newamericaschool.org/).

We work on a four-day workweek, Monday through Thursday, with additional opportunities to teach on Fridays. Our students come from diverse backgrounds, often needing support in academic, English language learning, and socio-emotional areas. Our schools are small, ranging from 250-450 students. One Friday per month all three schools meet to discuss and model best practices.

We support students socio-emotionally on the same level that we support them academically, and teachers work closely with counselors, behavior interventionists, school psychologists, and family liaisons to serve the whole student.

Overview of the Position: We are looking for dynamic, caring, master teachers who can tap into our students’ undeveloped strengths and help them succeed.

Competencies

Curriculum and Instruction: You are well-versed in Common Core standards, including unpacking and scaffolding these standards to provide rigor. You know how to balance culturally responsive teaching with post-secondary and workforce readiness standards. You have a base knowledge of, or are willing to learn, sheltered instruction. You are flexible in your delivery, knowing that checking for understanding in a student-centered classroom is the best way for students to own their own learning. You are committed to folding in mini-lessons to address gaps in student learning. You know how to use external platforms (Khan, Achieve, etc.) to supplement, not supplant, your instruction. Experience in small group instruction is a plus.

Data: You know the underlying tenets of the Data Cycle of collecting data, analyzing that data, and acting on that data to increase student outcomes. You are also an expert in formative assessment, collecting data on student learning while it is happening and adjusting instruction accordingly.

As a growth school, we use the NWEA map test to track student learning. You are either familiar with or willing to learn the NWEA Learning Continuum and RIT scores.

Socio-Emotional Learning: You adhere to the “connect before you correct” maxim, knowing that building relationships with students is the cornerstone of student success. You are also a “warm demander” who is consistent and fair with students and maintains high expectations for behavior and achievement.

Benefits of Working for NAS, a Public High School Charter:

• Four-day work week, Fridays off
• Autonomy in the classroom
• Low-cost health care for employees
• Competitive salary
• Multiple opportunities for additional compensation based on interests and/or aptitude
• Chance to work with caring professionals
• Chance to make a difference in the lives of amazing students

MINIMUM QUALIFICATIONS 

Education

• Bachelor’s Degree

PREFERRED EXPERIENCE

• two years teaching

Position: Middle School Special Education Teacher

Start Date: August 1st, 2018

Our Model and Values:

At Compass Academy, we believe that all students can succeed and become lifelong Learners and Leaders.  Launched in August of 2015, Compass will be adding one grade level per year to ultimately serve 750 students in Grades 6-12. Our teachers and students will benefit from ongoing support from City Year and the Center for Social Organization of Schools at Johns Hopkins University, including a team of City Year AmeriCorps Members who serve as tutors and mentors. Most importantly, we have a team of talented and energetic educators and leaders who live out our values every day and who are excited to build an extraordinary school.  Our model brings together an innovative use of extended time and human capital, an environment rich in technology and driven by data, and proven best practices for personalized learning and student growth.

Position Overview

Compass Academy is seeking teachers for the 2018-19 academic school year.  These teachers will join an experienced team of educators to help develop the academic and cultural foundation of an extraordinary school. In their daily practice, Compass Academy teachers develop and implement a curriculum that meets all students’ needs, cultivate a culture that encourages our young learners and leaders, and leverage data and evidence-based teaching practices to ensure student success.

What a Compass Teacher Does

Our teachers are outstanding facilitators of instruction and . . .

• Plan and implement curriculum, assessments, and evidence-based teaching practices designed to inspire and support Compass Academy’s diverse student body
• Craft powerful intervention and extension small group seminars to support student needs and pique student curiosity
• Measurably improve student academic performance and support their growth as Learners & Leaders

Our teachers build and sustain a culture of high expectations and . . .

• Model Compass Academy core values and enforce school policies and expectations
• Establish purposeful classroom routines and implement school cultural elements to create an effective and encouraging learning environment and students to take responsibility for their actions, learning, and shared space
• Implement effective classroom management practices using a Restorative Practice lens and communicate and collaborate with school team when behavioral issues arise

Our teachers are savvy with data and . . .

• Analyze student assessment data and track early warning indicators to monitor student progress, inform instruction and develop targeted interventions and supports
• Lead students to analyze and reflect on their own progress by providing constructive feedback based on both academic measures and individualized Learner & Leader Plans

Our teachers are leaders in and out of their classrooms and . . .

• Collaborate with other teachers, curriculum specialists, and City Year AmeriCorps Members in weekly planning sessions to ensure instruction is meeting all students’ needs
• Constantly refine their skills through coaching, professional development, and opportunities to build their practice
• Build relationships with families to solicit their input and to communicate students’ academic and social-emotional progress

An Ideal Candidate for a Compass Teacher likely has:

• At least two years of experience teaching in a diverse middle school classroom
• Experience with Culturally & Linguistically Diverse Students, preferred
• Experience working with Complex Learners, preferred
• Comprehensive knowledge of content area and ability to effectively implement a variety of curriculum to enhance student learning
• Proven track-record of raising student achievement & holding students to high expectations
• Experience using data to collaborate and support student performance
• Commitment to growth and reflection through coaching and professional development
• Communication and relationship-building skills with experience cultivating strong connections with students, families, and community stakeholders
• Ability to work in a team, with a do-what-it-takes attitude, strong work ethic and organizational skills, and great sense of humor
• Belief in Compass’ mission and vision including the belief that all children can succeed in school, college, career and life

Additionally, a top candidate also has:

• Experience using multi-tiered student support systems, early warning systems, and developing the culture and climate in a high functioning urban school (preferred)
• Proficient or fluent in Spanish and interest in working in a school that prioritizes bilingual and biliterate education (preferred)
• Experience in a progressive or start-up charter school environment (preferred)

What We Offer:

• Competitive compensation package and generous & innovative benefits
• Excellent professional development and coaching
• Additional in-classroom support from trained City Year AmeriCorps Members
• Dedicated time for both independent and collaborative planning

Compass Academy is an equal opportunity employer committed to a diverse workforce. Individuals from all backgrounds are encouraged to apply. This position will begin August 1st, 2018.

Position: Middle School Math Teacher

Start Date: August 1st, 2018

Our Model and Values:

At Compass Academy, we believe that all students can succeed and become lifelong Learners and Leaders.  Launched in August of 2015, Compass will be adding one grade level per year to ultimately serve 750 students in Grades 6-12. Our teachers and students will benefit from ongoing support from City Year and the Center for Social Organization of Schools at Johns Hopkins University, including a team of City Year AmeriCorps Members who serve as tutors and mentors. Most importantly, we have a team of talented and energetic educators and leaders who live out our values every day and who are excited to build an extraordinary school.  Our model brings together an innovative use of extended time and human capital, an environment rich in technology and driven by data, and proven best practices for personalized learning and student growth.

Position Overview

Compass Academy is seeking teachers for the 2018-19 academic school year.  These teachers will join an experienced team of educators to help develop the academic and cultural foundation of an extraordinary school. In their daily practice, Compass Academy teachers develop and implement a curriculum that meets all students’ needs, cultivate a culture that encourages our young learners and leaders, and leverage data and evidence-based teaching practices to ensure student success.

What a Compass Teacher Does

Our teachers are outstanding facilitators of instruction and . . .

• Plan and implement curriculum, assessments, and evidence-based teaching practices designed to inspire and support Compass Academy’s diverse student body
• Craft powerful intervention and extension small group seminars to support student needs and pique student curiosity
• Measurably improve student academic performance and support their growth as Learners & Leaders

Our teachers build and sustain a culture of high expectations and . . .

• Model Compass Academy core values and enforce school policies and expectations
• Establish purposeful classroom routines and implement school cultural elements to create an effective and encouraging learning environment and students to take responsibility for their actions, learning, and shared space
• Implement effective classroom management practices using a Restorative Practice lens and communicate and collaborate with school team when behavioral issues arise

Our teachers are savvy with data and . . .

• Analyze student assessment data and track early warning indicators to monitor student progress, inform instruction and develop targeted interventions and supports
• Lead students to analyze and reflect on their own progress by providing constructive feedback based on both academic measures and individualized Learner & Leader Plans

Our teachers are leaders in and out of their classrooms and . . .

• Collaborate with other teachers, curriculum specialists, and City Year AmeriCorps Members in weekly planning sessions to ensure instruction is meeting all students’ needs
• Constantly refine their skills through coaching, professional development, and opportunities to build their practice
• Build relationships with families to solicit their input and to communicate students’ academic and social-emotional progress

An Ideal Candidate for a Compass Teacher likely has:

• At least two years of experience teaching in a diverse middle school classroom
• Experience with Culturally & Linguistically Diverse Students, preferred
• Experience working with Complex Learners, preferred
• Comprehensive knowledge of content area and ability to effectively implement a variety of curriculum to enhance student learning
• Proven track-record of raising student achievement & holding students to high expectations
• Experience using data to collaborate and support student performance
• Commitment to growth and reflection through coaching and professional development
• Communication and relationship-building skills with experience cultivating strong connections with students, families, and community stakeholders
• Ability to work in a team, with a do-what-it-takes attitude, strong work ethic and organizational skills, and great sense of humor
• Belief in Compass’ mission and vision including the belief that all children can succeed in school, college, career and life

Additionally, a top candidate also has:

• Experience using multi-tiered student support systems, early warning systems, and developing the culture and climate in a high functioning urban school (preferred)
• Proficient or fluent in Spanish and interest in working in a school that prioritizes bilingual and biliterate education (preferred)
• Experience in a progressive or start-up charter school environment (preferred)

What We Offer:

• Competitive compensation package and generous & innovative benefits
• Excellent professional development and coaching
• Additional in-classroom support from trained City Year AmeriCorps Members
• Dedicated time for both independent and collaborative planning

Compass Academy is an equal opportunity employer committed to a diverse workforce. Individuals from all backgrounds are encouraged to apply. This position will begin August 1st, 2018.

• 27J serves 4 Adams County communities: Brighton, Henderson, Thornton and Commerce City
• A framework of instructional coaching
• $250 million bond expansion
• 4 Day Student Contact Week
• Growing!
• 17 miles from Denver and Boulder
• 21 schools – 13,000 students

The Roaring Fork School District is seeking applications for an experienced, self-directed, innovative leader to serve as the Human Resources Director.  The Roaring Fork Schools serve a diverse student population of over 5,650 PreK-12th grade students and the Human Resources Director is responsible for the leadership, coordination, and implementation of the district’s human resources services to ensure that every student develops the enduring knowledge, skills and character to thrive in a changing world.

Ideal candidates will demonstrate significant skill and experience in:

• Developing and implementing the vision, mission, values, expectations and goals of a high functioning human resources department
• Creating trust and working collaboratively in a complex, multi-stakeholder environment
• Knowledge of human resources best practices, employee benefits and employment law
• Knowledge of state and federal laws and rules governing public education
• Managing and organizing complex, multiphase processes and projects
• Designing, coordinating, and ensuring staff selection process that results in hiring highly qualified staff
• Developing and applying strategic plans, and employing data-driven analyses and decision-making
• Participating as a team member while also exhibiting strong leadership skills
• Analyzing problems, identifying alternative solutions, projecting consequences of proposed actions and implementing recommendations in support of strategic plan
• Applying top-notch interpersonal and communication skills, including public speaking; bilingual preferred

Candidates should have a degree from an accredited college or university with coursework in human resources, business administration, public administration or related field, and a minimum of five years experience in human resources with leadership or supervisory experience.

Start Date:  June 1, 2018

Application Deadline:  April 1, 2018.

Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a story editor with digital experience to make our news stories sing.

The story editor will be responsible for editing a mix of articles out of our seven local bureaus: Chicago, Colorado, Detroit, Indiana, Newark, New York, and Tennessee. Stories will vary among news pieces, step-back analyses, and longer enterprise work, and each day will be different. You will work with the managing editor, digital producer, and local reporters to ready stories for publication on our website, and coordinate with the growth editor for social promotion. You will also work with the managing editor to help connect the dots across bureaus and ensure that Chalkbeat is telling a cohesive overarching story.

The story editor will provide crucial perspective, adding regional or national context where needed and ensuring that stories read logically, adhere to Chalkbeat style, and are properly sourced. While each piece that comes across the transom is different, all of our stories taken together should add up to a coherent whole, and the story editor is essential to achieving that goal through a mix of line editing, copy editing, and pulled-back critical thinking.

Who are you?

You respect the power of the (virtual) red pen, craft grabby headlines, and geek out on style guides. Although this position does not manage writers directly, you possess a mentoring spirit that’s able to coax the best story possible from reporters both green and seasoned. You believe that it’s better to teach than to tell. You live by your gut instinct for a good story and whack your way through unnecessary words to sniff out the best angle. Nut graphs? You slay them.

What background and skills do you have?

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

The ideal candidate is based in Chicago, Denver, Detroit, Indianapolis, Newark, New York, Memphis, or Washington, DC. Remote candidates will also be considered.

This is a part-time position (20 hours per week). Chalkbeat offers a competitive salary, commensurate with experience.

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 five 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.

Job Title: Executive Director of School Performance
Work Year: 261
Department: Equity in Learning Direction
Reports To: Chief Academic Officer
Salary Range: 10
Salary: $108988 – $147452

The Executive Director of School Performance is responsible for leading the direction and supervision of the district’s schools and school leaders to ensure the academic growth of each student and performance of each school. As a member of the Division of Equity in Learning, the Executive Director of School Performance partners with the Executive Director of Curriculum and Instruction to ensure that accountabilities and supports are effectively employed for students, teachers and leaders by engaging a vision of academic high expectations for every APS student and closing the opportunity and achievement gaps between student groups; ensuring that equity and the implementation of culturally relevant educational practices drive instructional efforts; and ensuring and refining implementation of all instructional practices in alignment with the Colorado Academic Standards.

EDUCATION AND TRAINING:
Master’s degree in Curriculum and Instruction or Educational Leadership; Doctorate preferred (not required).

EXPERIENCE:
Over 5 years of experience in teaching or instructional leadership. Over 5 years of experience in school or district level leadership preferred. K-12 instructional and leadership background and experience preferred.

SKILLS, KNOWLEDGE, EQUIPMENT & OTHER:
Knowledge of content and pedagogy in instructional planning, implementation and assessment/evaluation. Strong depth of knowledge related to effective practices in adult learning. Understanding of technology integration and personalized learning practices. Experience with instructional implementation of highly diverse educational contexts. Excellent written and oral communication skills. English language skills required. Oral and written fluency in second language may be preferred or required based on building assignment.

CERTIFICATES, LICENSES, & REGISTRATIONS:
Colorado Department of Education Principal or Administrator License required.
Degree or certificate in the instruction of English Language Acquisition preferred, not required

SUPERVISION/TECHNICAL RESPONSIBILITY:
Carries out supervisory responsibilities in accordance with the organization’s policies and applicable laws. Directly supervises P-20 Learning Community Directors. Responsibilities include assigning and directing work; working with the Equity in Learning Director Team in leadership, evaluation and development of employees, and addressing concerns and resolving problems.

PHYSICAL DEMANDS:
While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel; talk or hear. The employee frequently is required to stand; walk; sit; reach with hands and arms; stoop, kneel, crouch, or crawl. The employee is occasionally required to climb or balance; taste or smell. The employee frequently lifts and/or moves up to 25 pounds and occasionally lifts and/or moves more than 50 pounds. No specific vision abilities required by this job.

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

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

Overview of Responsibilities:

• Teacher lead for an elementary classroom (K/1 loop, multi-age grades 2/3, multi-age grades 4/5)
• Design and implement two learning expeditions per year aligned with the Odyssey curriculum map and the EL core practices.
• Design and implement language arts  and math curriculum aligned with the EL core practices and the Common Core State Standards.
• Develop strong relationships with students, families and staff.
• Consistently use instructional practices that are engaging and promote equity and high expectations.
• Utilize effective assessment practices to understand learning and to shape instruction.
• Help students understand, reflect on, and take responsibility for their own learning.
• Work with your teammate, intervention staff & administration to meet needs of ALL students.
• Communicate effectively with students, parents/guardians and other staff members.
• Demonstrate and foster a commitment to character through challenging academic work, service, adventure trips and crew.

Position Title: Grade 3/4/5 Classroom Teacher

• Full time position to begin August 2018

Reports To: Head of 3/4/5

Overview:

The purpose of this position is to provide lead teaching in a multi-age classroom of grades 3/4/5, and to fulfill other duties and responsibilities as assigned, as a member of the lead teaching team of 3/4/5 teachers, and as a member of the Stanley BPS professional community.

Purpose of the Position:

A 3/4/5 lead classroom teacher will inspire and educate children to develop Stanley BPS’s Seven Goals for Learners:

1. Self-Awareness – Including self-advocacy and confidence in one’s beliefs and abilities

2. Collaboration – Working with, and striving to understand, others, including cooperation, communication, and empathy

3. Respect – As well as appreciation, for one’s role as a responsible community member

4. Curiosity – Including creativity, risk-taking, and the ability to think anew

5. Perseverance – Finding success through hard work and internal motivation

6. Academic Resourcefulness – Problem-solving, critical thinking, applying skills and

concepts

7. Joyful, Lifelong Learning – Finding fulfillment in pursuing one’s passions

Essential Duties and Responsibilities:

The 3/4/5 Classroom Teacher will work with students to:

• Build a positive relationship with each student;

• Value the distinct contributions and abilities of each child and design curricula,

materials, learning environment and teaching strategies to meet the personalized

needs of students (differentiate instruction);

• Create opportunities for students to know themselves, to make good choices, and take

responsibility for their own learning and action;

• Create a supportive, inclusive, and mutually respectful classroom community in

which students feel safe to take risks, communicate, collaborate and learn from each

other and where differences are celebrated;

• Promote responsibility for our community and environment;

• Provide opportunities for students to learn not only the basic skills, but higher order

skills, such as, problem solving and creativity;

• Plan and implement an engaging, meaningful, developmentally-appropriate, and

when possible, integrated curriculum in which students can explore and experiment

through first hand experiences;

• Constructively participate and reflect on self-evaluation and lesson plan observation

process with 3-5 Head or designee;

• Actively engage in ongoing professional development;

• Be a role model for students and teach in a way that upholds the goals, values, and

learning principles of Stanley BPS.

The 3/4/5 Classroom Teacher will be a positive and active member of the 3/4/5 team and will:

• Work in collaboration with the 3/4/5 classroom teachers, sharing ideas and

materials with teammates;

• Participate positively and constructively in grade level meetings and adhere to

meeting norms;

• Communicate positively, honestly, and respectfully;

• Supervise at community times e.g. drop-off, pick-up, lunch and snack, as needed

• Attend overnight trips when required;

The 3/4/5 Classroom Teacher will be a positive and active member of the Stanley K-8 staff and will:

• Attend Friday afternoon full staff meetings;

• Attend August retreat and staff meeting days in January, April, and June;

• Work in collaboration with K-8 teachers to create a learning continuum and

continuity of experience;

• Participate actively in school events and activities;

• Communicate and collaborate positively and professionally with the Stanley staff

and community;

• Adhere to school and grade level practices and procedures;

The 3/4/5 Classroom Teacher will communicate and collaborate with parents and actively involve them in the life of the classroom and of the school.

• Write updates to parents about what is happening in the classroom and overall

classroom and curricula goals;

• Communicate learning progress, successes, and concerns at conference time and

as needed, returning phone calls and emails in a timely manner;

• Fill in/write individual Progress Reports;

We Value:

• An inclusive and diverse community

• Joyfulness

• Lifelong learning

• Positive and constructive communication

• Creativity, flexibility, and resourcefulness

• An understanding of children and childhood

• Commitment to making a positive difference in the world

Job Qualifications:

• Masters’ Degree in Education is preferred.

• Experience teaching and working with 3rd, 4th and 5th grade students

• British Primary training or interest in receiving training in the British Primary approach to teaching

Physical Activities:

The physical activities required of this position are normal and typical for an elementary school teacher, and require the ability to participate in outdoor events, such as hikes and camping trips, recess duties, and general classroom set-up and clean-up, and may require lifting up to 25 pounds, and the ability access buildings and classrooms on campus.

Salary:

Stanley British Primary welcomes diverse applicants. Salary and benefits will be commensurate with experience.

Equal Opportunity Employer:

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

Executive Director

New Legacy Charter School is a free, public school for pregnant and parenting high school students and their children in northwest Aurora. We are located at 2091 N. Dayton Street, Aurora, CO 80010 and serve approximately 95 high school students and 65 children in an on-site early learning center. The school is authorized by the Colorado Charter School Institute and opened in August of 2015, with our first class graduating in June 2016.

We offer students a rigorous, relevant, and engaging education so they are empowered with the skills needed to raise healthy children and graduate prepared for success in college and careers. Our vision is to see young families creating a legacy of education leading to compelling careers, financial independence, and positive parenting. Our school model includes combining flexibility with a strong school culture based on healthy relationships and student leadership.

While we are still learning and growing, we are also proud of some of our initial successes. In our first two years, 100% of our graduates finished high school with acceptance to at least one college in hand—effectively altering the life course of our students and their children. Our graduation numbers increased by 150% from year one (9 graduates) to year two (24 graduates) and our graduation rate increased from 75% to 83%. In year two, our Early Learning Center (ELC) earned a Level Four rating in Colorado Shines, placing it in the top quartile of childcare centers statewide, and 93% of children in the ELC ended the 2016-17 school year meeting widely held expectations for development. In addition, our high school students consistently show significant growth on the Adult Adolescent Parenting Inventory, which measures parenting attitudes and beliefs associated with reduced risk of child abuse/neglect.

Position Overview: Reporting directly to the New Legacy Charter School Board of Directors, the Executive Director (ED) serves as the highest administrator at New Legacy Charter School.  The ED is cumulatively responsible for all aspects of organizational health, including but not limited to: enacting the school’s vision/mission; overseeing the realization of the high school and early learning center’s goals and outcomes; meeting the school’s fundraising and other financial goals; maintaining CDE accreditation; maintaining the ELC’s strong rating in Colorado Shines; guiding the school’s professional culture; being accountable to the school’s authorizer; and managing finances, development, and human resources.  The ED is ultimately responsible for the execution of all programs and procedures in alignment with the school’s mission and vision, with input from a broad range of constituents.

Employment Status: This is a full-time, exempt, at-will position. The Executive Director reports directly to the Board of Directors.

Supervises: Early Learning Center Director (ELC Director), High School Director (HS Director), and Operations Director.

 OVERALL LEADERSHIP RESPONSIBILITIES:  As the chief executive of NLCS, many of the ED’s responsibilities are cumulative and involve organization-wide leadership.

• Enacting Mission and Vision: Maintain alignment between all programs and the overall vision, mission, and core values of New Legacy Charter School.
• Organizational Leadership: Work with the ELC Director and HS Director to develop, maintain, and enhance all aspects of New Legacy Charter School to ensure positive outcomes for students and a strong, collaborative professional culture. Supervises direct reports in a manner that promotes success, efficiency, and on-going development. This includes effective delegation; training, development, and support of staff; establishing performance requirements; and evaluating staff supervised.
• Strategic Planning and Implementation: Consistently plan for efforts to achieve the strategic outcomes of all aspects of organizational health and growth, including but not limited to academics, child development, health and wellness, support services, organizational stability, and financial strength. Maintain alignment between the school’s mission/vision and the policies and strategic direction of New Legacy Charter School’s Board of Directors.
• Board Work: Report to the board and maintain a positive, working relationship with the Board. It is incumbent upon the ED to keep the Board informed of all financial and legal matters, and to work with board members on the various committees. The ED is expected to attend all committee meetings, within reason, and to share updates on the school and bring back recommendations from the committees to be implemented in practice.

INTERNAL MANAGEMENT: The core elements of internal management are those key pieces that flow naturally from our mission and are the central, measurable things New Legacy Charter School will do to see our vision become a reality.  The ED is responsible for:

• Enforcement of Rules and Regulations: Honor all local, state, and federal laws, rules, and regulations. Appropriately and directly respond when infractions occur.
• School Culture: Develop and maintain a staff culture that embodies the school’s core values and brings the mission/vision to life. To do this, the ED will work directly with the ELC and HS Directors to develop and maintain this school culture.
• Financial Management: Ensure accurate financial management and oversight to guarantee that NLCS secures all needed revenues (including enrollment projections), stays within the board-approved budget, and effectively protects assets. Ensure effectiveness of accounting and auditing consultants.
• Human Resources: Establish systems that ensure that recruiting / selection processes benefit NLCS; ensure that employment legal requirements are met; and ensure ongoing care and overall HR administration meets the needs of employees and NLCS.
• Internal Communication: Implement high quality, timely, and effective communication from New Legacy Charter School leadership to the staff, students, board members, committee members, and other internal stakeholders.

EXTERNAL RELATIONS: The ED is the most externally facing employee of the school and much of the role is building and maintaining positive working relationships with external partners.

• Development Work: Ensure the financial health and longevity of the school by cultivating relationships with foundations, corporations, and individuals who provide financial support to the school. Ensure that the school meets its short- and long-term fundraising goals.

• Community Outreach and Partnerships: Be the face of the school to the external community. Although the ED may not be the primary point person for every relationship, the ED must be aware of, connected to, and nurturing relationships with all organizations (including and not limited to: Nurse Family Partnership, Aurora Public Schools, Stanley Marketplace, internship sites, etc.). Community outreach may also include advocacy at the local and state policy level.
• Authorizer Relationship: Maintain a strong relationship with the school’s authorizer, currently the Charter School Institute (CSI). Funding and external assessments go through CSI and it is essential that the ED maintains a positive, working relationship with the authorizer.
• External Communication: Implement quality, timely, and effective communications from New Legacy Charter School leadership to key partners, the community at large, and other critical stakeholders.

Our assessments adapt to the child in real-time while she takes the test and can be administered online or through your local network. The results, based on the stability of our data, provide rich insight into learning as it occurs. The implications for instruction and beyond are profound.

One Size Doesn’t Fit All
Each child learns differently. So we developed computerized adaptive assessments that test differently, allowing teachers to see their students as individuals – each with their own base of knowledge.

Tests That Adapt to the Student
NWEA Measures of Academic Progress (MAP) tests present students with engaging, age-appropriate content. As a student responds to questions, the test responds to the student, adjusting up or down in difficulty.

MISSION ALIGNMENT: Mission-aligned members of the New Legacy community share the following values and beliefs. As the organization’s leader, the ED is expected to model all of the following as well. Mission-aligned NLCS members:

• Dedicate themselves to the school’s mission and vision, adopting a “whatever-it-takes” attitude in helping our students succeed.
• Understand that relationships are essential to working with students who have been disengaged from their education and are at-risk of dropping out of school. Staff members pursue appropriate and healthy relationships with students, including advocating for them and their success.
• Believe our students have strengths and assets, and build on these strengths in their work. Maintain a positive attitude and a solution-based approach to challenges in the work place.
• Oversee open and consistent communication with students and their families about their academic progress, health success and needs, parenting success and needs, individual graduation plans, and college planning. Also communicate proactively with colleagues about student needs to ensure integrated support.
• Are committed to restorative justice as a mean of addressing conflicts or challenges in the community, whether between students, staff members, or students and staff members.
• Are committed to inclusive excellence. This means they are willing to engage in conversations about privilege, power, equity, and diversity, and are willing to invest time in community-building and professional development based on inclusive excellence.
• Are active participants in a supportive and demanding professional community that fosters respect, trust, honesty, risk-taking, open-mindedness, flexibility, collaboration, and continuous improvement.

Required Qualifications: Applicants for the Executive Director of NLCS are expected to meet the required qualifications and, ideally, many of the desired qualifications as well.

• Have at least three years of executive leadership experience.
• Have a master’s degree in school administration or a relevant field.
• Have experience with development and fundraising.
• Have experience managing a complex budget, including working with restricted revenue streams.
• Be a highly collaborative, results-oriented, adaptable, problem-solving self-starter who seeks feedback to continue professional growth.
• Have excellent written and verbal communication skills.
• Commitment to and experience working with students from diverse backgrounds with unique academic and personal needs.

Desired Qualifications:

• Previous experience working in an Early Childhood Center or in a Middle School or High School.
• Have a teaching license.
• Have experience with charter schools, either as a teacher or with charter school laws generally.
• Experience using data to inform instructional planning and practice. Comfortable using Microsoft Excel, sharing and analyzing student performance results, and constantly working to improve practices.
• Experience working in an entrepreneurial, dynamic school or similarly demanding environment.
• Be positive, thoughtful, passionate, motivating, and empowering with staff and students.
• Be computer savvy, with proficiency in email, word processing, spreadsheets, Google Docs, etc.
• Have experience using Infinite Campus.
• Familiarity with the greater Denver area.

Application Process

To apply for the Executive Director position, submit a resume and statement of interest to Hiring@newlegacycharter.net. Please include references. Salary is $75,000-$85,000 with benefits, commensurate with experience.

In the statement of interest (no more than 2 pages), applicants should address the following questions:

1) Why are you interested in working at New Legacy Charter School?

2) What role should public schools play in addressing issues of equity in our society?

3) How can schools best find a balance between setting high academic expectations for individual students and supporting these students by “meeting them where they are” in life?

Opening: 6^th Grade Language Arts/ Humanities Teacher

• Full-time position to begin August, 2018.

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

Responsibilities Include:

• Teaching three sections of sixth grade Humanities classes (a blend of language arts and social studies)
• Co-teaching a 6^th, 7^th, and 8^th grade Homeroom
• Advising a group of approximately ten middle school students
• Creating a safe, supportive, mutually respectful classroom community which values the distinct contributions and abilities of each child
• Creating opportunities for students to know themselves, to make good choices, and take responsibility for their own learning and actions
• Differentiating instruction, activities, assignments and assessments on a daily basis
• Participating in extracurricular activities including but not limited to dances, student events and parent informational meetings
• Chaperoning school trips
• Engaging in ongoing professional development

Desired Qualifications and Background Experience:

• Experience and expertise in teaching Language Arts/ Humanities and in differentiating instruction
• Experience with teaching sixth, seventh and eighth grade students
• Personal educational philosophy that is compatible with British Primary philosophy and practice
• Outdoor education/first aid/trips experience
• Bachelor’s Degree

We Value:

• Joyfulness
• Lifelong learning

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

Job Title:                             School Support Specialist

Reports to:                         Director of Academic Services

Organization:                    The Colorado League of Charter Schools has 15 staff members, a statewide membership of 250 schools with over 115,000 students, a distinguished 24-year history, a prominent 13 member board of directors, and a strong fiscal position. The League’s mission is to improve student achievement by supporting Colorado’s charter public schools, positively reshaping the public school landscape, and advancing opportunities for innovation and expanded high-quality public school choice. The League’s vision is for all Colorado students to have access to high-quality, publicly-funded school options. The League’s expectation is that all employees of the organization will champion its mission and vision with passion and dedication.

Position Summary:         The School Support Specialist will provide member schools with services focused on increasing quality of instruction and overall student performance. The Specialist will actively engage with charter schools through on-site support and regional professional development to ensure the delivery of impactful educational opportunities grounded in data-driven continuous improvement practices. No matter the school design, the commitment to quality, best practices and compliance with the intent of federal and state laws will be at the forefront. The best candidates will have instructional expertise combined with experience in student accountability, data analysis, individualized or scaffolded student supports, and programming for special student populations such as English Language Learners and gifted and talented students.

Essential Job Duties:

• Support the Academic Service team’s efforts by collaborating to deliver training content directly and/or work with outside consultants to provide services.
• Track and evaluate all service offerings to ensure they are in demand, impactful, sustainable, and relevant to the League’s strategic goals as well as the Academic Services team goals.
• Support the development of communication plans to market Academic and School Support Services as signature League member benefits and be prepared to promote these offerings.
• Participate actively in the activities required to ensure that the Academic Service team revenue targets are met.
• Seek, recommend and pursue funding opportunities to support the League’s service efforts such as business partner relations and grant funded projects.
• Manage, coordinate and/or deliver both regional training opportunities and customized on-site support as directed by the Director of Academic Services in the following areas:
  • Teaching and Learning – Develop and provide high quality learning opportunities for teachers and instructional leaders focused on continuous improvement. Work with internal experts and external contractors to provide engaging content in the areas of need including but not limited to Accountability, Academics and Instruction.
  • Performance & Accountability – Develop and provide useful tools and/or technical assistance for charter school staff that focus on creating school UIPs, utilizing data to inform instruction, evaluating results of formative/summative assessments.
  • Special Student Populations – Develop and provide guidance and technical support for school leaders and student service staff relevant to special education, gifted and talented, second language learners, and/or other special populations of students.
• Participate in ongoing trainings pertaining to student performance, accountability and special student populations to stay current on state and local guidance, compliance requirements and regulations.
• Work with the New School Development team to ensure new schools and developing groups have a strong performance management practice plan in place for their charter application, CCSP grant application and throughout their first years of operation.

Skills and Qualifications:

• Commitment to the charter school sector and the mission and vision of the League.
• Three or more years of experience in an instructional leadership role.
• Familiarity with performance and accountability systems and processes including but not limited to: student information systems (e.g., Infinite Campus/PowerSchool), interim benchmark assessments (e.g., NWEA MAP) and data warehouses (e.g., Alpine Achievement, Illuminate).
• Experience developing School Unified Improvement Plans including data analysis, root cause determination, writing and communicating goals and objectives to a variety of stakeholders.
• Experience meeting compliance requirements related to special student populations including special education, gifted and talented, second language learners.
• Demonstrated commitment to and track record of supporting high quality learning opportunities.
• Ability to independently lead, manage and accept responsibility for a variety of complex organizational functions.
• Management experience and demonstrated ability to lead a team.
• Demonstrated public speaking skills before a variety of audiences.
• Skills in effective oral and written communication of complex assessment/accountability concepts and results to various audiences (large or small), ranging from policymakers to parents.
• Ability to use technology tools and products effectively to achieve the goals of the team.
• Familiarity with Colorado education policy and law is helpful.

Compensation/Benefits:

The position will be paid competitively including a full-time salary, the opportunity to earn a performance bonus, generous paid time off, and attractive health, retirement and life insurance benefits.

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 a Middle School Math Teacher for an immediate start.

We are currently offering a $2,500 bonus for those qualified to teach Secondary Math! Please read more about Qualified Teacher status in the Job Description below.

Objective: STRIVE Prep Math Teachers will create exceptional outcomes and opportunities for students by providing high-quality, rigorous and engaging instruction.

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:

• Lead engaging, data driven instruction in Math.
• Teach daily student interventions, providing individualized instruction based on student needs.
• Analyze student data and use it to provide student feedback and set goals
• Collaborate with general education teachers, school leaders, curriculum directors, and the English Language Development Director to ensure that instruction meets the needs of each learner.
• Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m.

       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 15-30 students.
• Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning..
• Communicate regularly and often with families to both solicit their input and share student social and academic progress.
• Provide supervision of students during before and after school activities (arrival, dismissal, breakfast, lunch, and break).
• Participate in family and community events, including twice annual parent conferences and at least one student enrollment event or activity.
• Own the success and achievement of all scholars in the school.

       Development:

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

Requirements:

• Bachelor of Arts or Sciences degree
• Achieve Qualified Teacher status (teacher’s license not required) within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:
  • A valid Colorado Teacher License in the applicable endorsement area;
  • Sufficient college coursework (or degree in content area);
  • Passing score for the applicable Praxis ii or Colorado PLACE exam.
    • Read more about the available pathways to becoming a Qualified Math Teacher.

 In addition, we strongly prefer the following:

• 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 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.

Questions?

Contact Desiree’ Beckett (Staffing Manager) at dbeckett@striveprep.org

In order to apply for this position, you must first apply and screen into the Highly Qualified Principal Pool (Job ID 24187).  If you have not completed this process your application will automatically be screened out when you apply.

KUNSMILLER CREATIVE ARTS ACADEMY ES

Southwest

Traditional 215 work days – Admin/Protech/Admin Interns

FTE: 1.00

Essential Functions and Objectives:

As an elementary arts school we are searching for a leader with an arts and educational background to ensure our students flourish artistically and academically.  Interested applicants must possess dynamic and creative leadership skills to lead for integrating the arts into our academic program.

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.

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

Successful applicants will demonstrate the key leadership traits embedded within our framework:

• Evidence of the DPS Shared Values in interactions in the school, district, and community
• Strategic problem-solving and project management
• Strong communication and interpersonal skills, including the ability to connect and communicate with parents and the community
• Capability to build solid relationships
• Self-reflection and continuous professional growth

Solid ethical commitment to this work Knowledge, Experience, & Other Qualifications:Must possess a valid Colorado Principal/Administrator license. A minimum of five (5) years of actual instructional/classroom experience as an educator. Experience in serving at-risk students and the needs of second language learners required. Bilingual skills in Spanish preferred.

About Denver Public Schools

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

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

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

The 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.

We are currently seeking a Program Director to work with 50-60 under-resourced 2nd grade students and their families in Lafayette, Colorado. The position will help develop and lead this cohort of Dreamer Scholars from elementary school to college. This is a full-time, salaried position with benefits that reports to the Vice President of Programs.

Responsibilities:

• Build and maintain individual relationships with 50-60 Dreamer Scholars and their parents over the course of their academic career.
• Provide individual case management, ensuring each Dreamer Scholar experiences success in academic and social-emotional and life skills, celebrating the uniqueness of each child.
• Serve as an advocate and partner with parents, supporting the academic, social and emotional needs of their child.
• Conduct annual home visits, attend parent teacher conferences, organize a parent committee, workshops, recognition events and holiday celebrations to encourage parent engagement at every opportunity.
• Serve as a liaison to families, providing counseling referrals to appropriate agencies (mental health, basic needs, etc)
• Plan, organize, and oversee a robust year-round program: in-school, after-school, & during the summer.
• Implement academic curriculum/programs to ensure the acquisition of strong literacy and math skills.
• Develop and maintain close working relationship with school officials, faculty and staff; create a smooth transition between school day and after-school programming; and review academic performance and attendance of Dreamer Scholars.
• Supervise and manage full-time AmeriCorps members; coordinate and support program volunteers.
• Build and maintain partnerships with internal and external community partners.
• Maintain Dreamer Scholar records on database: grades, in-school and after school attendance, documentation of one-on-one intervention and family involvement in case notes, etc.
• Represent class cohort at “I Have A Dream” functions, including tri-annual board reports, Dreamer Scholar sponsorship meetings, site tours, fundraising events, etc.
• Incorporate post-secondary programming including bi-annual career exploration, and post-secondary tours.
• Prepare Dreamer Scholars and their parents for high school graduation and post-secondary education or employment.
• Attend and participate in staff trainings, retreat, and other required activities. Attend conferences as resources allow.
• Fulfill other related responsibilities as requested.

Requirements:

• Belief in the whole-child approach, and associated system supports for student success.
• Bachelor’s degree required; preferably in education, social work, or human services.
• Fluent or comfortable conversing and leading groups in Spanish.
• Experience working with multi-cultural and low-income populations.
• Strong organizational, oral and written communication and computer skills.
• Prior management experience preferred.
• Reliable transportation, good driving record and insurance.
• Some evenings, weekends and conference travel.
• Ability to lift and carry 50 pounds.
• Good sense of humor.

Compensation:

• Competitive salary, commensurate with experience.
• 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.

Job Title:                    Associate Director of Organizing

Reports to:                 Director of Governmental Affairs

Organization:            The Colorado League of Charter Schools has 15 staff members, approximately 250 charter public schools in the state serving over 115,000 students, a distinguished 24-year history, a prominent 13 member board of directors, and a strong fiscal position. The League’s mission is to improve student achievement by supporting Colorado’s public charter schools, positively reshaping the public school landscape, and advancing opportunities for innovation and expanded high-quality public school choice. The League’s vision is for all Colorado students to have access to high-quality, publicly-funded school options. The League’s expectation is that all employees of the organization will champion its mission and vision with passion and dedication.

Position Summary:   The League is seeking to fill a new position of Associate Director of Organizing. The Associate Director will connect and mobilize a network of parents, teachers, and supporters statewide to advocate for charter school initiatives and priorities. The position will be filled as soon as a highly qualified candidate can be identified. The Associate Director will be paid competitively including a full-time salary, the opportunity to earn an annual performance bonus, and attractive health, retirement and life insurance benefits.

Essential Job Duties:

Develop Organizing Vision and Campaigns

• Work in conjunction with the advocacy team to develop short- and long-term organizing goals, strategies and target areas
• Work across departmental teams to ensure strategies are in line with organizational goals, communicate regularly in writing to manager and cross-team colleagues about campaign development
• Develop “train-the-trainer” model to use with identified parent champions and school and community leads
• Develop plans, strategies and tool kits to support the implementation of organizing efforts and campaigns
• Develop a game plan and calendar for regular advocate engagement at events and in advocacy campaigns and communication
• As necessary, coordinate large public forums, rallies, and demand actions demonstrating the power of charter school parents and families

Manage Organizing and Professional Development Programs

• Work in conjunction with advocacy team and schools to identify parent champion leads in various communities across the state
• Implement “train-the-trainer” model with identified parent champions and school and community leads
• Lead regular parent meetings, workshops, and trainings; develop leadership capacity of parents, preparing them for such activities as hosting demand meetings, press events, and public actions
• Identify and manage effective data tracking systems; track organizing benchmarks, goals and overall progress in a comprehensive and robust database, ensure accurate and timely data entry
• Assist advocacy team in implementation of communications plan focused on regular and meaningful advocate engagement
• Assist advocacy team in development and execution of annual Charter School Advocacy Day at the Capitol

Assist in the Management of Stakeholder Relations

• In coordination with the rest of the advocacy team, identify key prospective community allies and develop-long term plans for building powerful partnerships
• Foster relationships with community-based organizations, faith leaders, elected officials, civic and community leaders that lead to positive engagement of the community and neighborhoods where charter schools and the League have a presence
• Present and represent the League’s vision, values, priorities, strategic choices and points of view to internal and external stakeholders
• Perform other duties as required to support the organization and its mission

Skills and Qualifications:

Candidates should enjoy working in a dynamic, results-oriented environment in which expectations are high for both the quality and speed of work. In addition, they should have demonstrated the following:

• Bachelor’s degree from an accredited four-year college or university
• Three to five years of experience working in a senior organizing role
• A deep understanding of and appreciation for relational organizing; the ability to empathize, project respect, act with civility, communicate with, and motivate people from all walks of life
• Successful work experience in low-income communities and in multicultural team environments
• Fluency in Spanish strongly preferred
• Ability to take initiative and high levels of ownership for outcomes, and exercise sound judgment in day-to-day decision-making; entrepreneurial background and demonstration of self-starting capacity
• Ability to develop results-oriented strategic plans and to roll up your sleeves to do whatever it takes to effectively implement those plans
• Experience and proven success in using data to make decisions, to coach, and to hold oneself accountable
• Exceptional written, oral, interpersonal, and presentation skills; this position will likely require frequent public speaking
• Knowledge of and belief in the essential role of charter schools as a means for improved educational options for students and a lever for broader educational change in Colorado
• Knowledge of education reform issues, including best practices in school development, education policy, and the elements of excellent public schools
• Candidates must be able to travel and work off site regularly, particularly to different communities along the Front Range, and work moderately irregular hours when needed including weeknights and weekends
• Driver’s license and access to a vehicle
• Strong technology skills with expertise in MS Office

Principal, Pennington Elementary Expeditionary Learning

Jeffco Public Schools, Jefferson County, Colorado

School Leadership Matters!

Lead one of Jeffco Public Schools’ innovative efforts to engage elementary students in new and different ways – as Pennington Elementary begins an expeditionary learning focus in 2018-19. As early as this spring, lead planning efforts to transition the school to an expeditionary learning focus for fall 2018. This high visibility school and program prepares for new learning systems for our students. Ideal start date is early-February, though start date is negotiable depending on current commitments

About the School:

On the eastern edge of Jefferson County, in Lakewood, Colorado, Pennington is an intimately-sized school, with room to grow within the concept of Expeditionary Learning. The schools lives the motto “Children are our Priority”, and this new phase of curriculum and learning will build on that foundation and prepare students through building real world skill and knowledge mastery, developing character, and maintaining high expectations for quality student work. Pennington currently engages with numerous community partners through a 21^st Century Learning Grant to provide unique experiences for students. Pennington serves a high free/reduced lunch student population with exceptional parent engagement. The move to an expeditionary learning focus builds on the strengths of Pennington’s instructional model.

About the Leader:

Living the mission and vision of Expeditionary Learning is the most important component of the new leader of Pennington Elementary, as the leader will need to inspire students and educators to achieve more in this new challenging, adventurous and meaningful learning environment.

The leader of this school will be curious and committed, a strong leader of staff and instruction, and a hub for community partnerships, with student, families and residents. Implementation of the curriculum is the key focus, as the principal strives for student success in the new environment.

Jeffco Public Schools has many supports developed to support schools with unique and innovative visions, and the principal will benefit from and contribute to these resources, for students, staff and community.

About the District:

Jeffco Public Schools, Colorado’s largest K-12 school district, with 85,000 students and approximately 14,000 employees, has provided educational excellence for more than 60 years. Nearly 10 percent of all Colorado K-12 students attend a Jeffco school and our employees benefit from partnerships with experienced, dynamic school leaders throughout our District. Our Jeffco Generations learning-centered vision states our district focus and begins our newest journey into the discovery of student learning and needs. In Jeffco Public Schools, you lead a school, but join a community. Come join us!

About You:

• A focus on the expeditionary learning model of student engagement and achievement
• Passion and commitment for rigorous student learning opportunities and innovative educational structures and programs at the elementary level.
• Outstanding strategic planning and problem-solving skills with an orientation toward results, action, impact and influence.
• Demonstrated expertise in building a positive school culture and standards-based, rigorous, instructional program conducive to student learning and professional growth of staff.
• Proven ability to share leadership and collaborate with students, staff, parents, community members and other stakeholders to drive student learning.
• Demonstrated success in recruiting, selecting and developing high-performing teams.
• Minimum two years leadership experience, such as principal, assistant principal, instructional coach, master teacher, etc.
• Master’s degree
• Colorado Principal License (or in progress)
• Certifications, endorsements, administrative experience, and/or expertise in curriculum, assessment and teacher professional development are strongly preferred.

An Opportunity to be the Leader of the #1 High School in Colorado

D’Evelyn’s well-defined educational and management philosophies have helped the school achieve number one status in Colorado on exams including the ACT, SAT and PSAT for 17 years, as well as a 0% college remediation rate.  If you are our chosen candidate, you could be the leader of this accomplished 7-12 program!

D’Evelyn Junior/Senior High School is seeking a principal with a passion for the liberal arts and the classics, a strong academic background, as well as experience with high-achieving schools and students.  D’Evelyn is a public option school that was founded by parents in 1994 as a college preparatory, accredited liberal arts secondary school for grades 7-12. The school maintains rigorous academic graduation requirements, daily class meetings for all courses and textbook-based instruction. A content-rich, demanding curriculum with sequential continuity requires every student to master a core sequence of English, history, science, mathematics, and foreign language, taught at or above grade level.  D’Evelyn students achieve excellence in many interscholastic sports, extracurricular opportunities and the arts.  D’Evelyn has a closed campus and operates within a written behavior code endorsed by every parent and student.

The principal is a member of, works closely with, and is accountable to the Steering Committee, which governs the school. The committee is composed of the principal, five parents, and two teachers, who are elected from the D’Evelyn community. The Steering Committee interprets and protects the school philosophy as defined by the Founding Document, as was agreed to in contract by the Jeffco Public Schools Board of Education.  Pursuant to the D’Evelyn Difference, D’Evelyn requires a strong educational leader able to implement the educational philosophy and inspire staff and students to unrelenting excellence in academics, character, and extracurricular endeavors.  The principal must be an advocate for the D’Evelyn liberal arts program to parents, students, staff, and the wider community, as well as possess a willingness to hold self and others accountable for results.

In addition, applicants must be highly skilled in collaborative and strategic decision making, relationship building, conflict management, problem solving, resource allocation, prioritization, data analysis, digital literacy, and group facilitation, as well as writing and speaking.  Applicants should also have the ability to understand and apply written policies, contractual provisions and Colorado school laws.  Applicants must also show the ability to connect with and build community among staff, junior and senior high school students and their parents.

Start date:  July 2018

Position is a 225 day work year

Salary range:  $98,000 – $133,566

To be eligible to apply:

• Candidates should have an active Colorado Principal License issued (or be eligible to hold one). If you have specific questions about this, contact David Bell, Director of Employment Services, Jeffco Public Schools, 303/982-6850.
• Candidates must have two (2) years of successful school leadership experience as a principal or an assistant principal to be considered.  Three plus years are preferred.
• Experience in a Liberal Arts (or similar) educational environment a plus.
• Candidates must submit a complete application package to include:
  • Cover letter explaining the candidate’s interest in the position
  • Current Resume
  • Names and phone numbers of 3 current references. One should be an immediate supervisor. No calls will be made to current supervisors without applicant’s knowledge and only after initial screening process has been successfully completed.
  • One page statement of applicant’s educational philosophy (separate from the cover letter), incorporating reflection on and experience with education that is grounded in the liberal arts using teacher-directed and textbook-based whole-group instruction.
  • Transcripts covering the applicant’s entire post-secondary education.

Description
This full-time assignment consists of 4 sections of English, which may include World Literature, American Literature, AP English Literature, upper-level electives, and an advisory.

The Upper School program combines a strong college preparatory academic curriculum with extensive and challenging programs in athletics, community service, and fine arts. Students graduating from the Upper School apply to and are accepted at selective colleges throughout the United States. Small classes, high standards, plenty of extra help, and an abiding belief that the most successful learners are the most active and involved learners, make the Upper School years the best kind of capstone to a student’s pre-collegiate education. Learning is not confined to the classroom: we have an experiential-interim program, student generated club activities, and a community service program. Learning opportunities abound, shared with friends and committed teachers.

Qualifications
A minimum of 5 years classroom teaching experience is required or the equivalent teacher preparation (MAT)/Internship Program. Ability to effectively integrate technology (such as iPads) into the classroom. Master’s degree preferred. Coaching abilities are a plus.

Position Title: Director of Strategic Collaboration 
Location: Lake County School District in Leadville, CO
Reports to: Superintendent

About LCSD

The Lake County School District (LCSD) believes that every student deserves equitable access to a high-quality, well-rounded education that prepares them for a successful future.

LCSD is located in Leadville, Colorado, the highest incorporated city in North America. Recreation opportunities abound in nearby mountains, and the urban advantages Denver has to offer are only 2 hours away. Leadville has a long history as a mining community, but mining has decreased drastically. Now many members of the community travel over mountain passes to work in the service and construction industries in neighboring resort communities. Many of our parents work long hours and have time-consuming commutes to work. They leave their children in our care and entrust us to provide a valuable academic experience in a nurturing, safe environment.

There are four schools in LCSD. The Center houses our preschool program where three and four-year olds are supported by Head Start, the Colorado Preschool Program and tuition-based programming.  West Park Elementary houses our kindergarten through 2nd grades. Third through 6th grade students attend Lake County Intermediate School and, right across the street, Lake County High School houses our 7th-12th grade students.

Just less than seventy percent of the roughly 1,000 LCSD students qualify for free or reduced lunch. One out of three students speaks English as a second language. Approximately seventy percent of our families self-identify as Hispanic and most of the remaining families identify as white.

Five years ago LCSD was a turnaround district. At that time, we collaborated with our community to understand their hopes and dreams for the schools and embarked upon a number of strategic initiatives. We are proud of the successes we have accomplished to date. In August 2017 the Colorado Department of Education released preliminary school and district performance frameworks. As a result of the strong academic growth we are seeing, Lake County Intermediate School and Lake County High School both earned ratings of “Performance,” which is the highest rating a school can receive. The district received a rating of “Accredited,” the second highest rating a district can receive (one level below Accredited with Distinction). Despite these ratings, district and school leadership recognize that our work is not complete. Our focus remains and has intensified on increasing the number of students who are meeting or exceeding the expectations set by the standards.

As we step back and reflect on where we have been and where we have yet to go, we have learned that our successes are not consistent from school to school or even from year to year in part because the successes are often transactional in nature. That is, they rely heavily on the initiative of individuals and have not yet been institutionalized. The LCSD Partnership Collaborative is designed to maximize our return on investment in partnerships. We aim to achieve this by focusing on the following strategies:

1. Refine and codify student-centered K-12 instructional systems that promote equity;
2. Align multiple organizations, schools and leaders to support instructional systems and vision;
3. Monitor school progress throughout the year to inform the effectiveness of our practices;
4. Review interim assessment and school visit data to facilitate mid-course corrections when needed; and
5. Create a system for identifying and disseminating best practices

We believe that this initiative will leverage our ongoing school turnaround efforts and better position LCSD to dramatically increase student achievement across our Pre-K-12 network for the next three years.

Director of Strategic Collaboration Job Description     

This is a grant-funded position (Winter 2017-Spring 2020) providing research, writing, organization and analysis support for systems- and capacity-building in LCSD.  The position will support the LCSD District Partnership Collaborative, an initiative funded by the James Walton Fund and the Gates Family Foundation to (1) continue the turnaround of schools in the Lake County School District and (2) create and share a model pathway for rural school turnaround.

Compensation: $70-80K annually, depending on experience

Job Duties

Workstream 1: Manage a network of partners

• Work closely with the Superintendent to develop a system to manage the district’s external partnerships. Primary partners include Expeditionary Learning, the Achievement Network, CDE’s Turnaround Network and Blueprint Schools Network. The management system should include and/or account for:
  • Setting expectations and goals for external partnerships
  • Managing to these goals
  • Evidence-based analysis of how partners can accelerate the district’s work
  • A sustainability plan for each partnership relationship
• Convene, schedule, organize and facilitate quarterly meetings of the Partnership Collaborative Working Group, which will include LCSD staff and leadership, Blueprint Schools Network, Expeditionary Learning and the Achievement Network.
• Convene, schedule, organize and facilitate meetings and work of the Partnership Collaborative Design Advisory Team, which will include LCSD leadership and Blueprint Schools Network
• Maintain regular communication and contact logs with each partner
• Become familiar with the work and evidence-based strategies used by each partner
• Research and understand the type of school reform and impact that each partner has made possible in other schools and districts

Workstream 2: Create systems for turnaround

• Work closely with the Superintendent, CFO and LCSD school leaders to refine and codify the district’s work to turn schools around.
• Leveraging partners such as Blueprint Schools Network and the Turnaround Network, track and manage the work of the Superintendent and Principals of LCSD schools to identify and implement key levers for school improvement.
• Leveraging partners such as Blueprint Schools Network and the Turnaround Network, track and manage the work of the Superintendent and Principals of LCSD schools to identify and implement a framework for school improvement.
• Review the literature on school turnaround, particularly in a rural context. Produce a literature review for district leaders.
• Identify high-performing schools using similar models and arrange school visits for LCSD staff.
• Identify relevant professional development opportunities and arrange attendance for LCSD leadership staff.
• Leveraging partners such as Blueprint Schools Network, develop a data and progress monitoring system focused on school improvement
• Identify, collate, create and refine policies, procedures and practices in the areas of academics/instruction and operations, with an emphasis on outcomes desired. In some areas, the district has documented its practices and the Director will simply organize and collate the documentation; in other areas, the Director will need to work with staff to create the documentation. Examples include:
  • Academics/instruction: Common classroom expectations; data meetings; curriculum; intervention; MTSS; GT services; SPED; ELL services.
  • Operations: Hiring; employee handbook/policies; district administrative policy review; technology and data privacy.
• Document progress that has been made toward turnaround efforts up to this point and over the course of the project.

Workstream 3: Develop & share the model

• Collect and organize artifacts of the district’s reform and improvement efforts
• Complete a learning narrative each year
• Work closely with the Superintendent and CFO in preparing for the writing of an evaluative case study beginning in 2019

Grant Management Activities:

• Complete all grant reporting requirements
• Maintain regular contact with funders
• Manage and expend the grant budget within the funding guidelines and district fiscal policies
• Track grant activities and progress
• Implement evaluation tools and strategies

Job Requirements and Qualifications

• Master’s degree or higher in a relevant field, or Bachelor’s degree with five or more years relevant public education experience, required
• Experience working at the district or system-level of a school district or educational organization
• Demonstrated commitment to equity in public education
• Familiarity with the public education landscape in Colorado, or ability to obtain it quickly
• Experience working in or with high-poverty, high-ELL and/or high-minority schools
• Experience being a part of successful school improvement, reform and/or turnaround efforts
• Knowledge and working understanding of current practices and research in field of school reform and turnaround
• Outstanding research, analysis and writing skills (writing samples required as part of application)
• Outstanding verbal, written and electronic communication skills
• Experience working with large data sets and performing data analysis
• Experience facilitating diverse groups
• Grant management experience
• Fiscal management experience
• Tolerance for ambiguity and ability to shift expectations as the project evolves

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 a Middle School Art Teacher for an immediate start.

Objective: STRIVE Prep Secondary Art Teachers will create exceptional outcomes and opportunities for students by providing high-quality, rigorous and engaging instruction.

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:

• Lead engaging, data driven instruction in Art.
• Teach daily student interventions, providing individualized instruction based on student needs.
• Analyze student data and use it to provide student feedback and set goals
• Collaborate with other teachers, school leaders, curriculum directors, the English Language Development Director and the special education team to ensure that instruction meets the needs of each learner.
• Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m.

      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.

      Development:

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

Requirements:

• Bachelor of Arts or Sciences degree

• Achieve Qualified Teacher status (teacher’s license not required) within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:

• A valid Colorado Teacher License in the applicable endorsement area;

• Sufficient college coursework (or degree in content area);

• Passing score for the applicable Praxis ii or Colorado PLACE exam.

In addition, we strongly prefer the following:

• 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 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.

Questions?

Contact Allison Gordon (Staffing Manager) at agordon@striveprep.org

Reports to:              Middle School Head

Status:                        Full-time

Start date:               January 8 or sooner

For nearly 25 years Boulder Country Day School has been at the forefront of education in the Boulder Valley. The hallmarks of our school – Community, Character, Academic Excellence, and Small Class Sizes – are the keys to our success and allow us to create an educational experience where children innovate, create, grow and thrive. We believe our children are our future, and, to that end, we offer a broad-based liberal arts education that focuses on developing lifelong learners and responsible global citizens. The Boulder Country Day challenge, Discover Your Excellence, recognizes that excellence is teachable, personal, and can be achieved in a variety of different disciplines – academic, athletic, community service, leadership, and more. We seek to provide just the right amount of nurture, structure, and latitude to live up to this challenge.

The Boulder Country Day Middle School Science Teacher will work with the members of the middle school faculty and staff to teach math and/or science in grades 6-8. Responsibilities include but are not limited to the following:

• Teach 3 MS Science classes and two 5^th grade Science classes (lab-based Physical, Life, and Earth Sciences) in an 8 period day:
• Advise 12-14 students;
• Participate in ongoing training for the International Baccalaureate (IB) Middle Years Program, BCD’s 1:1 program, and other subject specific skills;
• Collaborate with middle school faculty and staff to implement BCD’s 1:1 technology program;
• Provide regular and thorough communication to all BCD constituencies (students, parents, and colleagues);
• Help review and revise the BCD science curricula as needed;
• Support enrollment and retention by assisting with tours, events, and other school outreach; and
• Perform other duties as directed by the Head of School.

The ideal candidate for this position will possess the following:

• A strong background in science;
• Bachelor’s in science or science education, Master’s preferred;
• Education in or exposure to Developmental Designs for Middle School or Responsive Classroom for Middle School
• At least 3-5 years teaching in grades 6-8;
• Demonstrated love for working with middle school students;
• Experience working in an IB setting;
• Knowledge of or background in independent schools;
• Desire to teach in a technology rich 1:1 learning environment including innovative use of technology and digital resources in math and science;
• Ability to differentiate within each class;
• Flexibility, ability to work with change, and strengths in innovation; and
• Effective communication skills.

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 a Multi-Intensive (Severe) Center Teacher for an immediate start..

Objective: STRIVE Prep Multi-Intensive Severe (MI-S) Teachers will create exceptional outcomes and opportunities for students by providing high-quality, rigorous and engaging instruction 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

• Provides instruction and services for students who frequently present with multiple disabilities. Curriculum emphasis is in skill development in the domain areas of: basic skills and concepts (including functional academics), recreation and leisure, community, vocational and domestic. Motor, communication and social skills are infused throughout all areas.
• Managing and leading a team of paraprofessionals in providing one-on-one instructional and behavioral support to center students, including teaching social and adaptive skills, providing small group or one-on-one academic instruction, and pushing-in and supporting students in a general education setting, as needed.
• Work closely with district support staff and managing DPS transportation services.
• Collaborate with school leadership, teachers, paraprofessionals, and the special education team to ensure that instruction is always meeting the needs of all learners, including supporting student inclusion in general education classrooms and supporting the team in tracking students on their Individualized Education Plan (IEP) goals on a daily basis.
• Collect and use data to track student growth, and create or modify student IEPs.
• Provide fair, accurate, and constructive feedback to students on their progress.
• Build relationships with students and families through consistent partnership and communication.
• Work in collaboration with para-educators to support students in daily living activities including feeding, toileting, communication, movement, etc.
• Collaborate with multiple staffing team members to ensure all services are being provided to each student.

      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:

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

Requirements:

• • Bachelor of Arts or Sciences degree

• Two years of teaching experience, preferably in an urban setting

• 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 analternative licensure program to obtain a Special Education license.
    • Read more about the available pathways to becoming a QualifiedSpecial Education Teacher.

In addition, we strongly prefer the following:

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

• Demonstrated success working with middle school students of color

• Experience using Enrich IEP online platform

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.

Questions?

Contact Allison Gordon (Staffing Manager) at agordon@striveprep.org 

YOUR PROFILE
You are committed to changing the context in which teachers join the profession, take their first steps as teachers, and develop as educators. You believe attracting local, diverse young people into teaching, providing highly structured and strongly mentored training, and facilitating supportive placements can transform initial teaching experiences and long-term retention. You enjoy independently creating materials, trainings, and systems, and collaboratively developing partnerships, training participants, leading programming, and building a growing national organization. You live our core values:
• Belonging: Your interactions with team members, partners, and constituents demonstrate your commitment to investing in the empowerment and evolution of others.
• Investment: Your work is core to your personal life mission. You aren’t looking for a job but a chance to engage whole-heartedly in the shared belief that better is possible, and you are part of a communal solution to challenges which require collective, collaborative effort.
• Initiative: You have a strong locus of control, view challenges as opportunities, and anticipate what needs to happen when. Comfort with and mastery of technology are critical for virtual work; balancing independent work with team collaboration is essential.
• Growth: You embrace a growth mindset for yourself and your team members. You seek, embrace, and implement feedback and invest in the growth of others.
• Excellence: Your written and verbal communication, materials, and presentations are characterized by creativity, technical perfection, thorough research, and thought leadership in the field.
You are seeking a long-term home where you can grow and contribute to the growth of your team and the organization.

OUR WORK
Although as many as 42% of high-school graduates enter college interested in teaching, fewer than 10% pursue careers in education. Of those who do, one third leave within their first three years, and nearly half depart by year five. The Generation Teach Summer Teaching Fellowship is an unprecedented opportunity to invest young people in teaching at a critical time and to equip them with the experiences essential for success on day one of a teaching career.

Generation Teach launched in Denver, Colorado in summer 2014, expanded in Denver and opened in Boston in 2015, grew in both cities in 2016, and opened in Western MA and Providence, RI in 2017. We believe teacher development should start earlier and occur in concert with schools. With our partners, we build local pipelines of diverse teachers with the experience, coaching, training, and records of effectiveness necessary for success in the classroom. We are a national team, driven by five core values and committed to partnering with local communities to build diverse, place-based pipelines of exemplary educators who are invested in the students, schools, and communities they serve.

YOUR ROLE
Recruitment
• Lead local outreach to achieve ambitious recruitment goals for students, fellows, coaches, deans, and directors
• Lead local selection and matriculation
Partners
• Manage communication with Denver partners
• Secure Denver partners to meet student enrollment goals
Alumni Support
• Provide career counseling, including letters of recommendation and practice interviews, for Denver Teaching Fellows who are applying to jobs
• Maintain consistent contact with Denver senior fellows to complete placement processes
Denver Programming
• Select Denver participants – fellows, coaches, directors – in collaboration with team
• Recruit, enroll, and schedule students
• Set high expectations for student and Teaching Fellow performance, and provide support, encouragement, and accountability to achieve those expectations
• Direct a Denver site each summer, ensuring a strong, safe, and excellent program culture and developing leadership, coaching, and teaching teams to ensure student achievement and success
• Analyze constituent outcomes post-summer to report to partners
Team Support
• Support teammates in achieving ambitious goals
• Follow team processes for knowledge management, team leadership, and investment in the success and experience of others
• Participate fully, positively, and thoughtfully in weekly Staff Meetings and Work Sessions, Quarterly Team Work Sessions, and other organizational development initiatives
• Contribute to annual initiatives, such as special event planning, team work sessions, and fundraising initiatives
• Provide other support, as requested, including but not limited to translation, best practice research, piloting of technology platforms, and writing of collateral, reports, and proposals
• Contribute to a dynamic, fast-paced environment in which all team members are invested in each other and the success of every community GT serves
• Complete weekly check-ins with GT manager

OUR VISION FOR THIS ROLE
The Director role is a leadership position that requires an individual invested in building the capacity and engagement of national team members while fostering a workplace that is flexible, inspiring, and supportive of individuals’ personal and professional growth. Comfort with and mastery of technology are critical for virtual work; balancing independent work with team collaboration is essential. The Director will drive Denver programming, with support, engagement, feedback, and collaboration from team members. Ideal candidates will meet or exceed the following qualifications:
• Bachelor’s degree required; master’s degree preferred
• 4+ years of relevant professional experience, including at least 2 years of teaching experience
• Proficiency in Spanish preferred
• Excellent interpersonal communication skills and ability to engage multiple constituencies on a variety of levels
• Strong commitment to and/or familiarity with the Denver community
• Strong writing, time management, and communication skills
• Unshakeable growth mindset, ability to engage and implement feedback, passion for driving work and contributing to the work of others, and commitment to excellence
• Ability to manage ambiguity, work on multiple projects, and adjust quickly to shifting priorities in a fast-paced environment
• Exceptional self-motivation, drive, and team orientation
• Willingness to work effectively as a member of a remote team and skillfully manage the opportunities and challenges of virtual collaboration, including use of Dropbox, FluidReview, ProsperWorks, and Google docs, email, and calendar
• Successful experience as a member of a small team in a start-up environment
• Experience partnering with, supporting, and developing undergraduate students in service of future teachers and students
• Master teacher and strong public speaker
• Warm, authoritative presence and ability to be omnipresent and attuned to all participants
• Experience developing adults as an instructional coach, department chair, grade-level leader, dean, team leader, assistant principal, or other leadership role
• Successful experience leading field trips or special events for an entire grade level and/or leading out-of-school time programming, such as after-school programming, expeditionary learning, summer camp, or another program with accountability for the safety, supervision, and positive experiences of a large group of students and young professionals
• Deep-seated commitment to the mission of Generation Teach
• Demonstrated commitment to living the core values of Generation Teach

Generation Teach offers a competitive salary for all employees.

Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a seasoned journalist with management experience to serve as our Colorado bureau chief.

The bureau chief will lead our Colorado bureau’s coverage, with a focus on bottom-up reporting on the debate around how to create educational equity. This is a “player-coach” role, meaning you’ll be balancing both management of staff and your own reporting. You will oversee a strong team of three reporters, and be responsible for guiding our coverage decisions and priorities, working with reporters and senior editors to help shape stories on the front end so they connect to the important story Chalkbeat is telling across the country. (You may pinch-hit on editing when one of our ace story editors is out, too.) You’ll contribute to our reporting efforts by covering state-level issues, including education storylines that arise during the legislative session and at the Colorado Department of Education. You’ll also serve as Chalkbeat’s public face in Colorado, working with our experienced leadership to build a local community strategy and representing the organization in the community. Finally, you’ll oversee the bureau’s budget and office with support from Chalkbeat’s central network.

Who are you?

You are committed to local journalism and respect the transformative power a good story can wield. You find coaching reporters energizing, from helping them connect the dots across several incremental stories to instructing them in the fine art of source-building. You can balance quick news hits with enterprise work, and have experience planning longer-term projects. While you love being on the ground and in the community, you’re also inspired by the idea of collaborating with colleagues across the Chalkbeat network to learn and share best practices and get the support you need to lead your team to greatness. You can serve as a guide for our readers—school personnel, education insiders, parents, students, and curious citizens—in explaining how education works in Colorado. And you’re not afraid to call officials to task when warranted.

What background and skills do you have?

• Strong track record in journalism, preferably in digital, with experience on public policy issues
• Familiarity with Colorado and experience covering the news here
• Proven strategies for building an effective team. Experience managing direct reports preferred.
• Experience managing budgets and other administrative duties preferred
• Experience working in a CMS, preferably WordPress
• Stellar news judgment
• Strong interpersonal skills with a knack for working with curious reporters and skeptical editors
• Passion for education is a must; knowledge of education is a strong plus, but not required

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.

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 five 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.

About the STRIVE Prep Tech Department:
The STRIVE Prep Tech Department leverages technology to amplify all staff and students’ ability to succeed, lead and transform, both in college and in their own communities. The Tech Dept is comprised of a Senior Director of Technology, an IT Director, a Network Engineer, IT Coordinators, and Portfolio Managers who support the following key functions:

• Technology solutions based on data driven decisions in order to realize desired educational outcomes
• Ongoing tech support based on industry standards

• Regular evaluation and optimization of technology systems and processes, and
• Deployment of technology solutions and support based on education outcomes.

Essential Duties & Responsibilities:  

• (Primary)  Manage Technology Systems
  STRIVE Prep 
  • Act as Subject Matter Expert at STRIVE Prep for Infinite Campus working with Denver Public School liaisons on planning, training and support.
  • Manage team of Student Information Services professionals.
  • Design processes, configure systems, and provide effective training to allow for accurate reporting of grades to teachers, students and families based on academic requirements.
  • Manage initial setup and ongoing support (through tickets and onsite support) for Infinite Campus and other designated Ed Tech systems including acting as a point of escalation.
  • Support campus Master and Student Scheduling including High School and TNLI (Transitional Native Language Instruction) model.
  • Monitor those systems to make sure they work optimally for our campuses.
  • Ensure ongoing data quality, integrity, and accessibility for those systems.
  • Identify and correct system errors to minimize or eliminate impact on teachers, students and daily instruction.
  • Collaborate with Central teams to identify needs, improve gaps, and support data integrity and reporting success.
• Support Staff
  • Train and coach designated campus staff and Central staff in Infinite Campus to ensure efficiency and District compliance.
  • Develop detailed, well-structured, and differentiated training to cover essentials of managing  the systems throughout the school year.
  • Ensure procedures are documented and reflect best practices across the network.
  • Coordinate staff on-boarding as it relates to account provisioning and initial training.
  • Provide designated staff with ongoing strategic and direct coaching to improve the accuracy, quality, and efficiency of their work.
  • Directly coordinate SIS/Ed Tech-related work with the APs of Instruction, Ed Tech Specialist and Office Manager at 2-4 STRIVE schools

Our Aspiring Director of Student Information Services: 

• Holds a bachelor’s degree (required), and preferably an advanced degree.
• Has experience configuring, troubleshooting and maintaining Infinite Campus (strongly preferred) or a similar student data system, preferably across multiple schools.
• Has experience supporting education applications (preferred).

• Performs well in a fast-paced environment to provide technical system support and training.
• Dedicates themselves to the educational success of all students.
• Brings enthusiasm, professionalism and positivity to their classrooms and our adult community.
• Assumes the best in others and is willing to have courageous conversations in order to do what is best for students.
• Works hard and approaches challenges as opportunities for improvement.
• Sets high expectations for themselves and others and is willing to hold themselves and others to those expectations.
• Builds relationships with school leaders, teachers, students, and families through effective communication and consistent partnership.
• Uses reliable transportation and has the ability to travel to support 11 schools across the Denver Metro Area.

What we offer our Network Staff: 

• Coaching focused on your continued development in this role

• Competitive compensation package and annual cost of living performance based raises.
• Participation in the Colorado PERA retirement program including a PERA 401k contribution option.
• Funding of 100% of individual medical benefits and a wide range of insurance plans.

This positions begins immediately.
Applications are accepted on a rolling basis until the position is filled.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/teach-at-strive/ to learn more about what to expect in the hiring process and who we need.

Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a story editor with digital experience to make our news stories sing.

The story editor will be responsible for editing a mix of articles out of our five local bureaus: Colorado, Detroit, Indiana, New York, and Tennessee. Stories will vary among news pieces, step-back analyses, and longer enterprise work, and each day will be different. You will work with the managing editor, digital producer, and local reporters to ready stories for publication on our website, and coordinate with the growth editor for social promotion. You will also work with the managing editor to help connect the dots across bureaus and ensure that Chalkbeat is telling a cohesive overarching story.

The story editor will provide crucial perspective, adding regional or national context where needed and ensuring that stories read logically, adhere to Chalkbeat style, and are properly sourced. While each piece that comes across the transom is different, all of our stories taken together should add up to a coherent whole, and the story editor is essential to achieving that goal through a mix of line editing, copy editing, and pulled-back critical thinking.

Who are you?

You respect the power of the (virtual) red pen, craft grabby headlines, and geek out on style guides. Although this position does not manage writers directly, you possess a mentoring spirit that’s able to coax the best story possible from reporters both green and seasoned. You believe that it’s better to teach than to tell. You live by your gut instinct for a good story and whack your way through unnecessary words to sniff out the best angle. Nut graphs? You slay them.

What background and skills do you have?

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

The ideal candidate is based in New York, Denver, Indianapolis, Detroit, Memphis, or Washington, DC. Remote candidates will also be considered.

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess. We will also consider a part-time schedule for the right candidate.

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 five 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.

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 over 39 schools across the state of Colorado serving over 16,000 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.

REPORTS TO: Executive Director and Data Manager

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.

Administrative Responsibilities (50%)

• Execute all clerical and office management functions for all CSI staff.
• Serve as front line for all school calls, general requests, and interfaces with CSI departmental staff to respond to CSI school questions, requests for information, and problem resolution.
• Provide all scheduling, logistics, clerical and meeting support for the Executive Director, and leadership team as requested, including scheduling for the conference room and conference lines.
• Maintains school, board, and staff contact information via shared drive system for all CSI staff.
• Maintain CSI internal shared drive system including continual monitoring and direction to staff to ensure office wide standardization in use, as well as the tracking of critical CSI and school resources and information.
• Manage the inventory of all office supplies, and technology equipment including purchase of materials upon approval by Director of Finance.
• Process received checks and invoices in coordination with the Grants Fiscal Coordinator as a part of the CSI internal controls procedures.
• Assist with travel coordination and conference registration at the direction of the CSI Leadership Team.
• Schedule meetings with partners and schools for CSI staff as requested.
• Maintain common areas and shared spaces.

Data Submissions Responsibilities (50%)

• Support the Data Submissions Team in the processing of files and generation of error reports and summary reports for state and federal data collections, including all interchanges, snapshots, year‐round, and periodic collections.
• Support school requests to obtain or update information related to student and staff unique identifier numbers (SASIDs and EDIDs)
• Support the Data Manager in the implementation of October Count and general collection audit processes, including review of data systems and provided documentation.
• Track school compliance with submission requirements, including file submission, error clearance, and certification deadlines.
• Support the management and update of school user accounts in CSI’s secure file transfer software and also in the Colorado Department of Education data submissions portal.
• Support the creation and update of data submissions resources, including calendar deadlines and website updates.

KNOWLEDGE, SKILLS & ABILITIES

• Excellent written and verbal communication skills
• Excellent analytical and organizational skills
• Ability to multitask and work in a fast paced environment meeting deadlines during peak periods.
• Must be able to follow and execute detailed instructions.
• Detail-oriented with demonstrated ability to follow-through on projects
• Excellent time management, organizational and prioritization skills.
• A proven ability to design and facilitate effective training’s to a variety of stakeholders.
• A proven ability to proactively improve systems and identify potential internal and external customer issues
• Well-honed interpersonal skills
• Time management skills
• Ability to work collaboratively as part of a team
• Familiarity with and willingness to learn about and utilize workplace technology
• Proficiency in Microsoft Office Suite

EXPERIENCE

• 3+ years as an administrative assistant preferably within a non-profit or school environment.
• Demonstrated experience with intermediate Excel features, advanced Excel features preferred
• Demonstrated experience with project management
• Experience managing multiple ongoing programs or projects with internal and external stakeholders

SALARY RANGE: $3,750.00 to $4,583.33 /month

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 participation in the Colorado Public Employees’ Retirement Association (PERA).

PHYSICAL DEMANDS

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

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.

About STRIVE Preparatory Schools:
Founded in 2006, STRIVE Preparatory Schools (STRIVE Prep) is a Denver-based community of free, open enrollment, public charter schools committed to providing every student with an excellent, college-preparatory education. We believe that students from all backgrounds deserve a college preparatory education regardless of race, economic circumstance or previous academic achievement. We are committed to preparing all students for educational success from kindergarten through college and career by challenging them to realize their full potential through high expectations in a safe, rigorous, and compassionate learning environment with shared accountability among students, families and staff.

Our teachers, leaders, faculty and staff clear a path for all families to have access to a high-quality school that’s just down the street, not across town. By building great schools in Far Northeast, Northwest and Southwest Denver, we will create depth of impact and long-lasting community change.

At STRIVE Prep, transformation is a choice that has led to:
The opening of 11 free, public charter schools within Denver Public Schools (DPS) throughout Far Northeast, Northwest and Southwest Denver.
A shared vision of making a college prep education for all students in our community the norm, rather than the exception, by growing from 11 schools serving 3,500 students to 17 schools serving 7,500 students by the year 2022.
A commitment to serve all students from the neighborhoods in which we operate, whereby approximately 97% of STRIVE Prep students identify as students of color, 87% of students qualify for free or reduced lunch, 49% are English Language Learners and 13% receive Special Education services.
92% of seniors from the network’s first graduating class in 2016 were accepted to a 4-year college or university.
The welcoming of any scholar from kindergarten through twelfth grade who desires to STRIVE for college. Because STRIVE Prep participates in the DPS SchoolChoice process, enrollment is open to any student in the communities we serve regardless of race, economic circumstance or previous academic achievement.

Essential Duties & Responsibilities:
Lead revolutionary instruction in mathematics, engineering.
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 the advisory.
Support scholars by supervising lunch or recess once per day.
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.
Take responsibility for the safety and learning of all students in the school.
Collaborate with other teachers, school leaders, curriculum specialists, and the special education team to ensure that instruction is always meeting the needs of all learners.
Provide fair, accurate, and constructive feedback to students on their progress.
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 and lunch).
Attend and participate in weekly staff and/or grade level meetings.
Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m.
Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

Our Aspiring Teachers:
Consciously choose to teach and transform the lives of middle and high school scholars every day.
Proudly hold a Bachelor of Arts or Science degree and are able to submit proof of Qualified Teacher status (teacher’s license not required) within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:
A valid Colorado Teacher License in the applicable endorsement area;
Sufficient college coursework (or degree in content area);
Passing score for the applicable Praxis ii or Colorado PLACE exam.
Read more about the available pathways to becoming a Qualified Math Teacher.
Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).
Speak Spanish or have experience working with bilingual students (strongly preferred).
Commit to constant growth and reflection as educators and professionals through regular coaching and professional development.
Dedicate themselves to the educational success of all students, not some students.
Bring enthusiasm, professionalism and positivity to their classrooms and our adult community.
Assume the best in others and are willing to have courageous conversations in order to do what is best for students.
Work hard and approach challenges as opportunities for improvement.
Set high expectations for themselves and others and a willingness to hold themselves and others to those expectations.

What we Offer our Teachers:
Ongoing coaching and professional development.
90-150 minutes of structured planning time built into the school day to plan the highest quality lessons.
A laptop and access to classrooms equipped with Smartboards and document cameras.
Competitive compensation package and annual performance based raises.
Participation in the Colorado PERA retirement program including a PERA 401k contribution option.
Funding of 100% of individual medical benefits and a wide range of insurance plans.

About the Prospects and Grants Manager Role:
STRIVE Prep is committed to having schools that are sustainable on the public dollar at full build out.  That said, each year, we provide key priorities and innovative programs with additional funding and support in order to ensure each of our students receives what he or she needs (equity), rather than simply making sure each student has the same thing (equality) and that they are served with dignity.

STRIVE Prep is looking for a highly motivated Prospects and Grants Manager, who will be responsible for identifying, engaging, and sustaining organizational philanthropic investment opportunities that align with, and support, the STRIVE Prep mission and network funding priorities.   This position will focus heavily on corporate and foundation prospect research, developing and managing appealing grant and sponsorship proposals, and monitoring stewardship and data tracking that will help move first time donors/prospects into becoming strong STRIVE Prep supporters at the major gift level.  The right candidate will thrive in uncovering new leads with organizational partners, and enjoy detailing how their community investment supports students in classrooms – making them believers in our organization and the potential of our scholars.

Essential Duties and Responsibilities:
Our Prospects and Grants Manager will be a key player in building a pipeline of private foundation and corporate support that will help to advance and sustain the mission of STRIVE Prep.  Essential duties include:

• Identify and pursue new foundation and corporate funding opportunities that align with the mission and funding priorities of STRIVE Prep.
• Manage and develop proposals for all private foundation grant proposal opportunities, with strong collaboration from the Chief External Affairs Officer and Senior Director of Development.
• Maintain ongoing communications and reporting for current grant projects
• Create and manage appealing sponsorship opportunities for new corporate prospects
• Implement and track strategic moves management processes for corporate and foundation partners, through our Bloomerang CRM.

Our Aspiring Prospects and Grants Manager :

What we Offer our Network Staff:

OVERVIEW: Telluride Foundation seeks applications for a new position: Student Advocate. The principal responsibility of the Student Advocate will be to implement the goals of  a scholarship program to support potential first generation college students initially in five rural school districts: Telluride, Norwood, West End, Ridgway and Ouray; with possible expanded outreach in the future. The program will provide resources and financial support to low-income, first generation high school students to pursue and complete a college education. First Generation students are children whose parents do not have an Associate or Bachelor’s Degree.

The Student Advocate will provide direct service to students, parents and the five regional school districts in three ways: 1) work with high school guidance counselors to provide targeted support to first generation students and their families; 2) college scholarships and 3) “wrap-around” services while in college to help ensure graduation.

The goal of the program is to elevate the success of first generation students by helping them successfully get admitted to a quality four-year college, maximize their financial aid potential, and obtain a Bachelor’s Degree.

The Student Advocate position represents an outstanding opportunity for a high-performing individual to connect with students and families, work closely with school district guidance counselors and administration, develop partnerships with colleges and universities, and make a significant difference in the future of low-income, first generation students.

This unique opportunity is a full-time position with the Telluride Foundation, however with reporting responsibilities to the program donors and scholarship selection committee. The position would travel frequently within the five school districts, conduct home visits with students and parents, as well as nationally to college campuses.

RESPONSIBILITIES OF THE STUDENT ADVOCATE

• Provide college counseling assistance to high school guidance counselors helping to foster a college-going culture.
• Provide assistance to students and their families to help them navigate through the complex process of college admissions, financial aid and matriculation.
• Conduct college readiness workshops (beginning in 9th grade) to promote a college education for first generation students and their families.
• Connect students with the resources they need to succeed in high school, including tutors, test preparation courses etc.
• Help identify prospective colleges and assist student with the completion of their college applications.
• Assist with uncovering ALL financial aid opportunities, including completing the FASFA (and CSS Profile if applicable) and applying for other appropriate scholarships.
• Ensure every first generation student knows about the program and the support it provides including financial support.
• Advocate on the student’s behalf with colleges directly.
• Serve on the scholarship selection committee.
• Research and connect students with first generation programs and services available to them at their college.
• Stay in communication with the student, their parents and their college advisors to ensure they are getting the services they need to succeed.
• Provide annual reporting, collect outcome metrics, and facilitate the evaluation of the program.

REQUIRED QUALITIES AND QUALIFICATIONS

• A Bachelor’s degree from an accredited college or university.
• Professional work experience in the fields of secondary or post-secondary education, college counseling, or college admissions.
• Proficient in office, database and social media technology and programs.
• Experience working with diverse backgrounds and serving underrepresented youth and adults, and ability to explain detailed concepts in a culturally appropriate manner.
• Knowledge and experience with the college application and selection process, including SAT preparation, FAFSA, scholarships and college financial packages.
• Fluency in Spanish a plus.
• Outstanding written and oral communication skills. Willingness to travel and work flexible hours (nights/weekends).
• Valid Colorado Driver’s License with reliable transportation and car insurance, and the ability to travel in inclement weather to perform duties related to the position.

HUMAN RESOURCES

235 work days

FTE: 1.0

Salary Range: $69,977-$89,219

Essential Functions and Objectives:

This position serves two primary functions. The primary function is to support and drive (where appropriate) Talent Management strategy efforts within DPS. This includes, though is not limited to the following:

– Working with key stakeholders (e.g., directors on the Talent Management team, Instructional Superintendents) to help identify Talent Management opportunities at the school level

– Serving as a connector between the various Talent Management efforts and identifying opportunities for greater collaboration and impact

– Creating compelling, data- and research-driven narratives/presentations that help drive Talent Management strategy within the organization, in service of improving teacher retention and engagement

– Serving as the hub of the district’s teacher retention research, strategies, and related efforts

– Creating recommended paths forward for various HR (and other) teams, based on findings from research and analysis conducted

– Monitoring the progress and impact of Talent Management efforts

This role also oversees the analysis efforts of the Talent Management team, managing a team of three analysts who (among other responsibilities) evaluate DPS’s efforts related to teacher retention, teacher and school leader growth & performance management, teacher leadership and career pathways, and new teacher support and development.

1.    Support and help drive the strategy efforts of the Talent Management team, serving as a key connector between various work streams

2.    Develop strategy and related work plans—and, where appropriate, manage implementation efforts—to address issues related to teacher and school leader retention and other Talent Management related topics;

3.    Develop, gain alignment, and lead implementation strategy and progress monitoring on key recommended changes to adopt in both the short-term and the longer-term to address teacher sustainability and retention;

4.    Develop and implement talent management analysis and research strategy, ensuring all analysis results in recommended action steps and is shared in a clear and actionable manner with key stakeholders across the organization

5.    Manage and develop a team of talent management analysts

Knowledge, Experience & Other Qualifications:

– At least five years of program and/or project management experience with complex projects, including strategy development, scope and issue management, work and resource planning, risk assessment and mitigation. 

– Experience working with teachers, school leaders, teacher leaders, and/or schools strongly preferred.

– Demonstrated success in executing strong organizational change management strategies, especially with cross-functional teams.

– Experience in analyzing data, and using this data to for process and program improvements and to inform strategy.

– Ability to translate data analysis into actionable takeaways and compelling, simple narratives

– Experience in managing and developing analysts

– Ability to adapt and adjust in a constantly changing project environment

– Ability to multi-task and manage several projects in parallel.

– Understand and execute organizational change management strategies.

– Self-starter with problem solving ability.

– Strong interpersonal and leadership skills.

– Ability to collaborate with and influence large, cross-functional teams without direct reporting responsibility.

– Excellent verbal and written communication skills

– Exceptional attention to detail.

– Strong command of MS Office toolset (Word, Excel, PowerPoint); familiarity with statistical tools (e.g., SPSS) and online survey tools (e.g., Qualtrics) a plus

– Passion for being part of a team effort to improve student achievement, decrease achievement gaps, and improve teacher retention and engagement.

Education Requirements:

– Bachelor’s degree required

– Advanced degree preferred, ideally in business, public policy, education, or similar field

Other information:

Our Human Resources Team is an integral part of DPS. Although we aren’t always in the schools, we’re in it for the kids. We work closely with our school leaders to ensure we’re putting great teachers in every classroom, and take great care to ensure DPS hires and retains the highest quality candidates for all roles throughout the district. We do this by incorporating our Shared Core Values—Students First, Integrity, Equity, Collaboration, Accountability and Fun – into everything we do. Additionally, we support retention of our valued team members in a variety of ways including facilitating professional development and performance management activities and designing and managing Total Rewards Programs to help Team DPS achieve health and wellness for themselves and their families. When you join us, you join a dedicated, diverse team of over one hundred professionals who come from many walks of life. One thing we all share is a deep sense of commitment to support Denver Public Schools’ vision: Every Child Succeeds.

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 Tom Boasberg 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.

Educators and Special Service Providers: Do you love beautiful mountain landscapes? Do you seek a district that puts teachers and students first, and that has the resources to really get the job done right? Can you picture yourself unwinding after classes with a soak in the world’s largest hot springs pool, or perhaps carving down the slopes on fat tires or skis? If so, please consider applying with the Roaring Fork School District (Glenwood Springs, Carbondale, Basalt). We just passed a $122M bond and have new schools and teacher housing under-construction now. The Roaring Fork Valley sits only 2.5 hours from Denver, but our lifestyle is a world away! In fact, Glenwood Springs was voted the 5th Best Place to Live in America by Outdoor Magazine in 2015. From elevating your career to elevating your lifestyle, to lifting up young minds, the time has never been better to come up to one of Colorado’s premier mountain districts!

NOW SEEKING:

FT Elementary School Counselor (or SSW) – GSES
PT Kindergarten Teacher – GSES
FT 2nd Grade Teacher – CRES
FT Instructional Coach – CRES
FT Early Childhood Special Education Teacher – CRES
FT Early Childhood Education Lead Preschool Teacher – BES
FT Bilingual 4th Grade Teacher – BES
FT Early Childhood Education Assistant Toddler Teacher – BES
FT Early Childhood Education Lead Toddler Teacher – BES
FT Bilingual Kindergarten Teacher – BES

FT Science Teacher – GSMS
FT Middle School Counselor – GSMS
PT PEAK/STEAM Teacher – CMS
PT PEAK Teacher – BMS

FT English Language Arts Teacher – GSHS
FT ELD Teacher – GSHS
FT Spanish Teacher – GSHS
FT Math Teacher – GSHS
FT High School Counselor – RFHS
PT Music Teacher – RFHS
FT Spanish Teacher (x2) – BHS
FT Social Studies Teacher – BHS
FT ELD Teacher – BHS

FT Dual Language Coordinator (Bilingual-Preferred) (K-8) – Riverview School
FT Middle School Math Teacher (Bilingual-Preferred) (6-8) – Riverview School
FT Middle School Math Teacher (6-8 Grade) – Riverview School
FT Bilingual 3rd Grade Teacher – Riverview School
FT 5th Grade Teacher (Bilingual-Preferred) – Riverview School
FT Middle School Science Teacher (6-8 Grade) – Riverview School
FT Bilingual 2nd Grade Teacher – Riverview School
PT Early Childhood Special Education Teacher – Riverview School
FT Early Childhood Education Assistant Toddler Teacher – Riverview
FT Affective Needs Teacher – Riverview

FT Speech and Language Pathologist – District Wide
PT School Nurse (0.75) – District Wide
PT Speech and Language Pathologist – District Wide
POSITIONS AND APPLICATION: https://roaringfork.tedk12.com/hire/index.aspx

POSITION: Community Organizer

REPORTS TO: Field Director, Monica Acosta

BACKGROUND: Padres & Jóvenes Unidos is a multi-issue organization led by people of color who work for racial and health justice, educational equity, and immigrant rights. Our parents and youth members work together to organize in their communities to challenge the root cause of discrimination, racism and inequity by exposing the economic, social and institutional basis for injustice as well as developing effective strategies to realize meaningful change.

Padres Unidos was formed in 1992 by a group of parents who joined forces to remove the principal at Denver’s Valverde Elementary School who was punishing Spanish-speaking students by forcing them to eat lunch on the cafeteria floor. Their win propelled their organizing forward taking on other racist practices throughout the district. Jóvenes Unidos, the student branch of Padres Unidos, was formed in 2000 when youth came together to turnaround their school, Cole Middle School, which at the time was the state’s lowest performing middle school. Since then, Padres & Jóvenes Unidos has evolved into a racial justice multi-issue organization whose historic wins, rooted in members’ demands to achieve institutional change, have gained local and national recognition.

OVERVIEW OF POSITION: Working in tandem with the Directors Team, the Community Organizer is part of a Field Team responsible for developing, planning and executing effective organizing strategies in the field (target schools, neighborhoods and communities) in order to secure local and state-wide campaign wins. Padres & Jóvenes Unidos is an inter-generational, multi-lingual organization with a strong membership base in Southwest Denver. We are seeking an experienced, tenacious and revolutionary bilingual (Spanish and English) organizer able to immediate leap into our current campaign work.

ESSENTIAL FUNCTIONS:

• Develop and execute comprehensive campaign plans and individual work plans that include the following components: base-building, leadership development, participatory research, direct action and strategic communications.
• Conduct on-going cold outreach and recruitment in order to maintain a strong base through one-on-ones, house meetings, door-knocking, presentations, tableling and flyering.
• Build and sustain a strong base of parents, youth and community members that is strategically activated and mobilized to push campaign goals forward.
• Develop and lead a cadre of parent and/or youth leaders by developing the leadership, organizing skills and political consciousness of members through formal and informal group training and one-on-one coaching and mentoring.
• Develop and run programming that successfully combines political education, organizing theory and field work.
• Initiate and oversee current and/or new school sites, including the development and management of key relationships with school and district administrators.
• Plan, coordinate and lead organizational activities including: membership meetings, community meetings, direct actions to pressure targets and accountability sessions to hold public officials accountable to the community.
• Represent Padres & Jóvenes Unidos in the broader community.
• As needed, collaborate with allies, partner organizations, elected officials and institutions.
• Maintain strong records that document the organizer’s individual work, including: database of contacts with all relevant information such as member profiles; follow-up trackers; turnout trackers; reflections; debrief notes; meeting notes; etc.

REQUIREMENTS:

• Strong political alignment and passionate belief in the mission of Padres & Jóvenes Unidos, which allows organizers to speak to systemic racism and oppression as the root cause of racial, economic and gender disparities in the U.S. This foundation is necessary in order for organizers to raise the political consciousness and awareness of our base and the community at-large.
• Strong philosophical alignment and commitment to the Padres & Jóvenes Unidos theory of change and organizing model in which organizers bring those most impacted – working class and people of color – to the forefront of the organizing: developing and executing strategies that build people power; confronting and negotiating with decision-makers to shift power in order to win institutional change; and in the process, build the organization.
• Ability to apply a successful track record of a minimum of 2 years of community organizing experience. School and education-based community organizing a plus. Deep understanding of local educational and political landscapes also a plus.
• Bilingual (Spanish and English).
• Excellent interpersonal, communication and relationship-building skills.
• Ability to identify gaps, set priorities and develop work plans that move forward complex campaigns in line with organizational strategic priorities, direction and goals.
• Self-motivated and flexible with the ability to respond appropriately and with a sense of urgency to unknown and rapidly changing political conditions and overcome challenges in a fast-paced environment.
• Growth-mindset: Humility and willingness to learn and grow; tendency to remain self-aware; ability to self-reflect and evaluate his/her/their own practice as well as our collective work; seek and implement feedback given, as well as provide feedback to fellow team members; set and hold high expectations for self and others.
• Ability to collaborate and be part of a team, as well as work independently, take initiative, self-direct and maintain ownership of individual area of work.
• Contribute to a strong internal staff culture through camaraderie, collaboration and leadership.
• Basic level of proficiency with Microsoft Office and Google Apps.
• Strong planning and time-management skills.
• Ability to work evenings and weekends.
• Reliable car, valid driver’s license and car insurance.

COMPENSATION AND BENEFITS: Salary is based on experience. We offer a comprehensive benefits package.

Rocky Mountain Prep is growing. We are expanding high-quality elementary education throughout the Denver Metro area and we need thoughtful, growth-minded, team-driven teachers to do it. RMP Teachers are a rare bunch: driven to go the extra mile in driving student success, collaborative to the bone, always striving to become a better educator, and fun-loving to the core. We are always on the lookout for how to make Rocky Mountain Prep a better place for our scholars and our families. #onlyatRMP

We are looking for talented and passionate Kindergarten teachers!

There are many public charter schools and many models. Rocky Mountain Prep prides itself on being different. We balance rigor and love – the challenges that make a person academically successful and the relationships that make them emotionally independent. We teach our scholars values: Perseverance, Excellence, Adventure, and Kindness. We value the whole person, not just the numbers. Our model has made us incredibly successful, high test scores and, more importantly, happy students that love coming to school.

We are looking for Lead Teachers. You are inspired to mentor, to lead, and to help your scholars and your team grow. You’re experienced in connecting with kids and getting results. You don’t miss deadlines. You never settle for good enough and you can get scholars to follow your lead.

As a Lead Teacher you will create an inspiring classroom culture that is infectious. You’ll provide the leadership that our scholars need to be successful. You have a track record of providing high-quality, data-driven instruction and seek feedback constantly. You wake up every morning excited to work on a team that is passionate and hard-working and that doesn’t give up until every scholar is succeeding.

Most importantly, you’ll jump into our vibrant culture: you’ll work hard and play hard, find time to check-in and see how people are doing, go out of your way to help a team member, and work with together to find solutions to problems. Rocky Mountain Prep was named one of Denver Post’s 2016 Top 100 Workplaces and your friendly, eager spirit will fit right in.

We are changing education in the Denver Metro area, and we’re having a great time doing it. This is a chance for you to be a part of a growing education network dedicated to our scholars, our families, our communities, and each other. This is the start of something great…

WITHIN ONE MONTH, YOU’LL…

• Attend our July Base Camp, learning the basics of what it means to be a Lead Teacher at RMP, how to succeed and thrive.
• Go on our yearly staff retreat and get to know your colleagues in the beautiful Colorado mountains.
• Set up your Rocky Mountain Prep classroom and meet your scholars for the first time, starting the road to deep bonds.
• Reach out to the families in your class and build relationships that will help each one of them succeed.

WITHIN 3 MONTHS YOU’LL…

• Experience your first Rocky Mountain Prep Data Day and push yourself and your team to build on your success
• Attend Happy Hours with the staff, letting off the steam of the school day to enjoy time with your team
• Receive weekly coaching from an instructional leader, strengthening your practice step by step.
• Work with your team to bolster and challenge instructional practices at Rocky Mountain Prep.

AFTER THE FIRST YEAR YOU’LL…

• You’ll see your scholars over a year year as you execute high quality math, reading, writing, and social studies instruction.
• Develop deep bonds with scholars, families, staff, and communities.
• Score a 3 out of 4 on our PEAK Values Rubric by showing Perseverance, Excellence, Adventure, and Kindness constantly.
• Find joy in seeing your scholars moving on up in their educational careers.

• STRIVE Prep operates nine schools within Denver Public Schools (DPS) throughout Far Northeast, Northwest and Southeast Denver.
• In order to realize our vision of making a college prep education for all students in our community the norm, rather than the exception, STRIVE Prep is growing from nine schools serving 3,200 students to 17 schools serving 7,500 students by the year 2022.
• Approximately 97% of STRIVE Prep students identify as students of color, 91% of students qualify for free or reduced lunch, 42% are English Language Learners and 12% receive Special Education services.
• One or more STRIVE Prep schools have consistently ranked in the top 10 high performing secondary schools within DPS since the DPS School Performance Framework was introduced.
• We welcome any scholar from kindergarten through twelfth grade who desires to STRIVE for college. Because STRIVE Prep participates in the DPS SchoolChoice process, enrollment is open to any student in the communities we serve regardless of race, economic circumstance or previous academic achievement.

Essential Duties & Responsibilities:

• Communicate effectively with students, families, and colleagues.
• Live the STRIVE values in all interactions with students, staff, families and guests who enter our building.
• Respond to family concerns promptly, professionally and effectively.
• Manage phones (answer calls, re-direct calls, take messages, place calls, and create school announcements).
• Correspond regularly with families regarding school policies, trips, events and milestones.
• Manage and oversee the school’s overall culture and physical condition.
• Manage mail (distribute received mail, prepare school mailings, and make mail drops).
• Manage the collection and maintenance of student, personnel, and school information (receive forms and paperwork, track missing forms, manage databases, update contact information, and keep records current).
• Manage school wide daily systems (manage student attendance and track the student discipline system).
• Account for and properly deposit all cash and checks received at the campus on a weekly basis.
• Help to plan and manage logistics and preparations for school events and activities as needed (space reservations, guided tours, photocopies, set up for special events, and phone calls to confirm attendance).
• Greet and document all visitors (sign in visitors, ensure that students only leave with authorized parents/guardians, and monitor and control access to the school).
• Process student applications.
• Create a filing system for the school’s electronic and paper documents and file everything accordingly.
• Assist with student recruitment.
• Manage all responsibilities and tasks as required by the district through Charter Secretaries, including October Count.
• Write and edit letters, promotional materials (e.g. brochures, newsletters), and website content.

Our Aspiring Office Manager:

• Is fluent in oral and written English and Spanish (required).
• Holds at least a bachelor’s degree (strongly preferred).
• Has experience working in an urban setting (strongly preferred).
• Is committed to constant growth, reflection, and practice through regular coaching and professional development.
• Is dedicated to educational success for all urban students of color.
• Is fired up about social justice, eager to empower our scholars, and committed to being change-makers.
• Brings enthusiasm, professionalism, and positivity to the school and our adult community.
• Assumes the best in others and is willing to have courageous conversations in order to do what is best for students.
• Is hard-working and views challenges as opportunities for improvement
• Approaches every day with unapologetic high expectations, persistence and a sense of humor.
• Has high expectations of themselves and others and a willingness to hold themselves and others to those expectations.
• Is effective at building relationships with students and families through consistent partnership and communication

What we Offer our Office Managers:

• Competitive compensation package and annual cost of living performance based raises.
• Participation on the Colorado PERA retirement program including a PERA 401k contribution option.
• Funding of 100% of individual medical benefits and a wide range of insurance plans.

About STRIVE Prep-Montbello:

• STRIVE Prep-Montbello is one of three STRIVE Prep campuses serving the Far Northeast communities of Denver.
• STRIVE Prep-Montbello had the highest academic growth of all DPS middle schools during its opening year, 2012-2013, and received an award the past two years for, “exceptional success in supporting student TCAP growth.”
• The Montbello campus runs extensive after-school programming, which includes competitive sports and teacher-led clubs, such as tutoring, drum-line, step team, etc. Teacher stipends are available.
• The Montbello campus serves 340 students in grades 6-8; the student population is approximately 70% Latino or Hispanic, 20% African American, and 10% Mixed-race or other races. Approximately 60% of students are ELL, and 10% receive Special Education services.

Our Aspiring Multi-Intensive Center Director

• Is passionate about education and holds a bachelor’s degree (required).
• Is licensed and certified to teach Special Education in the State of Colorado (required)
• Has at least two years of special education teaching experience (required), preferably in an urban setting and in a multi-intensive center.
• Speaks Spanish or have experience working with bilingual students (highly preferred).
• Are committed to constant growth and reflection through regular coaching and professional development.
• Are dedicated to educational success for first generation college-bound urban students of color.
• Are fired up about social justice, eager to empower our scholars, and committed to being change-makers.
• Bring enthusiasm, professionalism, and positivity to their classrooms and our adult community.
• Assume the best in others and are willing to have courageous conversations in order to do what is best for students.
• Are hard-working and view challenges as opportunities for improvement.
• Have high expectations of themselves and others, and a willingness to hold themselves and others to those expectations.
• Are effective at building relationships with students and families through consistent partnership and communication.

Essential Duties & Responsibilities:

• Provide instruction and services for students who frequently present with multiple disabilities.
• Refine programming to ensure delivery of rigorous and specialized instruction in all core content areas.
• Collaborate with school leadership, teachers, paraprofessionals, and the special education team to ensure that instruction is always meeting the needs of all learners, including supporting student inclusion in general education classrooms and supporting the team in tracking students on their Individualized Education Plan (IEP) goals on a daily basis.
• Manage and lead a team of educational assistants in providing one-on-one instructional and behavioral support to center students, including teaching social and adaptive skills, providing small group or one-on-one academic instruction, and pushing-in and supporting students in a general education setting, as needed.
• Work closely with district support staff and managing DPS transportation services.
• Collect and use data to track student growth, and create or modify student IEPs.
• Provide fair, accurate, and constructive feedback to students on their progress.
• Build relationships with students and families through consistent partnership and communication.
• Work in collaboration with educational assistants  to support students in daily living activities including feeding, toileting, communication, movement, etc.
• Collaborate with multiple staffing team members to ensure all services are being provided to each student.
• Participate in Summer Training Institute as well as professional development throughout the school year.

What we Offer our Administrators:

• Ongoing coaching and professional development.
• Competitive compensation package and annual performance based raises.
• Participation on the Colorado PERA retirement program including a PERA 401k contribution option.
• Funding of 100% of individual medical benefits and a wide range of insurance plans.

This position begins in July 2017.
Applications are accepted on a rolling basis until the position is filled.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/teach-at-strive/ to learn more about what to expect in the hiring process and who we need.

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 over 39 schools across the state of Colorado serving over 14,000 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 energetic, client-oriented Director of Finance candidates to assist CSI in the next phase of its organizational growth and quality improvements. The Director of Finance will provide critical financial guidance, leadership, and strategic vision to CSI as the state’s model authorizer. In addition, this position will lead the provision of the financial oversight, guidance, and support that CSI provides its portfolio schools. Strong candidates will possess robust credentials in public school finance, a strong commitment to the principles of charter authorizing, excellent communication skills, and a desire to be part of a collaborate leadership team. Please see below for a complete position description.

DEPARTMENT: Department of Finance

REPORTS TO: Executive Director

OVERSEES: Controller, Human Resources and Accounts Payable Manager, Grants Fiscal Coordinator

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.

• Maintains internal CSI financial controls and ensures that all internal financial operations, accounting activity, and human resource functions are completely timely and in accordance with GAAP, state rule, and federal regulations.
• Completes or supervises the submission of required financial reports to the Colorado Department of Education, the Office of the State Controller, the Governor’s Office of State Planning and Budgeting, and the Joint Budget Committee.
• Oversees the collection, review, and actions in response to school level budgets and annual financial audits including accountability recommendations.
• Coordinates responses to CDE annual financial corrective action notices for CSI and CSI schools.
• Coordinates reviews and responses to Assistance Fund applications.
• Completes annual reconciliation of amounts collected from and due to schools pursuant to statutory requirements.
• Provides technical support on CSI’s legislative priorities.
• Annually review and update financial reporting metrics and facilitate regular conversations with key stakeholders about financial frameworks and monitoring.
• In collaboration with the Director of Policy and Legal Initiatives, monitor and oversee compliance with transportation, food services, and facilities laws, rules and policies, including revising CSI policies as necessary.
• Defines and provides differentiated financial support and monitoring to portfolio schools depending on financial risk.
• Oversees and supports the development of resources for CSI portfolio schools including online training modules, a database of funding opportunities, recommended vendor pools, and more.

DIRECTOR-LEVEL RESPONSIBILITIES

• Advises the Executive Director in decision making related to finances.
• Prepares and provides monthly budget to actual financial reports to the Executive Director and the CSI Board of Directors.
• Under guidance from the Executive Director and direction from the Board of Directors, completes and presents the annual operating budget to the Finance Committee and CSI Board of Directors.
• Oversees individual CSI charter school financial performance, evaluation, and reporting of same to the Executive Director, the CSI Board of Directors, and the Department of Education.
• Provides guidance and support on financial metrics and measurement reporting processes for the CSI Annual Review of Schools (CARS).
• Participates in annual authorization cycle processes, including new school, renewal, expansion, transfer, and replication cycles, and provides analysis and overall recommendations to senior staff and the CSI Board of Directors.
• Represents CSI at industry meetings as directed by the Executive Director.

KNOWLEDGE, SKILLS AND ABILITIES

• Demonstrated experience with, and commitment to, the application of the principles of charter school autonomy and accountability in an authorization environment.
• Knowledge of budget and accounting principles and practices as applied to public school finance and budgeting as well as knowledge of state laws, rules and regulations governing budgetary and accounting aspects of Colorado school administration.
• Proven ability to work in a team environment that values collaboration, deliberation, healthy conflict, flexibility, high expectations, accountability and a high level of trust among the entire leadership team.
• Driven, energetic, and creative.
• Excellent verbal and written communication and customer service skills.
• Personal qualities of integrity, credibility, and commitment to the mission of CSI.
• Flexible and able to multi-task; can work within an ambiguous environment while also driving toward clarity about possible solutions.
• Resourcefulness in setting priorities and guiding decisions involving both human capital and system structures.
• Orientation toward achieving measurable result High level of initiative.
• Ability to work on complicated projects within a fast moving environment with multiple depenencies.
• Willingness to work collaboratively with school leaders to achieve measurable results.

EXPERIENCE

• Strong operational and finance experience in a senior leadership role for 5+ years in a Charter or District school with at least three years’ experience in operational management.
• Experience in supervising multiple staff members.
• Experience in government auditing, accounting, or budgeting desirable.
• Experience in Colorado state financial processes and procedures desirable.
• Ability to monitor and maintain compliance in accordance with state and federal regulations.

EDUCATION

• Minimum of a BS or BA in accounting or related field, MBA and/or CPA preferred

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).

Essential Duties and Responsibilities

Position Objective: The Director of Research and Strategy is a key position on the Imaginarium’s leadership team. This position maximizes the positive impact that innovation can have on student learning and equity in Denver Public Schools (DPS) and beyond. The Director pursues this objective by:

• Implementing a research agenda and systems to study innovative learning in meaningful ways;
• Sharing findings in the form powerful stories and actionable knowledge;
• Transferring knowledge into concrete strategies that affect improvement in Denver Public Schools.

The Director leads the vision and mission of the Imaginarium by actively challenging the status quo, supporting meaningful shifts in learning and teaching, and cultivating conditions to sustain innovation over time with the long term goal of redefining the purpose of education and the role of public education systems.

About the Imaginarium

The Imaginarium is Denver Public Schools’ innovation lab. We envision public education that is radically reinvented by the communities it serves, is equitable in all its practices, and empowers every learner in the path of their choosing. Our mission is to stimulate and support innovation across Denver to transform learning and education systems.

We advance our vision and mission through five strategic priorities. Create the conditions for innovation to thrive. BUild a movement for innovation across Denver. Engage and empower students in innovations that impact them. Empower students, DPS staff, parents and community partners to design and/or redesign innovative schools, products, and services that close opportunity and achievement gaps and prepare every student for success in life. Develop and leverage knowledge to fuel innovation across the system.

We are a team committed to human centered design, research, youth and community engagement, and educational equity, diversity, and inclusion.

Position Overview: Roles and Responsibilities

Strategic and Tactical Planning: Work with the Executive Director and Director of Client Supports to develop and implement long-term and annual plans to achieve the Imaginarium vision and mission. Specifically,

• Research agenda: Lead the identification of long term and annual research priorities and strategies that align the Imaginarium’s program and investment areas with district priorities (Denver 2020 goals).
• Continuous improvement: Lead the design, development, and implementation of systems for continuous improvement at multiple levels (client, project, program, process) to support iterative and long-term improvements.
• Imaginarium way: Work with the Director of Client Supports to align client support strategies (practice) and knowledge strategies (research and impact) to ensure the Imaginarium has a balanced, holistic, and consistent approach to supporting field-driven innovation.
• Client portfolio: Work with Imaginarium ED and Director of Client Supports to manage client admissions and retention policies to ensure that the Imaginarium supports high-potential innovations.
• Finances and investment: Work with Imaginarium ED and Director of Client Supports to develop annual budget for the Imaginarium, including investments in client innovations. Lead strategy for financial investment in research, knowledge management, open innovation, and other strategic projects.
• Human capital development: Work with Imaginarium ED and Director of Client Supports to develop human capital strategies, including team development and training; performance management; collaboration and teaming; and human resource allocation.

Partner and Stakeholder Engagement: Work with the Executive Director and Director of Client Supports to develop a long term and annual plan for engaging stakeholders at multiple levels, to ensure the Imaginarium achieves its goals, secures external investment, and is known nationally as an innovation leader.

• Senior leader learning systems: Engage Senior Leaders and Department Heads in DPS so that innovation knowledge proactively and strategically informs district processes, initiatives, and priorities.
• Funder cultivation and management: Cultivate new funder relationships and manage current funder relationships.
• University engagement: Engage university partners to recruit graduate students to assist research projects, leverage academic resources and systems, and secure funding opportunities.
• Partner organization engagement: Engage educational organizations doing complementary innovation work to support shared learning, identify collaboration opportunities, and ensure that the Imaginarium is known as an innovation leader nationally.
• Innovation Advisory Council: Manage the Innovation Advisory Council to inform Imaginarium long term strategy and success, and to gain access to funding opportunities.

Business Development: Work with the Executive Director and Director of Client Support to continually scan the district, local, and national environments to identify new innovation opportunities that support Denver 2020 goals and hold potential for radically reinventing education.

• Open Innovation Program: Manage the Open Innovation Program to source, select, support, and scale innovative programs and services driven by teachers, leaders, students, families, and the broader Denver community. Manage Imaginarium Design Challenges and all client support systems to ensure the launch and scale of successful products and services.
• District innovation partnerships: With Senior Leaders and Department Heads, identify opportunities to leverage the Imaginarium’s innovation strategies and methods to support DPS priorities and initiatives. Manage these partnerships to ensure success.
• Strategic projects: Scan the Denver and national landscapes to identify new opportunities to innovate, prioritizing innovations that hold opportunities for radical reinvention. Manage these partnerships (directly or indirectly) to ensure success.

Research, Impact and Continuous Improvement: Design, implement, and continuously improve an approach to measurement and learning in an innovation context, leveraging design-based and action research, human centered design, and improvement science. Current priority areas include personalized learning outcomes, innovation outcomes, learner agency, and conditions for innovation success. Priority student outcomes include academic outcomes, social emotional outcomes, and 21st century skills.

• Innovation research: Set the vision and priorities for research in an innovation context. Manage the design, development, and implementation of all research activities, including: outcomes model development, measure development, instrument development, field collection, data analysis, and reporting.
• Client and program impact evaluation: Set the vision and priorities for impact evaluation in an innovation context. Manage the design, development, and implementation of all impact evaluation activities, including: goal setting, measure design and development, progress monitoring, short cycle and long term impact evaluation, and impact reporting.

Knowledge Management and Sharing: Design, implement, and continuously improve the human, technological, and process systems necessary to capture, translate, codify, share, and use innovation knowledge. Ensure that there are strategies in place to proactively and strategically engage critical stakeholders as active audiences for innovation knowledge, in order to shift practices, inform district decision making, and inform the field.

• Research and resources: Manage the production of multimedia case studies, research reports and briefs, practice banks (video, artifact, and tool), and design playbooks.
• Knowledge systems: Manage the platforms that support research practice, knowledge sharing, and team collaboration. Specifically, develop and manage the systems map that includes: database and data storage; document management and cataloguing; web-based hub for sharing research and resources; internal team portal for client relationship management; and platform for virtual and hybrid communities of practice.
• Internal knowledge sharing: Manage the design and implementation of opportunities for Imaginarium team members to engage with data and knowledge. Specifically, manage platforms and processes for team to reflect on and use continuous improvement data.
• Client knowledge sharing: Manage the design and implementation of platforms and learning opportunities that allow our clients share and leverage knowledge from the field.
• Stakeholder knowledge sharing: Manage the design and implementation of platforms and learning opportunities that help members of the education field (community members, education organizations, funders, academics) access, translate, and apply innovation knowledge.

Team Development: Create strong teaming, cultivate culture, and manage workflows to execute on outcomes. Ensure the right people are in the right roles, are supported, and are inspired on a daily basis.

• Team management: Directly manage a five-person team to meet shared outcomes. Supports team members so that they have role clarity, can access resources needed to do their jobs, are inspired, creatively and intellectually engaged, and have opportunities to learn and grow.
• Consultant and contractor management: Manages contractors and consultants to execute on critical projects, ensuring that they are strategically deployed to maximize Imaginarium talent.

Qualifications

• Ten or more years of experience in education
• Masters or PhD in Education

Knowledge, Skills, and Attributes

Knowledge/Skills

• Strategic and tactical planning: can develop compelling vision; build logic models including outcomes, strategic priorities, activities, and resources; map internal and external influences; develop tactical plans; match and delegate talent; and engage stakeholders.
• Applied research: understands design-based, action-based, and other forms of applied research; is willing and able to innovate in the area of research methodology, in order to discover new ways of capturing innovation impact.
• Human centered design: can apply human centered design to a variety of processes; can integrate human centered design into other processes, including research, project management, strategic planning, and team management.
• Strategic school design: understands and can support school design with a focus on personalized and competency-based learning.
• District policy and context: understands and can navigate bureaucracy; knows how to align Imaginarium resources and processes with district priorities and strategies.
• Stakeholder engagement: can engage with a wide variety of stakeholders to build shared vision, ownership, and collective action.
• People management: knows how to recognize and leverage strengths, delegate, support growth, and ensure that people feel inspired, focused, and creatively engaged in their work.
• Workflow and project management: can manage highly complex and interdependent work streams (with and beyond the Imaginarium) to ensure timely, excellent execution.
• Cultural proficiency: has the skills and knowledge to model cultural proficiency in all relationships, projects, and processes.
• Communication: models excellence in visionary, values based, and culturally proficient communication across multiple media.